Social Studies - World History, Curriculum Map

Curriculum Map - BHS - Social Studies - World History

Unit: 1 - 500 BCE- 1200 CE Diffusion of Religions

Length of time: 7 Days

Stage 1 Desired Results
ESTABLISHED GOALS Practices to be included in every unit: Demonstrate civic knowledge, skills, and dispositions. Develop focused questions or problem statements and conduct inquiries. Organize information and data from multiple primary and secondary sources. Analyze the purpose and point of view of each source; distinguish opinion from fact. Evaluate the credibility, accuracy, and relevance of each source. Argue or explain conclusions, using valid reasoning and evidence. Determine next steps and take informed action, as appropriate.
Standards
Students will be able to independently use their learning to… Topic 2. Development and diffusion of religions and systems of belief c. 500 BCE–1200 CE [WHI.T2] Map how the Buddhist, Christian, and Islamic religions spread from their places of origin to other parts of Eurasia and Africa to c. 1400 CE, and explain some of the means by which religions spread (e.g., by official government decree, missionary work, pilgrimages, translations of texts, the diffusion of religious imagery and the construction of buildings such as temples, churches, cathedrals, monasteries, and mosques for religious purposes). Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began. Clarification Statement: Students should understand that religions are not monolithic entities and that each religion mentioned in the standards has historically had a diversity of traditions, practices, and ideas, and continues to do so today. Describe the historic commonalities among monotheistic religions (e.g., Zoroastrianism, Judaism, Christianity, Islam) and how they differed from polytheistic religions. Describe indigenous religious practices in Africa and explain how these practices survived and shaped African Christian and Islamic religions. Locate on a map and analyze relationships between political power, religion, and cultural achievement in one empire that flourished between c.100 and 1000 CE. the Kushan Empire (c. 1st–5th centuries) with its fusion of Greco-Roman and Buddhist culture and imagery in Gandharan sculpture; the Gupta Empire (c. 320–600 CE), uniting multiple kingdoms of North, Central, and Southeast India, religious tolerance for Hinduism, Buddhism and Jainism; highly developed Hindu and Buddhist sculpture and literature the early period of the Byzantine Empire (4th–6th century CE), the founding of Constantinople, the adoption of Christianity as an officially sanctioned religion, the building of the Hagia Sophia, and the development of the Code of Justinian the Abbasid Caliphate in western Asia and North Africa (750–1258 CE) and the flourishing of Islamic arts, science, and learning
Meaning
UNDERSTANDINGS Students will understand that… Economic interactions between different cultural groups can influence the development of religions and belief systems How geographic characteristics of a region can influence the spread of religions Religion was used as a unifying and dividing force by leaders historically Commonalities between monotheistic and polytheistic religions
ESSENTIAL QUESTIONS What kinds of global connections existed among humans in the past?" How did the development of religions and belief systems influence the political and cultural structures of the regions where they were produced?
Acquisition
Students will independently be able to use their learning for : charts)analyzing and interpreting various religious texts evaluating the tenets of each world religion mapping the spread of world religions over time describing the hierarchies of the major religions comparing and contrasting the belief systems of major religions Academic vocabulary and content the origins and central tenets of major world religions -Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, Legalism, Daoism the reasons behind how and why major religions originated where they did and how the belief systems moved the manner in which governmental leaders used religion to either promote unity (or sow division) within the regions they controlled the manner in which the religion of a particular region embraced and reflected the culture of the region
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on World Religions Empire Assessment
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Geography Mapping activity Introduction to Religions Comparing Religions Impact of Region and State on Religion/ Culture Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Primary Sources: Hinduism, The Vedas: The Rig Veda (c. 1500-500 BCE) Judaism: Exodus, Chapter 20, the Ten Commandments (c.600 BCE, based on earlier oral tradition) Buddhism, the Four Noble Truths (c. 500 BCE) Confucianism, excerpts from The Analects (c. 500 BCE) Christianity, Gospel of Matthew, Chapters 5-7: Sermon on the Mount (c. 80–110 CE) Islam: Selections from the Qu’ran, 1, 47 (c. 609–632 CE) The Kushan Empire: Standing Shakyamuni Buddha (3rd century CE), Worcester Art Museum The Byzantine Empire: Hagia Sophia (532–537 CE, video and article by William Allen, 2015) The Code of Justinian (535 CE) The Abbasid Caliphate: Al-Tanûkhî (c. 980 CE), Ruminations and Reminiscences: Acts of Piety

