REGION 4 LEARNING SUPPORT CENTER

Reyes Irizarry Charles A. Amundsen Regional Superintendent Deputy Regional Superintendent

DRAFT

GLOBAL HISTORY

AND GEOGRAPHY 3

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:

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward American scholar, author, editor, pastor and teacher

"Every revolution was first a thought in one man's mind"

Ralph Waldo Emerson 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

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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. 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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TABLE OF CONTENTS

TOPIC PAGE Letter from the Superintendent ……………………………………………….. 1 UNIT FIVE: An Age of Revolution (1750-1914)

CONTENT TOPIC A: The Scientific Revolution ………………..……....... 4 CONTENT TOPIC B: Enlightenment in Europe…………………………. 5 CONTENT TOPIC C: Political revolutions………………………………. 7 CONTENT TOPIC D: The reaction against revolutionary ideas.……… 10 CONTENT TOPIC E: Latin America: The failure of democracy and the search for stability …………………………………………… 11 CONTENT TOPIC F: Global Nationalism …………..………………… 14 CONTENT TOPIC: G Economic and Social Revolutions……………... 16 CONTENT TOPIC H: Imperialism ……………………….…………… 20 CONTENT TOPIC I: Japan and the Meiji restoration……………….. 24 UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945) CONTENT TOPIC A: World War I …………………………………… 26 CONTENT TOPIC B: Revolution and change in Russia …………… 29 CONTENT TOPIC C: Between the wars ……………………………. 31 CONTENT TOPIC D: World War II-Causes And Impact…………… 33

Sample Lesson # 39 …………………………………………………………….... 36 Bloom Taxonomy…………………………………………………………………. 41

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UNIT FIVE: An Age of Revolution (1750-1914) CONTENT TOPIC A: The Scientific Revolution Suggested Time: Three to Four class periods LESSON #1 AIM: How is the Scientific Revolution an outgrowth of the Renaissance? OBJECTIVES: Students will be able to:

Describe the nature of the Scientific Revolution Explain how the Scientific Revolution marked the beginning of modern times Discuss how the ideas of the Renaissance enabled new scientific ideas to surface Describe the scientific method as outlined by Francis Bacon Compare the scientific method to the medieval approach to science and medicine

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.1-9 www.lancefuhrer.com/ Sci_Rev_Enlight.htm regentsprep.org/.../themes/science/sci.cfm http://web.jjay.cuny.edu/~acarpi/NSC/1-scimethod.htm http://www.nceas.ucsb.edu/nceas-web/kids/experiments/scimethod/scimethod.html New York State Standard: 2 Theme: Science and Technology, Change LESSON #2 AIM: How did the Scientific Revolution challenge the power of the Roman Catholic Church? OBJECTIVES:

Explain how the ideas of Copernicus (1473-1543) challenged Ptolemy and the Catholic Church

Discuss reasons why scientists were reluctant to publish their findings (example: Copernicus)

Explain why there is a conflict between science and religion Discuss the changing attitudes of people toward the Church and its authority.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.1-9 http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/scientificrev.html http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Teaching/index.htm http://home1.gte.net/deleyd/religion/galileo/sciencevsreligion.html New York State Standard: 2 Theme: Science and Technology, Change, Power

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LESSON #3 AIM: Why were Galileo’s teachings seen as a threat to the Roman Catholic Church? OBJECTIVES: Students will be able to:

Describe the reasons why the Church saw the publication of Galileo’s findings a threat.

Explain why the Catholic Church supported the geocentric theory Explain why some scientists refused to challenge the Church Discuss the reasons for and against recanting Discuss why people agreed or disagreed with his decision to recant

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-P.9 http://galileo.rice.edu/ http://www.pbs.org/wgbh/nova/galileo/ http://www.law.umkc.edu/faculty/projects/ftrials/galileo/galileo.html http://csep10.phys.utk.edu/astr161/lect/history/galileo.html New York State Standard: 2 Theme: Science and Technology, Conflict, Culture and Intellectual Life UNIT FIVE: An Age of Revolution (1750-1914) CONTENT TOPIC B: Enlightenment in Europe Suggested Time: Four to Five class periods LESSON #4 AIM: How did the writers of the Enlightenment challenge the authority of absolute monarchs? OBJECTIVES: Students will be able to:

Discuss the meaning of the term “Reason” as it applies to the Enlightenment movement.

Explore the writings of Locke, Descartes, Voltaire, Rousseau, and Montesquieu Describe the extent to which Europeans developed new attitudes towards power,

authority, governance, and law.

SUGGESTED RESOURCES/DOCUMENTS Global History & Geography 3 Resource Guide –- pp. 28-34 www.thecorner.org/hists/f3/age-reason.html www.mrdowling.com/705-enlightenment.html http://www.philosophypages.com/ph/lock.htm www.thecorner.org/ hists/f3/age-reason.html www.mrdowling.com/ 705-enlightenment.html New York State Standard: 2, 5 Theme: Cultural and Intellectual Life, Citizenship, Decision Making, Political Systems

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LESSON # 5 AIM: How good are people? (Case Study: Hobbes vs. Locke) OBJECTIVES: Students will be able to:

Describe the ideas of that Hobbes and Locke had on government and society Explain why absolute monarchs would support one over the other Assess the impact of their ideas on modern thought.

SUGGESTED RESOURCES/DOCUMENTS: Global History & Geography 3 Resource Guide --- pp. 28-30 http://oregonstate.edu/instruct/phl302/philosophers/hobbes.html http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html http://cepa.newschool.edu/het/profiles/hobbes.htm http://plato.stanford.edu/entries/locke/ http://oregonstate.edu/instruct/phl302/philosophers/locke.html http://oregonstate.edu/instruct/phl302/texts/locke/locke2/locke2nd-a.html New York State Standard: 2, 5 Theme: Cultural and Intellectual Life, Citizenship, Decision Making, Political Systems LESSON # 6 AIM: Why was change needed in 19th century Russia? OBJECTIVES: students will be able to:

Describe the economic, political and social conditions of 19th century Russia: absolutism, feudalism, Orthodoxy, influence of western ideas

Analyze the reforms of Czar Alexander II Explain the policies of Czar Alexander II and their impact (nationalism,

industrialization, expansion, pogroms) Trace the limits of Russian territorial expansion on a map

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resources Guide---pp 104-108 Google Search --- Images --- Russian Expansion (maps etc.) http://www.fordham.edu/halsall/mod/1855moltke-alexander2.html http://housatonic.net/Documents/374.htm http://www.answers.com/topic/the-great-game http://www.beyondbooks.com/eur12/2e.asp http://www.unc.edu/courses/2003fall/hist/031/001/social.html http://europeanhistory.about.com/od/nineteenthcenturyrussia/ New York State Standard: 2, 3, 4, 5 Theme: Change, Conflict and Human Rights

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LESSON # 7 AIM: How “enlightened” were the Enlightened Despots? OBJECTIVES: Students will be able to:

Define the term despot Analyze the impact of the Enlightenment on the reigns of Frederick II, Catherine

the Great, and Maria Theresa. Discuss the reforms undertaken by these monarchs (examples: benevolent rule,

social welfare policies, internal improvements, encouragement of science and education, religious toleration, civil service reform.

Determine how accurately the term “enlightened despot” describes these monarchs.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide---34 college.hmco.com/.../ image152_large.html www.saint-petersburg.com/ history/catherine2nd.asp http://www.mtholyoke.edu/courses/rschwart/hist255-s01/paris_homework/Enlightenment_salon.html http://www.gnostique.net/EGA/salons.htm New York State Standards: 2, 5 Theme: Power, Human Rights, Political Systems UNIT FIVE: An Age of Revolution (1750 – 1914) CONTENT TOPIC C: Political revolutions Suggested Time: Six to Eight class periods LESSON # 8 AIM: Why was the American Revolution a turning point in world history? OBJECTIVES: Students will be able to:

Compare and contrast writings and speeches from the American Revolution with those of Enlightenment thinkers.

