world history 10 · 2018-08-31 · in the lesson the renaissance, students determine why italy was...

WORLD HISTORY 10

TEACHER’S GUIDE

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WORLD HISTORY TEACHER’S GUIDE

TABLE OF CONTENTS

Table of Contents .......................................................................................................................................... 2

Course Overview ........................................................................................................................................... 6

Unit Overviews .............................................................................................................................................. 7

Unit 1: Renaissance, Reformation, and Exploration ................................................................................. 7

Unit 1 Focus Standards ......................................................................................................................... 8

Unit 2: Absolutism and Enlightenment ................................................................................................... 10

Unit 2 Focus Standards ....................................................................................................................... 11

Unit 3: Revolutions in France and Beyond .............................................................................................. 12


Unit 4: Revolutions, Nation-States, and Empires .................................................................................... 13


Unit 5: Industrialization .......................................................................................................................... 15


Unit 6: Changing Societies and Economies ............................................................................................. 17


Unit 7: Imperialism .................................................................................................................................. 20


Unit 8: World War I ................................................................................................................................. 22


Unit 9: Effects of World War I ................................................................................................................. 23


Unit 10: Totalitarianism .......................................................................................................................... 25

Unit 10 Focus Standards ..................................................................................................................... 25

Unit 11: World War II .............................................................................................................................. 27


Unit 12: Cold War Europe ....................................................................................................................... 29


Unit 13: Cold War Asia ............................................................................................................................ 30




Unit 14: Nation Building in the Modern World ....................................................................................... 33


Unit 15: Challenges of the Modern World .............................................................................................. 35


Strategies for Fostering Effective Classroom Discussions ........................................................................... 37

Introduction ............................................................................................................................................ 37

Suggested Discussion Questions For World History ............................................................................... 38

Unit 1: Renaissance, Reformation, and Exploration ........................................................................... 38

Unit 2: Absolutism and Enlightenment ............................................................................................... 39

Unit 3: Revolutions in France and Beyond .......................................................................................... 40

Unit 4: Revolutions, Nation-States, and Empires ................................................................................ 41

Unit 5: Industrialization....................................................................................................................... 41

Unit 6: Changing Societies and Economies ......................................................................................... 42

Unit 7: Imperialism .............................................................................................................................. 43

Unit 8: World War I ............................................................................................................................. 44

Unit 9: Effects of World War I ............................................................................................................. 44

Unit 10: Totalitarianism ...................................................................................................................... 45

Unit 11: World War II .......................................................................................................................... 46

Unit 12: Cold War Europe ................................................................................................................... 46

Unit 13: Cold War Asia ........................................................................................................................ 47

Unit 14: Nation Building in the Modern World ................................................................................... 47

Unit 15: Challenges of the Modern World .......................................................................................... 48

Course Customization ................................................................................................................................. 49

Supplemental Teacher Materials and Suggested Readings ........................................................................ 51

Unit 1: Renaissance, Reformation, and Exploration ............................................................................... 51

Unit 1: Additional Teaching Materials ................................................................................................ 51

Unit 1: Additional Readings................................................................................................................. 53

Unit 2: Absolutism and Enlightenment ................................................................................................... 54











Unit 5: Industrialization .......................................................................................................................... 61



Unit 6: Changing Societies and Economies ............................................................................................. 63



Unit 7: Imperialism .................................................................................................................................. 66



Unit 8: World War I ................................................................................................................................. 68



Unit 9: Effects of World War I ................................................................................................................. 71



Unit 10: Totalitarianism .......................................................................................................................... 73

Unit 10: Additional Teaching Materials .............................................................................................. 73

Unit 10: Additional Readings .............................................................................................................. 74

Unit 11: World War II .............................................................................................................................. 75



Unit 12: Cold War Europe ....................................................................................................................... 77



Unit 13: Cold War Asia ............................................................................................................................ 79



Unit 14: Nation Building in the Modern World ....................................................................................... 82





Unit 15: Challenges of the Modern World .............................................................................................. 84



Writing Prompts, Sample Responses, and Rubrics ..................................................................................... 87

Writing Prompts ...................................................................................................................................... 87

Unit 1: Renaissance, Reformation, and Exploration ........................................................................... 87

Unit 2: Absolutism and Enlightenment ............................................................................................... 87

Unit 3: Revolutions in France and Beyond .......................................................................................... 88

Unit 4: Revolutions, Nation-States, and Empires ................................................................................ 88

Unit 5: Industrialization....................................................................................................................... 88

Unit 6: Changing Societies and Economies ......................................................................................... 88

Unit 7: Imperialism .............................................................................................................................. 89

Unit 8: World War I ............................................................................................................................. 89

Unit 9: Effects of World War I ............................................................................................................. 89

Unit 10: Totalitarianism ...................................................................................................................... 90

Unit 11: World War II .......................................................................................................................... 90

Unit 12: Cold War Europe ................................................................................................................... 90

Unit 13: Cold War Asia ........................................................................................................................ 91

Unit 14: Nation Building in the Modern World ................................................................................... 91

Unit 15: Challenges of the Modern World .......................................................................................... 91

Student Writing Samples and Rubrics..................................................................................................... 91

Informative Writing Student Sample .................................................................................................. 92

Argumentative Essay Student Sample ................................................................................................ 95

Narrative Writing Student Sample ...................................................................................................... 99

Rubrics................................................................................................................................................... 101

Informative Writing Rubric ............................................................................................................... 103

Argumentative Writing Rubric .......................................................................................................... 104

Narrative Writing Rubric ................................................................................................................... 105



COURSE OVERVIEW

This year-long course examines the major events and turning points of World History from the 14th

century to the present. The course guides students through an in-depth study of the major eras of

modern world history, starting with the Renaissance and Reformation. Students examine the

contributions of key figures and the significance of major events, and determine how they affected the

modern world. It concludes with a look at issues in the contemporary world, including case studies of

modern issues. The use of recurring themes, such as social history, democratic government, and the

relationship between history and the arts, allows students to draw connections between the past and

the present, among different cultures, and among multiple perspectives. Throughout the course,

students use a variety of primary and secondary sources, including legal documents, essays, historical

writings, and political cartoons to evaluate the reliability of historical evidence and to draw conclusions

about historical events.