Unit: 2 - 1000 - 1500 CE Empire Building and Regional Segmentation

Length of time: 15 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… WH1.T3.11 Explain the concepts of hereditary rule, kingdom, empire, feudal society, and dynasty and explain why these concepts are important in the analysis of political power and governments in different historical periods and in different places. WH1.T3.12 Map the geographical extent of one of the following kingdoms or empires; explain its central political, economic, cultural developments and its role in trade, diplomatic alliances, warfare, and exchanges with other parts of the world. Kingdoms and empires based in Africa the West African empires of ancient Ghana (c. 700-1240 CE), Mali (c.1230-1670 CE) Songhai(15th-17th centuries CE), the importance of Timbuktu as a center of trade and learning, the gold-salt and slave trade East African Sub-Saharan kingdoms of Axum (c. 100-940 CE) the Swahili city-states (c. 8th-17th centuries CE) Kingdoms and empires based in Western, Central, and East Asia the Song Dynasty in China (960-1279 CE), the development of the concepts of the scholar-official, landscape painting and calligraphy, and the merging of Buddhist, Taoist, and Confucian beliefs The Mongol Empire (1206-1368 CE), its role in the Silk Routes, the rule of Genghis Khan and Kublai Khan, contacts with Europeans the cultural achievements of the Yuan Dynasty (1221-1368) early years of the Ming Dynasty (1368-1644) in China The Ottoman Empire from its beginnings in 1299 CE, its capture of the city of Constantinople in 1453, through the reign of Sultan Süleiman I (1566 CE) The Kamakura Shogunate (c. 1185-1333 CE) in Japan, feudal military rule, invasions of the Mongol Empire, restoration of temples destroyed in war, Buddhist sculpture, calligraphy influenced by Zen Buddhism The early period of the Mughal Empire in India (1527-1857 CE) and its development as a major textile, shipbuilding, and firearms manufacturer and exporter and a major center of illustrated manuscripts Kingdoms and empires based in the Americas The Mayan civilization of the Classic period (c. 250-950 CE), cities such as Teotihuacán, Tikal, and Copán, pyramid building, long-distance trade between inland sites and sites near the Gulf of Mexico and the Caribbean The Aztec regional empire (c.1345-1521 CE), the capital of Tenochtitlan, conquests of neighboring states, monumental sculpture The Inca regional empire (c. 13th century-1572 CE), extensive networks of roads, conquests of neighboring states, monumental architecture at sites such as Machu Picchu and Cusco Kingdoms and empires based in Europe Kingdoms and feudal societies in England, France, Germany, Rome, the Netherlands, Russia, and Spain, including the Holy Roman Empire (c. 5th century-1492 CE) Italian city-states such as Venice, Milan, Florence, and Genoa (c. 800-1500 CE), the development of banking, capitalism, education, patronage of the arts, commerce with the Byzantine and Ottoman Empires and Asia
Meaning
UNDERSTANDINGS Students will understand that… How a political structure can affect social classes/development of a culture- Feudal Europe A kingdom or empires’ natural resources can influence the power and influence of its government] A society’s trade can drastically affect the success of that society Long run institutions can affect political ideologies How can a country’s “soft power” and “hard power” attributes affect its global influence?
ESSENTIAL QUESTIONS What kinds of global connections existed among humans in the past? How did the interactions of kingdoms and empires in this time period influence political, economic, and social developments?
Acquisition
Students will independently be able to use their learning for Interpret the Feudal Europe hierarchical pyramid Explain political power structures of Europe Explain the economic developments of the Italian city states Interpret the effects of the religious, social and political power of the Catholic Church Identify the effects of the Crusades in Europe and Asia Identify the components of different governing structures of global kingdoms and empires Compare and contrast the power and influence of kingdoms and empires in Europe, Asia, the Americas and Africa
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
	PERFORMANCE TASK(S): Project on Regional Kingdoms/Empires
	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Trans-Saharan Kingdoms Investigation Chinese dynasties vs. the Mongols American Kingdoms- Mayan, Aztec, Inca The Medieval Ages- Feudal systems Government Structures Edsitement Early Empires (Diplomacy Challenge) Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Primary Sources: The Great Mosque at Djenne (c. 800–1250 CE; article by Elisa Dainese, 2015) The Art of the Benin Kingdom (c. 900–17th centuries CE), Museum of Fine Arts, Boston East Africa: Kilwa Kisiwani (16th–17th centuries CE; video by Stephen Battle and Stephen Becker, 2016) Kingdoms and empires based in Western, Central, and East Asia The Song Dynasty in China: “Court Ladies Preparing Newly Woven Silk” (12th century) attributed to Emperor Huizong, Museum of Fine Arts, Boston The Yuan Dynasty in China: Zhao Yong (1347), Horse and Groom after Li Gonglin (handscroll), Freer Gallery, Smithsonian, Washington, DC The Ottoman Empire: Tughra, official signature of Süleiman the Magnificent, (1555-60) video 2013, the Metropolitan Museum, New York The Kamakura Shogunate in Japan: Todai-Ji or the Great Temple (8th century, rebuilt in the 12th century) article by Deanna Macdonald, 2015) The Mughal Empire in India: “The Spy Zambur Brings Mahiya to the City of Tawariq,” (c. 1570) folio from a Hamzanama (Book of Hamza) attributed to Kesav Das, example of Mughal painting) the Metropolitan Museum, New York Maya: Tikal National Park, (c. 900 BCE to 1500 CE) Guatemala Aztec (Mexica): Unearthing the Aztec Past: the Destruction of the Templo Mayor (c.1325-1519) Mexico; video by Lauren Kilroy-Ewbank and Stephen Zucker, 2017 Inca: City of Cusco (c. 1440–1540 CE) Peru, essay by Sarahh Scher, 2015 Multiple kingdoms and empires: Golden Kingdoms: Luxury and Legacy in the Ancient Americas (objects 500 BCE–1500 CE) Video, 2018, the Metropolitan Museum of Art England: Magna Carta (1215) Geoffrey Chaucer (1387–1400) Canterbury Tales France: Sainte-Chapelle (1248 CE) Paris, video by Beth Harris and Stephen Zucker, 2017 Al-Andalus (Spain): The Alhambra (14th century) Photographs and essay by Shadieh Mirmobiny, 2015 Italy: View of Florence, detail of Madonna della Misericordia (1342) and Palazzo Vecchio (1299– 1310) from “Florence in the Late Gothic Period: an Introduction,” essay by Joanna Milk MacFarland, 2015 Ibn Battuta, The Rihla (1354) Map showing Africa and King Mansa Musa, from the Catalán Atlas, (1375); see also The Cresques Project for other pages and translations of the text on the maps Pope Urban II, Speech at the Council of Clermont (1095) Roger of Hoveden, The Fall of Jerusalem, 1187 (c. 1190)

