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GLOBAL STUDIES 10


            GLOBAL  STUDIES  10th 


Course Description:  The Global Studies 10 (year-long) course engages students in the study of the world from 1750 to modern times. Students will investigate, compare and contrast arguments supporting and criticizing globalization; the tensions and conflicts between modernization and traditional culture and the impacts of different Nationalist movements on contemporary global relationships and geography. Students will explore the competition for power and ideological differences between the United States and the Soviet Union and the impact and influence of this on a global scale.-á Students will explore multinational treaties, the international court system, and violations of human rights for their historical context and impact on global relations.-á Students will specifically investigate the Age of Revolutions, Industrialism, and Empires (1750-1914); Crisis and Achievement in the 20th Century (1914-1945); Unresolved Global Conflict and the Cold War (1945-1991); Decolonization and Nationalism (1900-2000); Globalization and a Changing Global Environment (1990-present).


 Academic Standards:   CCRS for History and SS





Textbook:  World History and Geography  by MCGRAW HILL 









Classroom Management: The students will actively and effectively participant in all classroom endeavors, independently and within group settings; will complete all class work / lab. work / homework / projects, / reading & writing assignments, etc… as instructed; will secure and maintain all supplies and materials as needed to meet the learning objectivesStudents should conduct themselves in a manner appropriate to the best of schools:  careful listening, mutual respect, and extreme courtesy are essential in maintaining a class where all members feel comfortable participating.  Behavioral Guidelines:

·         Be on time.

·         Be prepared.

·         Be quiet as needed

·         Be seated.

·         Be respectful of yourself, others, and property.


Personal electronic devices, cell phones, headsets, ear-buds, tablets / laptops are NOT ALLOWED for use within the classroom during the hours of 0800 - 1600.  Electronic devices such as cell phones MUST be on silent mode and kept out of sight.  In an emergency situation, contact Doc Holley ASAP.


Grading Policy:

 

              There will be a minimum of 10 grades per quarter.


               Daily  =  50%  -    Classwork & Homework

 

               Quiz / Test  =  50%  -   Subject to change on special projects. 


                        Semester Exams = 20% of semester average.



           ~~~~~~~~~~~~~~~~~~

Basic Weekly Assignments:  


1. You are responsible for reading one to two chapters per week and creating an outline on each chapter.  The reading assignments are to be completed at home. The outline will be graded generally on its accuracy, completeness, and neatness.  For more information on developing outlining skills and an example of the format for a chapter outline   Click here!   HOW TO DO A CHAPTER OUTLINE: The Basics. 


2. You will be given several handouts throughout the course.  Most are informational but many do require some work such as filling in the blanks or completing a graphic organizer. You must maintain a well organized three-ring binder/folder with sectional dividers I often give at least one binder/folder grade each 9 week period.


3. There will be a special focus on developing Literacy Skills -  VOCABULARY -  C.O.D.E. - Project-based lessons/learning activities - Peer Collaboration & Evaluation.



                   

                          LESSONS 




WEEK(s) 1 - 2    


Chapter 15 -    The Renaissance in Europe, 1350 - 1600



Opening:               


         Standards -   10.1 THE WORLD in  1250 - 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. Learning Standards: 2, 3, 5; Unifying Themes: ID, GEO, GOV, EXCH  / Cont...


                                           

         Learning Objectives & Essential Question(s): 


                       How can trade lead to economic prosperity and political power?  


                       How can ideas be reflected in art, sculpture, and architecture?

             


          Text:   343 - 362 


         

          Vocabulary:  mercenary, burgher, republic, humanism, fresco, vernacular, perspective


           Assignment / Monitoring -   Chapter Outline 


Work Session:    


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


         Task(s):      PBL   EDITOR IN CHIEF    Click here! 


                          LQ 1, 2,     VOCABULARY -   C.O.D.E. Matrix

                                                                

               Video(s):


                          https://www.youtube.com/watch?v=MuM4WdjeN1E&feature=youtu.be

                                             

                          https://www.youtube.com/watch?v=zNm2UgJMLoY

 

                          https://www.youtube.com/watch?v=Vufba_ZcoR0&t=12s 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.       

      

                                Video Analysis Worksheet -  Click here!


Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 











WEEK(s)  3 - 4  


Chapter 16 -    The Reformation in Europe, 1517 - 1600  


   


Opening:               

         

        Standards - 10.1 THE WORLD in 1750 The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. Learning Standards: 2, 3, 5; Unifying Themes: ID, GEO, GOV, EXCH    / Cont...


                                           

         Learning Objectives & Essential Question(s):  


                                   What conditions can encourage the desire for reform?

                                              

                                   How can reform influence society and beliefs?


          Text:     363 - 380


          Vocabulary: Christian humanism, salvation, indulgence, Lutheranism, justification,                                                      predestination, annul, ghetto

 

          Assignment / Monitoring -  Chapter Outline 


Work Session:       


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


       

          Task(s):          PBL   GAME ON !        Click here! 

                                       LQ 1, 2,           VOCABULARY -  C.O.D.E. Matrix    

    

              Video(s):


                            https://www.youtube.com/watch?v=1o8oIELbNxE       Reformation     


                            https://www.youtube.com/watch?v=0eO0pPrGi6o       Ref in Europe 


                            https://www.youtube.com/watch?v=PbBDP1Elbbg      Consequences

      


CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

      

                                Video Analysis Worksheet -  Click here!

                               

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                            










WEEK(s) 5 - 6     



Chapter 17 -    The Age of Exploration, 1500 - 1800


      

Opening:               


        Standards -  10.1 THE WORLD in 1750 The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. Learning Standards: 2, 3, 5; Unifying Themes: ID, GEO, GOV, EXCH     / Cont...


          Learning Objectives & Essential Question(s):                                  

                     

                         What are the effects of political and economic expansion?


          Text:    381 - 404


          Vocabulary:  caravel, conquistador, colony, penisulare, creole, encomienda, mestizo,                                                   mulatto, mita, joint-stock company, mercantilism, subsidies, plantations, 

                                          Middle Passage, culture, labor, draft, 

          

          Assignment / Monitoring - Chapter Outline        


                           

Work Session:     

  

             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


              Task(s):       PBL   LIVING LARGE!    Click here!  

                         LQ 1, 2, 3         VOCABULARY -  C.O.D.E. Matrix


               Video(s):


                                    https://www.youtube.com/watch?v=wOclF9eP5uM  - Age of Exploration

     

                                     https://www.youtube.com/watch?v=NjEGncridoQ  - Zheng He


                                     https://www.youtube.com/watch?v=mU2dhPlJWyY - Commerce, Agri, Slavery

   

                                     https://www.youtube.com/watch?v=t-s1K56UgM0 Zheng He - BEST 

   

CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

                              

                            Video Analysis Worksheet -  Click here!

