subject: ¬world history and geography -...

DETROIT PUBLIC SCHOOLSDIVISION OF ACADEMIC AFFAIRS

OFFICE OF HISTORY, SOCIETY AND CULTURE

CURRICULUM INSTRUCTIONAL SEQUENCE AND PACING CHART

Grade 11WORLD HISTORY AND GEOGRAPHY

DETROIT PUBLIC SCHOOLS

Robert C. BobbEmergency Financial Manager

Barbara Byrd-BennettChief Academic Auditor

Sherry UleryDeputy Chief of Academic Affairs

OFFICE OF HISTORY, SOCIETY AND CULTURESheryl Jones

Director

1



Table of ContentsPage

Introduction to Curriculum Instructional Sequence and Pacing Guide...........................................3

Curriculum Instructional Sequence and Pacing Charts Team.........................................................4

Legend to Pacing Guide...................................................................................................................4

Course Description...........................................................................................................................5

Expectations for Success on Michigan Merit Exam........................................................................6

Curriculum at a Glance....................................................................................................................7

A One Year Course

Curriculum Instructional Sequence and Pacing GuideUnit 1: Eras 1-3 ~ Beginnings to 300 C.E......................................................................................8

Unit 1-2: Eras 1-3 ~ Beginnings to 300 C.E.................................................................................10

Unit 3: Era 4 ~ Expanding and Intensified Hemispheric Interactions, 300-1500C.E...................12

Unit 4: Era 5 ~ The Emergence of the First Global Age, 15th – 18th Centuries............................16

Unit 5: Era 6 ~ An Age of Global Revolutions 18th Century to 1914...........................................20

Unit 6: Era 6 ~ An Age of Global Revolutions 18th Century to 1914...........................................25

Unit 7: Era 7 ~ Global Crisis and Achievement, 1900-1945........................................................31

Unit 8: Era 8 ~ The Cold War and its Aftermath: The 20th Century – Since 1945.......................35

Constitution Day – September 17th................................................................................................41

2



Introduction to Curriculum Instructional Sequence and Pacing Guide

A Planning ToolThis instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. The focus of this guide is for success on Michigan Merit Examination (MME), but is not exhaustive, other content should be taught as well. Please note, High School Content Expectations that may be assessed on the MME are bolded and underlined in this document. This is a minimal expectation for instruction. Curriculum at a glance and graphic organizers help the teacher quickly see the focus of each unit of study. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum.

Effective InstructionSpecifically, the pacing guides connect the components of effective instruction by:

1. Alignment of district instruction with state (including MEAP and MME) and national content standards; and

2. Detailing recommended instructional strategies, instructional materials and suggested assessments.

A Coherent CurriculumConsistent use of these pacing guides will:

1. Ensure educational equity - all students will have access to the same high quality curriculum;

2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;

3. Ensure what students are taught is logically connected to student achievement;4. Make it easier for students who move among schools within a school year to become

acclimated to their new schools and classes;5. Provide the curricular structure which enables teachers to focus on instruction;6. Guide a sequence of instruction within and across grade levels; and7. Ensure the curriculum is aligned and consistent with state and federal standards.

These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.

At the end of this document you will find teaching and learning terminology information.

"Curriculum matters: If it is in the curriculum, teachers are likely toteach it; if teachers teach it, students are likely to learn it."

(Buehl, Doug. 2001: Classroom Strategies for Interactive Learning)

3



Curriculum Instructional Sequence and Pacing Guide Team

Asaka, Philander Iroha, Okezie Robinson, JacquelineBennett, Robert Jenkins, Mary Robinson, KennethBusch, Denise Limage, Deborah Rooks, Lorraine

Clemons, Cathleen Lockridge, Rita Scott, DeborahCrowley, Ann McMurtry, Keith Smith-Dawson, DebraCry, Leonard Odom, Donya Spencer, Belinda

Friday, Christina Onwuzurike, Pauline Unaegbu, Peter-ClaverGivan, Jerry Pappas, Geraldine Weir, William

Greene, Sylvia Parker, Norma Wilson, BarbaraHighsaw, Charlene Pruitt, Deborah Wright, BrendaHornbuckle, Pamela Reaves, Edna

Sheryl Jones, Director

L EGEND TO P ACING G UIDE

CCC = Cross Curricular ConnectionsCCV = Core Cultural ValuesCDV = Core Democratic ValuesELPS = Electronic Library of Primary ResourcesFA = Formal AssessmentIDR = In-Depth ResourcesPE = Pupil EditionPWE = Persuasive Writing EssayTBDBT = To Be Determined by TeacherTE = Teacher’s EditionTRK = Teacher Resource Kit

4



World History and Geography Course Description

This full year course introduces students to the study of world history in order to construct a common memory of where humankind has been and what accounts for present circumstances. Building upon foundations from middle school, the course begins with a period of expanding and intensified hemispheric interactions (circa 300 C.E.) and continues to the present. Within each historical era, students work at three interconnected spatial scales to study world history through several lenses: global, interregional, and regional. Through a global and comparative approach, students examine worldwide events, processes, and interactions among the world’s people, cultures, societies, and environment. Interregional and regional scales provide students the opportunity for deep investigation of examples of global trends. Emphasis is placed on skills that enable students to evaluate evidence, develop comparative and causal analyses, interpret the historical record, construct sound historical arguments, and recognize perspectives on which informed decisions in contemporary life can be based. In addition, this course enables students to focus on large historical and geographic patterns, as well as their causes and consequences. Students study human governance systems, patterns of interactions among societies and regions, and patterns of cultural, intellectual, religious, and social changes. They analyze the impact of demographic, technological, environmental, political, and economic changes on people, their culture, and their environment. The integration of historical thinking skills and historical understandings throughout this course equips students to analyze issues and problems confronting citizens today.

Michigan Citizenship Curriculum, 20095

World History Expectations for Success on theMichigan Merit Exam

The content expectations listed below are those that MAY be assessed on the MME, and thus represent content knowledge and skills that should be taught before students take the MME.

Social Studies137 of 230 (60%) of Total

Social Studies HSCEWHG (W)

Era 4W4.1.2W4.1.3

W4.2.1-3W4.3.1W4.3.3Era 5

W5.1.2W5.2.1W5.2.2

W5.3.1-4Era 6

W6.1.1-5W6.2.1-4W6.3.1-3

Era 7W7.1.1-3W7.2.1-3W7.3.1-4

Era 8W8.1.1W8.1.2W8.1.4W8.2.1W8.2.341 Total

NOTE : These HSCEs are underlined and bolded in guide.

6

DETROIT PUBLIC SCHOOLSOFFICE OF HISTORY, SOCIETY & CULTURE

Curriculum at a Glance

Text Reference:World History: Patterns of Interaction

McDougal Littel, © 2009

Pacing Topic Units/ChaptersSemester 1

September-October5 Weeks

Eras 1-3: Beginnings of Civilization to 300 BC

Unit 1 Beginnings of CivilizationUnit 2 New Directions in Government and Society

Week of September 17 Constitution Day Lesson Resources located in the pacing chart

October-November4 weeks

Era 4 Expanding and Intensified Hemispheric Interactions, 300-1500 CE

Unit 3 An age of Exchange and Encounter

November-January6 Weeks

Era 4 Expanding and Intensified Hemispheric Interactions, 300-1500 CE

Unit 4 Connecting Hemispheres

Semester 2February2 Weeks

Era 5 The Emergence of the First Global Age, 15th – 18th Centuries

Unit 5 Absolutism to Revolution

February - April6 Weeks

Era 6 An Age of Global Revolutions, 18th Century to 1914

Unit 6 Industrialism and the Race for Empire

April3 Weeks

Era 7 Global Crisis and Achievement Unit 7 The World at War

May - June5 Weeks

Era 8 The Cold War and its Aftermath 20th Century since 1945

Unit 8 Perspectives on the Present

8

DETROIT PUBLIC SCHOOLSOFFICE OF HISTORY, SOCIETY AND CULTURE

Curriculum Instructional Sequence and Pacing Chart

WORLD HISTORY AND GEOGRAPHY ~ GRADE 11Eras 1- 3: Beginnings of Civilization to 300 B.C.

Unit 1, Beginnings of Civilization

Overarching Question: How did major transformations affect societal structures in early history and set the foundation for expanding networks of exchange? Focus Question(s): 1) How might three perspectives (world, interregional, and regional) of world events help us better understand the past? 2) What role did geography play in the development of early civilizations? Objectives/High School Content Expectations (HCE s): WHG F1: World Historical and Geographical “Habits of Mind” and Central Concepts – Explain and use key conceptual devices world historians/geographers use to organize the past including periodization schemes (e.g., major turning points, different cultural and religious calendars), and different spatial frames (e.g., global, interregional, and regional). WHG F2: Systems of Human Organizations – Use the examples listed below to explain the basic features and differences between hunter–gatherer societies, pastoral nomads, civilizations, and empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with the environment: 1) Changes brought on by the Agricultural Revolution, including the environmental impact of settlements; 2) TWO ancient river civilizations, such as those that formed around the Nile, Indus, Tigris-Euphrates, or Yangtze; and 3) Classical China or India (Han China or Gupta empires), Classical Mediterranean (Greece and Rome). Cross Curricular Connections: Science (geology), History Makers: The Leakey Family TE p. 7 Technology Integration: farmingtheNet http://farmnet.osu.edu/links/precisag.html Month - SeptemberWeeks: 1 & 2

Key Concepts/Names: Afro-Eurasia, Agricultural Revolution, civilizationclassical civilization, empire, geography, hunter-gatherers, interregion, pastoral nomads,periodization, spatial frames, world historyCDV: Diversity, Common Good, Liberty CCV: Nia, Kuumba, Ujima

Teaching Resources: Textbook: World History-Patterns of Interaction,

Chapters 1 - 3, pp. 2-57 “History of the World in Seven Minutes” from the

World History for US All website (available: http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm

Easy Planner DVD-ROM classzone.com www.learner.org/channel/courses/worldhistory/

support/activities_1.pdf FarmingtheNet http://farmnet.osu.edu/links/

precisag.html Internet Library

Bell Work/Do Now: Use Components of Culture chart on p. 6, have

students identify components of their own culture. Define each of the Five Themes of Geography. List tools historians use to study the past. Describe some of the key traits of a civilization.

WHG F2 Use primary source document to answer questions 1

and 2 Michigan Merit Practice p. 85. Use picture to answer question 3 Michigan Merit

Practice p.85.