Unit: 3 - 1200 CE - 1700 CE Afroeurasian Networks of Exchange

Length of time: 10 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… Topic 3. Interactions of kingdoms and empires c. 1000–1500 [WHI.T3] 3. Describe the goods and commodities traded east, west, north and south along the Silk Roads connecting Europe, Africa and Asia, including horses, grain, wood, furs, timber, spices, silk, and other luxury goods. 4. Explain how travelers’ accounts and maps contributed to knowledge about the world. 5. Explain the widespread practice in Europe, Africa, Asia and the Americas of enslaving captives of war and of buying and selling slaves from the 5th to the 18th centuries CE. Describe coexistence, tolerance, and trade between Arab and Christian kingdoms in the 8th to early 10th centuries CE. Explain the consolidation of wealth of the Catholic Church and the power struggles within the church in the 11th century CE, the development of the practices of feudalism, knighthood, and chivalry in Europe, and the emergence of the concept of rights in England. Evaluate the causes, course, and consequences of the European Crusades in the Mediterranean region in the 11th, 12th, and 13th centuries CE. Explain the global consequences of diseases, focusing on the Bubonic plague and its spread through the Eurasian and African trade routes several times, in particular the severity of the impact of the disease on mortality rates in Europe, Africa, and Asia in the 15th century CE. Topic 4. Philosophy, the arts, science and technology c. 1200 to 1700 [WHI.T4] Explain how classical learning survived into the medieval world. the role of Islamic scholars in preserving Greek, Roman, and Arabic texts after the collapse of the Roman Empire and the role of Christian monasteries housing libraries and making manuscript copies of Christian and pagan texts the development of Islamic and European universities from the 9th to the 13th centuries Explain the global spread and consequences of Chinese inventions and technologies (e.g., gunpowder, the compass, printing, and papermaking). Analyze the Agricultural Revolution (Arab or Green Revolution) in Africa, Europe, and Asia, including the diffusion of plants from Asia and Africa into medieval Spain and the construction of large-scale systems of irrigation (e.g., canals, windmills, and aqueducts). Describe the importance to India’s medieval economy of textile technologies (e.g., processes to improve the growing, processing, spinning, weaving, printing, and dyeing of cotton), and the importance of cotton cloth as an export to Africa and Europe. Describe the origins and development of the European Renaissance, the emerging concept of humanism, and the influence and accomplishments of key artists, writers, and inventors of the Italian and Northern European Renaissance. Clarification Statement: Students may use the following examples to meet this Standard: Italian Renaissance: Michelangelo Buonarroti, Leonardo da Vinci, Raphael, Niccolò Machiavelli, Filippo Brunelleschi Northern Renaissance: Jan van Eyck, Albrecht Durer, Pieter Bruegel the Elder, Hieronymus Bosch, William Shakespeare, Erasmus, Johannes Gutenberg Describe the political and religious origins of the Protestant Reformation and its effects on European society, including. the reasons for the growing discontent with the Catholic Church; the main ideas of Martin Luther and John Calvin; the importance of Gutenberg’s invention of the printing press and its adoption by others in the spread of Protestantism across Europe, and the formation of the Anglican Church. Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. Identify the role that the Protestant Reformation and Catholic Counter-Reformation played on shifting political power in Europe, the persecution of religious minorities, and wars among European nations in the 15th and 16th centuries CE. Explain the emergence of a wealthy Protestant middle class in the 17th century Northern Europe, its involvement in global trade, and its patronage of the arts and sciences. Summarize how the scientific method and new technologies such as the telescope and microscope, led to new theories of the universe; describe the accomplishments of at least two figures of the Scientific Revolution (e.g., Nicolaus Copernicus, Galileo Galilei, René Descartes, Johannes Kepler, Robert Hooke, Antoni von Leeuwenhoek, Isaac Newton, Carolus Linnaeus); explain how advances in shipbuilding contributed to European exploration and conquest.
Meaning
UNDERSTANDINGS Students will understand that… The creation of culture is instrumental to society Economic interactions can lead to the sharing and spread of intellectual ideas and artistic practices Religious leaders and changes can lead to major political and cultural change As people become more educated, they grow more willing to challenge accepted ideas and traditions
ESSENTIAL QUESTIONS How did increasing global connectedness in the world lead to the developments in philosophy, arts and sciences in the early modern world?
Acquisition
Students will independently be able to use their learning for Identify the effects of the Crusades in Europe and Asia Identify the components of different governing structures of global kingdoms and empires Compare and contrast the power and influence of kingdoms and empires in Europe, Asia, the Americas and Africa Examine the impact of trade networks (Indian Ocean, Trans-Saharan, Silk Road) Demonstrate how culture, ideas, and goods spread from region to region along economic routes Identify the advantages brought to kingdoms from participation in international trade By the end of this unit, students will be able to analyze how trade routes draw together different regions of the world, allowing them to exchange goods, ideas, and diseases.

Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on a Trade Route/Good
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Map Activities Trade Networks: Silk Road Indian Ocean Trade Trans-Saharan American Cultural and Economic Exchange “When Asia Ruled the World” Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Primary Sources: Leonardo da Vinci, Notebooks (c. 1508) Machiavelli, The Prince (1513) Pieter Bruegel the Elder, The Tower of Babel (1563) video by Beth Harris and Stephen Zucker, 2015 “China and the World History of Science, 1450–1770” by Benjamin Elman, 2007 Rembrandt van Rijn (1632), The Anatomy Lesson of Dr. Nicolaes Tulp, video by Bryan Zygmont, 2015

Unit: 4 - 1492- 1800 Exploration and Colonization

Length of time: 15 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… WH1.T5.31 - Describe the expulsion of Jews and Muslims from the Iberian Peninsula after the Treaty of Granada (1492), the rise of Spanish and Portuguese Kingdoms, the Spanish Inquisition, and the Spanish expeditions to conquer and Christianize the Americas and the Philippines, and Portuguese conflicts with Muslim states. WH1.T5.32 -Explain the motivations for European nations to find a sea route to Asia. WH1.T5.33 - Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade. WH1.T5.34 - Map the extent of the Ottoman, Chinese, Portuguese, Dutch, Spanish, and British Empires in the 17th century and research and report on an account of travel, trade or diplomacy of the 17th century.
Meaning
UNDERSTANDINGS Students will understand that… Individuals can create significant change and impact on society The creation of culture is instrumental to society Economic interactions can lead to the sharing and spread of intellectual ideas and artistic practices Religious leaders and changes can lead to major political and cultural change As people become more educated, they grow more willing to challenge accepted ideas and traditions <type here>
ESSENTIAL QUESTIONS What is the result of global civilizations interacting for the first time?
Acquisition
Students will independently be able to use their learning for labelling a map to identify the different spheres of influence of economic powers in the region listing the rationale used by different countries to pursue sea routes to Asia demonstrate the impact of naval interaction between regions of the world explain the impact of colonization for both indigneous peoples and colonizers explain the impact of the exchange of goods between continents discuss the demographic changes that resulted from the slave trade
Students will be skilled at… <type here>
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on Cultural Transfusion
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Explorers activity Atlantic Triangle Trade activity Portugal into the Indian Ocean Development of African Slave Kingdoms British Colonization of India Impact of Silver on the World Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Primary Sources: Bernal Diaz del Castillo, excerpts from The True History of the Conquest of New Spain (1576) Evliya Ҫelebi, Seyahatname (Book of Travels) (1630–1672), account by a Muslim traveler in Asia, Africa, and Europe Virtual exhibition with text, images, video, London, 2010)