The course implements Common Core State Standards for English Language Arts & Literacy in

History/Social Studies by encouraging students to read and write in a variety of formats. Assignments

and projects encourage students to apply critical-thinking skills and show their learning in a variety of

modalities. Students sharpen their writing skills in shorter tasks and assignments, and practice outlining

and drafting skills by writing full informative and argumentative essays. In addition, students develop

their presentation abilities by practicing oral skills through discussion and debate.

The course includes the following:

• Developing habits of mind, including the value of research to explore new ideas through

reading and writing

• Reading texts of complexity without instruction and guidance; summarizing information

• Determining major and subordinate ideas in passages and identifying the main idea of a text

• Summarizing the reading, analyzing the information, and analyzing the argument

• Deciphering the meaning of vocabulary by using context

• Using vocabulary appropriate to college-level work and the discipline

• Writing invention, including the consideration of audience and purpose

• Writing organization, including the use of revision to improve focus and support

• Assessing the reliability and value of research materials, and correctly documenting research

materials to avoid plagiarism

• Producing clear and coherent writing for a range of tasks

Throughout the course, students meet the following goals:

• Demonstrate knowledge of technological, political, social, and economic revolutions in

world history

• Analyze conflicts between nations to the present day and explore challenges facing the

modern world



• Describe cultural characteristics of societies over time, including the role of women, religion,

and art and literature, and investigate the effects of technological innovation on economic

and social change

• Demonstrate increasing sophistication in the routine and process of writing

• Use research skills to access, interpret, and apply information from multiple sources

The lessons include the following features:

Each lesson begins with a warm-up activity that provokes student thinking and orients

students toward the central concepts at the heart of the lesson, followed by direct

instruction, assignments, and a summary.

• On-screen teachers use clear graphic organizers to present lesson goals and lesson

organization in a student-friendly manner.

• Lesson questions help students focus on big ideas.

• In each lesson, students interact with multimedia stimuli, including maps, charts, graphs,

photographs, and videos.

• Students investigate challenging and complex texts at grade level, including excerpts from

primary source documents.

• Academic and domain-specific vocabulary is emphasized and studied in every lesson.

• Each reading assignment utilizes the CloseReader™, which provides text markup tools,

language support, word lookup, embedded comprehension questions, and audio and text

commentary to scaffold challenging texts.

• Short writing assignments provide opportunities for students to write clearly and concisely

on a variety of important historical topics.

• Project assignments allow students to conduct research and utilize their creative-thinking

skills.

• Academically rigorous writing lessons engage students in developing a variety of essay types.

UNIT OVERVIEWS

UNIT 1: RENAISSANCE, REFORMATION, AND EXPLORATION

Estimated Unit Time: 14 Class Periods (690 Minutes)

In this unit, students examine the Renaissance and its impact. They analyze the development of the

literature and philosophy of the time, and the artistic achievements of the Renaissance. Students also

evaluate why the Renaissance spread from Italy to other areas of Europe. They read excerpts from Don

Quixote to expand their understanding of the period. Students also develop their knowledge of the

impact of Martin Luther’s 95 Theses on the Protestant Reformation and its influence on European

politics. Students assess the religious conflicts that resulted in war, including the ideas of the Counter-



Reformation. They also outline the European voyages that led to the discovery and colonization of land

in the Americas. Students also appraise the impact of the triangular trade, including the roles of the

explorers, conquistadors, and the peoples of Africa.

In the lesson The Renaissance, students determine why Italy was the birthplace of the Renaissance. The

on-screen teacher shares information that helps students define the characteristics of the Renaissance

and evaluate Italy’s importance, supported by significant resources—maps; quotations from Thomas

Aquinas and Lorenzo de’ Medici; artwork by Leonardo da Vinci; and a timeline. The teacher

demonstrates that Italy was important because it was close to several of its neighbors by land and that it

was surrounded by many seaports, making travel between important locations especially

straightforward. In addition, the on-screen instruction shows how the use of classical texts were used to

expand the mind so that citizens could become well-rounded members of society.

In the lesson The Protestant Reformation, students develop their understanding of how the Protestant

Reformation began and how it changed European society. Students follow the video-based tutorial so

they can apply their understanding of the Reformation as they examine Martin Luther’s criticism of the

Catholic Church in excerpts from his 95 Theses. Secondary sources such as maps and a timeline help

students contextualize changes in religious viewpoints. Students also interpret the influence of the

Reformation on European politics. They explore developments in the Church of England, Calvinism, and

other movements of the Reformation, and they examine ideas about predestination. Students write a

speech that supports Protestant beliefs, based on Luther’s appearance at the Diet of Worms.

Unit 1 Focus Standards

The following focus standards are intended to guide teachers to be purposeful and strategic in both

what to include and what to exclude when teaching this unit. Although each unit emphasizes certain

standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom

learning experience, these standards are revisited throughout the course to ensure that students master

the concepts with an ever-increasing level of rigor.

Conducting historical research WH.1.1.a.

Evaluating a broad variety of primary and secondary sources WH.1.1.b.

Using technology to research, produce, or publish a written product WH.1.1.e.

Analyze historical events through the use of debates, timelines, cartoons, maps, graphs, and other historical sources

WH.1.4.

Identify key people of the Renaissance and explain how their ideas and actions influenced social and cultural change

WH.2.1.

Analyze the causes and effects of the Reformation and Counter-Reformation WH.2.2.