                                      

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                              






WEEK(s)  7 - 8    


Chapter 18 -    Conflict and Absolutism in Europe, 1550 - 1715


     

 Opening:               


        Standards  - 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements. Learning Standards: 2, 3, 5; Unifying Themes: MOV, TCC, GEO, SOC, GOV, CIV   / Cont... 


            Learning Objectives & Essential Question(s):                                  

                                          

                     What effect might social, economic, and religious conflicts have on a country?

                                 

                             How would the exercise of absolute power affect a country?


          Text:    405 - 430


          Vocabulary:  heretic, armada, inflation, national sovereignty, divine right of kings,                                                        Puritans, Cavaliers, Roundheads, natural rights, absolutism, boyar, czar,                                                 Mannerism, baroque     

       

         Assignment / Monitoring - Chapter Outline 


Work Session:    

   

             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


             Task(s):     PBL -   TECH TIME !      Click here!

                        

                         College & Career Focus:    What are you going to be as a grown-up?


                         a.  Choose one:    Artist   -    Warrior    - Political  Ruler  -  Religious Ruler

                         b.  Become one:   Who, When, Where, Why & How?

                         c.  Negotiate:        What do you want?  How do you get it?  

                         d.  Show it !  :        Written composition / PowerPoint / Poster ... ?

                                                         

             

                  LQ 1, 2, 3, 4      VOCABULARY - C.O.D.E. Matrix


                Video(s):


                                https://www.youtube.com/watch?v=YYPAFqQgbqE     Absolutism 


                                https://www.youtube.com/watch?v=oh7kYXq_Uag      Puritans & Cavaliers 


                                https://www.youtube.com/watch?v=J1kZNKmtl4k        Mannerism

                               

                                https://www.youtube.com/watch?v=oy0MD2nsZVs      Negotiation Top 10 Rules



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



                                Video Analysis Worksheet -  Click here!

                   

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                               









WEEK(s)  9 -  10       


Chapter 19 -    The Muslim Empires, 1450 - 1800


  

Opening:               


        Standards - 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements. Learning Standards: 2, 3, 5; Unifying Themes: MOV, TCC, GEO, SOC, GOV, CIV   / Cont... 


            Learning Objectives & Essential Question(s):                                  

                                          

                      What factors help unify an empire?

                      How can the creation of a new empire impact the people and culture of a region?


          Text:    431 - 450 


          Vocabulary:  janissary, gunpowder empire, sultan, grand vizer, harem, pasha, ulema,                                                  shah, orthodoxy, anarchy, zamindars, suttee, 


          Assignment / Monitoring - Chapter Outline 



 Work Session:    


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet

             

          Task(s):         PBL   DOING A DOCUMENTARY   Click here!

                                                                      

                                       LQ 1, 2, 3    VOCABULARY -  C.O.D.E. Matrix

                          

          Video(s):

                     https://www.youtube.com/watch?v=hNpcQEGw3S4       Muslim Empires                  

                     https://www.youtube.com/watch?v=ka8csjsmX6I            Islam and Politics 

                            

                             https://www.youtube.com/watch?v=sDSTgKIQAzE        Spread of Islam     


                             https://www.youtube.com/watch?v=hNpcQEGw3S4      Ottoman, Safavid, & Mughal 


                             https://www.youtube.com/watch?v=gB7ya6386iA          Contextualization - Islam 

         

CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                      Video Analysis Worksheet -  Click here!


Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

            Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                                                           







WEEK(s)  11 - 12    


Chapter 20 -    The East Asian World, 1400 - 1800


     

Opening:               

        Standards -   10.4 IMPERIALISM Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world. Learning Standards: 2, 3, 4; Unifying Themes: MOV, TCC, GEO, GOV, EXCH    / Cont....


            Learning Objectives & Essential Question(s):                                  

                                          

                   What factors help unify a kingdom or dynasty?

                                             

                   How can external forces influence a kingdom or dynasty?



           Text:   451 - 472


            Vocabulary:  queue, clan, porcelain, daimyo, hans, hostage system, eta, isolationist,                                                   mainland, states, bureaucracy

          

            Assignment / Monitoring - Chapter Outline 


 

Work Session:       


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


          Task(s):            PBL TRAVEL BROCHURE - Click here!  

      

                              LQ 1, 2, 3     VOCABULARY -  C.O.D.E. Matrix

               

                Video(s):


                      https://www.youtube.com/watch?v=18K99HXTp7o     Three Kingdoms Period 


                      https://www.youtube.com/watch?v=rxQcQ5DJqqE       Early Japanese History  


                      https://www.youtube.com/watch?v=99VHrEp6Yfk        External Forces - Imperialism 




CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                          

Closing:                 

       

        Clarification / Mastery -   Differentiation & Enrichment 

           Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test.

                                                             








WEEK(s)  13 -  14     


Chapter 21 -    The Enlightenment and Revolutions, 1550 - 1800


      

Opening:               


        Standards-   10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. Learning Standard: 2, 3, 4; Unifying Themes: MOV, TCC, GEO, SOC, ECO, TECH    / Cont...


            Learning Objectives & Essential Question(s):                                  

                                          

                      Why do new ideas often spark change?

                                             

                      How do new ways of thinking affect the way people respond to their new                                                surroundings?


           Text:    473 - 502


          Vocabulary:  geocentric, heliocentric, universal law of gravitation, rationalism, scientific                                              method, inductive reasoning, empiricism, philosophe, separation of powers,                                            deism, laissez-faire, social contract, salons, rococo, enlightened absolutism,                                             successors, popular sovereignty, federal system


          Assignment / Monitoring -  Chapter Outline 

 

Work Session:     


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet



            Task(s):    PBL  -    YOU'RE ON TV NEWS!   Click here!      

      

                        LQ 1, 2, 3, 4     VOCABULARY -   C.O.D.E. Matrix

             

                Video(s):


                   https://www.youtube.com/watch?v=NnoFj2cMRLY     The Enlightenment 


                   https://www.youtube.com/watch?v=xUiZtVT0DSk      The Enlightenment #2 


                   https://www.youtube.com/watch?v=drgsZc8Gjb8        And... the Scientific Revolution 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

                             

                                Video Analysis Worksheet -  Click here!

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test.

                                                              







WEEK(s)  15 - 16   


Chapter 22 -    The French Revolution and Napoleon, 1789 - 1815


Opening:               


        Standards  -   10.4 IMPERIALISM Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world. Learning Standards: 2, 3, 4; Unifying Themes: MOV, TCC, GEO, GOV, EXCH    / Cont...


             Learning Objectives & Essential Question(s):                                  

                                         

                    What causes revolution?  


                     How does revolution change society?


         Text:   503 - 530


          Vocabulary:  estate, taille, bourgeoisie, sans-culottes, electors, coup d'etat, consulate,                                                 nationalism, conservatism, principle of intervention, liberalism  


           Assignment / Monitoring - Chapter Outline 


Work Session:     

            

            Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet

    

        Task(s):   PBL   EDITOR IN CHIEF    Click here! 