Describe how the Enlightenment influenced the American Revolution Evaluate the impact of the American Revolution nationalism, democracy, and

other revolutions. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide---pp: 39, 44, 46, 50 www.cyberhigh.fcoe.k12.ca.us/.../ decind.htm www.knowbuddyresources.com/ cat_pages/900/ques... New York State Standards: 1, 2, 5 Theme: Power, Political Systems

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LESSON # 9 AIM: How “ripe” was French society for revolution in the 18th century? OBJECTIVES: Students will be able to:

Assess the social structure of the Old Regime. Describe the conditions in France that led to revolution in France (e.g. debt, food

shortages, policies of Louis XIV). Describe the grievances of the Third Estate (peasants and bourgeoisie) against the

monarchy. Discuss the impact of the Enlightenment and American Revolution on the

discontent in France. SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 3 Resource Guide ---pp. 64-68 http://www.nga.gov/collection/gallery/gg54/gg54-over1.html http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/peasantsaristos.html http://en.wikipedia.org/wiki/18th_century http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/peasantsaristos.html http://www.mdx.ac.uk/www/study/sshtim.htm http://www.people.memphis.edu/~kenichls/1302FrenchRevolution.html New York State Standard: 2 Theme: Conflict, Change, Political Systems LESSON # 10 AIM: To what extent was the French Revolution inevitable in 1789? OBJECTIVES: Students will be able to:

Evaluate the method of voting in Estates General Describe the responses of the French monarchy to the protests made by the Third

Estate (e.g. dissolution of Estates General) Discuss the actions of the National Assembly (e.g. the Tennis Court Oath, the

abolition of feudalism; the adoption of the Declaration of Rights of Man etc. Assess the extent to which the decisions of Louis XVI contributed to his downfall.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide --- pp. 69-70 http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/rev891.html http://www.historyhome.co.uk/c-eight/france/frevents.htm http://www.everything2.com/index.pl?node_id=108729 http://killeenroos.com/3/FRENCHGO.htm http://www.channel4.com/history/microsites/H/history/guide18/timeline01.html http://regentsprep.org/Regents/global/themes/change/pol.cfm http://www.wsu.edu:8000/~dee/REV/FIRST.HTM New York State Standard: 2, 5 Theme: Conflict, Change, Power, Political Systems

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LESSON # 11 AIM: Why did the French Revolution evolve into a “Reign of Terror?” OBJECTIVES: Students will be able to:

Compare the goals of the Girondists with those of the Jacobins (moderates vs. radicals)

Describe and evaluate the goals and accomplishments of the Jacobin government by citing such actions as the Law of Suspects, Levee en Masse.

Discuss the reasons for the Reign of Terror. Explain the impact of Robespierre and his associates on France.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide --- pp. 69-70 http://www.discoverfrance.net/France/History/DF_revolution.shtml http://www.wsu.edu:8000/~dee/REV/RADICAL.HTM http://www.infoplease.com/ce6/history/A0858289.html New York State Standard: 2, 5 Theme: Change, Power, Political Systems LESSON # 12 AIM: To what extent was the rise of Napoleon an inevitable outcome of the French Revolution? OBJECTIVES: Students will be able to:

Cite reasons for Napoleon's rise to power. Discuss the reasons why many people supported Napoleon Evaluate Napoleonic domestic reforms in the light of democratic ideals ( Code

Napoleon, fair tax code, merit system, public education, religious tolerance, national bank).

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide --- pp. 74 http://www.napoleonbonaparte.nl/html/body_nap_and_revolution.html http://members.aol.com/TeacherNet/FrRev.html http://chnm.gmu.edu/features/episodes/napoleon.html http://www.schoolhistory.co.uk/year8links/frenchrevolution/riseofnapoleon.pdf http://library.thinkquest.org/C0110901/standard/main.html http://www.pbs.org/empires/napoleon/n_clas/destiny.html http://europeanhistory.about.com/cs/thenapoleons/ New York State Standard: 2,5 Theme: Change, Power, Political Systems

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LESSON # 13 AIM: How great was Napoleonic France? OBJECTIVES: Students will be able to:

Using maps evaluate the extent of the French Empire and areas under French control.

Discuss the influence of Napoleon as a carrier of revolutionary ideas. Describe Napoleon’s leadership e.g. personal charisma, intelligence, military

talent. Evaluate Napoleon in terms of successes and failures for France.

SUGGESTED RESOURCES/DOCUMENTS: http://www.costumes.org/classes/fashiondress/FrenchRevolution.htm http://www.arthistoryclub.com/art_history/First_French_Empire http://www.allempires.com/empires/napoleon/napoleon.htm http://members.tripod.com/~mhkerekes/napoleontl.htm http://dl.lib.brown.edu/paris/time2.html New York State Standard: 2, 5 Theme: Change, Power, Political Systems UNIT: An Age of Revolution (1750 – 1914) CONTENT TOPIC D: The reaction against revolutionary ideas Suggested Time: Two to three class periods LESSON # 14 AIM: Why did the Congress of Vienna attempt to “turn back time” in 1815? OBJECTIVES: Students will be able to:

Explain how the of the Congress of Vienna attempted to maintain the ‘status quo” in western Europe.

Explain how the Congress attempted to impose a new order on Europe (Holy Alliance, balance of power)

Assess the influence of Metternich on the Congress and Europe after Napoleon SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide---pp: 101-102 astro.temple.edu/.../ congressvienna1812(2).htm www.saburchill.com/.../ empires/0033f.html www.thecaveonline.com/ APEH/revuenapoleon.html www.coloradocollege.edu/.../ earlymodernmaps.htm New York State Standards: 2-5 Theme: Change, Nationalism, Power

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LESSON # 15 AIM: To What extent did the sparks of revolution continue to burn in Europe during the 19th century? OBJECTIVES: Students will be able to:

Explain the causes of the revolutions of 1848 Assess the effectiveness of the Congress of Vienna as Europe reacts to

revolutionary conflict Discuss the extent of success met by these revolutions

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide---pp: 103 www.gla.ac.uk/.../ brochure/1848rev.htm academic.brooklyn.cuny.edu/. ../core/c4-vii.htm http://www.fresno.k12.ca.us/schools/s090/lloyd/nationalism.htm http://www.thecaveonline.com/APEH/revueLate19century.html New York State Standards: 2,5 Theme: Change, Nationalism, Power UNIT FIVE: An Age of Revolution (1750 – 1914) CONTENT TOPIC E: Latin America: The failure of democracy and the search for stability Suggested Time: Seven to eight class periods LESSON #16 AIM: Why was Latin America ready for revolution in the early 1800’s? OBJECTIVES: Students will be able to:

Describe the nature of the Latin American class system Discuss the influence of the American and French Revolutions on Latin America Analyze the impact of the Enlightenment ideas on the revolutionary leaders in

Latin America (Bolivar, O’Higgins, L’Ouverture, Hidalgo, etc.). Describe how economic, social and political conditions can lead to revolution

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.88-97 http://edsitement.neh.gov/view_lesson_plan.asp?id=576 http://www.elbalero.gob.mx/kids/history/html/sxix/mexindep.html http://www.pachami.com/English/latinoamericaE.html New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Power

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LESSON # 17 AIM: How did Toussaint L’Ouverture help gain Haiti’s independence? OBJECTIVES: Students will be able to:

Describe the conditions in Haiti before the slave revolt Analyze why the “time was right” for revolution in Haiti. Discuss the problems Haiti faced after the revolution

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP. 88-97 http://www.pachami.com/English/latinoamericaE.html http://docsouth.unc.edu/neh/beard63/beard63.html http://www.gettysburg.edu/academics/history/hist106web/site4/Toussaint.htm http://www.pbs.org/wgbh/aia/part3/3h326.html New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Conflict LESSON # 18 AIM: Why was Bolivar able to achieve independence for Spanish colonies in Latin America? OBJECTIVES: Students will be able to:

Evaluate the grievances that the people living in Spanish colonies had against Spain.