Evaluate the influence technological innovations had on European exploration, conquest, and colonization

WH.2.3.



Identify key European explorers of the Americas and Asia, and explain the goals and consequences of exploration on society

WH.2.4.

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.1.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.2.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

WHST.9-10.1(a)

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

WHST.9-10.1(b)

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.9-10.1(c)

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.9-10.1(d)

Provide a concluding statement or section that follows from or supports the argument presented.

WHST.9-10.1(e)

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

WHST.9-10.2(a)

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

WHST.9-10.2(b)

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

WHST.9-10.2(c)

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

WHST.9-10.2(d)


WHST.9-10.2(e)

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

WHST.9-10.2(f)

Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

WHST.9-10.3(a)



Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.4.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9-10.5.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

WHST.9-10.6.

UNIT 2: ABSOLUTISM AND ENLIGHTENMENT


In this unit, students review the impact of absolutism and the Enlightenment. They explain the

characteristics of absolute rule and compare it with an increase and interest in democracy in the

Western world, starting in England. Students also examine the relationship between monarchs and

citizens and how that relationship drove citizens toward a desire for representative government.

Students assess the impact of scientific thinking that occurred during the Enlightenment, along with the

philosophical views of Thomas Hobbes, John Locke, and Baron de Montesquieu. They also evaluate the

effects of the Enlightenment on religion, education, culture, and women. Students conduct a debate

about the imprisonment of Galileo to explore the conflicts between religion and science during this time

period.

In the lesson Growing Democracy in England, students develop their understanding of political change in

England. Students begin this lesson by viewing video-based instruction to learn about how

developments in England began to limit the role of the monarchy, after which they answer questions

about the effects of the Magna Carta; analyze James I’s speech to Parliament; and respond to questions

about the effects of the Petition of Right. Students also demonstrate their understanding of habeas

corpus and its limitations. In addition, they read excerpts from the English Bill of Rights and demonstrate

their grasp of the document—the causes of the Glorious Revolution; the effects of the Bill of Rights; the

structure of the document; and the relationship of the Bill of Rights to the United States Constitution.

In the lesson The Enlightenment, students synthesize how Enlightenment thinkers influenced ideas

about government. Students begin this lesson by watching the video-based instruction comparing

information about the ideas of Thomas Hobbes, John Locke, and Baron de Montesquieu. The on-screen

teacher summarizes the Renaissance, the Reformation, and the Scientific Revolution. Students answer

questions about the three philosophers—along with terms associated with the Enlightenment—to

demonstrate their understanding of the topic. Students also read excerpts from Hobbes’s and Locke’s

writings and answer questions about their perspectives on governmental power. In a short writing

assignment, students compare the two philosophical approaches.











Comparing and contrasting varied points of view WH.1.1.c.

Determining the meaning of words and phrases from historical texts WH.1.1.d.


WH.1.4.

Identify the major personalities of the Scientific Revolution and describe the effects of their discoveries

WH.2.5.

Analyze the influence of the Scientific Revolution on the Enlightenment and resulting political ideals.

WH.3.1.

Analyze the causes of the English Civil War and the Glorious Revolution and their influence on political change

WH.3.2.

Identify the key philosophers and ideologies of the Age of Enlightenment and explain their influence on world governments

WH.3.3.

Summarize major European conflicts from 1600 to 1900 and their impact on world events

WH.5.2.






WH.1.4.


RH.9-10.1.


RH.9-10.2.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.4.

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

RH.9-10.5.

Compare the point of view of two or more authors for how they treat the same or RH.9-10.6.



similar topics, including which details they include and emphasize in their respective accounts.

Compare and contrast treatments of the same topic in several primary and secondary sources.

RH.9-10.9.

UNIT 3: REVOLUTIONS IN FRANCE AND BEYOND


In this unit, students analyze the factors that led the French people to revolt, such as class inequalities

between the poor and the rich, as well as conflicting goals within the French government. Students

explore the actions of the radical reformers to understand why the revolution became more violent.

They investigate events such as the storming of the Bastille, and they identify causes and effects of the

Reign of Terror. Students also compare the Glorious, American, and French Revolutions, identifying the

causes, goals, and outcomes of each. They study Napoleon Bonaparte’s rise to power as a great military

leader and his subsequent reforms to French government and society. Students analyze how Napoleon’s

policies were sometimes aligned with, and sometimes out of sync with, the ideals of the Enlightenment.

Finally, they examine Napoleon’s expansion of the empire and the events and problems that led to his

eventual decline.

In the lesson Compare and Contrast Revolutions, students compare the revolutions of the

Enlightenment era. Students begin this lesson by watching video-based instruction that helps them

understand the meaning of the word revolt. The on-screen teacher provides a chart to help students

take notes to compare the French and American Revolutions. Students also learn terms associated with

the Glorious Revolution. The video-based tutorial describes the causes and outcomes of the Glorious,

American, and French Revolutions and explains that the period from 1650 to 1800 displayed values

regarding the natural rights of individuals and the separation of church and state. Students answer

questions based on several primary sources, including excerpts from The Bill of Rights, The Declaration

of Independence, and The Declaration of the Rights of Man. They compare the Glorious, French, and

American Revolution.

In the lesson Napoleon Comes to Power, the on-screen teacher describes Napoleon’s rise to power and

how his domestic policies served to reform France. Students begin this lesson by looking at images of

Paris, after which the video-based tutorial summarizes Napoleon’s rise to power after the French

Revolution, during the rule of the Directory. Using primary source documents, students answer

questions to demonstrate their understanding of the results of the French Revolution and the impact of

the Napoleonic Code. Students also demonstrate their understanding of Napoleon’s complex nature by

reading his letters and diary entries and answering questions about his relationship to Enlightenment

ideals. In a short writing assignment, students reflect further on the specific ideals of the Enlightenment

that Napoleon upheld.