Student Learning Activities: Identify periodization schemes used in the textbook such as:

eras, regions, major empires, events, etc. WHG F1 Examine spatial frames by comparing the aerial satellite views of

your school, city, region to the world using googlemaps.com or similar source. WHG F2

Use the 5 Themes of Geography to describe an ancient river civilization. WHG F2

Watch video “History of the World in Seven Minutes” from the World History for Us All website (available: http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm). Identify instances where the video is telling a global, interregional (e.g., the Americas, Afro-Eurasia), or regional story. Explain why using certain spatial schemes at certain times are useful. WHG F1

Create a diagram to list advances of each hominid group. See Taking Notes, p. 5. WHG F1

Write an essay using evidence from this era to formulate a response to the question: Why did farming develop and how did it lead to more complex societies? Chapter 1 pp. 15-23, Chapter 9 pp. 238-239 WHG F2

Work in groups to analyze a river civilization, such as those that formed around the Nile, Indus River, Tigris-Euphrates, or Yangtze (split the civilizations among groups). 1) Use primary and secondary sources, 2) apply a “regional lens” to analyze the religion, geography, economy (including trade), political structure, social structure, and military tactics of their respective

PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural ValuesELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher

Revised by Office of History, Society and Culture 7/10 9

http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm

http://www.learner.org/channel/courses/worldhistory/support/activities_1.pdf






civilization, 3) analyze how the geography, the environment, and interactions with outside groups affected the attributes of the civilization, 4) construct a class list of the characteristics of each civilization on the board as students report out, 5)discuss the impact of geography on the interaction between different groups, as well as the protection that geography can offer from invading groups, 6) use a Venn diagram to compare similarities and differences of two civilizations in the different categories. Wrap up by asking students for an exit slip answering the question, and 7) What characteristics are necessary to define a society as a “civilization”? pp. 20-55 WHG F2

Assessments: 1) Create a Venn diagram comparing two ancient river civilizations with respect to political, economic and social systems, and their changing interactions with the environment. 2) Write a reasoned and evidentiary-based argument using global, interregional, and regional examples to support the position that the Agricultural Revolution made subsequent growth in culture possible?





WORLD HISTORY AND GEOGRAPHY ~ GRADE 11Eras 1- 3: Beginnings of Civilization to 300 B.C.

Unit 1 Beginnings of Civilization and Unit 2 New directions in Government and Society

Overarching Question: How did major transformations affect societal structures in early history and set the foundation for expanding networks of exchange? Focus Question(s): 1) What is a “world religion?” 2) Why did some belief systems become world religions and others did not? 3) How did classical civilizations expand regional interactions and networks? Objectives/High School Content Expectations (HCE s): WHG F3: Growth and Development of World Religions - Explain the way that the world religions or belief systems of Hinduism, Judaism, Confucianism, Buddhism, Christianity, and Islam grew, including: 1) spatial representations of that growth; 2) interactions with culturally diverse peoples; 3) responses to the challenges offered by contact with different faiths; and 4) ways they influenced people’s perceptions of the world.WHG F4: Regional Interactions – Identify the location and causes of frontier interactions and conflicts, and internal disputes between cultural, social and/or religious groups in classical China, the Mediterranean world, and south Asia (India) prior to 300 C.E.Cross Curricular Connections: Language Arts – Babylon by Alfred, Lord Tennyson IDR Unit 1 p. 80Technology Integration: www.learner.org/channel/courses/worldhistory/support/activities_1.pdf Month – September-OctoberWeek: 3 - 5

Key Concepts/Names: Buddhism, Christianity, Confucianism, Hinduism, IslamJudaism, monotheism, polytheism, religious toleration, world religionCDV: Diversity, Common Good, Freedom of Religion CCV: Nia, Kuumba, Ujima


Chapters 4 - 9, pp. 58-259 Easy Planner DVD-ROM classzone.com Internet Library

Bell Work/Do Now: Students will identify ten world religions. Explain why people choose to practice a particular

religion. Differentiate between Hinduism and Buddhism. List 4 Classical Civilizations. Geography Skillbuilder: Interpreting Maps. Answer

questions 1 & 2 on p. 196, Chapter 7 using map, Asian Trade Routes A.D. 400.

Use primary source document to answer questions 1 and 2 Michigan Merit Practice p. 251.

Use map to answer question 3 Michigan Merit Practice p.251.

Student Learning Activities: Constitution Day Activity , September 17- see

www.BillofRightsInstitute.org/ConstitutionDay or http://www.archives.gov/education/lessons/constitution-day/activities or Learning Village Resources

Create an encyclopedia of world religions with a one-page entry for each religion. Each entry should include a description of the belief system, the origin of the religion, and important figure(s), as well as, an explanation of how and why the religion spread, including interactions with culturally diverse people, responses to challenges offered by contact with different faiths, and the ways they influenced people’s perceptions of the world. Encyclopedia may be used for reference. Chapter 3 pp. 58-85 WHG F3

Create an annotated map of the origins and early spread of the major world religions. The time period of the map should extend to the development and initial spread of Islam. Students’ annotations should include the significance of the spread of the religions into particular regions (e.g., World History and Geography Foundations of World History: Eras 1-3, Beginnings to 300 C.E. Chapter 3 pp. 58-85 WHG F3

View slides 28-39 of the PowerPoint from Era 4 of the Panoramic Unit, World History for Us All (available at: http://worldhistoryforusall.sdsu.edu/dev/units/four/panorama/slides/BE4_pan.ppt) for an overview of classical empires and expanding networks of exchange. Take notes on slides to answer question, How did classical civilizations expand regional interactions and networks? Discuss responses. WHG F4



http://worldhistoryforusall.sdsu.edu/dev/units/four/panorama/slides/BE4_pan.ppt

http://worldhistoryforusall.sdsu.edu/dev/units/four/panorama/slides/BE4_pan.ppt

http://www.BillofRightsInstitute.org/ConstitutionDay




Review and compare general characteristics of the empires focusing on: expansion; trade within and between empires; political systems; cultural beliefs; and, challenges to the empire, including external and internal disputes. WHG F4

In investigative groups, identify and analyze the effects of growing contacts and exchanges between regions during Era 4. Upon completing their investigations, the groups will present their findings to the class. WHG F4

Analyze the feature, Global Impact: Trade Networks– Silk Roads on p. 204, Chapter 7. Answer Connect to Today questions on p. 205, Chapter 7, Section 3. WHG F4

Complete Comparing Ancient and Modern Trade activity on TE p. 204. WHG F4

Assessments: 1) Write an evidentiary-based argument explaining the causes and consequences of the growth of some belief systems into world religions. WHG F3 2) Create a research project that examines the large-scale empires, often referred to as classical civilizations or “classical empires” in Egypt, China and/or India, Greece and Rome. Students will conduct research on empires. They will focus mainly on the question: How did classical civilizations expand regional interactions and networks? WHG F4





WORLD HISTORY AND GEOGRAPHY ~ GRADE11Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.

Unit 3-An Age of Exchange

Overarching Question: How and to what effect did networks of exchange transform human societies? Focus Question(s): How did the religious composition of the world change during this era and what factors lead to the growth of Islam and other dominant world religions? Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including: 1) Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades; 2) Islam and Hinduism in South Asia; and 3) continuing tensions between Catholic and Orthodox Christianity. WHG 4.2.1: Growth of Islam and Dar al-Islam [A country, territory, land, or abode where Muslim sovereignty prevails] - Identify and explain the origins and expansion of Islam and the creation of the Islamic Empire including: 1) the founding geographic extent of Muslim empires and the artistic, scientific, technological, and economic features of Muslim society; 2) diverse religious traditions of Islam — Sunni, Shi’a/Shi’ite, Sufi; 3) role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia; and 4) the caliphate as both a religious and political institution, and the persistence of other traditions in the Arab World including Christianity.Cross Curricular Connections: Mathematics and Science - Astronomy, see p. 275Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land Month - OctoberWeek: 6

Key Concepts/Names: Buddhism, Hinduism, Christianity, Confucianism, Islam, Judaism, Allah, trade network, Muhammad, Qur’an, Mosque, Hiraj, caliph, calligraphy.CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani


Chapter 10: The Muslim World, 300 to 500 C.E., pp. 260-297

Computer/projector classzone.com

Bell work/Do Now: List at least five ways to spread an idea in today’s world. Complete Taking Notes activity on p. 273, Ch. 10. Study the map on p. 264, and answer the Geography

Skillbuilder questions on p. 264, Ch. 10. Differentiate between Sunni and Shi’a Muslims. p. 217,

Ch. 10. Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 281. Use chart to answer question 3 Michigan Merit Practice

p.281.

Student Learning Activities: With a partner, compare and contrast the factors responsible

for the spread of Islam and Christianity during this era. Chapter 10, pp. 263-272 WHG 4.1.2 & WHG 4.2.1

Create a table to show the similarities and differences between the five major world religions. pp. 282 – 296, Ch. 10. WHG 4.1.2 & WHG 4.2.1

Assessment: Construct a Venn Diagram to denote the similarities and differences between the factors responsible for the spread of Islam and Christianity during the periods of 300 to 1500 C.E.



http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land



WORLD HISTORY AND GEOGRAPHY ~ GRADE 11Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.

Unit 3-An Age of Exchange

Overarching Question: How and to what effect did networks of exchange transform human societies?Focus Question(s): 1) Why do empires collapse? 2) How and to what effect did interregional contact and exchange increase during this era? Objectives/High School Content Expectations (HSCE s): WHG 4.3.4: The Eastern European System and the Byzantine Empire to 1500 – Analyze restructuring of the Eastern European system including: 1) the rise and decline of the Byzantine Empire; 2) the region’s unique spatial location; 3) the region’s political, economic, and religious transformations; and 4) emerging tensions between East and West. WHG 4.3.3: China to 1500 - Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth, and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation. WHG 4.1.3: Trade Networks and Contacts - Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including: 1) land-based routes across the Sahara, Eurasia, and Europe; and 2) water-based routes across Indian Ocean, Persian Gulf, South China Sea, and Red and Mediterranean Seas. WHG 4.2.2: Unification of Eurasia under the Mongols - Using historical and modern maps, locate and describe the geographic patterns of Mongol conquest and expansion and describe the characteristics of the Pax Mongolica (particularly revival of long-distance trading networks between China and the Mediterranean world). Cross Curricular Connections: science and technology-see p. 349 Integrated Technology, NetEplorationsL Chinese Healing Arts Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#landMonth - OctoberWeek: 7

Key Concepts/Names: Justinian Codes, Mongols, khan, Genghis Khan, pastoralists, clans

CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani


Chapter 11: Byzantines, Russians and Turks Interact, 500-1500 C.E., pp. 298-319 and Chapter 12: Empires of East Asia, 600-1350 C.E., pp. 320-348

Computer/projectorclasszone.com

Bell Work/Do Now: Complete Geography Skillbuilder: Interpreting Maps p.

309 Analyze time line on p. 338, and then tell which dynasty

ruled the longest and the shortest. Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 349. Use map to answer question 3 Michigan Merit Practice

p.349. Study map of Southeast Asia (900-1200), p. 345 and do

the follow-up questions.