Unit: 5 - 1700 - 1900 Revolutions

Length of time: 15 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… Topic 6: Philosophies of government and society [WHI.T6] Identify the origins and the ideals of the European Enlightenment, such as happiness, reason, progress, liberty, and natural rights, and how intellectuals of the movement (e.g., Denis Diderot, Emmanuel Kant, John Locke, Charles de Montesquieu, Jean-Jacques Rousseau, Mary Wollstonecraft, Cesare Beccaria, Voltaire, or social satirists such as Molière and William Hogarth) exemplified these ideals in their work and challenged existing political, economic, social, and religious structures. Explain historical philosophies of government, giving examples from world history: the Chinese doctrine of the Mandate of Heaven, in which a ruler must be worthy of the right to rule absolute monarchy, in which a monarch holds unlimited power with no checks and balances (e.g., in France of Louis XIV, Spain, Prussia, and Austria) enlightened absolutism (e.g., in Russia under Czars Peter the Great and Catherine the Great, in which ideas of the Enlightenment temper absolutism) constitutional monarchy, in which a ruler is limited by a written or unwritten constitution (e.g., English traditions beginning with Magna Carta). Explain why England was the exception to the growth of absolutism in Europe. the causes, essential events, and effects of the English Civil War and the Glorious Revolution of 1688 the English Bill of Rights and its limits on the power of the monarch to act without the consent of Parliament Explain the development of constitutional democracy following the American Revolution, the United States Constitution (1787), and the Bill of Rights (1791). Topic I: Absolute power, political revolutions, and the growth of nation states, c. 1700–1900 [WHII.T1] Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs. the Thirty Years War in central Europe (1618–1648) and the Peace of Westphalia (1648) the rise of the French monarchy, the policies and influence of Louis XIV (1638– 1718), and the design of the Château de Versailles as a symbol of royal power the growing power of Russian czars, including the attempts at Westernization by Peter the Great (1682–1785), the growth of serfdom, and Russia’s rise as an important force in Eastern Europe and Asia; and the rise of Prussia, Poland, and Sweden in the 17th and 18th centuries Explain the reasons for the Glorious Revolution in England and why England was the main exception to the growth of absolutism in royal power in Europe. Clarification Statement: Students have been introduced to the topic of absolute and constitutional monarchies as forms of government in World History I. Analyze the various political, social, intellectual, and economic causes of the French Revolution (e.g., the influence of Enlightenment philosophy, the development of a middle class, the excesses and growing economic struggles of the French monarchy, the incompetence and corruption of the monarchy and government officials). Summarize the main events of the French Revolution and analyze whether the revolution achieved its desired goals. Clarification Statement: Students may use the following events to address this standard. the Estates General and the National Assembly the storming of the Bastille on July 14, 1789 and the Declaration of the Rights of Man and Citizen the execution of Louis XVI in 1793 Robespierre and the Reign of Terror (c. 1793–1794) the rise and fall of Napoleon and the French Empire (1804–1815) the Congress of Vienna (1814– 1815) Compare the causes, goals, and outcomes of the American Revolution (1776–1787), the French Revolution (1789-1799), and the Haitian Revolution (1791–1804), and analyze the short-term and long-term impact of these revolutions on world history. Clarification Statement: Students may use the following examples to address this standard. the revolutions’ contributions to modern nationalism the abolition of theocratic absolutism and remaining feudal restrictions and obligations in France the revolutions’ support for the ideas of popular sovereignty, religious tolerance, and legal equality Analyze the causes and methods of the unification of both Italy and Germany, including the respective roles of Cavour and Bismarck, and the effect that such unification had on the balance of power in 19th century Europe. Identify the major political, social, and economic developments of Central and South American and Mexican history in the 19th century and analyze how these developments were similar to or different from those in Europe during the same time period. Clarification Statement: Students may use the following as examples to address this standard. the wars for independence that led to the creation of Latin America’s modern nation-states, including the influence and ideas of Simón Bolívar, José de San Martin, and their connections to the Haitian, American, and French Revolutions economic and social stratification the role of the Catholic Church the 19th century wars between Liberals and Conservatives over whether to maintain or destroy the legacies of Spanish colonialism the Mexican-American War of 1846-1848 and Mexico’s resulting loss of half of its territory to the United States the growing power of the United States and its economic and political impact on Central America and the Caribbean, especially in the period before the SpanishAmerican War of 1898 the persistence of slavery in Cuba, Puerto Rico, and Brazil until the end of the 19th century Topic 2. The Agricultural and Industrial Revolutions in Europe and social and political reactions in Europe [WHII.T2] Analyze the economic, political, social, and technological factors that led to the Agricultural and Industrial Revolutions. Clarification Statement: Students may use the following as examples to address this standard. technological advancements in agricultural practices during the 18th century and their impact on productivity of farms the presence of coal that could be relatively easily mined in Britain for use in coal fired furnaces and engines the technological advancements of the textile, energy, and transportation industries in the 18th and 19th centuries the transatlantic slave trade and its role in supplying Europe with cheap raw materials such as cotton from North American Southern states and products such as sugar from South American and the Caribbean Islands the expanding markets for manufactured goods in the Americas and Africa, and the decision of China to withdraw from Indian Ocean trade, opening the way for the British East India Company and similar trading companies of other European nations to trade in Southeast Asia f. the impact of Adam Smith’s economic theories and the investment of capital by entrepreneurs on the development of new industries Evaluate the economic and social impact of the Agricultural and Industrial Revolutions in England, including population growth and the migration of workers from rural areas to new industrial cities, the emergence of a large middle class, the growing inequity in wealth distribution, the environmental impact of industrialization, and the harsh working and living conditions for the urban poor. Analyze how the Industrial Revolution gave rise to new social, political, and economic philosophies such as feminism, socialism and communism, including ideas and influence of Robert Owen and Karl Marx. Explain the impact of British economic and political reform movements such as labor unions on creating political reforms during the 19th century. Clarification Statement: Students may use the following examples to address this standard. the expansion of suffrage for men throughout the 19th century through various popular movements and the emergence of political liberalism, and the movement for women’s suffrage the development of labor laws and social reform laws such as the Factory Act of 1833 and the Mines Act of 1842 the development of government-provided social welfare programs such as unemployment insurance and old age pensions Explain