Compare historical periods in terms of differing political, social, religious, and economic issues

WH.1.2.

Identify the key philosophers and ideologies of the Age of Enlightenment and explain their influence on world governments

WH.3.3.

Analyze the causes and consequences of the French Revolution and the rise and rule of Napoleon

WH.3.4.

Compare and contrast leaders and key events in the revolutions of the 17th through the 19th centuries and their impact on world political and social developments

WH.3.5.


WH.5.2.


RH.9-10.1.


RH.9-10.2.

UNIT 4: REVOLUTIONS, NATION-STATES, AND EMPIRES


In this unit, students analyze revolutions and compare the success of revolutions in different countries.

They begin by studying revolutions in Europe, looking carefully at the Congress of Vienna and its impact,

as well as the rise of nationalism and liberalism. Students look specifically at the role of nationalism in

the countries of Italy and Germany. Examining other countries, students study China’s Ming dynasty in

detail, describing its emperors and achievements, its tendencies toward isolationism, and the elements

that led to its decline. As they explore other empires, students learn about the achievements of the

Ottoman and Mughal Empires and the diversity of the people the leaders ruled. Moving on to analyzing

other revolutions, students learn about independence movements in Latin America, how those

countries gained independence, and what their political and economic challenges have been since

becoming independent.



In the lesson Age of Revolutions in Europe, students assess why the Congress of Vienna failed to stop

the age of revolutions. Students begin this lesson by looking at video-based instruction and examining a

painting showing a battle. The on-screen teacher describes how the French Revolution and the

Napoleonic Wars affected people all over Europe, who were demanding an increase in rights and power

for individuals. Students answer questions to demonstrate their understanding of the goals of the

Congress of Vienna. They also demonstrate the depth of their knowledge of the effect of the French

Revolution on other countries, as well as the causes and effects of the age of revolutions in multiple

nations. Students read primary source documents to confirm their understanding of the meaning of

terms within a text. Students read an eyewitness description of the German revolution of 1848 and

respond to questions to demonstrate their grasp of the causes and effects of the revolution.

In the lesson Latin America after Independence, students analyze the struggles faced by Latin American

countries after they gained independence. Students begin this lesson aided by an on-screen teacher,

who reviews the consequences of post-independence instability. The video-based tutorial shares what

happens when instability occurs in the economy in addition to the social and political structures of a

newly independent nation. Students respond to questions that show their understanding of the

common struggles of new countries in the Caribbean, South America, Central America, and North

America during the 1800s, before and after independence—including weak economies and political

instability. Students analyze political cartoons and respond to questions to show their understanding of

the difficulties faced by Latin American nations after independence. They also complete a project that

involves the creation of a map comparing Latin American revolutions.










Use a variety of sources to analyze the validity of information in terms of facts, opinions, or propaganda

WH.1.3.


WH.1.4.

Analyze the causes and consequences of the French Revolution and the rise and rule of Napoleon

WH.3.4.



Compare and contrast leaders and key events in the revolutions of the 17th through the 19th centuries and their impact on world political and social developments

WH.3.5.

Explain the rise and development of the European and Asian nation states WH.5.1.


WH.5.2.

Describe the motives, major events, extent, and effects of European and American imperialism in Africa, Asia, and the Americas

WH.5.3.


RH.9-10.1.


RH.9-10.2.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH.9-10.3.

UNIT 5: INDUSTRIALIZATION


In this unit, students learn how the focus of countries changed from the agricultural age to the industrial

age, as well as the effects these changes had on ordinary citizens. They examine the nature of the

factory system and assess its positive and negative effects, including how people and the government

responded. Students also explore the impact of innovators and inventions on society. They analyze the

results of industrialization that led to urbanization, immigration, and population growth on city

residents.

In the lesson The Industrial Age, students analyze how the Industrial Revolution changed the economy

of the 19th-century world. Students begin this lesson with video-based instruction that introduces them

to the shift from agriculture to industry. The on-screen teacher shares why Britain was the home of the

Industrial Revolution, mentioning developments in transportation and their impact on society. Students

answer questions to show their knowledge of the Agricultural Revolution and its impact on the Industrial

Revolution. They examine a primary source and respond to a question to demonstrate their

understanding of industrial growth, and they use a graph to answer a question to show they are able to

compare wages in different countries. Students analyze charts, graphs, and maps and answer

questions—along with creating a short writing response and a line graph—to demonstrate their

understanding of the impact of the Industrial Revolution on the economy.

In the lesson Effects of Industrialization, students analyze how industrialization and immigration

affected cities in the early 20th century. Students begin this lesson with an on-screen teacher, who

shows them a photo of a crowded street in Little Italy in New York, circa 1900. The video-based

instruction identifies the importance of population growth caused by immigrants and rural citizens who

relocated to cities. Students respond to questions based on primary and secondary sources to show



their understanding of the factors leading to urbanization; causes of population growth in one city; the

immigrant experience; and urban health issues. Students also identify sources as either primary or

secondary and examine and synthesize sources to respond to questions about the effects of

urbanization.











WH.1.3.


WH.1.4.

Evaluate the causes and effects of the Industrial Revolution in England, Western Europe, and its spread throughout the world

WH.4.1.

Describe how the expansion of industrial economies resulted in social and economic change throughout the world

WH.4.2.


RH.9-10.1.


RH.9-10.2.

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.9-10.7.


WHST.9-10.3(a)


WHST.9-10.4.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

WHST.9-10.5.



significant for a specific purpose and audience.


WHST.9-10.6.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9-10.7.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

WHST.9-10.8.

Draw evidence from informational texts to support analysis, reflection, and research.

WHST.9-10.9.