                                  LQ 1, 2, 3, 4    VOCABULARY -  C.O.D.E. Matrix

           

              Video(s):


                   https://www.youtube.com/watch?v=lTTvKwCylFY       The French Revolution 


                   https://www.youtube.com/watch?v=dtZVyhonjn8        The Rights of Man 


                   https://www.youtube.com/watch?v=Uwv9XjTZh2c       Nationalism and National Identity 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                              

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                              








WEEK(s)  17 -  18    


Chapter 23 -    Industrialization and Nationalism, 1800 - 1870


    

Opening:              


        Standards -   10.4 IMPERIALISM Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world. Learning Standards: 2, 3, 4; Unifying Themes: MOV, TCC, GEO, GOV, EXCH    / Cont...


                                           

           Learning Objectives & Essential Question(s):                                  

                        How can innovation affect ways of life?

                                             

                         How does revolution bring about political and economic change?



          Text:   531 - 562


          Vocabulary:  capital, entrepreneur, cottage industry, puddling, industrial capitalism,                                                       socialism, universal male suffrage, multinational empire, militarism, kaiser,                                               plebiscite, emancipation, abolitionism, creole, peninsulare, mestizo,                                                         caudillo, cash crop, romanticism, secularization, natural selection, realism


           Assignment / Monitoring -  Chapter Outline 


Work Session:       

      

             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet  

          

         Task(s):  PBL  -   GAME ON !        Click here! 

                                 LQ 1, 2, 3, 4, 5     VOCABULARY -  C.O.D.E. Matrix



              Video(s):


                           https://www.youtube.com/watch?v=zhL5DCizj5c         Causes of Industrial Rev. 


                           https://www.youtube.com/watch?v=7ewiwWcGt8s       Causes of Ind. Rev. # 2 


                           https://www.youtube.com/watch?v=0c0I62h-5g4          Effects of the Ind. Rev. 


                           https://www.youtube.com/watch?v=RbBx9BDBJCM    Social Effects of Ind. Rev.  



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

    

                                Video Analysis Worksheet -  Click here!

                                     

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

           Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                                                               






WEEK(s)  19 -  20      


Chapter 24 -    Mass Society and Democracy, 1870 - 1914

 


Opening:               


        Standards -  10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945) World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GEO, GOV, CIV, TECH, EXCH     / Cont...


                                           

           Learning Objectives & Essential Question(s):                                  

                          How can industrialization affect a country's economy?

                   How are political and social structures influenced by economic changes?


           Text:    563 - 588


           Vocabulary:  assembly line, mass production, bourgeoisie, proletariat, revisionists,                                                      feminism, suffrage, ministerial responsibility, Duma, modernism,                                                              psychoanalysis, Social Darwinism, pograms, Zionism

           

            Assignment / Monitoring - Chapter Outline 


Work Session:       

             

              Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


          Task(s):   PBL   LIVING LARGE!    Click here!  


                          LQ 1, 2, 3, 4    VOCABULARY -  C.O.D.E. Matrix

              

              Video(s):


                  https://www.youtube.com/watch?v=CXkadzScyyo    Bourgeoisie vs Proletariat 


                  https://www.youtube.com/watch?v=pSKTZuBd3w0   Social Darwinism 


                  https://www.youtube.com/watch?v=g8sxNa-E-H0      Zionism 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                          

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

            Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                              





WEEK(s)  21 -  22  


Chapter 25 -    The Reach of Imperialism, 1800 - 1914  


   

Opening:               


        Standards  -  10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945) World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GEO, GOV, CIV, TECH, EXCH    / Cont...


                                           

           Learning Objectives & Essential Question(s):                                  

                         What are the causes of imperialism?

                   How do some groups resist control by others?


           Text:    589 - 616


          Vocabulary:  imperialism, racism, protectorate, indirect rule, direct rule, annex,                                                             indigenous, sepoys, viceroys, dollar diplomacy

         

           Assignment / Monitoring -   Chapter Outline 


Work Session:  


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


          Task(s):      PBL -   TECH TIME !      Click here!


                                 LQ 1, 2, 3, 4     VOCABULARY -  C.O.D.E. Matrix

               

              Video(s):


                   https://www.youtube.com/watch?v=alJaltUmrGo        Imperialism 

 

                   https://www.youtube.com/watch?v=DzDwz18ng7w    Britain vs India 

 

                   https://www.youtube.com/watch?v=9f3HIxr8qhQ        American Imperialism 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                                    

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

          Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                              






WEEK(s)  23 -  24      


Chapter 26 -    Challenge and Transition in East Asia, 1800 - 1914



Opening:               


        Standards  - 10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945) World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GEO, GOV, CIV, TECH, EXCH    / Cont...


                                           

            Learning Objectives & Essential Question(s):                                  

                      

                      How can new ideas accelerate economic and political change?

                How do cultures influence each other?


          Text:    617 - 640


          Vocabulary:  extraterritoriality, self-strengthening, spheres of influence, Open Door                                                       Policy, indemnity, provincial, commodities, concessions, prefecture


           Assignment / Monitoring -   Chapter Outline 



Work Session:     


                Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet

      

           Task(s):      PBL   DOING A DOCUMENTARY   Click here!


                             LQ 1, 2, 3     VOCABULARY -  C.O.D.E. Matrix

    

             Video(s):

                         

                            https://www.youtube.com/watch?v=alJaltUmrGo    Imperialism  in Asia


                            https://www.youtube.com/watch?v=e3XAYIr0478    Boxer Rebellion 


                            https://www.youtube.com/watch?v=S5IQ5W34ki0    Cultural Change in New World 

                     


CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                      

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                               








WEEK(s)  25 -  26       



Chapter 27 -    World War I and the Russian Revolution, 1914 - 1919


  

Opening:               


        Standards  -  10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945) World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GEO, GOV, CIV, TECH, EXCH    / Cont...


               Learning Objectives & Essential Question(s):                                  

                                      

                      Why do politics often lead to war?

                       How can technology impact war?


          Text:    641 - 668 


          Vocabulary:  conscription, mobilization, propaganda, trench warfare, war of attrition, total                                             war, planned economies, soviet, war communism, abdicate, armistice,                                                     mandate, reparation


           Assignment / Monitoring -  Chapter Outline 

 

Work Session:    


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


             Task(s):     PBL   LIVING LARGE!    Click here!  

                        LQ 1, 2, 3, 4        VOCABULARY -   C.O.D.E. Matrix

             Video(s):

 

                          https://www.youtube.com/watch?v=SLj5r2nZHB8     Origins of World War I


                          https://www.youtube.com/watch?v=P92guhd7d-8      Trench Warfare


                          https://www.youtube.com/watch?v=cV9G1QUIm7w    Russian Revolution 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                       

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

           Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                                                               







WEEK(s)  27 -  28      




Chapter 28 -    The West between the Wars, 1919 - 1939  


Opening:              


        Standards - 10.6 UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR) The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GOV, ECO, TECH, EXCH    / Cont...