how industrialization spread from Great Britain to continental Europe and the United States and how industrial development affected the political balance of power among nations. WHII.T3.13 - Locate on a map key locations outside of Europe controlled by the European countries in the 19th century (e.g., India, Canada, Australia, and much of Africa by Britain; the Philippines, western and southwestern parts of North and South America, and the Caribbean Islands by Spain; Cape Verde, Brazil, and parts of India by Portugal; North and West Africa by France; parts of central Africa by Belgium and Germany). WHII.T3.14 - Describe the causes of 19th century European global imperialism. competition among England, Spain, Portugal, France, the Netherlands, and Belgium beginning in the 15th century for economic gain, resources, and strategic advantage the importance of slavery and slave-generated capital to the Industrial Revolution; the role of European traders, merchants, and buyers in making the slave trade profitable in North and South America and the Caribbean Islands Clarification Statement: Students should understand that slavery in the Americas was an interconnected system, and that slavery did not just exist in the Southern states of the United States (see United States History 1, standards 20-21). They should learn that the largest number of enslaved African men and women brought to the Americas (an estimated 4.9 million from the 16th to the 19th century) were sold to buyers in Brazil to work on sugar and coffee plantations and in mining. the integration of political, religious, and economic goals in the Spanish and Portuguese empires in the Americas, including the conversion of indigenous peoples by Jesuit and Franciscan missionaries, the spread of Spanish and Portuguese languages and the imposition of European political structures. the writings of 18th and 19th century European race theorists that posited differences among races and the superiority of the “Caucasian race” as scientific fact, including the concept of Social Darwinism, thus justifying European attitudes toward colonialism and slavery. WHII.T3.15 - Analyze the impact of Western imperialism in Asia, Africa, and Latin America. Clarification Statement: In addressing Standard 18, students should gain an overall view of what modern imperialism was and be able to relate that to their knowledge of earlier empires from World History I. Students may study in depth imperialism on one continent, choosing a former colony to research, and using maps, images, literature, and other primary and secondary sources to create a case study of the area before, during, and after the colonial period, explaining the process of decolonization, and evaluating the success of the independent nation. India the economic and political relationship between India and Britain, the role of the British East India Company in India development of new railway infrastructure in India the Indian Rebellion of 1857 the rise of Indian nationalism and the influence and ideas of Mahatma Gandhi in the 20th century for an independent India China the spheres of influence and extraterritorial rights for European nations the role of the British East India Company in controlling the opium trade between India and China and the impact of the opium trade on Chinese society and politics the rise of anti-Western and nationalist movements during the 19th century Japan the Meiji Restoration and the opening of Japan to the West the rapid modernization and industrialization of Japan the emergence of a growing Japanese empire in Asia by the early 20th century Africa the impact of European direct and indirect control of the existing political structure of African countries the exploitation of African people for European economic gain in a variety of industries agricultural changes and new patterns of employment interactions between India and East Africa the effects of assimilation on the people of Africa Latin America Spanish control of Cuba and Puerto Rico; Portuguese colonial rule in Brazil the drive by the United States to annex Mexico’s northern territories, the Dominican Republic, Nicaragua, Cuba, and other Caribbean territories the Spanish-American War of 1898 WHII.T3.16 - Analyze the cultural impact of colonial encounters and trade on people in Western nations, drawing on examples such as Asian furniture, porcelain, and cloth made for export the introduction of new foods into Europe and the United States emerging academic fields of archaeology and cultural anthropology collections of art and artifacts from around the world exhibited in international expositions and museums the influence of Japanese and African art on European art styles of impressionism and cubism colonialism portrayed in literature and journalism by writers such as Rudyard Kipling, Edward. D. Morel, Joseph Conrad, Robert Louis Stevenson, and Isak Dinesen (Karen Blixen)
Meaning
UNDERSTANDINGS Students will understand that… Political thought radicalizes society and brings changes to power structures New thought brings drastic change to society The success of a government is heavily dependent on the people’s willingness to follow its laws and customs Revolutions have a variety of causes that often result from discontent. Newly gained political power can lead to both positive and negative results Nationalism can both unite and divide <type here>
ESSENTIAL QUESTIONS How did philosophies of government shape the everyday lives of people? What are the similarities and differences of political revolutions in this period? In what ways did the Agricultural and Industrial Revolutions bring improvements as well as new challenges globally?
Acquisition
Students will independently be able to use their learning for Analyzing economic, political, social, and technological factors of change.. Evaluating economic and social impacts of the Agricultural and Industrial Revolutions. Analyzing how the Industrial Revolution gave rise change. Explaining the impact of British economic and political reform. Explain how industrialization spread from Great Britain to continental Europe and the United States and how industrial development affected the political balance of power among nations. Describing political systems Analyzing the causes of the French Revolution Comparing and contrasting both causes and outcomes of Atlantic Revolutions. Evaluating who benefits and least benefits from revolutions. Demonstrate how industrialization allowed nations to build global empires (imperialism) Analyze different forms of resistance to imperialist efforts
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on a Revolution
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Colonialism assignment Comparing Revolutions Isolationism (China/ Japan) Mapping activity of New Nations Philosophy of Governance and Rights of Citizens Decolonization Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Suggested Primary Resources (MACF) John Locke, Two Treatises of Civil Government (1690) Charles de Montesquieu, The Spirit of the Laws (1748) Jean Jacques Rousseau, The Social Contract (1763) Adam Smith, The Wealth of Nations (1775) Mary Wollstonecraft, Vindication of the Rights of Women (1792) The English Bill of Rights (1689) Louis le Vau, André le Nôtre and Charles le Brun, Château de Versailles (1664–1710), article by Rachel Ropeik, 2015 English Bill of Rights (1689) National Assembly of France, The Declaration of the Rights of Man and Citizen (1789) Edmund Burke, Reflections on the Revolution in France (1790) Simón Bolívar, Letter from Jamaica (1815) Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (1775) Selections from Charles Dickens, Oliver Twist (1837–1838), with illustrations by George Cruikshank Images of the Crystal Palace for the Grand International Exhibit in London (1851) Karl Marx and Friedrich Engels, The Communist Manifesto (1848) John Stuart Mill, “On Liberty” (1869) Rudyard Kipling, “Take Up the White Man’s Burden” poem (1899) Edward D. Morel, “The Black Man’s Burden” essay (1903)