UNIT 6: CHANGING SOCIETIES AND ECONOMIES


In this unit, students analyze cultural changes, such as romanticism and social criticism, that occurred

during the industrial age. Students also explore workers’ conditions, including how they mobilized and

organized unions in response to dangerous working conditions. Students also absorb how slavery

evolved over time as an economic enterprise, developing their knowledge of the Middle Passage and

the arrival of Africans to the Americas; the development of the transatlantic slave trade; and the

eventual abolition of slavery in Great Britain and the United States. The unit concludes with an essay by

Adam Smith in which students identify aspects of Smith’s approach to capitalism and an assessment of

the principles of socialism and communism.

In the lesson Slavery and Abolition, students analyze how the institution of slavery changed over time.

Students begin this lesson by viewing an on-screen teacher, who shows them a diagram of slaves

crammed together while being transported from Africa to the Americas. The video-based instruction

explores the period during the 1700s when Africans were captured and sold around the globe and learn

about the effects of the growth of the transatlantic slave trade. The on-screen teacher shares

information about how slaves and their children became the slave-owners’ property for life and were

seen as a form of wealth. Students answer questions to show their grasp of early forms of slavery, such

as serfdom. They reveal their understanding of slavery in the Americas and the triangle trade. Students

also explore the movements to abolish slavery and to establish rights for women. Students read

excerpts from The Interesting Narrative of the Life of Olaudah Equiano and answer questions that

analyze its purpose.

In the lesson Capitalism, students learn about capitalism’s emergence as the main economic theory of

the industrial age. Students begin this lesson with video-based instruction that introduces a shift from



an agricultural economy to an industrial economy. Students view sources and answer questions to show

their understanding of the concepts of mercantilism and data on banks. They also respond to questions

that require them to demonstrate their understanding of the concept of capitalism and its relationship

to government regulation. After reading several primary source documents from economists, students

answer detailed questions that demonstrate the knowledge they have absorbed about the benefits of

capitalism.













WH.1.4.

Describe how the expansion of industrial economies resulted in social and economic change throughout the world

WH.4.2.

Analyze various economic philosophies that influenced political and social life in 18th- and 19th- century Europe

WH.4.3.


RH.9-10.1.


RH.9-10.2.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.4.

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

RH.9-10.6.


RH.9-10.9.



Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

WHST.9-10.1(a)

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

WHST.9-10.1(b)

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.9-10.1(c)


WHST.9-10.1(d)

Provide a concluding statement or section that follows from or supports the argument presented.

WHST.9-10.1(e)


WHST.9-10.3(a)


WHST.9-10.4.


WHST.9-10.5.


WHST.9-10.6.


WHST.9-10.7.


WHST.9-10.8.


WHST.9-10.9.



UNIT 7: IMPERIALISM


In this unit, students learn about the rise of imperialism in the 1800s and early 1900s. They compare

different styles of imperial rule and explore the factors that led to the new imperialism. They study the

cause and effects of British rule in India, as well as the impact of imperialism in East Asia. Students

discover examples of the shifts in Japan that caused it to become an imperialistic power in the modern

world. In addition, students identify the elements that caused imperialism in Africa, Southeast Asia, and

America. They compare French, British, and Japanese imperialism.

In the lesson The New Imperialism, students study the rise of imperialism in the mid-1800s. Students

begin this lesson by following the video-based tutorial that shows a picture representing the new

imperialism and its impact. The on-screen teacher compares old and new imperialism, both of which

were for the benefit of home countries in Europe. Students build their understanding of how

industrialism drove empire-building and how Eurocentric beliefs, such as social Darwinism—along with a

belief in their own cultural superiority—justified European colonization. In their assignment, students

compare Rudyard Kipling’s poem “The White Man’s Burden” with “The Black Man’s Burden,” written by

African American preacher H.T. Johnson. Then, in a short writing task, students study a political cartoon

and read Kipling’s poem, both titled “The White Man’s Burden,” to compare perspectives on

imperialism.

In the lesson American Imperialism, students learn about how the United States influenced other

nations through expansion and imperialism. Students begin this lesson by viewing video-based

instruction that shows a political cartoon of America in the 1800s and 1900s as a self-absorbed character

growing in power. The on-screen teacher notes that the United States made many purchases during the

1800s and increased its land ownership through wars and westward expansion. Video-based instruction

describes the effects of American intervention on other regions and cultures and summarizes why the

United States built its empire, as well as the effect of that buildup on territories. Students examine a

primary source—a newspaper—to demonstrate their understanding of the public view of the purchase

of Alaska. They look at a map of Hawaii and show their knowledge of the history of America’s interest in

making it a territorial part of the United States. Students also respond to a question to show their grasp

of the goals of US involvement in the Spanish-American War. In their assignment, students examine

political cartoons that support or critique American intervention in other countries. They look for

evidence of the persuasiveness of the cartoons.













WH.1.2.


WH.1.3.


WH.1.4.



WH.5.2.

Describe the motives, major events, extent, and effects of European and American imperialism in Africa, Asia, and the Americas

WH.5.3.

Analyze causes and effects of Japan’s development as an industrial, military, and imperial power

WH.5.4.


RH.9-10.1.


RH.9-10.2.


RH.9-10.6.


RH.9-10.9.


WHST.9-10.3(a)


WHST.9-10.4.


WHST.9-10.5.




WHST.9-10.6.

UNIT 8: WORLD WAR I


In this unit, students formulate ideas about how an increase in nationalism and political and economic

conflicts led to military activity in Europe. Students also learn how alliances were formed that acted as

one of the causes of World War I. Students read about the reasons behind the stalemate that occurred

on the Western Front, as well as Russian and American involvement in the war; they also read President

Woodrow Wilson’s speech about America’s entry into the war. They conclude by interpreting war

propaganda posters and analyzing the major battles, technologies, and costs and consequences of the

war.