Examine the successes and failures of the revolutions Analyze the problems in Latin American after independence Assess changes to the map of Latin America after the revolutions,.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP. 80-87 http://www.pachami.com/English/latinoamericaE.html http://www.embavenez-us.org/kids.venezuela/simon.bolivar.htm http://www.guiabizkaia.com/museos/Bolibar/biografia/bolivar_english.htm http://www.harcourtschool.com/activity/biographies/bolivar/ New York State Standard: 2, 3,4, 5 Theme: Change, Geography, Nationalism LESSON # 19 AIM: How successful was Mexico in achieving independence? OBJECTIVES: Students will be able to:

Describe the political, economic and social causes for the independence movement in Mexico

Assess the importance of Miguel Hidalgo, Jose Morelos and Agustine Iturbide in paving the way to independence

Review the major events in achieving independence

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SUGGESTED RESOURCES/DOCUMENTS: http://www.mexonline.com/history.htm http://www.pachami.com/English/latinoamericaE.html http://www.tamu.edu/ccbn/dewitt/mexicanrev.htm New York State Standard: 2, 3,4, 5 Theme: Change LESSON # 20 AIM: To what extent did the newly independent nations of Latin America in achieve democracy? OBJECTIVES: Students will be able to:

Analyze the role of social classes and the Catholic Church in the independence movement

Examine the problems caused by revolution in promoting social, political and economic freedom

Examine the degree of success or failure of revolutions to maintain independence

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.108-110 http://saxakali.com/caribbean/shamil.htm http://www2.worldbook.com/wc/popup?path=features/explorers&page=html/impact_later.html&direct=yes New York State Standard: 2, 3,4, 5 Theme: Change LESSON # 21 AIM: Should the changes in Latin American Society after independence be viewed as positive or negative? OBJECTIVES: Students will be able to:

Assess the degree of change in Latin America after the revolutions (race, ethnicity, role of Roman Catholic Church)

Discuss the role of cash crops, lack of industrialization, and economic imperialism on economic development

Assess the failure of democracy led to the creation of an oligarchy in several Latin American nations.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.108-110 http://www.oberlin.edu/faculty/svolk/latinam.htm http://saxakali.com/caribbean/ http://www.msuglobalaccess.net/geo/latinamerica/ http://www.chatham.edu/PTI/Contemp_Latin/abstract_page.htm New York State Standard: 2, 3,4, 5 Theme: Change, Conflict and Human Rights

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LESSON # 22 AIM: Why was Mexico ready for revolution in the early 1900’s? OBJECTIVES: Students will be able to:

Examine the role of economic and social nationalism in the development of Mexico

Analyze the roles of Porfirio Diaz, Fransisco “Pancho” Villa , and Emiliano Zapata

Evaluate the role played by the peasants in the Mexican revolution Describe the results of the Mexican Revolution and its impact on the economic

and social structure of Mexican society SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.111-112 http://www.mexonline.com/history.htm http://users.erols.com/mwhite28/mexico2.htm http://historicaltextarchive.com/sections.php?op=viewarticle&artid=144 http://www.elbalero.gob.mx/kids/history/html/rev/biozapata.html New York State Standard: 2 Theme: Power, Nationalism UNIT FIVE: An Age of Revolution (1750 – 1914) CONTENT TOPIC F: Global Nationalism Suggested Time Four to five class periods LESSON # 23 AIM: To what extent was Germany ready for nationhood in 1860? OBJECTIVES: Students will be able to:

Review the characteristics of nationalism. Identify on a map the various German states. Evaluate those factors that would support German unification (common language,

culture, common enemy) Assess the obstacles to unification (localized rulers, outside influences, religious

differences). SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide --- pp. 128 Google Search --- Images --- Germany 1860 (will provide maps) http://www.geocities.com/pvt52ny/germany.html http://europeanhistory.about.com/cs/betweenempires/ http://www.colby.edu/personal/r/rmscheck/GermanyA3.html http://www.users.globalnet.co.uk/~semp/bismarck.htm

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New York State Standard 2-5 Theme: Nationalism LESSON # 24 AIM: How essential was Bismarck’s policy of “Blood and Iron” to the unification of Germany? OBJECTIVES: Students will be able to:

Explain the term, “Blood and Iron” Examine the policies and major actions of Bismarck in pursuing German

unification (Danish War of 1864, Austro-Prussian War, Franco-Prussian War). Determine whether Germany could have achieved unity without Bismarck’s

leadership

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guides---pp 123 & 128 astro.temple. edu/…/inificationgermany.htm www.wwnotron.com./...ralph/resource/unifigerm.htm www.klitzfamily.com/map_germany.htm http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/germanunif.html http://www.thecorner.org/hists/assign/unif-compare.htm New York State Standard 2-5 Theme: Nationalism . LESSON # 25 AIM: How effective was Mazzini in influencing Italian Nationalism? OBJECTIVES: Students will be able to:

Assess the positive and negative factors related to Italian unification ( regional vs. national loyalties, the Papacy, outside influences, language, religion, geography).

Explain how nationalist ideas influenced Mazzini. Discuss the writings of Mazzini’s “Young Italy” and their impact on the

Risorgimento. SUGGESTED RESOURCES/DOCUMENTS: campus.northpark.edu/.../ ItalianUnification.htm www.fordham.edu/halsall/mod/1861italianunif.html www.cats.ohiou.edu/~Chastain/ip/mazzini.htm www.fordham.edu/halsall/mod/1861italianunif.html New York State Standard 2, 3, 4 Theme: Nationalism

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LESSON # 26 AIM: Who was most responsible for Italian unification? OBJECTIVES: Students will be able to:

Analyze the roles Mazzini,Garibaldi and Cavour played in the unification of Italy ( The Soul, The Sword and the Brain of Italy).

Describe why Cavour is called the “architect” of Italian unification. Analyze a map of Italy that explains the process of unification. Discuss the problems Italy faced after unification.

SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 3 Resource Guide – pg. 127 http://www.roangelo.net/valente/garibald.html www.historyplace.com/speeches/garibaldi.htm www.age-of-the-sage.org/historical/biography/camillo_cavour.html http://www.thecorner.org/hists/assign/unif-compare.htm New York State Standard 2,3 Theme: Nationalism, Change UNIT 5: An Age of Revolutions (1750-1914) CONTENT TOPIC: G Economic and Social Revolutions Suggested Time: Ten to twelve class periods LESSON # 27 AIM: To what extent did Agricultural Revolution of the 1700’s pave the way for the Industrial Revolution? OBJECTIVES: Students will be able to:

Describe the factors that contributed to the agricultural revolution (e.g. crop rotation, introduction of fertilizers, mechanical inventions, energy revolution, enclosure).

Explain why populations soared in Europe Compare the Agricultural Revolution to the Neolithic Revolution in terms of the

radical changes it brought. SUGGESTED DOCUMENTS/RESOURCES: Global History and Geography 3 Resource guide – pgs. 144, 157-160 http://www.bbc.co.uk/history/society_culture/industrialisation/agricultural_revolution_01.shtml http://www.bbc.co.uk/history/society_culture/industrialisation/agricultural_revolution_02.shtml http://www.bbc.co.uk/history/society_culture/industrialisation/agricultural_revolution_04.shtml New York State Standard: 2,4 Theme: Change, Science and Technology LESSON # 28 AIM: Why did the Industrial Revolution begin in Great Britain?

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OBJECTIVES: Students will be able to: Explain the nature of the Industrial Revolution. Describe the factors that contributed to the Industrial Revolution in Great Britain

(natural resources, growing population to supply workers, economic conditions –capital and the demand for new goods, stable government).

Describe how improvements in transportation promoted industrialization in Britain (turnpikes, steam locomotives, steamboats.)

SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 3 Resource guide – pg. 148 http://www.fsmitha.com/h3/h35-tek.html http://www.bbc.co.uk/history/lj/victorian_britainlj/source_industry_1.shtml?site=history_victorianlj_industry http://www.bbc.co.uk/history/lj/victorian_britainlj/industry_invention_5.shtml?site=history_victorianlj_industry www.queensu.ca/.../Images/05_03_21.009.png New York State Standard: 2,3,4 Theme: Change, Economic Systems LESSON # 29 AIM: How did industrialization transform the way goods were manufactured? OBJECTIVES: Students will be able to:

Describe the impact of new inventions on the textile industry (flying shuttle, spinning jenny, spinning mule).

Discuss how new machinery led to the development of the first factories (shift from domestic system).