Unit: 6 1900-1992 World Wars and the Cold War Era

Length of time: 15 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… Topic 4. The Great Wars, 1914-1945 WHII.T4.17 - Analyze the factors that led to the outbreak of World War I (e.g., the emergence of Germany as a great power, the rise of nationalism and weakening of multinational empires, industrial and colonial competition, militarism, and Europe’s complex alliance systems. WHII.T4.18 -Evaluate the ways in which World War I was a total war and its impact on the warring countries and beyond. the use of industrial weapons and prolonged trench warfare and how they led to massive casualties and loss of life the expansion of World War I beyond Europe into a global conflict (including the mobilization of Asian and African colonial subjects as troops to support military efforts and the reasoning for and impact of United States involvement; the impact on various nationalities, religious and ethnic groups ) the impact of war on the home front in Europe, including the conscription, war propaganda, rationing, and government control of wartime industries WHII.T4.19 -Analyze the political, social, economic, and cultural developments following World War I. the vast economic destruction resulting from the war the emergence of a “Lost Generation” in European countries the collapse of the Russian, Ottoman, and Austrian Empires the modernization of Turkey under President Kemal Atatürk the establishment of European mandates in the Middle East and the creation of modern state boundaries in the region the Armenian genocide the proceedings of the Paris Peace Conference and the Treaty of Versailles the global influenza pandemic of 1918-1920 the development of modernism in the arts, in the works by composers, visual artists, writers, choreographers, and playwrights such as Igor Stravinsky, Pablo Picasso, Max Ernst, René Magritte, Gertrude Stein, Ruth St. Denis, Martha Graham, Bertolt Brecht, Luigi Pirandello WHII.T4.20 -Evaluate the negotiation of the Treaty of Versailles and how the treaty did or did not address the various issues caused by World War I. Clarification Statement: Students may address this standard by comparing and contrasting the Paris Peace Conference and the Congress of Vienna. WHII.T4.21 -Analyze the various developments of early 20th century Russian history including the Russian Revolution within the context of World War I, the growing political and social unrest under Czar Nicholas II, the emergence of the Bolshevik movement, the political revolutions of 1917, and the Russian Civil War. WHII.T4.22 -Analyze later developments in Russian history, including the creation of the Union of Soviet Socialist Republics (USSR) in 1922, the New Economic Plan (NEP) and the creation of a Soviet economy, artistic and cultural experimentation, the death of Lenin and the cult of his personality, and the power struggle that resulted in Stalin’s leadership. WHII.T4.23 -Identify the various causes and consequences of the global economic collapse of the 1930s and evaluate how governments responded to the effects of the Great Depression. restrictive monetary policies unemployment and inflation political instability in weak democracies such as Germany the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman WHII.T4.24 -Identify the characteristics of fascism and totalitarianism as exhibited in the rise of the authoritarian regimes in Italy, Germany, and the Soviet Union during the 1920s and 1930s. Clarification Statement: Students should be able to compare and contrast fascism, totalitarianism, and liberal democracy and the ideas of Mussolini, Hitler, and Stalin. Evaluate the economic, social, and political conditions that allowed the rise of Hitler, Mussolini, and Stalin in their respective countries, and how each dictator repressed dissention and persecuted minorities. Clarification Statements: Students may use the following examples of conditions leading to the rise of dictators to address this standard: the lingering resentment over World War I and the Treaty of Versailles the devastation of the Great Depression and the inability of fragile democracies to address those effects the rise of anti-Semitism and racist ideologies in Europe during the last decades of 19th and early 20th centuries They may use the following examples of how each dictator repressed dissention and persecuted minorities: the arrest and execution of political opponents to Mussolini in Italy censorship of the press and propaganda the Nazi use of art as propaganda, promoting classicism and disparaging modernism as degenerate the great purges under Stalin, the development and maintenance of the gulag system, and it impact on Soviet society forced collectivization in Russia and the Holodomor, or the Ukrainian Genocide the Enabling Act, Night of the Long Knives, and Nuremburg Laws in Germany the use of paramilitary groups and youth movements WHII.T4.26 -Analyze the aggression of Germany, Italy, and Japan in the 1930s and early 1940s and the lack of response by the League of Nations and Western democracies. Italy’s invasion of Ethiopia (1935) the Spanish Civil War (1936-39) the Japanese invasion of China (1931), the Manchukuo State and the Nanjing Massacre (1937), and the Japanese invasion of the Philippines (1941-42) Germany’s militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Nazi-Soviet Pact of 1939, the German attack on Poland, and the changing responses of Great Britain and the United States to Hitler’s strategies WHII.T4.27 -Analyze the effects of one of the battles of World War II on the outcome of the war and the countries involved: 1940: the Battles of Britain and Dunkirk; 1941: the attack on Pearl Harbor 1942: the Battles of Midway and, Corregidor 1943: Stalingrad and the Allied invasion of Italy 1944-1945: the invasion of Normandy, D-Day , the Battle of the Bulge, Battle of Berlin, Battle of Bataan and the subsequent Bataan Death March, the Battles of Iwo Jima , Okinawa, Manila and Corregidor WHII.T4.28 -Identify the goals, leadership, strategies, and post-war plans of the Allied leaders (i.e., Winston Churchill, Franklin D. Roosevelt, Joseph Stalin) and how wartime diplomacy affected the outcome of the war and the emergence of the Cold War. WHII.T4.29 -Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about race and nation, and the Nazi dehumanization and planned extermination of the Jews and persecution of LGBT and Gypsy/Roma people. WHII.T4.30 -Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union. WHII.T4.31 -Evaluate the global political, economic, and social consequences of World War II. the physical and economic destruction through the bombing of population centers enormous disruption of societies and the deaths of millions of soldiers, civilians, colonial subjects, political opponents, and ethnic minorities support in Europe for political reform and decolonization the emergence of the U.S. and the Soviet Union as the world’s two superpowers the nuclear arms race between the U.S and the Soviet Union the establishment of the United Nations in 1945, the promulgation of the Universal Declaration of Human Rights, the adoption of the Nuremberg Principles to guide the Nuremberg Tribunal of 1945 and the expansion of the Geneva Conventions in 1949 WHII.T5.32 - Identify the differences in worldview between the United States and the Union of Soviet Socialist Republics (USSR) and analyze how tensions between the USSR and the West led to the division of Europe. WHII.T5.33 -Analyze the impact of transnational organizations and alliances such as the United Nations (UN), the European Economic Community (EEC), the North Atlantic Treaty Organization (NATO, 1949), the Warsaw Pact (1955), and the non-alignment movement on the developments of the Cold War. WHII.T5.34 - Evaluate the importance of key military and political developments on the outcome of the Cold War. Students may use one the following examples to address this standard. The partition of Germany and the Berlin Crises of 1948 and 1961 The Marshall Plan and the revival of Western Europe’s economy the policy of containment and its relation to the Korean War and the Vietnam War the emergence of the People’s Republic of China as a major power life in the USSR after Stalin’s death in 1953, the rule of Nikita Khrushchev, popular uprisings in Soviet-controlled countries such as the 1956 uprising in Hungary and the “Prague Spring” of 1968 the United States backing for the overthrow of Mossadegh in Iran (1953) and Arbenz in Guatemala (1954), demonstrating the stakes of the Cold War in non-Great Power countries Soviet-U.S. competition in the Middle East and the Soviet War in Afghanistan The Cuban Revolution and the Cuban Missile Crisis the arms race and arms control agreements (including the ABM and SALT treaties) détente and