In the lesson World War I Begins, students learn about the beginning of World War I. The on-screen

teacher identifies alliances between European powers that led to war—specifically the Triple Alliance

and the Triple Entente—and provides information about the assassination of Archduke Franz Ferdinand.

Students interpret maps that show Europe at various stages of the war. They examine primary sources

and demonstrate their understanding of the involvement of Austria and Hungary in the war. Students

also interpret political cartoons and analyze primary and secondary sources to compare the positions of

Russia, Great Britain, and Germany regarding the war.

In the lesson The War Ends, students study the effects of the end of World War I. Students begin this

lesson with video-based instruction that shows a photograph of the impact of a flood to illustrate that

catastrophic events have powerful aftereffects. The on-screen teacher provides information about the

British blockade and other developments that caused the war’s end. Students learn about the two

fronts—Eastern and Western—on which Germany was fighting at the end of 1917, in addition to the

stalemate that fell apart on the Western Front. Students also read primary and secondary sources—

newspaper headlines, charts, graphs, and so on—to interpret its human and economic costs.












WH.1.2.


WH.1.3.


WH.1.4.



WH.5.2.

Identify the key personalities and evaluate the origins, major events, technological advances, and peace settlements of World War I

WH.6.1.


RH.9-10.1.


RH.9-10.2.


RH.9-10.6.


RH.9-10.7.

UNIT 9: EFFECTS OF WORLD WAR I


In this unit, students compare Wilson’s Fourteen Points with other options for the resolution of World

War I, such as the Treaty of Versailles. They learn about the perspectives of leaders from different

countries, as well as the formation of the League of Nations and its successes and failures. Students also

describe cultural, intellectual, and scientific changes of the early 1900s. They examine primary and

secondary sources to learn about the global economic and social effects of the Great Depression.

In the lesson The Treaty of Versailles, students learn about the impact of the Treaty of Versailles on

Germany and Europe. Students begin this lesson with a video-based tutorial that helps them analyze a

political cartoon about Germany from 1918. Students explore the solutions that were offered by

different parties, including President Woodrow Wilson, who called for fourteen points that outlined fair

treatment for Germany after the war, as well as other countries involved in creating the Treaty of

Versailles. Students interpret German and British reactions to the Treaty of Versailles by analyzing

political cartoons and primary sources from the Manchester Guardian. Students also create maps of



Europe before and after the Great War to demonstrate understanding territorial changes caused by the

war.

In the lesson The League of Nations, students study the purpose of the League of Nations. Students

begin this lesson with video-based instruction that shows members of the United Nations and their

work, which began when the League of Nations was formed. Students interpret a political cartoon and a

map illustrating the achievements of the League of Nations. Students also read primary and secondary

sources to examine the achievements and drawbacks of the League of Nations.










WH.1.2.


WH.1.4.

Identify the key personalities and evaluate the origins, major events, technological advances, and peace settlements of World War I

WH.6.1.

Explain how art, literature, and intellectual thought that emerged in the postwar world reflect the societal changes and disillusionment brought about by World War I

WH.6.2.

Explain the causes and consequences of the economic conditions of the 1920s and 1930s and how governments responded to worldwide economic depression

WH.6.4.


RH.9-10.1.


RH.9-10.2.


RH.9-10.6.


RH.9-10.9.



UNIT 10: TOTALITARIANISM


In this unit, students study totalitarianism and the factors that caused its rise in several countries. They

analyze the Union of Soviet Socialist Republics (USSR) before, during, and after the Russian Revolution.

Students learn about the leadership of Vladimir Lenin and Joseph Stalin. They also evaluate the rise of

fascism in Italy, Japan, and Spain. Students demonstrate an understanding of Adolf Hitler’s rise to power

in Nazi Germany and the effects of anti-Semitism. They read and analyze several primary sources,

including The Gulag Archipelago, a speech by Benito Mussolini, and Voices from the Third Reich. The unit

ends with a writing workshop during which students write a document-based informative essay

demonstrating how Hitler’s control over Germany was an example of totalitarian rule.

In the lesson Totalitarianism, students discover why some countries accepted totalitarianism. Students

begin this lesson with an on-screen teacher who shows them a photograph of Nazi-occupied Poland, a

country where specific people were victimized. Students learn about Nazi ideology and its effects on

children. They study a quotation from Mussolini and analyze a primary source that explores

totalitarianism in Russia. Examining primary sources—photographs, speech excerpts, videos, and

posters—students identify how each of them reflects a characteristic of totalitarianism.

In the lesson Nazi Germany, students learn about how Adolf Hitler’s rise to power changed Germany.

Students begin this lesson with video-based instruction that illustrates the impoverished conditions

under which Germans were living. Students develop their understanding of the problems of the Weimar

Republic. The on-screen teacher relates these problems to the end of World War I and the Treaty of

Versailles, when a decision was made to force Germany to pay for the damage done during that war.

Students analyze charts and graphs that show Germany’s economic status in the 1930s. They sequence

the events of Hitler’s rise to power and link causes to results. They review how this state of affairs put

German citizens in a position in which they were receptive to the dynamic personality and policies of

Hitler. Students read Alice Hamilton’s “The Youth Who Are Hitler’s Strength” to identify an author’s

reasons and evidence for the argument she proposes.













WH.1.2.


WH.1.3.

Analyze causes and effects of Japanâ€™s development as an industrial, military, and imperial power

WH.5.4.

Analyze the causes and consequences of the Russian Revolutions of 1917 WH.6.3.

Analyze the political conditions that led to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain of the 1920s and early 1930s

WH.6.5.


RH.9-10.1.


RH.9-10.2.


RH.9-10.6.

Assess the extent to which the reasoning and evidence in a text support the author's claims.

RH.9-10.8.


RH.9-10.9.


WHST.9-10.2(a)


WHST.9-10.2(b)


WHST.9-10.2(c)


WHST.9-10.2(d)


WHST.9-10.2(e)

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the

WHST.9-10.2(f)



significance of the topic).