                                           

          Learning Objectives & Essential Question(s):                                  

                       What can cause economic instability?

                 How might political change impact society?


           Text:     669 - 692


          Vocabulary:   depression, collective bargaining, deficit spending, surrealism, uncertainty                                              principle, totalitarian state, fascism, collectivization, authoritarian, Nazi,                                                    concentration camp, Aryan


          Assignment / Monitoring -  Chapter Outline 


 

Work Session:    

       

             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


             Task(s):        PBL TRAVEL BROCHURE - Click here!  


                            LQ 1, 2, 3       VOCABULARY -    C.O.D.E. Matrix

               

              Video(s):


                         https://www.youtube.com/watch?v=GCQfMWAikyU     The Great Depression


                         https://www.youtube.com/watch?v=wtPBOwE0Qn0     Surrealism 


                         https://www.youtube.com/watch?v=tQlMtoDp8ks          Fascism 


CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                         

Closing:                 


         Clarification / Mastery -    Differentiation & Enrichment 

          Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                              







WEEK(s)  29     




Chapter 29 -    Nationalism Around the World, 1919 - 1939


Opening:               


        Standards -  10.6 UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR) The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition. Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GOV, ECO, TECH, EXCH    / Cont...


                                           

           Learning Objectives & Essential Question(s):                                  

                      How can political control lead to nationalist movements?

                How does economic exploitation lead to nationalist movements?


         Text:     693 - 722


          Vocabulary:  genocide, ethnic cleansing, caliphate, Pan-Africanism, civil disobedience,                                               zaibatsu, guerrilla tactics, redistribution of wealth, oligarchy 


          Assignment / Monitoring -    Chapter Outline 


 

Work Session:       


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet  


             Task(s):            PBL   DOING A DOCUMENTARY   Click here!

      

                              LQ 1, 2, 3, 4          VOCABULARY -  C.O.D.E. Matrix

                 

              Video(s):

 

                          https://www.youtube.com/watch?v=ysmG510bDik     Nationalism of the World 


                          https://www.youtube.com/watch?v=gugnXTN6-D4     Civil Disobedience 


                          https://www.youtube.com/watch?v=caBDPFx2et4      Distribution of Wealth 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                 

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                              





WEEK(s)  30      


Chapter 30 -    World War II and the Holocaust, 1939 - 1945


Opening:               


        Standards  - 10.7 DECOLONIZATION AND NATIONALISM (1900–2000) Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose Learning Standards: 2, 3, 4, 5; Unifying Themes: TCC, GEO, GOV, CIV, TECH, EXCH    / Cont...


                                           

           Learning Objectives & Essential Question(s):                                  

                        Why do political actions often lead to war?

                       

                        How does war impact society and the environment?


           Text:     723 - 754


          Vocabulary:  demilitarized, appeasement, sanctions, blitzkrieg, isolationism, neutrality,                                                 mobilization, kamikaze, blitz, genocide, collaborator, partisan, Cold War


           Assignment / Monitoring -  Chapter Outline 


Work Session:       


                Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


                Task(s):       PBL  YOU'RE ON TV NEWS!   Click here! 

     

                             LQ 1, 2, 3, 4, 5       VOCABULARY - C.O.D.E. Matrix

              

              Video(s):


                           https://www.youtube.com/watch?v=HUgV8_meyo8          Blitzkrieg 


                           https://www.youtube.com/watch?v=vtiAALlxOFk               Kamikaze 


                           https://www.youtube.com/watch?v=I79TpDe3t2g              Cold War 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                      

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Asessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                              







WEEK(s)  31    



Chapter 31 -    The Cold War, 1945 - 1989


Opening:               


        Standards - 10.8 TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context. Learning Standards: 2, 3, 4, 5; Unifying Themes: ID, TCC, SOC, GOV, CIV, TECH    / Cont...

                                          

          Learning Objectives & Essential Question(s):                                  

                         How does conflict influence political relationships?


          Text:    755 - 808  


          Vocabulary:  satellite state, policy of containment, arms race, deterrence, commune,                                                   permanent revolution, proxy war, domino theory


          Assignment / Monitoring -  Chapter Outline 

 

Work Session:       

           

            Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


            Task(s):    PBL   GAME ON !        Click here! 

  

                       LQ 1, 2, 3         VOCABULARY -  C.O.D.E. Matrix


            Video(s):

                 

                           https://www.youtube.com/watch?v=9C72ISMF_D0     Cold War vs Hot War 


                           https://www.youtube.com/watch?v=2tYlhSOkvMQ       New Cold War ?


                           https://www.youtube.com/watch?v=zUn39VzSBms      Domino Theory 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



                                Video Analysis Worksheet -  Click here!

                                       

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

            Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                             








WEEK(s)  32    



Chapter 32 -    Independence and Nationalism in the Developing World, 1945 - 1993


Opening:               


        Standards  -  10.9 GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT) Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment. Learning Standards: 2, 3, 4, 5; Unifying Themes: MOV, TCC, GEO, GOV, ECO, TECH, EXCH   / Cont... 

                                      

           Learning Objectives & Essential Question(s):                                  

                       How can political change cause conflict?  

                           

                        How can political relationships affect economic relationships?


          Text:     777 -808 


          Vocabulary:  principle of nonalignment, discrimination, Pan-Arabism, intifada, apartheid,                                            HIV/AIDS, Pan-Africanism, privatization, trade embargo, cartels, magic                                                    realism, megacity


           Assignment / Monitoring -  Chapter Outline 


Work Session:    


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


            Task(s):          PBL   DOING A DOCUMENTARY   Click here!


                            LQ 1, 2, 3, 4        VOCABULARY -   C.O.D.E. Matrix

             Video(s):


                             https://www.youtube.com/watch?v=jsDmiXxBdd4     Pan-Arabism 


                             https://www.youtube.com/watch?v=mn12bNvt1sY     Pan-Africanism


                             https://www.youtube.com/watch?v=Hi6ObKtA57o      Magic Realism 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                        

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                          


                   




WEEK(s)  33    



Chapter 33 -    Life During the Cold War, 1945 - 1989



Opening:              


        Standards -  10.10 HUMAN RIGHTS VIOLATIONS Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated. Learning Standards: 2, 5; Unifying Themes: ID, TCC, SOC, GOV, CIV    / Cont...


                                           

          Learning Objectives & Essential Question(s):                                  

                        How does war result in change?

                                                                

                         What challenges does a country face as a result of war?


          Text:    809 - 830


          Vocabulary:   welfare state, bloc, consumer society, women's liberation movement, real                                                wages, heavy industry, de-Stalinization, de'tente, dissidents, occupied,                                                    state capitalism


          Assignment / Monitoring -   Chapter Outline 


 

Work Session:       


              Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet

        

             Task(s):            PBL   LIVING LARGE!    Click here!  