diplomatic efforts between the USSR and the West WHII.T5.35 -Analyze the major developments in Chinese history during the second half of the 20th century, including the Chinese Civil War and the triumph of the Communist Revolution in China, the rise of Mao Tse-Tung and political, social, and economic upheavals under his leadership, such as the Great Leap Forward and the Cultural Revolution, the Tiananmen Square student protests in Beijing in 1989 and economic reforms under the leadership of Deng Xiaoping. WHII.T5.36 -Analyze the development and goals of nationalist movements in Africa, Asia, Central and South America, and the Middle East, and evaluate how one of these movements and its leader brought about decolonization and independence in the second half of the 20th century (e.g., Fidel Castro in Cuba, Patrice Lumumba in Congo, Ho Chi Minh in Vietnam, Gamel Abdul Nasser in Egypt, Jawaharlal Nehru in India, Salvador Allende in Chile). WHII.T5.37 -Explain the defense of and resistance to the official South African government policy of apartheid (legalized racial segregation) between 1948 and 1991, and analyze how opposition by the African National Congress, including resistance leader Nelson Mandela, and international organizations such as the United Nations, contributed to the downfall of apartheid. WHII.T5.38 -Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflicts. the growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to Palestine anti-Semitism and the Holocaust the United Nations (UN) vote in 1947 to partition the western part of the Palestine Mandate into two independent countries Palestinian loss of land and the creation of refugees by Israeli military action the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries the various wars between Israel and neighboring Arab states since 1947, (e.g., the Six Day War and the Yom Kippur War) the diverse mix of cultures (e.g., Jews, Palestinians, and Arabs of Christian, Jewish, Muslim, and Druze backgrounds) in the region in the late 20th and early 21st centuries attempts to secure peace between Palestinians and Israelis, including the proposal of a two-state solution WHII.T5.39 -Analyze the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe, including the increasingly costly geopolitical competition with the United States, the growing gap between the economies of Western and Eastern Europe, the impact on people’s lives of the weakness of the Soviet economy, the toll of extended military conflict in Afghanistan, and the weakening popular support for communism in the Soviet Union and Eastern Europe. Students may use the following examples to address this standard: The 1975 Helsinki Accords and the emergence of human rights movements in Eastern Europe The deployment of intermediate range nuclear missiles in Europe and the Reagan Administration’s investment in new defense technologies and the expansion of U.S. military forces the Solidarity movement in Poland the Velvet Revolution in Czechoslovakia the rise of nationalist sentiment in the Soviet bloc and USSR the fall of the Berlin Wall Mikhail Gorbachev’s leadership and policies of glasnost and perestroika the Russian opposition movement to Boris Yeltsin WHII.T5.40 -Evaluate the consequences of the breakup of the Soviet Union on the development of market economies, political and social stability, the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations, and analyze how these consequences led to the consolidation of political power in the hands of an oligarchy during the first and second decades of the 21st century.
Meaning
UNDERSTANDINGS Students will understand that… The competition for resources has long lasting global effects that affected countries in differing ways. The drive for power and superiority can lead to the subjugation of others. Cultures respond to oppression in vastly different ways. Political rhetoric can be used to create extreme nationalism Creation of new weapons lead to rapidly increased casualties Peace treaties create unnatural and unsustainable borders Political alliance are created to contain opposing theories Corporations greatly influence the development of political policies Development of nuclear technology threatens the world
ESSENTIAL QUESTIONS What were the causes and consequences of the 20th century’s two world wars? How did the Cold War manifest itself in conflicts and shifting alliances in the second half of the 20th century?
Acquisition
Students will independently be able to use their learning for identifying the differences in secondary and primary sources constructing maps to convey different pieces of information creating graphs or timelines to convey comparative information (i.e. parallel timelines, bar graphs, charts) Analyze the factors that led to the outbreak of World War I Evaluate the ways in which World War I was a total war and its impact on the warring countries and beyond. Analyze the political, social, economic, and cultural developments following World War I. Evaluate the negotiation of the Treaty of Versailles and how the treaty did or did not address the various issues caused by World War I. Analyze the various developments of early 20th century Russian history Identify the various causes and consequences of the global economic collapse of the 1930s and evaluate how governments responded to the effects of the Great Depression. Identify the characteristics of fascism and totalitarianism as exhibited in the rise of the authoritarian regimes in Italy, Germany, and the Soviet Union during the 1920s and 1930s. Evaluate the economic, social, and political conditions that allowed the rise of Hitler, Mussolini, and Stalin in their respective countries, and how each dictator repressed dissension and persecuted minorities. Analyze the aggression of Germany, Italy, and Japan in the 1930s and early 1940s and the lack of response by the League of Nations and Western democracies. Analyze the effects of one of the battles of World War II on the outcome of the war and the countries involved: Identify the goals, leadership, strategies, and post-war plans of the Allied leaders (i.e., Winston Churchill, Franklin D. Roosevelt, Joseph Stalin) and how wartime diplomacy affected the outcome of the war and the emergence of the Cold War. Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about race and nation, and the Nazi dehumanization and planned extermination of the Jews and persecution of LGBT and Gypsy/Roma people. Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union. Evaluate the global political, economic, and social consequences of World War II. Analyze and explain the results of decolonization in major regions around the world Review attempts to advance civil rights globally (U.N. Declaration, Gandhi Non-violence, South African Anti-Apartied)
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on long term impacts globally of the 20th Century Wars
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Causes and Effects of the War Global Alliances investigation Impact of Technology on War World Wars Fallout assignment Rise of Superpowers Comparison of 20th Cen. Revolutions & Decolonization struggles Great Leap Forward (Chinese Communism) Vietnam Decolonization investigation Primary Source: World War I posters (1914–1920) The Treaty of Versailles (1919) Erich Maria Remarque, Excerpts from All Quiet on the Western Front (1928) Selections from Adolf Hitler, Mein Kampf (1925) Leni Riefenstahl, Triumph of the Will, film (1935) Paul Troost, The House of German Art (1933–1937), video by Beth Harris and Stephen Zucker, 2015 Note that the three sources above contain anti-Semitic ideas and need to be reviewed by teachers, curated carefully, and presented with explanations. Henryk Ross, Photographs of the Lodz Ghetto (1939–45) Holocaust Learning, Holocaust Survivor Stories (videos, text of oral histories of 1939- 1945), recorded c. 2010 Neville Chamberlain, “Peace in Our Time” speech to Parliament (1938) Winston Churchill, “A Disaster of the First Magnitude” speech to Parliament (1938) Winston Churchill, “The Iron Curtain” speech (1946) Joseph Stalin, “Response to Churchill’s Iron Curtain Speech” (1946) United Nations, “Universal Declaration of Human Rights” (1948) The Geneva Conventions (1949) Nikita Khrushchev, Secret Speech to the Closed Session of the Twentieth Party Congress (1956) Soviet political posters, postcards, and photographs (c. 1918–1981) Mao Tse-Tung, Quotations of Chairman Mao (1964) In pictures: Beijing’s Tiananmen Square protests (1989) Nelson Mandela “I am prepared to die” statement at the Rivonia Trial (1969) Vaclav Havel, “The Power of the Powerless,” essay (1978) Lech Walesa, Nobel Peace Prize lecture (1983) Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools Khan Academy - World Wars, Interwar Years, and The Cold War