WHST.9-10.3(a)


WHST.9-10.4.


WHST.9-10.5.


WHST.9-10.6.


WHST.9-10.7.


WHST.9-10.8.


WHST.9-10.9.

UNIT 11: WORLD WAR II


In this unit, students study the development of German expansion and aggression during the 1930s and

the initial lack of response—appeasement—from other countries. The on-screen teacher explains

Hitler’s attacks against France, Great Britain, and Russia. Students analyze primary source documents

and learn about Hitler’s strategy. They learn about the fighting in North Africa, Italy, and Stalingrad. They

also study Japan’s expansion and aggression and explain how that led to the United States entering the

war and the eventual dropping of the atomic bomb. Students identify and examine events related to the

Holocaust and read a personal account of life in the concentration camps. They also study

documentation about the Nuremberg trials for information about how war crimes were prosecuted

after the war and how World War II led to the formation of the United Nations.

In the lesson World War II Begins, students learn about how German aggression led to war in Europe.

Students begin this lesson with a video-based tutorial that discusses how the war began, along with



Hitler’s decisions to attack other countries and how the rest of the world responded to his attacks. The

on-screen teacher compares the nations of Germany, Italy, and Japan, which were all expanding their

powers. Students study how other nations did not want to be involved in fighting, and therefore, chose

to ignore Hitler’s warlike actions. Students analyze a quotation from Winston Churchill and listen to “The

Blitz,” and they examine primary and secondary sources—photographs, quotations, and maps—from

which they draw conclusions about the war in Europe.

In the lesson The Holocaust, students study how Germany committed the genocide known as the

Holocaust and learn about ways that Jews resisted Nazi persecution. As students begin the lesson, an

on-screen teacher shares a photograph of a Jewish concentration camp in 1945. Students read a

quotation from Joseph Goebbels to improve their understanding of Hitler’s intentions toward the Jews.

They develop their knowledge of the “Final Solution” and study anti-Semitism in Nazi Germany and the

increasing elimination of many people’s rights during the 1930s. They read an excerpt from Night by Elie

Wiesel and demonstrate their understanding of the text and its central ideas.









WH.1.3.


WH.1.4.

Explain the origins, key individuals, battles, and major events of World War II WH.6.6.

Evaluate the political, social, and economic consequences of World War II WH.6.7.

Analyze the role of the United Nations, NATO, and other international organizations in the contemporary world

WH.7.4.


RH.9-10.1.


RH.9-10.2.



UNIT 12: COLD WAR EUROPE


In this unit, students compare the differences in the political and economic approaches between the

United States and the USSR that fostered the Cold War. They create a map that shows the restructuring

of Europe in postwar times. Students watch a video of President John F. Kennedy’s “Ich bin ein Berliner”

speech and identify its message. They appraise the growing tension between the two nations. They also

analyze the leaders at different points in history: students read Nikita Khrushchev’s “secret speech” and

draw conclusions about his purpose; they analyze President Ronald Reagan’s speech to the nation on

national security; and they perform a short writing exercise as Mikhail Gorbachev, writing a letter to

President Reagan. Students analyze programs created by the United States to contain communism.

Using primary sources, charts, and graphs, students explore the reasons for the collapse of communism

in Eastern Europe.

In the lesson Start of the Cold War in Europe, students begin with video-based instruction that shows

representatives of the United States and the USSR at the end of World War II. Students show their grasp

of the differences between the democratic West and the authoritarian government of the USSR, along

with their understanding of how East and West Germany developed during the post–World War II

period. They read a quotation from Winston Churchill and demonstrate their knowledge about the

threat of the “iron curtain” that separated Eastern and Western Europe. Students also read a primary

source—a statement from the Russian ambassador—articulating the postwar perspective of Soviets that

the United States was aiming for world domination. For their assignment, students analyze top secret

telegraphs that show the positions of the two nations.

In the lesson The Fall of the USSR, students examine the reasons for the end of the Cold War. Students

begin this lesson with a video-based tutorial that shows a protest against the government of the USSR in

the 1980s and 1990s. Students show their understanding of Leonid Brezhnev’s impact on the Russian

economy and how his death, combined with the presidency of Ronald Reagan, set the stage for an arms

race between the two countries. Students show their knowledge of the sequence of events that marked

important moments in the country’s decline, beginning with Mikhail Gorbachev’s leadership and his

policies for reform. Students examine a graph to show their awareness that economic failure

contributed to the USSR’s decline, along with the country’s involvement in Afghanistan. They draw

conclusions from a news report of the aftermath of a coup in the USSR. In a short writing assignment,

students act as Mikhail Gorbachev, writing a letter to President Reagan about their ideas for reform.












WH.1.4.


Summarize the origins of the Cold War, including the major differences in the political ideologies and values of the Western democracies versus the Soviet Bloc

WH.7.1.

Describe the causes and effects of the Cold War crises and military conflicts on the world

WH.7.2.


WH.7.4.

Explain the causes and consequences of the breakup of the Soviet Union on the world

WH.7.5.


RH.9-10.1.


RH.9-10.2.


RH.9-10.7.


WHST.9-10.3(a)


WHST.9-10.4.


WHST.9-10.5.


WHST.9-10.6.

UNIT 13: COLD WAR ASIA




In this unit, students learn about the postwar involvement of the United States in Japan. They explore

two Japanese constitutions and compare them to each other and to the US Constitution. Students also

compare different descriptions of the Korean War, performing a short writing task to compare and

contrast the views of Chinese and South Korean historians. Students learn about the causes and effects

of the Vietnam War, including the involvement of the United States. They learn about changes in

modern China, analyzing primary and secondary sources to show their understanding of the rise of

communism, and they learn about the communist revolution, Mao Zedong’s leadership, and reforms

promoted by Deng Xiaoping. Students read a primary source, a memoir titled Red Scarf Girl, and

respond to questions to show their understanding of the Cultural Revolution. They also participate in a

debate about the cold wars in Asia and Europe to compare them and their relative impact.