Student Learning Activities: Examine Social History on pp. 328-329. Answer

Interpreting Charts questions on p. 328 and Connect to Today questions on p. 329. WHG 4.1.3, WHG 4.2.2 & WHG 4.3.3

Discuss Chinese responses to internal and external challenges during this ear, and analyze how they were able to maintain political and economic stability. WHG 4.3.3

Describe the geographic patterns of Mongol conquest, and analyze the importance of Chinese trading networks and partners. WHG 4.1.3 & WHG 4.2.2

Take notes using a chart (see p. 330) on Genghis Khan unites Mongols. WHG 4.2.2

Assessment: 1) Debate the most important factor responsible for the political and economic stability of Chinese dynasties. WHG 4.3.3 2) What recurring patterns appear in the decline of the three Chinese dynasties studied in this chapter? What advice, based on those patterns, might you give to Chinese emperor? WHG 4.3.3 & WHG 4.2.2






Unit 3 - An Age of ExchangeOverarching Question: How did the power of the religious influences compare with that of various secular rulers in the Middle Ages?Focus Question(s): How did the Bubonic Plague spread, and what was the impact of it (the plague)?Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades. WHG 4.3.5: Western Europe to 1500 - Explain the workings of feudalism, manorialism, and the growth of centralized monarchies and city-states in Europe including: 1) the role and political impact of the Roman Catholic Church in European medieval society; 2) how agricultural innovation and increasing trade led to the growth of towns and cities; 3) the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states; and 4) the cultural and social impact of the Renaissance on Western and Northern Europe. WHG 4.2.3: The Plague - Using historical and modern maps and other evidence explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic.Cross Curricular Connections: Economics-Analyze the distinction between serfs and slaves and the economic system of

manors.Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land Month - NovemberWeek: 8

Key Concepts/Names: feudalism, canon law, Crusade, Reconquista, Inquisition, guild, Commercial Revolution, burghers, scholastics, pope, Middle Ages CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani

Teaching Resources: Textbook: World History-Patterns of Interaction ~

Chapter 13: European Middle Ages, 500-1200 C.E., pp. 350-375 and Chapter 14: The Formation of Western Europe, 800-1500 C.E., pp. 398-405


Bellwork/Do Now: Why might an individual join a crusade? What branches of the U. S. government did the papal

Curia resemble? Compare the Bubonic Plague to a modern epidemic, i.e.,

AIDS Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 405. Use chart to answer question 3 Michigan Merit Practice

p.405.

Student Learning Activities: Complete Taking Notes p. 379 by creating a timeline of

important events in the Age of Faith. WHG 4.1.2 Interpreting map p. 383 The Crusades, 1096-1204, see TE

History from Visuals. WHG 4.1.2 Analyze the causes and consequences of the Bubonic

Plague. Chapter 14 pp. 399-401. WHG 4.3.5, WHG 4.2.3

Assessment: Create graphic organizer that compares the Crusades to modern examples of religious struggles. WHG 4.1.2







Unit 3 - An Age of Exchange

Overarching Question: What were the important regional developments and cultural changes in Africa south of the Sahara during Era 4?Focus Question(s): 1) How did trade resources and trade routes foster development of kingdoms and empires? 2) How did interregional contact and exchange increase during this era?Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including; 1) Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades; 2) Islam and Hinduism in South Asia; 3) continuing tensions between Catholic and Orthodox Christianity. WHG 4.1.3: Trade Networks and Contacts - Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including: 1) land-based routes across the Sahara, Eurasia, and Europe; and 2) water-based routes across Indian Ocean, Persian Gulf, South China Sea, and Red and Mediterranean Seas. WHG 4.3.1: Africa to 1500 - Describe the diverse characteristics of early African societies and the significant changes in African society by: 1) analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade; 2) analyzing the development of an organized slave trade within and beyond Africa; and 3) analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity.Cross Curricular Connections: Economics-Analyze how supply and demand impacted gold and salt trade in West Africa. Technology Integration: see p. 406 Integrated TechnologyMonth - NovemberWeek: 9

Key Concepts/Names: lineage, patrilineal, matrilineal, stateless societies, Almoravids, Almohads, Sundiata, Mansa Musa, Ibn Butta, Songhai, Magrib,Yoruba, Benin, Swahili, Great Zimbabwe, trans-Saharan trade routeCDV: common good CCV: Ujamaa, Ujima


Chapter 15: Societies and Empires of Africa, 800-1500 C.E., pp. 406-430


Bell Work/Do Now: Explain the importance of the trans-Saharan trade route. Do you think negotiating personal conflicts through a

family system would work in the U. S.? Explain (see TE p. 410).

Study maps on p. 414 and answer Geography Skillbuilder questions.

Study Analyzing Primary Sources on p. 416, then answer the Document Based Questions.

Use map to answer questions Michigan Merit Practice p.429.

Student Learning Activities: Complete History from Visuals Interpreting the Map TE

p. 407 WHG 4.1.3 Describe the spread of Islam in Africa. WHG 4.1.2 Expand Visual Summary: Societies and Empires of Africa p.

428 to include more detailed geographic location and additional important facts. WHG 4.1.3

Form investigative groups that will identify and analyze the effects of growing contacts and exchanges between regions during Era 4. Upon completing their investigations, the groups will present their findings to the class. pp. 430-436 WHG 4.1.3 and 4.3.1

Analyze the economics of the sale and gold trade in West Africa. WHG 4.3.1

Assessment: 1) Have students create a table and illustrate on a map African trade systems. WHG 4.1.3 2) To assess student understanding about the Americas and emerging civilizations in Africa, students pair up and write letters to each other. Students role play as pen pals from specific civilizations in the Americas and Africa. The letters should describe the social, political, and economic aspects of their respective societies from the perspective of someone that lives there. The letters also specify at least two thinks that make their civilization unique. WHG 4.3.1





WORLD HISTORY AND GEOGRAPHY -GRADE 11Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.

Unit 4 –Connecting Hemispheres

Overarching Question: 1) What were the diverse characteristics of early American civilizations? 2) What was the cultural and social impact of the Renaissance on Western and Northern Europe? Focus Question(s): 1) What were the empires and who were the people that existed in America before the arrival of Europeans? 2) What were the new ideas and values that led to the Renaissance and the Reformation? Objectives/High School Content Expectations (HSCE s): WHG 4.3.2 : The Americas to 1500 - Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects (government, religion, interactions with the environment, economy and social life) of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo and/or Eastern Woodland peoples. WHG 4.3.5: Western Europe to 1500 - Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe including the cultural and social impact of the Renaissance on Western and Northern Europe.Cross Curricular Connections: Art - Chapter 16, Read and discuss History through Art Maya Architecture p. 450 Chapter 17, Read and discuss Interact with History: What can you learn from art? p. 470Technology Integration: See Integrated Technology TE p. 471Month - November Week: 10

Key Concepts/Names: pueblo, Triple Alliance, obsidian, Renaissance, utopia, Reformation, ProtestantCDV: freedom of religion CCV: nia

Teaching Resources:Computer/projectorclasszone.com

Textbook: World History-Patterns of Interaction, Chapter 16: People and Empires in the Americas, 500-1500 C.E., pp. 438-467

and Chapter 17: European Renaissance and Reformation, 1300-1600 C.E., pp. 468-503

Bell Work/Do Now: How do we learn about periods and cultures that left no

written records? Describe the Iroquois matrilineal society. Analyze chart Rise and Fall of the Maya p. 449 then

complete Skillbuilder: Interpreting Charts. Complete Geography Skillbuilders: Interpreting Maps

p.497. Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 503. Use the drawing to answer question 3 Michigan Merit

Practice p.503.

Student Learning Activities: Complete the following chart on Early American

Civilizations. WHG 4.3.2

Strengths WeaknessesCivilization Location (Lead to Power) (Lead to Decline) AnasaziMound BuildersMayaAztecInca

Complete Taking Notes p. 471 to outline Chapter 17. WHG 4.3.5.4

Assessment: 1) Demonstrate understanding of ancient American cultures by completing Chapter 16 Assessment p. 466. WHG 4.3.2 2) Analyze the effects Protestantism had on the Christian Church, complete Integrated Technology: Writing an Internet-Based Research Paper, see p. 503. WHG 4.3.5.4





WORLD HISTORY AND GEOGRAPHY-GRADE11Era 5: The Emergence of the First Global Age, 15th to 18th Centuries

Unit 4 ~

Overarching Question: How and to what effect did networks of exchange transform human societies?Focus Question(s): 1) What were the origins of the Ottoman Empire? 2) How did the Ottoman Empire increase their expansion of power? 3) Why did the empires weaken? Objectives/High School Content Expectations (HCEs): WHG 5.1.2: World Religions - Use historical and modern maps to analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on the respective human systems. WHG 5.3.1: Ottoman Empire through the 18th Century - Analyze the major political, religious economic, and cultural transformations in the Ottoman Empire. WHG 5.3.3: South Asia/India through the 18th Century - Analyze the global economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformations in India and South Asia including the Mughal Empire and the beginnings of European contact. Cross Curricular Connections: Literature selection from The Bride of Suleiman, Unit 4 IDR, pp. 56-58Technology Integration: http://worldhistoryforusall.sdsu.edu/dev/units/six/panorama/Era06_pan.htm Month - December Week: 11-12

Key Concepts/Names: ghazis, Ottoman, sultan, Timur the Lame, Mehmed II, Suleyman the Lawgiver, devshirme, janissary, Safavid, Ismail, Shal Abbas, Esfahan, Mughal, Babur, Akbar, Sikh, Shah Jahan, Taj Mahal, AurangzebCDV: Freedom of Religion, Patriotism, Popular Sovereignty CCV: Umoja, Ujima


Chapter 18: The Muslim World Expands, 1300-1700 C.E., pp. 504-525

Computer/projector Easy Planner DVD-ROM classzone.com http://worldhistoryforusall.sdsu.edu/dev/units/six/

panorama/Era06_pan.htm

Bellwork/Do Now: Critical Thinking, TE first bullet p. 513. List the main rulers of the Ottoman Empire and their

successes, Taking Notes, p. 507. Identify the primary factor that led to the decline of the

Ottoman Empire. Geography Skillbuilder: Interpreting Maps, p. 517. Use

charts to answer questions 1 and 2 Michigan Merit Practice p. 525.

Use the primary source document to answer question 3, Michigan Merit Practice p.525.