Unit: 7 1990- Present Globalization

Length of time: 10 Days

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… WHII.T5.41 -Analyze the contributing factors to and the effects of the global surge in economic productivity, the rise in living standards in Western Europe and Japan, such as the long postwar peace between democratic nations, the role of migrant workers in rebuilding postwar nations, and the policies of international economic organizations. WHII.T5.42 -Evaluate how scientific developments of the 20th century altered understanding of the natural world, changed the lives of the general populace, and led to further scientific research. Students may use one of the following examples to address this standard: Albert Einstein and the theory of relativity Niels Bohr and quantum theory Marie and Pierre Curie and radioactivity Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy Wernher von Braun and space exploration Jonas Salk , the polio vaccine, and other medical breakthroughs Rosalind Franklin, Maurice Wilkins, James Watson and Francis Crick, the discovery of DNA, and the Human Genome Project The development of the first integrated circuit in 1958 The invention of the ARPAnet and its evolution into the Internet Sylvia Earle and oceanography Jane Goodall and the study of primates and ecology WHII.T5.43 -Analyze how various social and intellectual movements of the second half of the 20th century changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion (e.g., the modern feminist movement, the LGBTQ rights movement; the environmentalist movement and emergence of Green parties). Topic 6. The era of globalization 1991–present [WHII.T6] Analyze reasons for globalization – an international network of economic systems—and explain its consequences for workers in highly developed and less developed countries. Analyze the major forces in the Middle East since 1980, including the rise of Islamic fundamentalism; the bulge in the youth population, rivalry between Saudi Arabia and Iran, struggle for autonomy by the Kurds, the political challenges of the oil-rich Persian Gulf states, the Iranian Revolution of 1978–1979 and the Iran-Iraq War, the Persian Gulf War, the Iraq War, Arab uprisings, the growth of the Islamic State of Iraq and Syria (ISIS). Explain the role of populist political movements, their strength in European political parties in the early 21st century. Analyze the rise in political and economic power of China and its increasingly critical role in global affairs (e.g., North Korea, the World Trade Organization). Evaluate the impact of international efforts to address global issues. environmental efforts to slow climate change, preserve wildlife habitat, and increase agricultural production humanitarian efforts to slow the spread of the Acquired Immunodeficiency Syndrome (AIDS), lower rates of disease and childhood mortality, provide solutions to recurring refugee crises, increase the availability of education for girls and women, and develop local rural economies Topic 7. The politics of difference among people: conflicts, genocide, and terrorism [WHII.T7] Distinguish between the concepts of genocide and mass atrocity and analyze the causes of genocide and mass atrocities in the modern world (e.g., conflicts over political power, historical grievances, manipulation of ideas about difference and fear by political forces). Students may use one the following events to address this standard: conflict between Catholics and Protestants in Northern Ireland the Bosnian War and the persecution of ethnic Albanians in Kosovo the Cambodian genocide carried out by the Khmer Rouge the Rwandan Genocide and ethnic conflicts in the Democratic Republic of Congo the Darfur crisis and South Sudan conflict between India and Pakistan in Kashmir ethnic tension in Sri Lanka mass atrocities in Guatemala and Syria conflict between Shi’a and Sunni Muslims the treatment of Rohingya people in Myanmar Analyze the events, people and conditions that have given rise to international terrorism including the emergence of the global terror network Al-Qaeda, the Taliban in Afghanistan, and ISIS, and evaluate responses by governments and societies to international terrorist activity.
Meaning
UNDERSTANDINGS Students will understand that… Over time, the world has become more interdependent Race has often been used to target individuals/groups Religion and ideology influences societies Religion, culture, and ethnicity are used to justify conflicts Internal conflicts can complicate the relations between groups of people and foreign nations Human rights are not always viewed through a common lens
ESSENTIAL QUESTIONS What are the factors that brought about globalization in the 21st century? What are the pros and cons of globalization?
Acquisition
Students will independently be able to use their learning for Identify the costs and benefits of globalization Evaluate the impact of climate change Analyze the impact of technological innovation Demonstrate awareness of news sources for global information Assess the various causes of human conflict (e.g. terrorism, genocide, religious strife, ethnic tensions)

Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): Project on Globalization
<type here>	OTHER EVIDENCE: Exit Tickets Presentations Primary Source Analysis Graphic Organizers Maps Essays Debates
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Fall of the U.S.S.R. 9/11 and Global Terrorism Climate Change Green Revolution Middle East (Arab Spring, etc…) Civil Rights Globally Growth of China Genocides late 20th century Primary Sources: Malala Yousafzai, Nobel Peace Prize Lecture (2014) Resources: SHEG World History for Us All OER Project World History New Visions for Public Schools

Unit:

Length of time:

Stage 1 Desired Results
ESTABLISHED GOALS <type here>
Standards
Students will be able to independently use their learning to… <type here>
Meaning
UNDERSTANDINGS Students will understand that… <type here>
ESSENTIAL QUESTIONS <type here>
Acquisition
Students will independently be able to use their learning for <type here>
Students will be skilled at… <type here>
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
<type here>	PERFORMANCE TASK(S): <type here>
<type here>	OTHER EVIDENCE: <type here>
Stage 3 – Learning Plan
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