     

                               LQ 1, 2, 3      VOCABULARY - C.O.D.E. Matrix


             

              Video(s):


                          https://www.youtube.com/watch?v=VnJ9GHZ1dl0     Women's Liberation Movement


                          https://www.youtube.com/watch?v=V2-dg8GL9aA      De'tente


                          https://www.youtube.com/watch?v=mkJVi3RGQFQ    State Capitalism 




CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                       

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.   /  Chapter Test. 

                                                               




WEEK(s) 34    



Chapter 34 -    A New Era Begins, 1989 - Present


  

Opening:             


        Standards -  10.10 HUMAN RIGHTS VIOLATIONS Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated. Learning Standards: 2, 5; Unifying Themes: ID, TCC, SOC, GOV, CIV    / Cont...


                                           

          Learning Objectives & Essential Question(s):                                  

                         What motivates political change?

                                                                 

                          How can economic and social changes affect a country?


          Text:    831 - 866


          Vocabulary:  perestroika, glasnost, ethnic cleansing, autonomous, budget deficit,                                                         postmodernism, popular culture, cultural imperialism, per capita, one-child                                               policy, deflation, corruption, normalization, remittance, jurisdiction


          Assignment / Monitoring -  Chapter Outline 


 

Work Session:   

      

             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


         Task(s):     PBL   EDITOR IN CHIEF    Click here! 

 

                                       LQ 1, 2, 3, 4, 5        VOCABULARY -   C.O.D.E. Matrix

          

              Video(s):

                               https://www.youtube.com/watch?v=T2tWp8BEhnw    Perestroika


                                https://www.youtube.com/watch?v=Se9yuMn02ZY    Cultural Imperialism 



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                         

Closing:                 


         Clarification / Mastery -   Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                                                               





WEEK(s)  35          



Chapter 35 -    Contemporary and Global Issues, 1989 - Present



Opening:               


        Standards -  10.10 HUMAN RIGHTS VIOLATIONS Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated. Learning Standards: 2, 5; Unifying Themes: ID, TCC, SOC, GOV, CIV   / Cont...


          Learning Objectives & Essential Question(s):                                  

         

                      What influence global political and economic relationships?

                                                      

                      How do social and environmental issues affect countries differently?


           Text:     867 -  896


           Vocabulary:  peacekeeping forces, nuclear proliferation, bioterrorism, pandemic, human                                             rights, nongovernmental organization, multinational corporation,                                                               globalization, collateralized debt obligation, subprime investment,                                                             microchip, ecology, deforestation, desertification, greenhouse effect,                                                       sustainable development 


          Assignment / Monitoring -   Chapter Outline 


Work Session:      


             Flexible Grouping / Active Student Engagement:   P5BL Guidelines Info Sheet


             Task(s):    PBL   GAME ON !        Click here! 

   

                              LQ 1, 2, 3, 4     VOCABULARY -  C.O.D.E. Matrix

              

              Video(s):

                            https://www.youtube.com/watch?v=5SnR-e0S6Ic        Globalization 


                            https://www.youtube.com/watch?v=FCojpFwWuG0     Multi-national Corporations 


                            https://www.youtube.com/watch?v=9-xdy1Jr2eg          Sustainable Development



CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


                                Video Analysis Worksheet -  Click here!

                                    

Closing:                 


         Clarification / Mastery - Differentiation & Enrichment 

             Assessment(s):   Observation, Oral responses, Written responses.    /  Chapter Test. 

                                                              



WEEK(s)  36   


               

              Video(s):


CCRSL.ELA-LITERACY.SL.9-10.2 

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


CCRSL.ELA-LITERACY SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.




                   REVIEW & FINAL EXAM 

                            ~~~~~~~~~~~~





~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~














RESOURCES and STUDY GUIDES 


Course Outline:


Unit 1: The World in 1750

August - September


Essential Question:  How were global kingdoms and empires built? What conditions favor empire building?

Inquiries

1.  What global forces affected change in Europe ca. 1750? 

2.  What role did commercial activity play in developing the Ottoman Empire and Mughal Empire? 

3.  How does the centralization of the Tokugawa Shogunate compare to the efforts of the Bourbon Dynasty in France?

4.  Why was silver a global commodity?

5.  How did the large African kingdoms approach trade, territory and people?  

6.  How did the relationship between African kingdoms and European merchants change over time? 

 

Resources

 

Reading Like a Historian

N/A

 

C3 Inquiries

N/A

 

DBQ PROJECT

 

10.1 THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interaction of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. (Standards 2, 3, 5)

 

Eurasian states and empires ca. 1750 10.1a

(including brief review of major historical forces that shaped the world in 1750)

●                Map of world in 1750 (highlighting major empires)

●                The Renaissance and Scientific Revolution

●                Absolutist States

●                Characteristics of the Bourbon Dynasty

●                The Encounter, European colonialism, and the growth of transoceanic trade routes

●                Atlantic World, Indian Ocean Trade, Acapulco to China silver trade

●                The Great Divergence

 

Interactions with Outsiders 10.1b

Eurasian states and empire ca. 1750

Ottoman Empire (ca.1571- ca.1750 C.E.)

●                Human and physical geography (importance of Istanbul, extent of the empire)

●                Location and relative size compared to the Safavid Empire and Mughal Empire

●                Religious and ethnic tolerance (secularism)

●                Trade (increased competition from Americas and neighboring empires)

●                Role of the Janissary and use of gunpowder

●                Islam as a unifying force within the Empire, tolerance for People of the Book

●                Declining power

 

Mughal Empire (1526- ca.1750 C.E.)

●                Human and physical geography (Himalayas, Indian Ocean, monsoons, Indian Ocean trade, British Empire)

●                Location and relative size compared to the Safavid Empire and Ottoman Empire

●                Religious and ethnic tolerance (Muslim control of Hindu majority, persecution of Sikhs)

●                Decline in power after Akbar the Great

●                Cotton textile trade with Europeans

 

Tokugawa Shogunate (1603-ca. 1750 C.E.)

●                Human and physical geography (archipelago and mountainous topography, Pacific Ocean, Sea of Japan)

●                Location  and relative size compared to China and Korea

●                Centralization of government at Edo/ Tokyo

●                Shift from feudal structure, control of daimyo, development of bureaucracy

●                Use of gunpowder

●                View of outsiders, shift from acceptance toward persecution of Christians and Jesuits

●                Increased isolation

 

Qing Dynasty (1644- ca. 1750 C.E.)

●                Human and physical geography (expansion of Great Wall)

●                Location  and relative size compared to contemporary world empires

●                Overseas trade (silver, tea, porcelain, textiles)

●                Neo-Confucianism and the influence of Confucian ideals, including subjugation of women

●                Decline in power

 

Coastal African Kingdoms: Ashanti, Benin, Dahomey (ca. 1440- ca. 1750 C.E.)