Student Learning Activities: Continue to add to your encyclopedia of world religions with

a one-page entry for each religion. Each entry should include a description of the belief system, the origin of the religion, and important figure(s), as well as an explanation of how and why the religion spread, including interactions with culturally diverse people, responses to challenges offered by contact with different faiths, and the ways they influenced people’s perceptions of the world. Encyclopedia may be used for reference. Chapter 3 pp. 58-85 WHG 5.1.2

Reteach Activity (Ottoman Rule) TE, pp. 511. WHG 5.3.1 Divide students into small groups and assign each group one

of the following five empires to research (Russian, Chinese, Ottoman, Safavid, and Mughal). Students will research the assigned empire to identify important figures and explain significant events for their respective empire during this era, including the political, religious, cultural, and economic transformations. WHG 5.3.1, WHG 5.3.2, WHG 5.3.3 & WHG 5.3.4

Assessment: 1) Use a table to analyze the similarities and differences between empires in this era. 2) Choose one empire from this era and one from a previous era to compare and contrast by focusing on the political and military structures, religion, boundaries and geographical features, political and social structures, and economic systems. WHG 5.1.2, 5.3.1, 5.3.3



http://worldhistoryforusall.sdsu.edu/dev/units/six/panorama/Era06_pan.htm





WORLD HISTORY AND GEOGRAPHY - GRADE11Era 5: The Emergence of the First Global Age, 15th to 18th Centuries


Overarching Question: How and to what effect did networks of exchange transform human societies?Focus Question(s): 1) What led to European Exploration? 2 ) Why were the early Ming and Qing dynasties successful? 3) How did the Japanese society and culture change with the policies of the Tokugawa Shogunate and their influence of China on Japanese society?Objectives/High School Content Expectations (HCE s): WHG 5.2.1: European Exploration/Conquest and Colombian Exchange - describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries. WHG 5.3.2.1: East Asia through the 18th Century - analyzing the major reasons for the continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration. WHG 5.3.2.2: East Asia through the 18th Century - analyzing the changes in Japanese society by describing the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the influence of China on Japanese society. Cross Curricular Connections: Mathematics - Skillbuilder Practice: Interpreting Graphs, Unit 4 IDR, p. 69Technology Integration: classzone.com, Planning a Television Special TE/PE p. 549.Month - JanuaryWeek: 13

Key Concepts/Names: Bartolomeu Dias, Prince Henry, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company, Ming Dynasty,, Hongwu, Yonglo, Zheng He, Manchus, Qing Dynasty, Kangxi, daimyo, Oda Nobunaga, Toyotomi Hideyoshi, Tokugawa Shogunate, haiku, kabukiCDV: Patriotism, Popular Sovereignty CCV: Umoja, Ujima


Chapter 19: An Age of Explorations and Isolation, 1400-1800 C.E., pp. 529-547

Computer/projector Easy Planner DVD-ROM classzone.com http://worldhistoryforusall.sdsu.edu/dev/units/six/

panorama/Era06_pan.htm Bellwork/Do Now: Examining the Issues, TE/PE p. 528. Differentiate between the Ming and Qing dynasties. Explain the influence of China on Japanese society. Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 549. Use the map to answer question 3 Michigan Merit

Practice p.549.

Student Learning Activities: Create a chart listing the positive and negative impacts of

the Colombian exchange. Use a blank world map to denote the movement of goods, people, diseases, and ideas from east to west, and west to east, identifying the two-way contacts and exchanges. WHG 5.2.1

Taking Notes: Use a chart to summarize relevant facts about each emperor. WHG 5.3.2.1 & 5.3.2.2

Assessment: Create a power point presentation or a storyboard that includes visuals, maps, and a script for a documentary about European Exploration/Conquest and Colombian Exchange and East Asia through the 18th Century. The power point or storyboard must include a comparison of at least one aspect for each geographic era. Additionally, each power point must incorporate the effects of religion on each era.



Emperor Facts1. 1.2. 2.3. 3.





WORLD HISTORY AND GEOGRAPHY - GRADE 11

Era 5: The Emergence of the First Global Age, 15th to 18th CenturiesUnit 4 –Connecting Hemispheres

Overarching Question: How and to what effect did networks of exchange transform human societies?Focus Question(s): 1) How did secularism change the way many Europeans thought about themselves and the world around them? 2) How influential were internal factors (e.g., Renaissance, Reformation, demographic, economic, and social changes) and factors external to Europe (e.g., decline of the Mughal empire and the decreasing engagement of China and Japan) in increasing Europe’s global power?Objectives/High School Content Expectations (HSCE s): WHG 5.2.1.1: European Exploration/Conquest and Colombian Exchange - describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries. WHG 5.2.1.2: European Exploration/Conquest and Colombian Exchange - explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies. WHG 5.2.2.2Cross Curricular Connections: Economics – Analyze the economic factors that contributed to European exploration of America.Technology Integration: classzone.com

Month - January Week: 14

Key Concepts/Names: Christopher Columbus, colony, Hernando Cortes, conquistador, Francisco Pizarro, Atahualpa, mestizo, encomienda, New France, Jamestown, Pilgrims, Puritans, New Netherland, French and Indian War, Metacom, Columbian Exchange, capitalism, joint-stock company, mercantilism, favorable balance of trade, Triangle Trade System

CDV: Freedom of Religion, Patriotism, Popular Sovereignty CCV: Umoja, Ujima


Chapter 20: The Atlantic World, 1492-1800 C.E., pp. 553-578

Computer/projector Chart paper classzone.com Taking Notes: Clarifying, TE/PE p. 589 Unit 5 IDR p.14

Bellwork/Do Now: Interpret map p. 568 Triangle Trade System, 1451-1870. Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 577. Use the drawings to answer question 3 Michigan Merit

Practice p.577.

Student Learning Activities: Create a chart listing the positive and negative impacts of

the Colombian exchange. Use a blank world map to denote the movement of goods, people, diseases, and ideas from east to west, and west to east, identifying the two-way contacts and exchanges. WHG 5.2.1

Describe Native American responses to the arrival of Europeans in America. WHG 5.2.1.2

Take notes on the consequences of the slave trade, see p. 566. WHG 5.2.2

Complete Main Ideas and Critical Thinking & Writing, p. 570 WHG 5.2.2

Assessment: 1) Construct a response to the question: How were Europe’s views of exploration different than those of the people they “discovered?” WHG 5.2.1 2) Research and compare enslavement of Africans in America with other forms of labor during the ear such as: serfdom, indentured servitude, (?) labor and wage labor. WHG 5.2.2







Overarching Question(s): 1)What were the major political economic and cultural transformations in Europe during the 15th-18th centuries? 2) What were the major political, religious, economic and cultural transformations in Russia during the 15 th-18th centuries? Focus Question(s): Chapter 21- (1) What lead to the growth of absolute monarchs during Era 5? (2) What events lead Enlightenment scientists and thinkers to question old ideas and to revolutionize the arts, religion, government and society? WHG 5.3.5 Chapter 22- Analyze the major political, religious, cultural and economic transformations in Europe by analyzing how the Renaissance, Reformation, Scientific Revolution and the Enlightenment contributed to transformations in European society. WHG 5.3.4Objectives/High School Content Expectations (HSCE s): WHG 5.3.5: Europe through the 18th Century - Analyze the major political, religious, cultural, and economic transformations in Europe by:• analyzing transformations in Europe’s state structure, including the rising military, bureaucratic, and nationalist power of European states including absolutism.• analyzing how the Renaissance, Reformation, Scientific Revolution, and the Enlightenment contributed to transformations in European society. WHG 5.3.4 : Russia through the 18 th Century -Analyze the major political, religious, economic and cultural transformations in Russia including: Russian imperial expansion and top-down westernization/modernization The impact of its unique location relative to Europe and Asia.Cross Curricular Connections: Literature - Unit 5, IDR, from The Cat and the King Math-see TE p 621 History from Visuals (students will calculate distances between various countries) and Data File Bell Work or Do Now WHG 5.3.4Technology Integration: classzone.comMonth – January Week: 16

Key Concepts/Names: monarchs, Enlightenment, Philip II, Renaissance, revolution, divine rights, absolute monarchs

CDV: Freedom of Religion, Liberty CCV: ImaniTeaching Resources: Textbook: World History-Patterns of Interaction,

Chapter 21: Absolute Monarchs in Europe, 1500-1800 C.E., pp. 586-607 and

Chapter 22: Enlightenment and Revolution, 1500-1789 C.E., pp. 620-647


Bellwork/Do Now: Ask students to interpret Europe 1650 map p. 587. Write

questions from TE p. 507 History from Visuals on board. WHG 5.3.5

Complete Geography Skillbuilder using map, The Expansion of Russia, 1500-1800 p. 610.

Read Data File p. 613. Using cities given, calculate Russia’s average January temperature and the United States average January temperature, then calculate the difference.


Use the drawing to answer question 3 Michigan Merit

Student Learning Activities: Using a graphic organizer similar to the following

example, explain how and when various European absolute monarchs came to power and give key highlights of their reign. WHG 5.3.5

Monarch Country Years HighlightsPhillip IIHenry IIHenry IVLouis XIIILouis XIVThe HapsburgsThe Hohenzollerns

Using a graphic organizer, explain how and when the following Russian absolute monarchs came to power and give key highlights of their reign. WHG 5.3.4

Ivan the Terrible The Romanovs James IIJames I Charles IOliver Cromwell Charles II





Practice p.647. Suggested Activities (cont’d.) Using map Centers of Enlightenment, c. 1740, draw

conclusions about how ideas spread, see TE p. 621 History from Visuals. WHG 5.3.5

Take notes on Causes of Scientific Revolution, see p. 623. WHG 5.3.5

Take notes on Enlightenment in Europe, see Taking Notes on p. 629. WHG 5.3.5

Take notes on how Enlightenment spread, see Taking Notes on p. 636. WHG 5.3.5

Suggested Assessment: Judge Peter the Great’s decision to Westernize Russia, see TE p. 610 Skillbuilder Practice: Evaluating Decisions and Courses of Action. WHG 5.3.4






Unit 5- Absolutism to Revolution

Overarching Question(s): What were the causes and global consequences of the French Revolution?Focus Question(s): 1) What were the changes of major political and military power? 2) How did the wars of the French Revolutionary and Napoleonic periods and glowing nationalism change the political geography of Europe and other regions? Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power,economic production, and commerce. WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions (American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions). WHG 6.3.1: Europe - Analyzing and explaining the impact of economic development in Europe by: explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on

religious institutions, education, family life, and the legal and political position of women; and using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing

nationalism changed the political geography of Europe and other regions.Cross Curricular Connections: Language Arts – Building vocabulary, Unit 5 IDR, p. 53Technology Integration: classzone.comMonth - February Week: 17

Key Concepts/Names: coup de’tat, Napoleonic Code, Congress of Vienna, Maximilien Robespiere, Great Fear, guillotineCDV: federalism CCV: Kujichagulia

Teaching Resources: Textbook: World History-Patterns of Interaction

Chapter 23: The French Revolution and Napoleon, 1789-1815 C.E., pp. 648-677

Computer/projector Easy Planner DVD-ROM http://worldhistoryforusall.sdsu.edu/dev/units/seven/

landscape/07_landscape6.pdf

Bellwork/Do Now: Examine map p. 648 Napolean’s Empire 1810. What

geographic features challenged French efforts to conquer new territory? See TE p. 649.


Use map to answer question 3 Michigan Merit Practice p.677.