Discuss how the Industrial Revolution impacted cotton production (the American South, India, Egypt)

SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 3 Resource Guide – pgs. 145, 153 www.historyguide.org/images/spinning_jenny.jpg http://docsouth.unc.edu/nc/childlabor/childlabor.html history.osu.edu/Projects/ ChildLabor/CottonDress/ New York State Standards: 2,4 Theme: Factors of Production, Change LESSON # 30 AIM: How was the Industrial Revolution both a blessing and a curse? OBJECTIVES: Students will be able to:

Analyze how the factory system changed worker’s lives (urbanization). Describe the problems faced by the working class (Saddler Commission Report

on child labor, impact on women, long hours, poor and unsafe working conditions,

Evaluate whether or not the factory system represented improvement in the standard of living.

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SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 3 Resource Guide – pgs. 149-156 http://www.schoolshistory.org.uk/IndustrialRevolution/workingconditions.htm www.historyplace.com/.../childlabor/empty.jpg www.greece.k12.ny.us/ath/library/teachers/phi... http://www.historyteacher.net/EuroProjects/DBQs2002/DBQ2002_19cReformMovements.htm New York State Standard: 2,4 Theme: Urbanization LESSON # 31 AIM: How did the growth of cities affect everyday life? OBJECTIVES: Students will be able to:

Assess the reasons why people moved to the city. Discuss the positive and negative impact of industrialization on growing urban

areas (disease, slums, tenements, pollution, improved transportation, cultural centers, centers for trade).

Analyze the impact of medical advances in the late 1800’s (vaccines, pasteurization, antiseptics).

Describe how cities expanded and changed in the later Industrial Revolution (sidewalks,skyscrapers, sewers).

SUGGESTED RESOURCES/DOCUMENTS: http://www2.sunysuffolk.edu/westn/urban.html http://www.let.leidenuniv.nl/history/migration/chapter3.html http://www.schoolshistory.org.uk/IndustrialRevolution/lifeduringindustrialrevolution.htm http://www.schoolshistory.org.uk/IndustrialRevolution/beforeindustrialisation.htm New York State Standard: 2,3 Theme: Urbanization, Environment and Society LESSON # 32 AIM: How much control should government have over the economy? OBJECTIVES: Students will be able to:

Define: laissez-faire capitalism, utopian socialism Discuss how ideas of Adam Smith, Thomas Malthus and David Ricardo fostered

the concept of Laissez-Faire Explain how supply and demand can be an economic regulator. Describe Smith’s “Invisible Hand” of competition as a regulator of the economy.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide---pp 146-147, 175 http://www.hcn.org/allimages/1995/sep18/graphics/950918.010.gif www.worldsocialism.org/ spgb/feb99/utopian.html www.mhhe.com/.../ ch05/sld013.htm info1.nwmissouri.edu/.../ rfield/274ppt/PP06.htm New York State Standard: 2, 4 Theme: Economic Systems

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LESSON # 33 AIM: How did socialism attempt to cure the ills of the Industrial Revolution? OBJECTIVES: Students will be able to:

Compare Jeremy Bentham’s Utilitarian ideas with Adam Smith’s concept of laissez-faire

Examine the impact of various socialist response to the Industrial Revolution (e.g. Robert Owen and other Utopians, Fabian Socialists)

Assess these 19th century ideas in terms of 21st century conditions. SUGGESTED RESOURCES/DOCUMENTS: Global History & Geography Resource Guide – pp. 146, 147, 175 http://www.hcn.org/allimages/1995/sep18/graphics/950918.010.gif www.worldsocialism.org/ spgb/feb99/utopian.html www.mhhe.com/.../ ch05/sld013.htm info1.nwmissouri.edu/.../ rfield/274ppt/PP06.htm New York State Standard: 2, 4 Theme: Change, Needs and Wants, Economic Systems LESSON # 34 AIM: How did Karl respond to the problems of the Industrial Revolution? OBJECTIVES: Students will be able to:

Define: communism, bourgeoisie, proletariat, Scientific Socialism, Explain how Marx’s ideas attempted to deal with the problems of the Industrial

Revolution (class struggle, need for violent revolution). Describe Marx’s views of history and the capitalist economy Discuss Marx’s vision of society after the revolution.

SUGGESTED RESOURCES/DOCUMENT: Global history and Geography 3 Resource Guide--pp 180-181 www.marianland.com/ marxism/trueprofessionals.html www.nyu.edu/ projects/ollman/ www.lrna.org/ cartoons/andy.html www.under.ch/.../ Capitalism/Capitalisme.htm New York State Standard: 2,4,5 Theme: Economic Systems, Political Systems, Conflict LESSON # 35 AIM: Did the British Parliamentary legislation avoid a revolution in 19th century England? OBJECTIVES: Students will be able to:

Define: labor unions, strikes, picket, strikebreakers and collective bargaining Explain why workers tried to organize labor unions

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Assess the reason for the growth of organized labor Examine Parliamentary reform legislation (Repeal of the Combination Act,

Factory Acts, Coal Mine Act, expansion of Suffrage

SUGGESTED RESOURCES/DOCUMENTS: Global History & Geography 3 Resource Guide --- pp. 182 http://dspace.dial.pipex.com/town/terrace/adw03/peel/politics/reform.htm http://www.spartacus.schoolnet.co.uk/REVhistoryIR2.htm http://dspace.dial.pipex.com/town/terrace/adw03/c-eight/l-pool/combacts.htm http://dspace.dial.pipex.com/town/terrace/adw03/peel/trade-us/tu1830+.htm http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html New York State Standard: 2,4,5 Theme: Economic Systems, Political Systems LESSON # 36 AIM: To what extent could the Great Hunger have been avoided? OBJECTIVES: Students will be able to:

Explain the causes of the potato famine. Discuss how British policies had a direct impact on the famine. Assess the impact of the famine (e.g. increasing Irish nationalism, increased

migration to other parts of the world).

SUGGESTED RESOURCES/DOCUMENTS: www.lyonsdenbooks.com/ html/feedchildren.htm www.click2disasters.com/.../ the_great_hunger.htm www.cnn.com/WORLD/ 9706/01/ireland.famine/ New York State Standard: 2,3 Theme: Urbanization, Environment and Society, Movement of People and Goods UNIT FIVE: Age of Revolution (1750-1914) CONTENT TOPIC H: Imperialism Suggested Time: Nine to eleven class periods LESSON # 37 AIM: To what extent was the new imperialism of the 19th century a result of the Industrial Revolution? OBJECTIVES: Students will be able to:

Define: imperialism, empire, colony. Compare and contrast “new imperialism” to “old imperialism” Evaluate how the need for new products, cheap labor and new markets led

European nations to expand Analyze the relationship between colonies and the mother countries and their

colonies (mercantilism)

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SUGGESTED RESOURCES/DOCUMENTS: http://campus.northpark.edu/history/WebChron/World/NewImperialsim.html http://www.mcps.k12.md.us/departments/isa/ninvest/imperial/imperialismmainpage.htm http://www.theaha.org/tl/LessonPlans/ca/Reins/cover.htm http://www.myvlad.com/history/industrialrevolution.htm http://www.historywiz.com/imperialism.htm http://www.historyteacher.net/EuroProjects/ExamReviewSheets/MatchingQuizzesForFinalReview-2001/MATCH-NewImperialism.htm New York State Standard: 2, 3, 4, 5 Theme: Imperialism and Power LESSON # 38 AIM: How did the Congress of Berlin change Africa? OBJECTIVES: Students will be able to:

Discuss reasons why Africa was important to industrialized Europe. Explain why Europeans felt the need for the Congress of Berlin (Scramble for

Africa) Evaluate the impact of the partition of Africa

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.220-225 http://www.wwnorton.com/college/history/ralph/resource/impafr.htm http://members.aol.com/TeacherNet/World.html http://campus.northpark.edu/history/WebChron/Africa/BerlinConf.CP.html http://www.mrdowling.com/706-socialdarwinism.html http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/kipling.html New York State Standard: 2,3,4,5 Theme: Imperialism and Power LESSON # 39 AIM: How did the Europeans attempt to justify imperialism? OBJECTIVES: Students will be able to:

Discuss the major ideas of Social Darwinism. Assess the influence of Social Darwinism on the European attitude toward Africa

and Asia. Analyze the European’s concept of the “White Man’s Burden” and its impact on

its African colonies (the role of missionaries). Evaluate motivating factors (social, economic, political).