●                Human and physical geography (Gold Coast, currents, proximity to North and South America)

●                Location and relative size compared to one another and neighboring peoples

●                Different approaches to trade and interactions with Europeans

●                Ashanti (gold, maize, slave trade)

●                Benin (pepper, textiles, ivory, slave trade)

●                Dahomey (western guns for slaves trade)

●                Technological and artistic achievements

●                Changing relationship over time with Europeans including view of slave trade

 

 


Unit 2:An Age of Revolution and Empire (1750 – 1914)

October - November


Essential Question:  How are turning points in world history defined?

Inquiries

1. How did the concepts of natural law, social contract, consent of the governed, and the rights of citizens influence historical events following the Enlightenment?

2. What are some examples of resistance to colonization in the Americas?  Were they effective? 

3. How did nationalism differ from previous political ideas?

4. How did new technologies lead to the mass production of goods? 

5. How did revolution and industrialization lead to competing political and economic ideologies? 

6. How did the various groups and individuals create and challenge the systems of imperialism?

7. What were the long-term effects of global imperialism?

Resources

 

Reading Like a Historian

Reign of Terror

Factory Life

Sepoy Rebellion

Battle of Adwa

 

C3 Inquiries

French Revolution

Imperialism

Industrialization

 

DBQ PROJECT

-Wash the Reign of Terror Justified?

-The Enlightenment Philosophers: What was Their Main Idea?

-Latin American Independence: Why did the Creoles Lead the Fight?

-What was the Driving Force Behind Imperialism in Africa?

 -How Should We Remember Toussaint Louverture?


10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas.  These ideals inspired political and social movements. (Standards 2, 3, 5)

 

The Enlightenment in Europe (1689-ca. 1796 C.E.) 10.2a, 10.2b

●                The writings of Locke, Voltaire, Rousseau, Montesquieu, Wollstonecraft, and Wilberforce

●                The concepts of natural law (social contract, consent of the governed, the rights of citizens)

●                Abolitionism

●                The impact of the Enlightenment on nationalism and democracy

●                The influence of Enlightenment ideals on issues of gender and abolition

●                The Enlightened Despots (Maria Theresa, Catherine the Great or Fredrick the Great)

 

Political Revolutions  

 10.2c   Human and physical geography of revolutions (Atlantic world, maps, natural resources and monoculture, role of seamen, slaves and colonists, transfer of ideas and connection to trade)

●                French Revolution (1799-1815 C.E.)

●                Influence of the American Revolution

●                Influence of Enlightenment thinking

●                Causes

●                Effect of class distinctions and economic roles in France prior to the Revolution

●                Key individuals (Maximilien de Robespierre, Louis XVI and Olympe de Gouges)

●                Leadership of women

●                Influence on France and other nations

●                Response of European powers

●                Rise to power of Napoleon

 

Independence movements in Latin America (1792-1830 C.E.)

●                Resistance, rebellion and revolution in the Caribbean and Latin America

●                Slavery in the Atlantic World

●                Influence of the French Revolution on these movements, Atlantic World as a conduit for the spread of the ideals of liberty

●                Class and\or racial subjugation as a precursor to revolution

●                Economic relations with the metropole (France and Spain)

●                Simon Bolivar, Toussaint L’Ouverture, José de San Martín

●                Gran Colombia

●                Haitian Constitution (1801, 1804 and 1805)

●                Relationship to the United States of America, before and after the Revolution

 

The reaction against revolutionary ideas 10.2c

●                Balance of power politics and the Congress of Vienna, Klemens von Metternich

●                Revolutions of 1848

●                Russian absolutism: reforms and expansion

●                Expansion of Russia into Siberia

 

Latin America: The failure of democracy and the search for stability 10.2b, 10.2c

●                Human and physical geography (political maps of revolutions and connections to mother countries)

●                Roles of social classes

●                Roles of the Church and military

●                Role of cash crop economies in a global market

●                The Mexican Revolution

 

Cultural Identity and Nationalism 10.2d

Global nationalism (1815-1919 C.E.) 

●                Human and physical geography (Italian city-states, political borders, linguistic maps)

●                Role in political revolutions

●                Force for unity and self-determination

o Unification of Italy, Germany (Camillo Cavour, Garibaldi, Otto von Bismarck)

o Asian and Middle Eastern nationalism 

●                Dissolution of the Ottoman and Austrian Empires 

●                Zionism

●                Force leading to conflicts 

o Balkans before World War I

o Decline of Ottoman Empire

 

 

10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. (Standard 2, 3, 4)

 

Economic and social revolutions 10.3a

●                Human and physical geography (resource extraction, trade demands of island nations)

●                Agrarian Revolution 

 

The British Industrial Revolution (1770- ca. 1870s C.E.) 10.3b, 10.3c

●                Causes

●                Capitalism/ market economy

●                Factory system

●                Innovations in energy, technology, communication, transportation

●                Shift from mercantilism to laissez-faire economics (Adam Smith, The Wealth of Nations)

●                Changes in social classes 

●                Changing roles of men, women, and children

●                Urbanization (Manchester, London, growth of slums)

 

Responses to industrialization 10.3c, 10.3d

●                Influence of reform movements

●                Utopian reform (Robert Owen)

●                Legislative reform, Sadler Report

●                Role of unions

●                Labor unrest

●                Karl Marx and Friedrich Engels and communism, The Communist Manifesto 

●                Parliamentary reforms, expansion of suffrage

●                Writers (Dickens and Zola)

●                Global migrations during 19th Century

●                Writings of Thomas Malthus  (Essay on the Principles of Population)

●                Irish potato famine (1845 - 1850)

●                Relationship of industrialization to British agricultural revolution

●                Growth of Irish nationalism

●                Compulsory education laws

 

 

10.4 IMPERIALISM: Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.  (Standards 2, 3, 4)

 

Imperialism (ca. 1757- 1914 C.E.) 10.4a, 10.4b, 10.4c

British in India

●                British East India Company

●                Role of tea and opium

●                British exploitation of ethnic conflict

●                Resistance (Sepoy Mutiny)

●                Role of Indigenous and British women in a range of social classes

 

Resisting and Adapting to Colonial Rule 10.4a, 10.4b, 10.4c

British, French, Belgians, and Germans in Africa

●                The Congress of Berlin (Berlin Conference)

●                Direct and indirect rule in Africa (Congo and South Africa)

●                African resistance (Zulu Empire, Ethiopia, Southern Egypt/Sudan)

●                Boer War

●                Cecil Rhodes

●                19th-century anti-slave trade legislation/ abolitionism

 

International Conflicts 10.4a, 10.4b, 10.4c

European spheres of influence in China

●                Opium Wars (1839 - 1842 and 1858 - 1860) and the Treaty of Nanjing