Student Learning Activities: Use graphic organizer to show the causes of the French

Revolution. See Taking Notes, p. 651. WHG 6.3.1 Use graphic organizer to chart the major events that followed

the creation of the Constitution of 1791. See Taking Notes, p. 656. WHG 6.3.1

Use graphic organizer to illustrate, in chronological order, on a time line of the events that led to Napoleon’s crowning as emperor of France. See Taking Notes p.663 WHG 6.3.1

Use graphic organizer to illustrate Napoleon’s three costly mistakes, see p. 668. WHG 6.3.1

Explain the far reaching consequences of the actions of the Congress of Vienna. WHG 6.1.1

Assessment: Complete Writing About History, p. 677. WHG 6.1.1 and 6.3.1



http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape6.pdf

http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape6.pdf



WORLD HISTORY AND GEOGRAPHY - GRADE 11Era 6: An Age of Global Revolutions, 18th Century to 1914

Unit 5 –Absolutism to Revolution

Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements? Focus Question(s): 1) How and why was the growth of industrialism a global phenomenon? 2) Why, when and where did the Industrial Revolution happen? 3) Why were the short and long term effects of industrialization inevitable? Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power,economic production and commerce. WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions (American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions). WHG 6.2.2: Growth of Nationalism and Nation-states - Compare and contrast the rise of the nation-states in a western context (e.g., Germany, Italy) and non-western context (e.g., Meiji Japan). WHG 6.1.3: Increasing Global Interconnections - Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including: - constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization: - the global spread of major innovations, technologies, and commodities via new global networks. WHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism). Cross Curricular Connections: Art, History Through Art: Revolutions in Painting p. 702 -703Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land Month - FebruaryWeek: 18

Key Concepts/Names: capitalism, revolution, communism, industrialization, labor unions, Creoles, Russification, romanticism, realism, impressionism, liberalism, socialism, urbanization, constitutionalism, republicanism, nationalism, human rights, and secularization.CDV: Pursuit of Happiness, Common Good, Economic Liberty CCV: Ujima, Ujamaa, Umoja


Chapter 24: Nationalist Revolutions Sweep the West, 1700 – 1914 C.E., pp. 678–705

Computer/projector classzone.comBell work/Do Now: Explain why leaders of powerful countries were opposed to

revolutions even when it was not directed against them. Analyze Latin American maps of 1800 and 1830 on p. 685,

and complete the Geography Skillbuilder questions on p. 685, Ch. 24.

Study Analyzing Key Concepts on p. 688, and answer Connect to Today questions on the same page.

Examine History through Art on pp. 702-703, and respond to Connect to Today questions on p. 703.

Study the Analyzing Photographs on p. 700, and answer Interpreting Visual Sources questions that follow on the same page.


Use the drawing to answer question 3, Michigan Merit Practice p.705.

Student Learning Activities Develop concept webs with critical attributes for the key

terms – Nationalism and Revolution, pp. 678 – 711. WHG 6.1.1 & WHG 6.2.1

Teacher should facilitate the Differentiated Instruction: Understanding Class Structure activity on p. 682 TE, Ch. 24. WHG 6.1.1 & 6.2.1

Study and analyze Revolutions Across Time on pp. 706 & 707, then answer the Comparing and Contrasting questions on p. 707, Ch. 24. WHG 6.1.1 & 6.2.1

Students construct a graphic organizer that compares the rise of a western and non-western nation-state and evaluates the role of nationalism as a cause of each. The graphic organizer should address the influence of constitutionalism, republicanism, nationalism, human rights, and secularization in the progression and conclusion of each revolution or national movement. WHG 6.2.2, 6.1.3 & 6.1.4

Analyze the causes and effects of Revolutions in England, North America, France, and Latin America, pp. 708 -711. WHG 6.1.1 & 6.2.1






Suggested Assessment: 1) Write a letter from England, France, Germany, or Japan to a relative in the Americas explaining how industrialization has changed your life politically, economically, and socially, as well as environmental changes that you have noticed. Use specific examples from what you have learned in this topic. 2) Compare and contrast the political, economic, and social causes and consequences of three major political and/or nationalistic revolutions. WHG 6.1.1, 6.1.3 & 6.2.1





WORLD HISTORY AND GEOGRAPHY - GRADE: 11Era 6: An Age of Global Revolutions, 18th Century to 1914

Unit 6 Industrialism and the Race for Empire

Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements? Focus Question(s): 1) How and why was the growth of industrialism a global phenomenon? 2) Why, when and where did the Industrial Revolution happen? 3) Why were the short and long term effects of industrialization inevitable? Objectives/High School Content Expectations (HSCE s): WHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism). WHG 6.2.3: Industrialization - Analyze the origins, characteristics, and consequences of industrialization across the world by: 1) comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, United States, or France; and 2) describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements. WHG 6.3.1: Europe - Analyze the economic, political, and social transformations in Europe by: 1) analyzing and explaining the impact of economic development on European society; 2) explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women; and 3) using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions.Cross Curricular Connections: Science, Global Impact: Revolutions in Technology. P. 719Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land Month - February-MarchWeek: 19-20

Key Concepts/Names: capitalism, industrial revolution, communism, industrialization, factors of production, crop rotation, urbanization, middle class, stock, corporation, laissez faire, utilitarianism, socialism, Karl Marx, Adam SmithCDV: Pursuit of Happiness, Economic Liberty CCV: Ujima, Ujamaa, Kuumba


Chapter 25: The Industrial Revolution, 1700 – 1900, pp. 714 – 743


Bell work/Do Now: Compare your typical day with the information on The

Day of a Child Laborer, William Cooper on pp. 724 & 725.

Do the MME Practice on p. 743. Use a chart to summarize the characteristics of

capitalism and socialism, pp.734-737. Study Analyzing Key Concepts on p. 727, and answer

Connect to Today questions on the same page. Examine the maps on railroad systems in the USA in 1840 and 1890, on p. 730, and answer the Geography Skillbuilder questions on p. 730.


Use the graph to answer question 3 Michigan Merit Practice p.743.

Student Learning Activities: Have students work in pairs to investigate the causes of

the Industrial Revolution including when and why it started in Great Britain. Compile a class list of the causes of the Industrial Revolution. Then, divide students into six groups with each group representing: Russia, Japan, Britain, Germany, United States, and France. Each group should construct a poster display that describes industrialization in their country. Posters should include a timeline showing the timing of key events, government policies (economical and political), and specific events that led to industrialization. WHG 6.2.3 & WHG 6.3.1

Compare economic and political systems of industrialism and democracy with agriculture and absolutism. WHG 6.1.4

Do Differentiated Instruction: Understanding Obstacles to Industrial Growth on TE p. 732, Ch. 25. WHG 6.2.3 & WHG 6.3.1

Assessment: Create a graphic illustration that outlines the political, economic, social, environmental and population impacts of industrialization. WHG: 6.1.4, 6.2.3, & 6.3.1






WORLD HISTORY AND GEOGRAPHY - GRADE-11Era 6: An Age of Global Revolutions, 18th Century to 1914

Unit 6 –Industrialism and the Race for Empire

Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?Focus Question(s):

1. What were the global consequences of political revolutions in this era?2. How and why did life change during the Age of Global Revolutions?3. What was the impact of Europe’s global power?

Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. WHG 6.1.3: Increasing Global Interconnections - Describe increasing global interconnections between societies, through the emergence and spread of idea, innovations, and commodities including: Constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularizationWHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era.WHG 6.1.5: Interpreting Europe’s Increasing Global Power -Describe Europe’s increasing global power between 1500- and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe or factors external to Europe.WHG 6.2.3: Industrialization-Analyze the origins, characteristics and consequences of industrialization across the world by:

Comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following Britain, Germany United States or France.

Describing he social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements

Cross Curricular Connections: Science –See History Makers,: Marie Curie 1867-1934 p. 765Technology Integration: See Integrated Technology Conduct research History Makers: Marie Curie 1867-1934 see, p.765 Month - MarchWeek: 21

Key Concepts/Names: suffrage, Queen Victoria, Dreyfus Affair, anti-Semitism, Zionism, Maori, Aborigines, dominion, penal colony, home rule, Irish Republican Army, manifest destiny, Abraham Lincoln, secede, U. S. Civil War, Emancipation Proclamation, segregation, assembly line, Charles Darwin, Theory of Evolution, radioactivity, psychology, mass culture,CDV: popular sovereignty and patriotism CCV: umoja

Teaching Resources Textbook: World History-Patterns of Interaction,

Chapter 26: Democratic Reform and Activism, pp. 744-769

Computer/projector classzone.com Free Blank Outline Maps of the Countries and

Continents of the World. About Inc., a part of The New York Times Company. 10 March 2008 <http://geography.about.com/library/maps/blindex.htm

Suggested Bell Work/Do Now: Interpret graph using Expansion of Suffrage in Britain

chart p. 749, complete Skillbuilder: Interpreting Graphs p. 748.

Using Australia and New Zealond to 1850 map p. 753, complete Geography Skillbuilder: Interpreting Maps

Student Learning Activities: Read and demonstrate understanding of chapter 26 using

Unit 6, In-Depth Resources: Guided Reading The Beginnings of Industrialization for sections 1-4 see pp. 1, pp.1-4. WHG 6.1.1, WHG 6.1.4, WHG 6.1.5 and WHG 6.2.3

Complete Integrated Technology:Test Practice see p. 769 WHG 6.1.1, WHG 6.1.4, WHG 6.1.5 and WHG 6.2.3



http://geography.about.com/library/maps/blindex.htm



Using U. S. Expansion, 1783-1853 map p. 759, complete Geography Skillbuilder: Interpreting Maps

Using Civil War in the United States, 1861-1865 map p. 760, complete Geography Skillbuilder: Interpreting Maps

Complete MME Practice questions 1 and 2 p 769 Complete MME Practice question 3 p. 769

Suggested Assessment: Write a thesis paper using evidence from this era to formulate a response to: How and why did life change during the Age of Global Revolutions? Students should support their thesis with evidence based on the unit of study.





WORLD HISTORY AND GEOGRAPHY - GRADE-11Era 6: An Age of Global Revolutions, 18th Century to 1914

Unit 6 –Industrialism and the Race for Empire

Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements? Focus Question(s): 1) How did a small number of European states achieve control over most of the world by the end of this era? 2) What was the impact of Europe’s global power? Objectives/High School Content Expectations (HSCE s): WHG 6.2.4 Imperialism - Analyze the political, economic and social causes and consequences of imperialism by

Using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe , Japan) and local peoples in India, Africa, Central Asia and East Asia

Describing the connection between imperialism and racism, including the social construction of race Comparing British policies in South Africa and India, French policies in Indochina and Japanese policies in Asia Analyze the responses to imperialism by African and Asian peoples

WHG 6.1.5- Interpreting Europe’s Increasing Global Power- Describe Europe’s increasing global power between 1500- and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe or factors external to Europe.WHG 6.3.1:Europe - Analyze the economic, political, and social transformations in Europe by

analyzing and explaining the impact of economic development on European society explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their

influence on religious institutions, education, family life, and the legal and political position of women using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and

growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase). WHG 6.3.2 : East Asia - Analyze the political, economic, and social transformations in East Asia by

explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions.