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.220-225 http://www.wwnorton.com/college/history/ralph/resource/impafr.htm http://members.aol.com/TeacherNet/World.html http://campus.northpark.edu/history/WebChron/Africa/BerlinConf.CP.html

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http://www.mrdowling.com/706-socialdarwinism.html http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/kipling.html New York State Standard: 2,3,4,5 Theme: Imperialism and Power LESSON # 40 AIM: Too what extent did European imperialism affect African unity? OBJECTIVES: Students will be able to:

Assess the nature of African resistance to imperialism. Trace the expeditions of Cecil Rhodes and the way they affected the people of

Southern Africa Analyze the role of the Boers and the Boer War in creating a divided South

Africa. Evaluate the treatment of the people of South Africa Discuss the pressure exerted by other European powers

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.220-225 http://www.wwnorton.com/college/history/ralph/resource/impafr.htm http://www.fresno.k12.ca.us/schools/s090/lloyd/imperialism.htm http://www.fordham.edu/halsall/africa/africasbook.html http://www.awm.gov.au/atwar/boer.htm http://www.southafrica.info/ess_info/sa_glance/history/history.htm New York State Standard: 2,3,4 Theme: Imperialism and Power LESSON # 41 AIM: Why were the British able to “divide and conquer” India? OBJECTIVES: Students will be able to:

Discuss reasons for British interest in India (sugar, tea, cotton, indigo) Explain how political and social conditions in India weakened its ability to resist

the British (religious and linguistic diversity, crumbling Mughal Empire) Evaluate the role of the British East India Company in consolidating British

control of India and exploiting its resources SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.216-217 http://www.bcpl.net/~sullivan/modules/imperial/sites.html http://asms.k12.ar.us/classes/humanities/worldstud/97-98/imper/india/india.htm http://sarvadharma.org/Museum/history/british.htm New York State Standard: 2,3,4 Theme: Imperialism and Power LESSON # 42 AIM: To what extent were the sepoys justified in rebelling against the British?

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OBJECTIVES: Students will be able to: Explain the role of the Sepoys in India. Discuss the grievances the Sepoys had toward the British Analyze the impact of the Sepoy Mutiny on South Asia.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-PP.218-219 http://asms.k12.ar.us/classes/humanities/worldstud/97-98/imper/india/india.htm http://www.english.emory.edu/Bahri/Mutiny.html http://www.regiments.org/wars/19thcent/57india.htm http://britishempire.co.uk/article/mutinypress.htm http://www.dimdima.com/knowledge/freedom.asp?tit=Sepoys+on+the+Move http://www.kamat.com/kalranga/itihas/1857.htm New York State Standard: 2,3,4 Theme: Imperialism and Power LESSON # 43 AIM: Why did China fall victim to imperialism in the 19th century? OBJECTIVES: Students will be able to:

Describe the conditions that enabled foreign, economic control of China (lack of technological advancement)

Discuss conditions in China that challenged European attempts to control China (emperor, ethnocentrism, history of Chinese isolation).

Evaluate how cultural differences were a blueprint for disaster Assess the impact of foreign influence on the map of China

SUGGESTED RESOURCES/DOCUMENTS: http://www.bcpl.net/~sullivan/modules/imperial/sites.html http://library.thinkquest.org/26469/history/1900.html http://www.u-s-history.com/pages/h908.html http://www.historylearningsite.co.uk/china_1900_to_1976.htm New York State Standard: 2,3,4,5 Theme: Imperialism and Power LESSON # 44 AIM: Why are the Opium Wars considered a turning point in Chinese history? OBJECTIVES: Students will be able to:

Examine the use of opium as part of British policy in China Assess the impact of opium trade on the Chinese people Analyze the reasons for the Opium Wars Discuss the results of the Opium War and the Treaty of Nanjing in terms of

opening up China to European domination (extraterritoriality) Discuss the long-term effects of the Treaty of Nanjing on China (spheres of

influence).

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SUGGESTED RESOURCES/DOCUMENTS: http://www.wsu.edu:8080/~dee/CHING/OPIUM.HTM http://web.jjay.cuny.edu/~jobrien/reference/ob36.html http://opioids.com/images/opiumwar.html http://www.isop.ucla.edu/eas/documents/nanjing.htm New York State Standard: 2,3,4,5 Theme: Imperialism, Power, Nationalism LESSON # 45 AIM: How did China respond to the challenges of imperialism? OBJECTIVES: Students will be able to:

Discuss the factors that contributed to the increase of Chinese nationalism (ethnocentrism, foreign domination)

Explain the reasons for the Taiping and Boxer Rebellions Evaluate the successes and failure of the rebellions.

SUGGESTED RESOURCES/DOCUMENTS: http://www.bcpl.net/~sullivan/modules/imperial/sites.html http://www.u-s-history.com/pages/h908.html http://www.historylearningsite.co.uk/china_1900_to_1976.htm http://www.history.navy.mil/faqs/faq86-1.htm http://www.smplanet.com/imperialism/fists.html New York State Standard: 2,3,4,5 Theme: Imperialism and Power UNIT FIVE: AN AGE OF REVOLUTION (1750-1914) CONTENT TOPIC I: Japan and the Meiji restoration Suggested Time: Three to four class periods LESSON # 46 AIM: How significant was Perry’s visit to Japanese history? OBJECTIVES: Students will be able to:

Describe Japanese policies towards the West under the Tokugawa (isolationist policy)

Discuss the reasons for Perry’s voyages Explain the effect of Perry’s visit Evaluate the impact of the Treaty of Kanagawa on Japan’s government and

society SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide PP.188-201 http://www.grifworld.com/perryhome.html http://www.navyandmarine.org/ondeck/1800perryjapan.htm http://www.gracegalleries.com/China-Japan_Listings.htm http://web.jjay.cuny.edu/~jobrien/reference/ob25.html New York State Standard: 2,3,4,5 Theme: Change And Economic Systems

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LESSON # 47 AIM: How “revolutionary” was the Meiji restoration? OBJECTIVES: Students will be able to:

Describe major political changes under the Meiji Restoration (restoration of the emperor, Constitution of 1889)

Analyze the changes on Japan as it industrialized Describe the social changes that resulted from Japan’s attempt to westernize Assess the Japan’s success in achieving an industrialized society

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide PP.202-203,209-213 http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html http://www.ox.compsoc.net/~gemini/simons/historyweb/meiji-resto.html http://campus.northpark.edu/history/WebChron/China/MeijiConstituti.html http://cla.calpoly.edu/%7Emriedlsp/History315/MeijiText.html New York State Standard: 2, 3, 4, 5 Theme: Change, Economic Systems LESSON # 48 AIM: Why did Japan’s successes lead to international conflict? OBJECTIVES: Students will be able to:

Discuss the reasons for Japanese imperialist desire ( lack of raw materials necessary for industrialization)

Assess the importance of the Sino-Japanese War and the Russian-Japanese War in making Japan a regional power

Discuss the reasons for Japan’s annexation of Korea and its policies (1919-1945)

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide PP.202-208 http://www.lcsc.edu/modernchina/u3s1p7.htm http://www.taiwandocuments.org/shimonoseki04.htm http://www.onwar.com/aced/data/romeo/russojapanese1904.htm http://www.murdoch.edu.au/elaw/issues/v3n2/kawasaki.html http://www.umich.edu/~iinet/iisite/outreach/Korea.htm http://www.theodoreroosevelt.org/life/nobelportsmouth.htm New York State Standard: 2, 3,4 Theme: Change, Needs and Wants, Imperialism

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UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945) CONTENT TOPIC A: World War I Suggested Time: Six to eight class periods LESSON # 49 AIM: How did the Europeans challenge the Ottoman Empire? OBJECTIVES: Students will be able to:

Identify on a map the strategic location of the Empire, the Balkan states etc. Explain the reasons for the growth of the Ottoman Empire and its impact on Europe. Discuss the impact of Balkan nationalism within the Ottoman Empire Evaluate the reasons for the weakening of the empire (ethnic diversity, European

policies; government corruption). SUGGESTED RESOURCES/DOCUMENTS http://www.omda.bg/imir/studies/alban_id26.html http://europeanhistory.about.com/od/thebalkansandturkey/ http://www.cet.edu/earthinfo/balkans/BKhis.html http://www.orthodoxnews.netfirms.com/164/Balkan.htm http://www.answers.com/topic/pan-slavism New York State Standard: 2, 3, 5 Theme: Power, Nationalism LESSON # 50 AIM: Was World War I inevitable? OBJECTIVES: Students will be able to:

Assess the differences between immediate and long - term causes of events. Describe the forces at work in Europe in the early 20th century (nationalism,

imperialism, militarism, alliance system). Explain how these factors allowed the seeds of conflict to be sown. Analyze the role of extreme nationalism and imperialism in the years leading up

to World War I (e.g. Balkan crisis, Armenian massacres). SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide- PP. 243-253 http://www.lib.byu.edu/~rdh/wwi/1914m.html http://www.firstworldwar.com/ http://www.fultonschools.org/teacher/osheat/worldHistory/wwI/wwICauses_files/frame.htm http://www.clt.astate.edu/randersn/causes_of_wwi1.htm New York State Standard: 2,3,4,5 Theme: Conflict, Nationalism, Imperialism

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LESSON # 51 AIM: Why did the assassination of the Archduke Francis Ferdinand spark World War I? OBJECTIVES: Students will be able to:

Identify and locate the various nationalities living Europe in 1914 Explain the role of Serbian nationalism in setting the stage for war. Discuss Austria’s ultimatum as a reaction to the assassination. Review the role of the alliance system. Describe the sequence of events that led to the outbreak of war.

SUGGESTED RESOURCES/DOCUMENTS: http://www.lib.msu.edu/sowards/balkan/lect15.htm http://campus.northpark.edu/history/WebChron/EastEurope/FranzFerdinand.html http://mars.acnet.wnec.edu/~grempel/courses/ww1/lectures/assasination.html http://www.eyewitnesstohistory.com/duke.htm New York State Standard: 2-5 Theme: Conflict, Nationalism, Imperialism LESSON # 52 AIM: To what extent was World War I different from previous wars? OBJECTIVES:

Assess the reasons why World War I was called a “Total War.” Discuss changes in tactics and technology (automatic machine gun, tank,

submarine, airplane, poison gas, trench warfare). Analyze the cost of the war in terms of human casualties and economic losses

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide PP.253-269 http://www.worldwar1.com/ http://www.eyewitnesstohistory.com/sub.htm http://www.eyewitnesstohistory.com/tank.htm http://www.eyewitnesstohistory.com/gas.htm http://www.worldwar1.com/tlbtw.htm http://www.oucs.ox.ac.uk/ltg/projects/jtap/rose/images.html http://mailer.fsu.edu/~akirk/tanks/ http://www.greatwarflyingmuseum.com/ http://www.english.emory.edu/LostPoets/Casualties.html New York State Standard: 2-5 Theme: Conflict, Nationalism, Imperialism LESSON # 53 AIM: Why did the United States enter World War I?

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OBJECTIVES: Students will be able to:

Discuss why the U.S. wanted to remain neutral Discuss why the U.S. entered the war (Zimmerman Telegram, sinking of the

Lusitania, freedom of the seas) Analyze the impact of U.S. involvement of the U.S. in the war

SUGGESTED RESOURCES/DOCUMENTS: http://afsf.lackland.af.mil/Images/WWI/index.htm http://www.worldwar1.com/tgws/rel001.htm www.archives.gov/digitalclassroom/lessons/zimmermanntelegram/zimmermanntelegram. html http://www.pbs.org/lostliners/lusitania.html http://www.gwpda.org/naval/lusika01.htm http://www.socialstudieshelp.com/USRA_WWI.htm New York State Standard: 2-5 Theme: Conflict, Nationalism, Imperialism LESSON # 54 AIM: To what extent were the issues causing World War I resolved? OBJECTIVES: Students will be able:

Compare and contrast Wilson’s Fourteen Points with the Treaty of Versailles. Analyze the effect of the collapse of the Ottoman Empire, Austria-Hungary and

Germany on world affairs Determine which provisions addressed the causes of World War I. Analyze why nations would consider themselves either winners or losers as a

result of the Versailles Treaty. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide PP.316-317 http://www.lib.byu.edu/~rdh/wwi/versailles.html http://www.lib.byu.edu/~rdh/wwi/1918/14points.html http://www.teacheroz.com/wwi.htm#stats http://www.spartacus.schoolnet.co.uk/FWW.htm http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html http://history.acusd.edu/gen/WW1Pics/81580.GIF http://history.acusd.edu/gen/WW2Timeline/1919League2.html http://history.acusd.edu/gen/WW1Pics/81578.jpg New York State Standard: 2,3,4,5 Theme: Conflict, Nationalism, Imperialism

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UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945) CONTENT TOPIC B: Revolution and change in Russia Suggested Time: Five to seven class periods LESSON # 55 AIM: Why was Russia considered a backward nation 1917? OBJECTIVES: Students will be able to:

Explain why Russian society was backward as compared to western Europe. Analyze the reign of Czar Nicholas II (failure to maintain stability on the war

front and at home, loss in the Russo – Japanese War) Explain how “Bloody Sunday”/the Revolution of 1905, marked a turning point in

Russian history. SUGGESTED RESOURCES/DOCUMENTS Global History 3 Resource Guide --- pp. 270-275 http://mars.wnec.edu/~grempel/courses/wc2/lectures/rev1917.html http://en.wikipedia.org/wiki/Russian_Revolution_of_1917 http://www.answers.com/topic/russian-revolution-of-1917 http://www.johndclare.net/Basics_Russia.htm http://www2.sptimes.com/Treasures/TC.2.3.19.html http://www.geocities.com/caseallen/research/russia.html New York State Standard: 2,4,5 Theme: Political Systems, Conflict, Power LESSON # 56 AIM: Why were the Bolshevik Communists able to take control of Russia? OBJECTIVES: Students will be able to:

Discuss the impact of Russia’s entry into WWI on its people. Discuss why the March Revolution and the creation of the provisional

government in 1917 led to the abdication of Czar Nicholas II. Explain the reasons for the collapse of the Kerensky government.

SUGGESTED RESOURCES/DOCUMENTS Global History 3 Resource Guide --- pp.275 - 276 http://www.barnsdle.demon.co.uk/russ/datesr.html http://www.emayzine.com/lectures/russianrev.html http://campus.northpark.edu/history/WebChron/EastEurope/OctRev.html http://thc.worldarcstudio.com/classroom_20040211_JB/alevel/revol.htm http://www.nevsky88.com/SaintPetersburg/Revolution/default.asp http://www.ety.com/berlin/bensone.htm New York State Standard: 2,4,5 Theme: Political Systems, Conflict, Power, Economic Systems

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LESSON # 57 AIM: To what extent Lenin keep his promises to the Russian people? OBJECTIVES: Students will be able to:

Discuss the conditions in Russia at the time of Lenin’s takeover (e.g. Civil War, White Russian opposition, presence of foreign troops, “Peace, Land and Bread”).

Examine the degree of success of Lenin’s early policies (e.g. decision to pull out of World War I – Treaty of Brest Litovsk, War Communism).

Determine the reasons why Lenin instituted the New Economic Policy in 1921 Evaluate Lenin’s effectiveness as a leader.

SUGGESTED RESOURCES/DOCUMENTS http://www.historyguide.org/europe/decree.html http://www.time.com/time/time100/leaders/profile/lenin.html http://www.spartacus.schoolnet.co.uk/RUSlenin.htm http://www.gmu.edu/departments/economics/bcaplan/museum/his1g.htm http://www.historylearningsite.co.uk/war_communism.htm

New York State Standard: 2,4,5 Theme: Political Systems, Conflict, Power, Economic Systems LESSON # 58 AIM: How did the Soviet Union industrialize under Stalin’s leadership?