●                Resistance (role of Empress Dowager CiXi , Taiping Rebellion (1850-1864), Boxer Rebellion (1898-1901))

●                Roles of women

●                Sun Yat-sen (Sun Yixian) and the Chinese Revolution (1910- 1911)

Multiple perspectives toward imperialism

●                Perspective of missionaries, indigenous people, women, merchants, government officials

●                Immediate and long-term changes made under European rule

●                Long-term effects in Europe and the rest of the world

 

Changes in political maps

●                Disregard for traditional cultures and commerce

●                Changes and continuities of ethnic groups and regions from ca. 1800 to ca. 1914

 

Japan and the Meiji restoration (1868-1912) 10.4a, 10.4b

●                Human and physical geography

●                Reaction to threat of Western imperialism

●                The opening of Japan/ Commodore Matthew Perry

●                Impact upon Japan of Treaty of Kanagawa

●                Modernization, industrialization, westernization

●                Japan as an imperialist power

●                First Sino-Japanese War (1894-1895)

●                Russo-Japanese War (1904-1905)

●                Annexation of Korea

●                Dependence on world market




Unit 3: Unresolved Global Conflict   (1914 – 1991)

December - January


Essential Question:  How do unresolved conflicts affect future events? 

Inquiries

1.   How were WWI and WWII examples of total war?

2.   Would Karl Marx have supported the Russian Revolution and Soviet state?

3.   How did WWI lead to WWII?

4.   How did geo-politics and natural resources allocation influence the relations between nations and regions following WWII?

5.   How did the Cold War begin?  Which countries were involved in the Cold War?  How was the Cold War fought?

6.   How did the events of WWII shape the creation of the United Nations, World Court and Universal Declaration of Human Rights? 

7.   What causes genocide and ethnic cleansing and what should other nations do to stop it? 

Resources

 

Reading Like a Historian

Ataturk and Women's Rights in turkey

Invasion of Nanking

Appeasement

Nazi Propaganda

The Cold War

 

C3 Inquiries

Treaty of Versailles

 

 

DBQ PROJECT

-How did the Versailles Treaty Help Cause WWII?

-What was the Underlying Cause of WWI?

-The Soviet Union: What Should Textbooks Emphazize

 

 

10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. (Standards 2, 3, 4, 5)

 

World War I (1914-1918 C.E.) 10.5a, 10.5b

● Human and physical geography (pre and post-war political maps, diagrams of trenches and trench maps)

● Causes of War

● Effects of War

● Effects of technological advances on warfare

● Armenian Genocide (1915)

● Collapse of Ottoman Empire

● The war as reflected in literature, art, and propaganda

 

Revolution and change in Russia (ca. 1905-1939 C.E.) 10.5d

● Czar Nicholas II

● The Revolution of 1905

● March Revolution and provisional government

● Bolshevik Revolution

●  Modernization of a feudal society

● Education, healthcare

● Lenin’s rule in Russia

● Stalin and the rise of a modern totalitarian state

● Development of ideology and nationalism under Lenin and Stalin

● Russification of ethnic republics

● Forced famine in Ukraine

● Reign of Terror

 

Interwar period (1919-1939 C.E.) 10.5c, 10.5d

● Treaty of Versailles and the League of Nations

● Modernization and westernization of a secular Turkey (Atatürk)

● Women’s suffrage movement

● Great Depression

● Influence of the Great Depression on the rise of totalitarian dictators

● Weimar Republic and the rise of fascism

● Spanish Civil War (1936-1939)

● Japanese militarism and imperialism (Manchuria, 1931 and Second Sino-Japanese War, 1937-1945)

● Policy of appeasement (Munich Pact)

● Arab nationalism and Zionism

 

World War II (causes and impact) 10.5a, 10.5b, 10.5c, 10.5d, 10.5e

● Human and physical geography (pre and post-war political maps)

● The Nazi and Japanese states

● Key individuals (Hitler, Mussolini, Stalin, Churchill, Roosevelt, Tojo)

● Atrocities and genocide (The Holocaust--Jews, Poles, Roma, homosexuals, Ukrainian Holodomor)

● Resistance

● Japan’s role (Nanjing, Bataan, Pearl Harbor)

● Effects of technological advances on warfare

 

Connection between World War I and World War II 10.5a, 10.5b, 10.5c, 10.5d, 10.5e

● Use of total war

● Comparisons and contrasts of the long- and short-term causes and effects for World War I and World War II

● Comparisons and contrasts of the technologies utilized in both World War I and World War II

 

 

10.6 UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR): The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.  (Standards 2, 3, 4, 5)

 

Cold War balance of power (1945-1991 C.E.) 10.6a

●               Human and physical geography of the world in 1945 (North Atlantic Treaty Organization (NATO)/ Warsaw Pact, Iron Curtain)

●               Origins in tensions of end of WWII (Yalta and Potsdam)

●               Emergence of the superpowers and the ideological differences between the United States and the Soviet Union

●               Political climate of the Cold War (Marshall Plan, Truman Doctrine, Berlin airlift/ blockade, and a divided Germany)

●               United States occupation of Germany and Japan

 

Cold War confrontations and attempts at peace 10.6b

● Policy of containment and efforts to expand communism

● Nuclear weapons proliferation, rise of the military-industrial complex and space race

● Hungarian Revolt (1956)

● Soviet invasion of Czechoslovakia (1968)

● Surrogate superpower rivalries (Egypt, Congo, Angola, Chile, Iran, Iraq, Korea, Vietnam, Guatemala)

● Military technology of the cold war

● Role of nonaligned nations (Egypt and India)

 

Economic issues in the Cold War and Post-Cold War era 10.6a, 10.6b

● Market vs. command economies 

● Economic recovery in Europe and Japan

● Organization of Petroleum Exporting Countries (OPEC) and oil crisis of the 1970s

● Pacific Rim economies and economic crisis

● North America Free Trade Agreement

 

Collapse of communism and the breakup of the Soviet Union 10.6c

● Human and physical geography (changing political boundaries)

● Background events, 1970 to 1987

● Poland’s Solidarity and Lech Walesa

● Influence of political reforms of glasnost and economic reforms of perestroika (Mikhail Gorbachev)

● Fall of Berlin Wall and reunification of Germany 

● Velvet Revolution

● Ethnic conflict in former satellite states

● Challenges faced by post-communist Russia (Boris Yeltsin)

 

 

10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens by which historical occurrences of oppression can be evaluated. (Standards 2, 5)

 

Human Rights violations and the efforts to protect threatened groups 10.10a, 10.10b

● United Nations Universal Declaration of Human Rights (1948)

● Influences on creation of the Universal Declaration of Human Rights (Holocaust, Nuremburg Trials, Tokyo Trials)

● Roles of the United Nations

● International and multinational efforts to protect human rights, maintain peace, stability, and economic prosperity

 

Case studies of human rights violations 10.10c

● Universal Declaration of Human Rights principles and articles

● Roles of perpetrator and bystanders

● Use of ideology and role of ethnic and/or religious conflict

● Atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic

● Cambodia, Rwanda, Darfur, Democratic Republic of Congo, Sudan, Syria

● Policy of apartheid in South Africa and the growth of the anti-apartheid movements

● Nelson Mandela’s role in anti-apartheid movements

● Mother Teresa, Aung San Sui Kyi, the Mothers of the Plaza de Mayo, Malala Yousafzai (educational rights for women) Rigoberta Menchu (indigenous rights)

 

 

Unit 4: Decolonization and Nationalism

 February - March


Essential Question: Was the collapse of European Imperialism inevitable? 