WHG 6.3.3: Africa - Evaluate the different experiences of African societies north and south of the Sahara with imperialism (e.g., Egypt, Ethiopia, and the Congo). Cross Curricular Connections: Literature- See Unit 6 IDR p. 27, Literature Selection for Things Fall Apart by Chinua Achebe. Economics-Analyze economic motivations behind Imperialism. Technology Integration: Create an interactive time line of chapter 27, see Integrated Technology, p. 801Month - MarchWeek: 22 & 23

Key Concepts/Names: imperialism, racism, social Darwinism, Shaka, Boers, Boer War, paternalism, assimilation, Menelik II, Crimean War, Suez Canal, sepoys, “Jewel in the crown”, Sepoy Mutiny, Emilio Aguinaldo, annexation, Queen Liluokelani,

CDV: representative government, equality CCV: kujichaguliaTeaching Resources Textbook: World History-Patterns of Interaction,

Chapter 27: The Age of Imperialism, pp. 770-801 Computer/projector classzone.com Free Blank Outline Maps of the Countries and


Student Learning Activities Use graphic organizers to outline forces and events

surrounding I imperialism in Africa using Taking Notes p. 773 WHG 6.3.3

Use graphic organizer to record the forms and methods of European imperialism in Africa, the resistance it met with and its impact. Taking Notes p. 779 WHG 6.3.3

Use graphic organizer to explain the decline of the Ottoman Empire. Taking Notes p. 786 WHG 6.1.5

Bell Work/Do Now: Using Imperialism in Africa, 1913 map p. 777,

Student Learning Activities (cont’d.) Use graphic organizer to outline causes and effects of






complete Geography Skillbuilder: Interpreting Maps Using Nigeria, 1914 map p. 781, complete Geography

Skillbuilder: Interpreting Maps Using Resistance Movements in Africa, 1881-1906 map

p. 783, complete Geography Skillbuilder: Interpreting Maps

Using Ottoman Empire map p. 787, complete Geography Skillbuilder: Interpreting Maps

Using Western-Held Territories in Asia, 1910 map p. 792 complete Geography Skillbuilder: Interpreting Maps

Using Colonies in Southeast Asia, 1897 map p. 797, complete Geography Skillbuilder: Interpreting Maps

major events regarding British Imperialism in India by completing Taking Notes p. 791. WHG 6.2.4

Use graphic organizer outline western powers in Southeast Asia. p.796 WHG 6.3.2

Assessment: 1. Compare and contrast four different views of imperialism using primary sources Complete Different Perspectives

and Document-Based Questions p. 785. WHG 6.3.1, WHG 6.3.2 and WHG 6.3.32. Have students write a paper addressing the following questions: “How did relatively few European states come to

achieve such control over most of the world by the end of this era?” and “How did the colonial experience compare in different regions of the world?” The paper should include evidence gathered in this topic and use specific examples from each of the regions/nations studied. WHG 6.1.5, WHG 6.3.1, WHG 6.3.2 and WHG 6.3.3





WORLD HISTORY AND GEOGRAPHY-GRADE: 11Era 6: An Age of Global Revolutions, 18th Century to 1914

Unit 6 – Industrialism and the Race for Empire

Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements? Focus Question(s): 1) What caused the decline of Qing China? 2) What were the key events in the modernization of Japan? Objectives/High School Content Expectations (HSCE s): WHG 6.3.2: East Asia - Analyze the political, economic, and social transformations in East Asia by:

Explaining key events in the modernization of Japan (Meiji Restoration and the impact o the Russo-Japanese War. Describing key events in the decline of Qing China, including the Opium wars and the Taiping and boxer Rebellions

Cross Curricular Connections: Technology Integration: See TE p. 803 Integrative Technology- examine foreign influences in East Asia county by country or all at once.Month - AprilWeek: 24

Key Concepts/Names: Opium War, extraterritorial rights, Taiping Rebellion, sphere of influence, Open Door Policy, Boxer Rebellion, Treaty of Kanagawa, Meiji era, Russo-Japanese War, annexationCDV: popular sovereignty and patriotism CCV: umoja


Chapter 28: Transformations Around the Globe, pp. 805-835



Bell Work/Do Now: Using China: Spheres of Influence and Treaty Ports, c.

1900 map p. 808, complete Geography Skillbuilder: Interpreting Maps

Analyze Political Cartoons p. 812

Student Learning Activities: Use graphic organizer outline western powers in Southeast

Asia. p.796 WHG 6.3.2 Use IDR chapter 28, section 1 Guided Reading China

Resists outside Influence p. 71. Use IDR chapter 28, section2 Guided Reading

Modernization in Japan p. 72.

Assessment: 1. MME Content Review p. 809, WHG 6.3.2.22. MME Content Review p. 813, WHG 6.3.2.1






WORLD HISTORY AND GEOGRAPHY - GRADE:11Era 7: Global Crisis and Achievement, 1900–1945 C.E.

Unit 7 –The World at War

Overarching Question: What were the global crises and achievements of this era?Focus Question(s): 1) How did economic crisis and world wars influence the global balance of military, political, and economic power during the first half of the 20th century? 2) What role did heritage, nationalism, and genocide play in affecting state policy and world politics? 3) How did new technologies and scientific breakthroughs both benefit and imperil Humankind?Objectives/High School Content Expectations (HSCE s): WHG 7.1.4: Global Technology - Describe significant innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity. WHG 7.2.1: World War I - Analyze the causes, characteristics, and long-term consequences of World War I by: Analyzing the causes of the war including nationalism, industrialization, and disputes over territory. Analyzing the distinctive characteristics and impacts of the war on the soldiers and people at home Explaining the major decisions made in the Versailles Treaty and analyzing its spatial and political consequences,

including the mandate system, reparations, and national self-determination around the globe.WHG 7.3.5: Middle East - Analyze the political, economic and social transformations that occurred in this era including the decline of the Ottoman Empire.Cross Curricular Connections: WritingTechnology Integration: See Integrated Technology p. 838 and TE pp. 841 and 844Month - AprilWeek: 25

Key Concepts/Names: Key Conceptsnationalism, militarism, imperialism, alliances, genocide, Triple Alliance, Triple Entente, Central Powers, Allied Powers, trench war fare, total war, propaganda, Treaty of Versailles, League of NationsCDV: patriotism CCV: umoja


Chapter 29: The Great War, 1914-1918 C.E., pp. 837-863



First World War.Com. 10 March 2008 http://www.firstworldwar.com

Bell Work/Do Now: Using The Balkan Peninsula map p. 842, complete

Geography Skillbuilder p. 843 Using World War I in Europe, 1914-1918 map complete

Geography Skillbuilder: Interpreting Maps, p 846 Use primary source document to answer questions 1 and

2 Michigan Merit Practice p. 863. Use the poster to answer question 3 Michigan Merit

Practice p.863.

Student Learning Activities: Read and demonstrate understanding of chapter 29 using

Unit 7, In-Depth Resources: The World at War Guided Reading pp.1-4. WHG 7.2.1 WHG 7.1.4

Taking the role of a German citizen post-World War I, students write a letter to the editor regarding Treaty of Versailles. Students should demonstrate their knowledge of the treaty by including what consequences the treaty outlined for Germany and other countries and what possible unexpected consequences the treaty might bring to German citizens. WHG 7.2.1 WHG 7.1.4

Discuss Armenian Holocaust; see PE and TE p. 844. WHG 7.3.5

Complete Integrated Technology activity. WHG 7.2.1

Assessment: Make a propaganda film, power point presentation, or booklet relative to World War I, see TE p. 863 WHG 7.2.1



http://www.firstworldwar.com/




WORLD HISTORY AND GEOGRAPHY - GRADE: 11Era 7: Global Crisis and Achievement, 1900–1945 C.E.

Unit 7 -The World at War

Overarching Question: How did military, political, technological, and economic changes influence a new world order? Focus Question(s): 1) How did economic crisis and world wars influence the global balance of military, political, and economic power during the first half of the 20th century? 2) What role did heritage, nationalism, and genocide play in affecting state policy and world politics? 3) How did new technologies and scientific breakthroughs both benefit and imperil humankind?Objectives/High School Content Expectations (HSCE s): WHG 7.2.2 : Inter-war Period - Analyze the transformations that shaped world societies between World War I and World War II by; 1) examining the causes and consequences of the economic depression on different regions, nations, and the globe: - describing and explaining the rise of fascism and the spread of communism in Europe and Asia: - comparing and contrasting the rise of nationalism in China, Turkey, and India. WHG 7.3.1: Russian Revolution - Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five year plans, collectivization of agriculture, and military purges. WHG 7.3.3: Asia - Analyze the political, economic, and social transformations that occurred in this era, including Japanese imperialism: - Chinese nationalism, the emergence of communism, and civil war: - Indian independence struggle.Cross Curricular Connections: Language Arts: Analyzing primary documents, “What is Fascism” (1932) by Mussolini, and History Through Art: Analyzing Propaganda, p. 880-881 Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land Month - AprilWeek: 26

Key Concepts/Names: Bolsheviks, totalitarianism, civil disobedience, Rawlatt Acts, Amritsar Massacre, Salt March, Long March, Great Purge, command economy, Five-Year Plans, collective farms, fascism, Nazism, liberal democracy, Gandhi, Queen LilinokalaniCDV: Pursuit of Happiness, Economic Liberty CCV: Ujima, Ujamaa, Kuumba


Chapter 30: Revolution and Nationalism, 1900–1939 C.E., pp. 867 – 893 and Chapter 31, Years of Crisis, 1919-1939 C. E.; pp. 894-921

Computer/projector classzone.com Primary doc., “What is Fascism” (1932) by Mussolini

Bell work/Do Now: Distinguish between fascism and totalitarianism. Examine

History through Art on pp. 880-881 and complete Connect to Today questions 1 and 2, pp. 880-881, TE/PE

Study Analyzing Key Concepts on p. 875, and answer Connect to Today questions on p. 875, TE/PE.

Describe factors that might cause people to overthrow their leaders


Use the drawings to answer question 3 Michigan Merit Practice p.921.

Student Learning Activities: Have students work in groups to analyze the primary

document, “What is Fascism” (1932) by Mussolini. They should outline the characteristics of fascism as described by Mussolini. Class should follow it up with discussion, and identification of similarities and differences between fascism, Nazism, and totalitarianism, pp. 875, 911, TE/PE. WHG 7.2.2

Divide students into groups of four and assign each group one of the following countries: Germany, Italy, Spain, Soviet Union, Japan, China, India, and Turkey. Have the groups create a visual display describing how their country is either an example or non-example of fascism, Nazism, and totalitarianism. Each group should present their findings and analysis to the class. WHG 7.2.2, 7.3.1 & 7.3.3

Outline the causes of the Russian Revolution and analyze its aftermath on the Russian people and the world stage, Chapter 30, TE/PE. WHG 7.3.1

Compare protests and revolutions in Russia, China, America, Latin America (e.g., Mexico), the Middle East (e.g., Turkey) and India. Students should focus on the causes and consequences of protests and revolutions during this era. WHG 7.2.2, 7.3.1 & 7.3.3

Use a table or a chart to compare and contrast the causes and the impacts of the 1939 Great Depression to the economic recession of 2009 on different regions, nations and the globe.