OBJECTIVES: Students will be able to: Review the differences between market (demand) and command economies. Discuss conditions in the Soviet Union at the time of Stalin’s assumption of power. Describe the plan to collectivize Soviet agriculture. Determine the basic elements of Stalin’s Five Year Plans. Assess the successes and failures of Stalin’s economic policies.

SUGGESTED RESOURCES/DOCUMENTS Global History 3 Resource Guide --- pp. 277-279 http://www.spartacus.schoolnet.co.uk/RUSfive.htm http://mars.acnet.wnec.edu/~grempel/courses/stalin/lectures/EconDev.html http://www.ibiblio.org/expo/soviet.exhibit/collect.html http://easyweb.easynet.co.uk/~socappeal/russia/part3.html

LESSON # 59 AIM: How much of a price did the people of the Stalin’s Soviet Union pay for progress? OBJECTIVES: Students will be able to:

Examine Stalin’s policies towards the Soviet Republics. Discuss the reaction of the kulaks to the collectivization process Evaluate Stalin’s consolidation of power through purges. Assess the violation of human rights through the use of the KGB, Gulags and

executions. Analyze Soviet economic progress in the light of the social costs paid by the Soviet

people.

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SUGGESTED RESOURCES/DOCUMENTS Global History 3 Resource Guide --- pp. 280-282 http://easyweb.easynet.co.uk/~socappeal/russia/part3.html http://www.ukrweekly.com/Archive/1983/188320.shtml http://mars.acnet.wnec.edu/~grempel/courses/stalin/lectures/Collectivization.html http://www.fordham.edu/halsall/mod/1936purges.html New York State Standard: 2,4,5 Theme: Political Systems, Conflict, Power, Human Rights UNIT 6: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945) CONTENT C: Between the wars Suggested Time: Five to seven class periods LESSON # 60 AIM: How did the post World War I world try to ensure the peace? OBJECTIVES: Students will be able to:

Describe the problems of the post WWI era (growing pessimism, rebuilding war-ravaged lands, unhappiness over Treaty of Versailles.)

Describe how European diplomats worked for peace (treaties at Locarno, Switzerland, Kellogg-Briand Pact of 1928, League of Nations.

Evaluate the effectiveness of the Kellogg – Briand Pact and the League of Nations.

SUGGESTED DOCUMENTS/RESOURCES: http://history.acusd.edu/gen/text/versaillestreaty/ver001.html http://history.acusd.edu/gen/WW2Timeline/1919articles.html http://www.yale.edu/lawweb/avalon/imt/kbpact.htm www.amritsar.com/ Jallian%20Wala%20Bagh.shtml www.indhistory.com/ jallianwalla-bagh-massacre... www.answers.com/.../ indian-independence-movement New York State Standard: 2 Theme: Power, Nationalism, Decision Making LESSON # 61 AIM: To What extent did World War I ignite nationalist movements in the non-western world? OBJECTIVES: Students will be able to:

Evaluate the factors that caused an increase in Arab resentment towards Great Britain and Europe (Balfour Declaration, Zionism, broken British promises).

Assess Arab reaction to the mandate system. Describe reasons for increased Indian resentment toward the British after World

War I (Rowlatt Act, Amritsar Massacre, broken promises)

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Explain the rise of nationalist leaders (Gandhi, Chiang Kai-shek [Jiang Jieshi], Mao Zedong)

Describe the conflict that arose in China as an outgrowth of European interference.

SUGGESTED DOCUMENTS/RESOURCES: www.jerusalem-archives.org/images/d-1.jpg www.palestinehistory.com/image/belfor.gif www.library.brandeis.edu/.../zionism/IsrealMap.gif www.academic.brooklyn.cuny.edu/.../herzl.jpg www.iranchamber.com/.../images/reza_khan.jpg New York State Standard: 2 Theme: Nationalism, Change LESSON # 62 AIM: Was fascism too high a price for Italians to pay for a more orderly society? OBJECTIVES: Students will be able to:

Define totalitarianism, fascism Explain how the impact of World War I and the post worldwide depression

contributed to Mussolini’s rise to power. Explain the nature of Mussolini’s program Describe changes made by Mussolini

SUGGESTED SOURCES/DOCUMENTS Global History & Geography 3 Resource Guide --- pp, 303 http://www.library.wisc.edu/libraries/dpf/Fascism/Intro.html http://condor.stcloudstate.edu/~jaz/altruism/fascism.html http://www.fordham.edu/halsall/mod/mussolini-fascism.html http://www.fordham.edu/halsall/mod/mussolini-fascism.html New York State Standard: 2, 5 Theme: Power, Political Systems LESSON # 63 AIM: Could the collapse of the Weimer Republic have been avoided? OBJECTIVES: Students will be able to:

Analyze the strengths and weaknesses of a democratic political system. Explain why the Weimer Republic faced unrest from its beginnings (lack of a

democratic German tradition, multiple sparring parties, bitterness over Treaty of Versailles, economic disaster –inflation).

Discuss how the U.S. helped Germany to recover (economic loans, Dawes Plan.) SUGGESTED RESOURCES/DOCUMENTS www.zum.de/.../histatlas/ germany/haxgermany.html encyclopedia.laborlawtalk.com/ Weimar_Republic www.flholocaustmuseum.org/ history_wing/thirdr... http://ww2.boom.ru/Germany/weimar.html New York State Standard: 2, 5 Theme: Conflict, Political Systems

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LESSON # 64 AIM: Why did Germany turn to Hitler for leadership? OBJECTIVES: Students will be able to:

Explain how the failures of the Weimer Republic paved the way for the rise of Hitler.

Describe the racial and nationalistic ideas the Nazis promoted as outlined in Mein Kampf.

Discuss Hitler’s tactics (propaganda, mass rallies, scapegoating, burning of the Reichstag).

SUGGESTED RESOURCES/ DOCUMENTS www.hitler.org/images/ http://www.answers.com/topic/adolf-hitler faculty.virginia.edu/ wwii/greatwar.htm www.history.ucsb.edu/.../ 33d/33d03l04-1920s.htm New York State Standard: 2 Theme: Change, Nationalism, Power, Political Systems

UNIT SIX: HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945) CONTENT TOPIC D: World War II-Causes And Impact Suggested Time: Six to nine class periods LESSON # 65 AIM: How did the Nazis implement their plan for a “master race”? OBJECTIVES: Students will be able to:

Identify and examine the Nazi’s concept of “master race” on minorities. Describe the steps taken by the Nazis to identify and segregate the Jews from

German society (Nuremburg Laws, ghettos). Discuss the impact of Kristallnacht on the Jews of Germany

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-pp. 357-369 http://www.otr.com/munich.html http://www.aish.com/holocaust/issues/Kristallnacht_And_The_Worlds_Response.asp http://www.cdn-friends-icej.ca/antiholo.html http://www.trufax.org/avoid/nazi.html http://www.nazism.net/about/ideological_theory/ http://www.historyplace.com/worldwar2/timeline/boycott.htm New York State Standard: 2-5 Themes: Human Rights, Diversity,

Conflict

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LESSON # 66 AIM: Why were the Nazis able to carry out their “Final Solution”? OBJECTIVES: Students will be able to:

Define the terms “Final Solution” and Holocaust Describe the system put in place by the Nazis to carry out the Final Solution

(ghettos, concentration camps, use of technology) Evaluate the resistance or lack of resistance to the Final Solution (Warsaw Ghetto

Uprising, hiding of Anne Frank, etc.) Discuss the impact of the Holocaust on (Jews, Europeans, and other minorities)

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-pp. 360-369 http://www.kimel.net/victims.html http://www.nobeliefs.com/Hitler1.htm http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005151 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005151 http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005151 http://www.rtrfoundation.org/webart/massacresbessarabia.pdf

New York State Standard: 2-5 Themes: Human Rights, Diversity, And Conflict

LESSON # 67 AIM: Why did the British and French policy of appeasement fail to prevent World War II? OBJECTIVES: Students will be able to:

Define appeasement Explain why Czechoslovakia was key to Hitler’s goals Examine Hitler’s violation of the Treaty of Versailles (military buildup,

remilitarization of the Rhineland, seizing of the Saar Basin, Anschluss with Austria)

Assess why the British and French abandoned appeasement after the Munich Conference

Discuss which nation(s) Czechoslovakia should hold most responsible for their nation’s fate

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-pp.320-321 http://www.historychannel.com/speeches/archive/speech_46.html http://www.otr.com/munich.html http://www.historyplace.com/worldwar2/timeline/sudet.htm http://www.humboldt.edu/~rescuers/book/Chlup/chlupgif/czechmap2.html http://www.thirdreichruins.com/czech.htm

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New York State Standard: 2-5 Themes: Decision Making, Geography And Power

LESSON # 68 AIM: Why were the Allies able to win World War II in the Western Theater? OBJECTIVES: Students will be able to:

Examine how Hitler’s violation of the Non – Aggression Pact led to the Soviet Entrance in WWII.