Inquiries

1.  What methods did Gandhi and other Indian Nationalists employ to challenge the British Empire?

2.  How were the methods of the Indian Liberation movement similar and different from the methods of the Vietnamese nationalists?

3.  Are the conflicts in the Middle East religious, political or economic? 

4.  How did economic decisions by colonial powers influence post-colonial economies in Africa?

5.  What is meant by the term “a new China” and did Mao and other Communist leaders succeed in creating it?

6.  How has Latin America’s proximity to the United States shaped the economics and politics of the region?  How have Latin Americans fought to create autonomy free from U.S. intervention? 

Resources

 

Reading Like a Historian

India Partition

Castro and the United States

 

C3 Inquiries

N/A

 

 

Unit 5: Tensions Between Traditional Cultures and Modernization

 April - June


Essential Question:  What is the price of modernization?

Inquiries

1.  Why is the world becoming increasingly urbanized? 

2.  How has modernization created tension and conflict regarding social norms, gender roles and institutions??

3.  Can modernity and traditionalism co-exist?

4.  Has modernization and development improved the status of women and children?

5.  Does a technologically interconnected world decrease the likelihood of conflict?

6.  Has modern technology increased people’s sense of security?

7.  Can a cell phone launch a revolution?  How has technology shaped and influenced world events such as the Arab Spring? 

 

 

Resources

 

Reading Like a Historian

N/A

 

C3 Inquiries

Modernization

 

10.8 TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.  (Standards 2, 3, 4, 5)

 

Tensions between traditional cultures and modernization 10.8a

●                Shift from traditional rural, agrarian condition to a secular, urban, industrial condition

●                Multiple perspectives on change

●                Attempts to balance modernization and tradition 

●                Population pressures and poverty 

●                Status of women and children

●                Ethnic/religious tensions

●                Global migration and urbanization

 

Urbanization and Industrialization

● Changing and modifying the roles of social institutions

● Africa (Zimbabwe, Kenya, Nigeria, Sierra Leone)

o Latin America (Brazil, Argentina, Chile, Mexico)

o  Asia (China, India, Indonesia, South Korea)

 

Modernization and traditional culture 10.8b

●                Changes in technology (communication and transportation)

●                Interactions between people and those in authority

o Efforts to affect change in government policy, engage people in the political process

o Use of social media, control access to information

o Terrorism

 

 

 

DBQ PROJECT

-What made Gandhi’s Nonviolent Movement Work?

-China’s One-Child Policy: Good Idea?

10.7 DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.  (Standards 2, 3, 4, 5)

 

India and Indochina—independence (1931-1975 C.E.) 10.7a

●  Collapse of European imperialism

●  Muslim/Hindu conflicts

●  Status of the caste system

●  Roles of Mohandas Gandhi and Jawaharlal Nehru

●  Nonviolent movement/ civil disobedience

●  Amritsar massacre, Salt March

●  Nonalignment

●  Kashmir and Punjab

●  Partitioning of India/ creation of Pakistan (role of Muslim League)

●  French colonialism in Indochina

●  Ho Chi Minh vs. Wilson on self-determination

●  Vietnam War (1954-1975)

●  United States involvement

●  Guerilla warfare

●  War of liberation

●  Southeast Asia (Vietnam/Ho Chi Minh, Cambodia/Pol Pot/Khmer Rouge, Aung San Suu Kyi—Myanmar)

●  Vietnamization

●  Fall of Saigon

 

African independence movements (1884-1994 C.E.) 10.7b

●  Changing political boundaries in Africa (Nigeria, Ghana, and Kenya)

●  Pan Africanism

●  Roles of Jomo Kenyatta and Kwame Nkrumah

●  Economic links to former colonial powers

●  Ethnic tensions vs. nationalism (Nigeria and civil war)

●  Apartheid

●  Freedom Charter (1954)

●  Economics: mines, labor 

●  Townships, Passbooks, Bantustans

●  South African Constitution (1996), election (1994), Truth and Reconciliation Commission

●  Political and economic instability

 

Conflicts and change in Middle East 10.7c, 10.8b

●  Human and physical geography (natural resources,  Aswan Dam, remapping after the fall of the Ottoman Empire, Suez Canal)

●  Overthrow of the Egyptian monarchy (1952), Gamal Nasser   

●  Role of religious beliefs and secularism

●  Creation of State of Israel, Arab Palestinians, and Israel’s Arab neighbors

●  Roles of individuals and organizations (Golda Meir, Yasir Arafat, Anwar Sadat, King Hussein, Yitzhak Rabin and Palestine Liberation Organization)

●  Arab-Israeli wars

●  Persian Gulf War (Saddam Hussein)

●  Islamic fundamentalism

●  The Iranian Revolution (Ayatollah Khomeini vs. Shah) compared to Turkey under the rule of Kemal Atatürk

 

Chinese Communist Revolution (1936-1997 C.E.) 10.7d

●  Chinese Civil War and creation of Peoples Republic of China and Taiwan

●  Communist rise to power (1936- 1949), Long March, Jiang Jieshi (Chiang Kai-shek), Mao Zedong

●  Communism under Mao Zedong

●  Communism under Deng Xiaoping

●  Fifth modernization: Democracy (Tiananmen Square, April/May 1989)

●  Return of Hong Kong (July 1, 1997) 

●  Social system

 

Political and economic change in Latin America (1930-1999 C.E.)

●                Physical setting

●                Argentina (Eva Peron, Mothers of the Plaza De Mayo)

●                Fidel Castro’s Cuban Revolution (causes and effects, US embargo)

●                Dominican Republic under Rafael Trujillo

●                Nicaragua’s Sandinistas and U.S. backed Contras

●                Guatemala’s indigenous rights campaign

●                Columbian Civil War (militia and FARC)

●                Mexico (fall of PRI, gang violence, government corruption)

●                Changing role of Roman Catholic Church in Latin America

●                Latin American immigration to the United States

●                Return of the Panama Canal

 

 



Study Aides available on-line or at school:

Though not required, you will find these works useful to have at home and at school:

·         A college-level dictionary

·         The Synonym Finder, J. I. Rodale (or another thesaurus)

·         The Elements of Style, Strunk and White

·         The M.L.A. Handbook