Assessment: 1) Compare and contrast the values found in fascism, Nazism, and totalitarianism with liberal democracy and communism (as well as the absolutist political structure in the previous eras) and predict how those competing ideologies might lead to world conflict. WHG 7.2.2, 7.3.1 & 7.3.3. 2) Evaluate the causes and consequences of the Great Depression. WHG 7.2.2






WORLD HISTORY AND GEOGRAPHY - GRADE: 11Era 7: Global Crisis and Achievement, 1900–1945 C.E.

Unit 7 –The World at War

Overarching Question: How did military, political, technological, and economic changes influence a new world order? Focus Question(s): 1) How did economic crisis, technological innovations and world wars influence the global balance of military, political, and economic power during the first half of the 20th century? 2) What role did heritage, nationalism, and genocide play in affecting state policy and world politics? Objectives/High School Content Expectations (HSCE s): WHG 7.1.1: Increasing Government and Political Power - Explain the expanding role of state power in managing economies, transportation systems, and technologies, and other social environments, including its impact of the daily lives of their citizens. WHG 7.1.2: Comparative Global Power - Use historical and modern maps and other sources to analyze and explain the changes in the global balance of military, political, and economic power between 1900 and 1945 (including the changing role of the United States and those resisting foreign domination). WHG 7.1.3: Twentieth Century Genocide - Use various sources including works of journalists, journals, oral histories, films, interviews, and writings of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass exterminations of Ukrainians and Chinese. WHG 7.1.4 Global Technology - Describe significant technological innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity. WHG 7.1.5: Total War - Compare and contrast modern warfare and its resolution with warfare in the previous eras: include analysis of the role of technology and civilians. WHG 7.2.3: World War II - Analyze the causes, course, characteristics, and immediate consequences of World War II by: 1) explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria and Sudetenland); 2)explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah); 3) analyzing the major turning points and unique characteristics of the war; 4) explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world; 5) analyzing the immediate consequences of the war’s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan; and 6) describing the emergence of the United States and the Soviet Union as global superpowers.Cross Curricular Connections: Language Arts, Science and Technology “Global Impact: Arming for War; The Atomic Bomb,” pp. 946 - 947 Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era8.htm www.teachgenocide.com www.theforgotten.org Month - MayWeek: 27

Key Concepts/Names: nonaggression pact, blitzkrieg, Holocaust, genocide, Kamikaze, Nuremberg Trials, demilitarization, democratization, D-Day, alliances, Atlantic Charter, economic imperialism, Winston Churchill, Isoroku Yamamoto, Douglass MacArthur, Kristallnacht, Dwight D. EisenhowerCDV: Liberty, Justice, Individual Rights CCV: Ujima, Ujamaa, Umoja


Chapter 32: World War II, 1939–1945 C.E., pp. 922 – 959

Computer/projector classzone.com United Nations Genocide Convention of 1948 and

Declarations of Human Rights

Bell work/Do Now: Explain how new technologies and breakthroughs in

science impact the daily lives of citizens. Define the word human rights and give examples Explain how genocide violates human rights. Use a web diagram to identify examples of Nazi

persecution Taking Notes, pp. 936-939, Chapter 32, TE/PE.

Student Learning Activities: In teams of four, assign students to one of the following

countries: United States, Soviet Union, Japan, Great Britain, China, France, Italy, or Germany. Each team should create a news report about the position of their respective country in the world at the conclusion of World War II and reflect on the changes in relative world power their country has experienced since 1900. Reports should be presented to the whole class. WHG 7.1.2 & WHG 7.2.3

Working with a partner, students analyze maps that show the changes in the global balance of military, political, and economic power between 1900 and 1945, including the changing role of the U.S. and those resisting foreign domination. The partners should also construct four generalizations about the significant changes in world political power during the first half of the 20th century. The teams should consider the changing role of the U.S. (economic



http://www.theforgotten.org/

http://www.teachgenocide.com/

http://worldhistoryforusall.sdsu.edu/dev/eras/era8.htm



Suggested Bell work/Do Now: (Cont’d.) Examine Global Impact: Arming for War – The Atomic

Bomb, p. 946. Answer Connect to Today questions on p. 946. WHG 7.2.3

Complete Michigan Merit Exam Practice on p. 953.

Student Learning Activities: (Cont’d.) imperialism, foreign military intervention in the Americas, and the nationalization of foreign investments). WHG 7.1.2 & WHG 7.2.3

Use a table to determine who, what, when, where, why and the significance of the 20th Century genocides and exterminations (Armenian Genocide, the Holocaust, Ukrainian and Chinese exterminations, and Darfur Genocide). Students should conclude the activity by drawing some generalizations about the causes and consequences of these genocides in a class discussion. WHG 7.1.3

Have students study documents from the United Nations Genocide Convention of 1948 and the United Nations Declaration of Human Rights and discuss the following questions: What prompted the writing of these documents? Why would the world community want documents such as these to exist? What are their limitations?

Use a table to compare and contrast the causes and consequences of World War 11. WHG 7.1.3

Do “Comparing and Contrasting” on page 954 – 955, and answer the accompanying questions. This activity may be extended by doing the “Differentiated Instruction: Photo Essay” on p. 954 (TE). WHG 7.1.1, WHG 7.1.2 & WHG 7.2.3

Study “Expansion of Warfare: Comparing and Contrasting,” pages 956 – 957, then answer the questions on p. 957. WHG 7.1.3 & WHG 7.2.3

Assessment: 1) Construct a response to the question: Who had the power at the beginning and end of Era 7 and what explains these changes? WHG 7.1.1, WHG 7.1. 2 & WHG 7.2.3 2) Analyze the causes and consequences of 20th Century genocides and mass exterminations. WHG 7.1.3 3) Use a Venn diagram to compare and contrast the causes and consequences of World War 1 and World War 11. WHG 7.2.3





WORLD HISTORY AND GEOGRAPHY - GRADE: 11Era 8: The Cold War and its Aftermath, 20th Century Since 1945

Unit 8 –Perspectives on the Present

Overarching Question: How did military, political, technological, and economic changes influence a new world order? Focus Question(s): 1) How would the United States, China, and Soviet Union explain the causes of the Cold War? 2) How did the opposing ideologies of the United States and the Soviet Union impact political, cultural, and economic developments in non-aligned and aligned nations? 3) How did both the Cold War and its end reshape the political and economic structure of the world?Objectives/High School Content Expectations (HSCE s): WHG 8.1.1: Origins of the Cold War - Describe the factors that contributed to the Cold War including the differences in ideologies and policies of the Soviet bloc and the West; political, economic, and military struggles in the 1940s and 1950s; and development of Communism in China. WHG 8.1.2: Cold War Conflicts - Describe the major arenas of conflict, including:• the ways the Soviet Union and the United States attempted to expand power and influence in Korea and Vietnam• ideological and military competition in THREE of the following areas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin• the arms and space race. WHG 8.1.3: End of the Cold War - Develop an argument to explain the end of the Cold War and its significance as a 20th-century event, and the subsequent transitions from bi-polar to multi-polar center(s) of power.Cross Curricular Connections: Science and Technology: The Space Race, page 971Technology Integration: classzone.com or Easy Planner CD-ROMMonth - MayWeek: 28

Key Concepts/Names: United Nations, iron curtain, containment, Truman Doctrine, Marshall Plan, Cold War, NATO, Warsaw Pact, brinkmanship, cultural revolution, 38th parallel, Vietnamization, Third World, nonaligned nations, détente, SALT, Superpower, communism, capitalism.CDV: Truth, Patriotism, Justice CCV: Kujichagulia, Nia


Chapter 33: Restructuring the Postwar World, 1945–Present, pp. 960 – 993


Bell work/Do Now: Outline the differences between communism and

capitalism. Describe the factors that contributed to the origins of the

Cold War. List five major conflicts spurred by the Cold War. Study Science & Technology illustration on p. 971,

Chapter 33, and then answer Connect To Today questions on p. 971.

Do Michigan Merit Exam Practice on p. 993. Explain why the Cold War ended.

Student Learning Activities: Assign students in pairs to create a concept web around the

term “Cold War.” Share a few students’ creations, and then develop a model concept web on the term to enhance clarity and understanding. W HG 8.1.1 & WHG 8.1.2

Divide the class into groups and assign each group a region of the world to investigate: Europe, Africa, Asia, and Latin America. Using primary and secondary sources depict major events and developments occurring in their assigned region as a result of the Cold War. For each event, the group should write two descriptions, one from the Soviet perspective and one from the American perspective. Each group should share their findings with the whole class. W HG 8.1.2

Teacher should lead students in constructing a timeline of the Cold War events on the board. WHG 8.1.1, WHG 8.1.2 & WHG 8.1.3

Use a diagram to compare and contrast the Korean and Vietnam Wars, pages 976-980, Chapter 33. W HG 8.1.2

Assessment: Write a persuasive paper either defending or arguing against the statement: The Cold War was the most significant global event in the 20th Century. Students should use evidence learned in Eras 7 and 8 to make their arguments. WHG 8.1.1, WHG 8.1.2 and WHG 8.1.3





WORLD HISTORY AND GEOGRAPHY - GRADE: 11Era 8: The Cold War and its Aftermath, 20th Century Since 1945


Overarching Question: How did military, political, technological, and economic changes influence a new world order?Focus Question(s): 1) How did decolonization contribute to significant global political transformation? 2) How does the second half of the twentieth century reflect continuity and change in world history?Objectives/High School Content Expectations (HCE s): WHG 8.1.4: Mapping the 20th Century - Using post-WWI, post-WWII, height of Cold War, and current world political maps, explain the changing configuration of political boundaries in the world caused by the World Wars, the Cold War, and the growth of nationalist sovereign states (including Israel, Jordan, Palestine).WHG 8.2.1: The Legacy of Imperialism - Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural). WHG 8.2.2: Independence, Decolonization, and Democratization Movements - Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern Europe, and Southeast Asia during and after the Cold War. WHG 8.2.3: Middle East - Analyze the interregional causes and consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the Suez crisis, and the nature of the continuing conflict.Cross Curricular Connections: Language Arts – Key Concepts/NamesTechnology Integration: http://www.unhchr.com/html/menu3/b/c_coloni.htmMonth - MayWeeks: 29 & 30 (2 Weeks)

Key Concepts/Names: decolonization, partition, Negritude movement, PLO, Transcaucasian Republics, Central Asian Republics, Taliban.CDV: Popular Sovereignty, Justice CCV: Kujichagulia, Ujima


Chapter 34: The Colonies Become New Nations, 1945–Present, pp. 994 – 1029

Computer/projector http://www.unhchr.com/html/menu3/b/c_coloni.htm Easy Planner DVD-ROM

Bellwork/Do Now: Study Interact with History on p. 996, Chapter 34 and

answer Examining the Issues questions on p. 996. WHG 8.2.1 & WHG 8.2.2

Examine the maps of Africa in 1955 and 1975 on p. 1014, and complete the Geography Skillbuilder questions on p. 1014. WHG 8.2.2

Analyze the map of Southeast Asia (1945 – 1975) on p. 1005. Answer Interpreting Maps questions that follow. WHG 8.2.2

Do MME Practice on p. 1029. WHG 8.2.2 Use primary source document to answer questions 1

and 2 Michigan Merit Practice p. 1029. Use the political cartoon to answer question 3

Michigan Merit Practice p.1029.