Evaluate the strengths and weaknesses of each side at the start of the war Describe the strategies used by the Allies and Axis powers throughout the war Identify key turning points (Battle of Stalingrad, D-Day, etc.) and evaluate their

impact on the outcome of the war SUGGESTED RESOURCES/DOCUMENTS: http://www.militaryhistoryonline.com/wwii/stalingrad/default.aspx http://216.198.255.120/allerlei/decisive.html http://www.historylearningsite.co.uk/battle_of_stalingrad.htm http://www.pbs.org/wgbh/amex/dday/filmmore/index.html http://www.raf.mod.uk/bob1940/calendar.html http://www.teacheroz.com/WWIIEurope.htm http://www.history.navy.mil/photos/events/wwii-eur/normandy/normandy.htm http://www.historylearningsite.co.uk/blitzkrieg.htm New York State Standard: 2-5 Themes: Decision Making,

Geography And Nationalism LESSON # 69 AIM: How did Japan’s occupation of China lead to Human Rights violations? OBJECTIVES: Students will be able to:

Identify basic human rights Discuss the importance of China to Japanese expansion Describe the actions taken by the Japanese against the people of Nanjing Evaluate the motives behind Japan’s brutality on the civilian population

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-pp. 332-333 http://www.centurychina.com/wiihist/njmassac/index.html http://www.historywiz.com/nanjing.htm http://www.skycitygallery.com/japan/japan.html http://www.londoncountyhall.com/the_rape_of_nanjing.htm http://www.fas.org/nuke/guide/japan/bw/ New York State Standard: 23,4,5 Themes: Decision Making, Geography Human Rights And Power

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LESSON # 70 AIM: How were the Allies able to win World War II in the Pacific Theater? OBJECTIVES: Students will be able to:

Examine the risks and benefits for Japan in attacking Pearl Harbor in 1941 Discuss the obstacles the Allies faced in fighting Japan Evaluate the decision of the U.S. to use atomic weapons on Hiroshima and

Nagasaki Assess the impact of the use of the atomic bombs.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 3 Resource Guide-pp. 340-344 http://www.pearl-harbor.com/ http://www.apfn.org/apfn/pearl_harbor.htm http://www.pearlharborattacked.com/ http://www.atomicheritage.org/ http://www.dannen.com/decision/index.html http://www.nuclearweaponarchive.org/Japan/Hirosh.html New York State Standard: 2 3, 4 Themes: Decision Making,

Geography And Power *********************************** SOCIAL STUDIES MODEL TEACHER LESSON PLAN BASED ON LESSON # 42 AIM: To what extent did the Sepoy Mutiny mark a turning point in Indian history? OBJECTIVES: Students will be able to:

Explain the role of the Sepoys in India. Discuss the grievances the Sepoys had toward the British Analyze the impact of the Sepoy Mutiny on South Asia.

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Teacher Name______________________________ Class _________ Date _______

Connection (5 minutes)

We have seen how western powers took control of parts of Asia and Africa. Ask the class to make predictions about the reactions of the indigenous (native) people to western control. (List their ideas on the chalkboard.)

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

Critical Thinking: Modeling: Teacher will read the following quote by a British general, “However well educated and clever a native may be, and however brave he may prove himself, I believe that no rank we can bestow on him would cause him to be considered an equal of a British officer.” Lord Kitchner quoted in World History, Patterns of Interaction (2005) Ask students to critique the attitude of the British general and discuss the possible reaction of the indigenous population. Elicit responses from students and conduct whole class discussion. Students should compare their critique to this quote with the list created at the start 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

Distribute Handout entitled “Sepoy’s Decision.” In this task, the students will pretend to be sepoys. Explain to the students that they will need to react to the rumor that the cartridges the British are supplying are greased with either beef or pork fat. This violates the religious beliefs of the sepoys’ who are both Hindu and Muslim. Break the class into groups of four. Each group will decide on what course of action to take based upon the choices given on their worksheet (see below). As a group, they will debate the benefits/ disadvantages of each course of action and then develop a consensus as to which course of action they will follow.

Whole group * Summarize Learnings * Write in Soc. Stud. Notebook * Discuss next lesson

Each group will present their findings. Ask them to explain the reasons for their decision. Based on their findings have the class come to a consensus about what they would have done if they were sepoys at this time. Distribute document (Selection One below) summarizing the Sepoy Mutiny’s impact. Students will read the document and in a whole group, will discuss the results of the mutiny a turning point in Indian history.

Lesson assessment and comments

Students should assume the role of historians. For homework have them write a brief essay explaining why the Sepoy Mutiny should be considered a major event in Indian history.

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SEPOYS’ DECISION You are a sepoy, an Indian soldier paid to serve in the British army stationed in India. The year is 1857 and the British East India Company controls three-fifths of India. Like other Indian people you have come to resent the presence of the British in your country. For a century now, the Company has exploited your people. Indian craftsmen and merchants have been forced to accept whatever cheap payment for their goods the British offered. Indians who argued were beaten. You have been angered by the violation of your customs and traditions, but because your livelihood depends on the British, you have cooperated with them. Your British commander has just given you a new rifle. There is a rumor that its cartridges—the ends of which you must bite off—are to be greased with either beef or pork fat. But this practice would violate both Hindu beliefs and Muslim beliefs. In Hinduism, a cow (the source of beef) is a sacred animal—perhaps, the reincarnation of an ancestor. While most of the sepoys in the regiment are Hindu, some are also Muslims. For them, pork is considered impure and must not be eaten. Several soldiers were jailed by the British for their refusal to accept the cartridges. Many sepoys then revolted. The rebellion spread and Delhi was captured and spread to a large part of India. Activity: Directions: You are a sepoy and have to decide what action you personally would take under the circumstances. Below are several alternatives. As a group decide which of the following four courses of action your group would take. In considering your decision make a prediction as to how you think the British will respond. Write a paragraph explaining your position. Choice 1 Accept the cartridges and risk violating your religion. Choice 2 Leave the army even though most good jobs depend on the British. Choice 3 Refuse to obey the orders to use the cartridges and join fellow sepoys in the rebellion. Choice 4

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Try to calm the rebellion by appealing to the rebelling sepoys. Group Decision: As sepoys, we would

________________________________________________________________________

________________________________________________________________________

because

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

SELECTION ONE:

Why the Rebels Failed

• Native Indian states, influenced by the example of powerful Hyderabad, did not join the rebels

• Sikh soldiers of the Punjab area remained loyal to the British throughout. The Sikhs were a strong, well trained army, who the British had conquered using Indian soldiers.

• The aging Bahadur Shah was neither a brave general, nor an astute leader of the people

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Epilogue

In England, the mutiny proved the last straw on the heavy load of criticism and opposition which the East India Company had carried for some time. In August 1858, by the Act for the Better Government of India, its political authority was entrusted to a secretary of state. In August 1858 the British crown assumed control of India from the East India Company and in 1877 Queen Victoria was crowned empress of India. The mutiny played a pivotal role in Anglo-Indian history. The British afterward became cautious and defensive about their empire, while many Indians remained bitter and would never trust their rulers again. It was not until the emergence of Indian National Congress and Mahatma Gandhi that Indians re-gathered their momentum for home rule. Source: http://www.kamat.com/kalranga/itihas/1857.htm

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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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