Student Learning Activities: Using maps from post-WWI, post-WWII, height of the Cold

War, and current world political maps, students will work in groups to identify and analyze the changing patterns of political boundaries caused by the World Wars, the Cold War, and the emergence of nationalist sovereign states (including Israel, Jordan, and Palestine). To culminate this activity, each group should construct a poster displaying the political, geographic, and economic aspects of change and continuity in the 20th Century. WHG 8.1.4

Use Concept Web to outline the causes and impact of conflicts in the Middle East. WHG 8.2.3

Teacher should facilitate the activity, Connections Across Time and Culture: Nuclear Weapons in India and Pakistan. p. 1000 (T/E). WHG 8.2.1

Do Evaluating Decisions and Courses of Action: Analyzing Historical Decisions, p. 1013 (T/E). WHG 8.2.2

Evaluate Social History: Changing Times in Southeast Asia, pp. 1010 and 1011. Do Connect to Today questions on p. 1011. WHG 8.2.1 & WHG 8.2.2

Assessment(s): 1) Using specific examples from the unit and their previous studies in world history, students use maps to construct an answer to the question: “How does the second half of the twentieth century reflect continuity and change in world history?” WHG 8.1.4, WHG 8.2.1, & WHG 8.2.2 2) use a web diagram to show some of the major challenges that newly independent nations have faced WHG 8.2.2 & WHG 8.2.3 3) Analyze the long term consequences of the political boundaries caused by the



http://www.unhchr.com/html/menu3/b/c_coloni.htm

http://www.unhchr.com/html/menu3/b/c_coloni.htm



World Wars, the Cold war, and the emergence of national sovereign states. WHG 8.1.4





WORLD HISTORY AND GEOGRAPHY - GRADE:11Era 8: The Cold War and its Aftermath, 20th Century Since 1945


Overarching Question: What were the regional struggles for and against independence, decolonization and democracy across the world? Focus Question(s): What were the independence, decolonization and democratization movements after the Cold War?Objectives/High School Content Expectations (HSCE s): WHG 8.2.2: Independence, Decolonization, and Democratization Movements - Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern Europe and Southeast Asia During and after the Cold War. WHG 8.2.3: Middle East - Analyze the interregional causes and consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes. Palestine, the Suez crisis and the nature of the continuing conflict.Cross Curricular Connections: Technology Integration: See Integrated Technology p. 1030Month - MayWeek: 31

Key Concepts/Names: solidarity, reunification, ethnic cleansing, CDV: liberty CCV: kujichagulia


Chapter 35: Struggles for Democracy, 1945-Present, pp. 1030-1067



In-depth Resources

Bell Work/Do Now: Using Latin America, 2003 map complete Geography

Skillbuilder p. 1035. Using Brazilian Economy, 1955-2000 chart complete

Skillbuilder: Interpreting Graphs p. 1036. Analyze political cartoon by completing Skillbuilder:

Interpreting Visual Sources p. 1037 Using map The Breakup of the Societ Union, 1991,

complete Geography Skillbuilder: Interpreting Maps p. 1049.

MME Exam Practice p. 1067 items 1, 2 and 3.

Student Learning Activities: Complete Taking Notes p. 1033 summarizing Latin

American steps toward democracy. WHG 8.2.2 Read and demonstrate understanding of chapter 29 using

Unit 7, In-Depth Resources: The World at War Guided Reading pp.1-4. WHG 8.2.3

Read section 2 The Challenge of Democracy in Africa WHG 8.2.2 using Chapter 35 Guided Reading from Unit 8 IDR p. 51. WHG 8.2.2

Read section 3 Changes in Central and Eastern Europe, Chapter 35 Guided Reading from Unit 8 IDR p. 53. WHG 8.2.2

Suggested Assessment: Formal Assessment Chapter 35 Chapter Test: Struggles for Democracy, pp. 582-585 WHG 8.2.3






WORLD HISTORY AND GEOGRAPHY- GRADE: 11Era 8: The Cold War and its Aftermath, 20th Century Since 1945

Unit 8 – Perspectives on the Present

Overarching Question: How does global interdependence affects peoples lives?Focus Question(s): How does global interdependence affect your daily life? Objectives/High School Content Expectations (HSCE s): CG 2.3: Resources - social political, economic and environmental consequences of the development distribution and use of natural resources. C.G3.2: Patterns of Global Interaction - the exchange of scientific technological and medical innovations. CG 4.2.1: Describe how different political systems interact in world affairs with respect to international issues. CG 4.2.4: Identify the purposes and functions of governmental and non-governmental international organizations and the role of the United States in each (e.g. the United Nations (NATO, World Court, Organization of American States, International Red Cross, Amnesty International). CG 4.3: Conflict, Cooperation and Security - local and global attempts at peacekeeping, security, democratization and administering international justice and human rights. CG 4.4: Conflict, Cooperation and Security - the type of warfare used in these conflicts including terrorism, private militias and new technologies. Cross Curricular Connections: Writing-see Suggested AssessmentTechnology Integration: Use internet for Suggested AssessmentMonth - JuneWeek: 32

Key Concepts/Names: free trade, terrorism, global economy, USA Patriot Act

CDV: pursuit of happiness CCV: kujichagulia


Chapter 36: Global Interdependence, 1960–Present, pp. 1068-1105


Continents of the World. About Inc., a part of The New York Times Company. 10 March 2008 http://geography.about.com/library/maps/blindex.htm

In-depth Resources

Bell Work/Do Now: Using World AIDS Situation, 2002 map p. 1085,

complete Geography Skillbuilder Using map World Trading Blocs, 2003 complete

Geography Skillbuilder: Interpreting Maps p. 1077 Michigan Merit Exam Practice p. 1099 items 1 and 2. Michigan Merit Exam Practice, p. 1099 item 3.

Student Learning Activities: Use Taking Notes chart p. 1071 to list the effects of

scientific and technological developments. CG2.3 Use a graphic organizer to list and describe the purpose of

various international organizations. pp. 1076-1080. CG 4.2.4, CG 4.2.1

Complete graphic organizer to chart methods used by the world’s nations to increase global security see Taking Notes p. 1082 CG 4.3

Use Guided Reading: Terrorism Case Study: September 11, 2001 to list facts and details about terrorism. IDR Guided Reading chapter 36 p. 77 CG 4.4

Assessment: Alternative Assessment, Chapter 36 - Interact with History, pp. 1099 CG 4.4, CG 4.3, CG 4.2.4, CG 4.2.1




Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10 41

Constitution Day September 17


Constitution Day

In 1952, President Harry S. Truman signed a bill that moved “I Am an American Day” from the third Sunday in May to September 17 so that this holiday would coincide with the signing of the U.S. Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956 requested the President to proclaim the week beginning September 17 and ending September 23 each year as “Constitution Week.”Senator Robert C. Byrd (D-WV) entered an amendment to the Consolidated Appropriations Act of 2005 that changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of “Constitution Day and Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S. citizenship for both native-born and naturalized citizens, while commemorating the creation and signing of the supreme law of our land.The addition of the amendment, known as Public Law 108-477, requires all schools that receive federal funds hold an educational program for their students on September 17 of each year. This lesson, which is adapted from curricular materials on the Constitution produced by the Center for Civic Education, is designed to assist schools and federal agencies to meet the requirements of this law.

What is meant by returning to fundamental principles?Founder George Mason said, “No free government or the blessings of liberty can be preserved to any people, but by frequent recurrence to fundamental principles.” In this lesson, you have the opportunity of relating some fundamental principles and ideas of our government to contemporary issues.The Critical Thinking Exercises present a series of quotations representing many great ideas and principles that have shaped our constitutional heritage. Some of these ideas contradict each other. American constitutional history has witnessed many conflicts between competing principles of equal merit, for example, the conflict between majority rule and minority rights, between sovereign power and fundamental rights, liberty and order, unity and diversity.You encounter some of these conflicts in exercises. In each case you are asked to apply the principles and ideas suggested in the quotations to a contemporary issue, to work through the issue on your own or in small groups, and to reach your own conclusions. In so doing, you use the skills of citizenship observation, analysis, and value judgments to reach an opinion, to express that opinion and to be prepared to defend it. The exercises provide practice for the responsibilities you will encounter in the years ahead.


Why are fundamental principles important?The individuals who founded our government cherished and respected ideas. They were excited about them. Ours is a nation that was created by ideas. It is not the product of a common culture or geography or centuries of tradition. The United States began as an experiment to see if certain ideas and government-never before tried on such a scale and in such a way-would work.The English economist, John Maynard Keynes, once remarked that “in the long run it is ideas and not men who rule the world.” If the upheavals of this century have taught us anything, it is that ideas have consequences, sometimes for good, sometimes for evil. We like to believe that in the end, good ideas will prevail over bad. Whatever the case, ideas do matter.The Soviet dictator, Joseph Stalin, once disparaged the influence of religion by asking, “How many divisions does the Pope have?” It is one of the great ironies of this century that the fall of Stalin’s Communist empire began in Poland, in a revolution inspired in large part by the religious


The invasion of Prague in the spring of 1968 by the Soviet Union. Do you have an obligation as a citizen and human being to exercise your moral authority when injustice occurs?

What did the Founders mean by returning to first principles?When George Mason spoke of the importance of a frequent recurrence to fundamental principles, he was invoking an old idea associated with republican government. The ancient Greeks and Romans believed that a government established with the purpose of serving the public good and involving the participation of all citizens could not survive unless each generation was reminded of that government’s reason for being and the principles by which it operated.“If a nation means its systems, religious or political, shall have duration,” said another of the Founders, “it ought to recognize the leading principles of them in the front page of every family book. What is the usefulness of a truth in theory, unless it exists constantly in the minds of the people and has their assent?”It is doubtful that these Founders had in mind an uncritical acceptance of the “Wisdom of the past.” In revisiting these principles, each generation must examine and evaluate them anew. Indeed, it is probable that the Founders would be somewhat surprised at the reverence in which they and their writings have been held by subsequent generations of Americans.The Founders, themselves, were vigorous critics of the wisdom they inherited and the principles in which they believed. They were articulate, opinionated individuals who loved to examine ideas, to analyze, argue,, and debate them. They expected no less of future generations. They would expect no less of you. To go back in thought or discussion to first principles requires us to make principled arguments and ground our opinions in ideas of enduring value. It is what citizenship in a free society is all about.


Fundamental PrinciplesDirections: In a small group define and give an example of each fundamental principle.

1) Life -

2) Liberty -

3) The Pursuit of Happiness -

4) Common Good -

5) Justice -

6) Diversity -

7) Truth -

8) Popular Sovereignty -

9) Patriotism -


subject: ¬world history and geography -...

Documents