In the lesson Vietnam, students appraise the causes and results of US involvement in the Vietnam War.

Students begin this lesson by viewing a photograph shown by an on-screen teacher of an American tank

launching a flamethrower. Students demonstrate their grasp of the Vietnamese perspective after they

read Ho Chi Minh’s argument in the “Declaration of Independence of the Democratic Republic of

Vietnam.” Students also show their understanding of the difference between North and South Vietnam

and place events in sequence that led to the Vietnam War. Based on their reading of a graph, students

demonstrate their understanding of the increase in US troop deaths. They also show their knowledge of

President Richard Nixon’s change in strategy. Students read excerpts from The Bad War to analyze the

results of the war in Vietnam and its impact on the United States.

In the lesson China in the Modern World, students judge how reforms affected China’s government,

economy, and culture. Students begin this lesson with a video-based tutorial that shows the modern city

of Shenzhen. Students learn about the changes in China that resulted after the death of the communist

leader Mao Zedong. Students analyze reforms affecting education, the economy, and an open approach

to international relations by the new leader, Deng Xiaoping. They read a primary source quotation about

capitalism and make inferences about Deng Xiaoping’s viewpoint. Students show their understanding of

the cultural change under the Four Modernizations program and analyze a graph showing the decrease

in China’s fertility rate. They also show they understand the effect of the protests in Tiananmen Square.

Students examine another graph and demonstrate their grasp of the change in China’s economy. For

their assignment, they read a newspaper article about potential political reform as an example of

China’s next program of modernization to find reasons and evidence to support an argument.













WH.1.2.


WH.1.3.


WH.1.4.

Examine the post-Cold War impact on the development of global economies WH.4.4.



Describe the causes and effects of the Cold War crises and military conflicts on the world

WH.7.2.


RH.9-10.1.


RH.9-10.2.


RH.9-10.6.

Assess the extent to which the reasoning and evidence in a text support the author's claims.

RH.9-10.8.


RH.9-10.9.


WHST.9-10.7.


WHST.9-10.8.

Draw evidence from informational texts to support analysis, reflection, and research. WHST.9-10.9.



UNIT 14: NATION BUILDING IN THE MODERN WORLD


In this unit, students analyze decolonization and its impact. They explore changes in nations around the

world, with emphasis on the Eastern Hemisphere. Students learn about how the United Nations’

Declaration on the Granting of Independence to Colonial Countries played a critical role in supporting

decolonization. Students also learn about Mohandas Gandhi and his achievements. Students show their

understanding of the challenges that faced countries during the post-independence period. Students

also analyze primary and secondary sources about the creation of Israel and show their understanding

of the Jewish and Palestinian positions. A video about the Arab Spring helps provide context for modern

revolutionary movements.

In the lesson Legacy of Imperialism, students analyze the impact of decolonization on the citizens ruled

by colonial powers. Students begin this lesson with video-based instruction that features a photograph

of Ghana, once a colony of Great Britain. Students read an excerpt from “The Atlantic Charter” and

identify evidence that the United States and Britain supported colonial independence. Students also

identify economic and social challenges connected with decolonization. They read the Declaration on

the Granting of Independence to Colonial Countries and Peoples, and they answer questions to show

the role this document played in decolonization.

In the lesson The Middle East: Arab-Israeli Conflict, students learn about the challenges associated with

the Arab-Israeli peace process. Students begin this lesson with an on-screen teacher discussing how a

wire barrier represents the obstacles to Middle East peace. Students show their understanding of the

causes and effects of the Six-Day and Yom Kippur Wars. They watch a video, after which they

demonstrate that they understand the importance of the Camp David Accords. Students also read about

the Palestinian Liberation Organization (PLO), and then show their grasp of the strategy used by the PLO

to achieve change after the Six-Day War. Students read a letter from Yasser Arafat and answer a

question about his acknowledgment of the Israeli conditions for peace. They also complete statements

about the Arab-Israeli peace process. Students evaluate primary and secondary source material about

the Six-Day War—a statement made by Israeli foreign minister Abba Eban; a video about the capture of

Jerusalem—and they respond to questions and write a short response to show their analysis of the

video.













WH.1.4.



Evaluate the changes that occurred in Asia, Africa, and the Middle East as a result of the end of colonial rule

WH.7.3.


RH.9-10.1.


RH.9-10.2.


WHST.9-10.2(a)


WHST.9-10.2(b)


WHST.9-10.2(c)


WHST.9-10.2(d)


WHST.9-10.2(e)

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

WHST.9-10.2(f)


WHST.9-10.3(a)


WHST.9-10.4.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

WHST.9-10.5.



significant for a specific purpose and audience.


WHST.9-10.6.

UNIT 15: CHALLENGES OF THE MODERN WORLD


In this unit, students identify challenges that face today’s nations and citizens. They identify and analyze

the purpose and function of international organizations and the differences between the League of

Nations and the United Nations. Students also analyze the creation and growth of terrorist groups and

how they have affected the world. They identify the causes and consequences of acts of genocide in the

20th century, reading an eyewitness account of the Armenian genocide. Students also show their grasp

of economic globalization by analyzing maps, charts, and graphs. They analyze social and economic

development using data. Students also identify causes and effects of poverty and disease, and read

“Malaria: Stopping a Global Killer,” after which they show their understanding of the deadly disease of

malaria. They watch a news report and answer questions about the impact of American culture on

China. They also read texts and follow up with a panel discussion and a writing task that explores how

we can use what we know about history to inform our understanding of the modern world.

In the lesson Terrorism, students discover how terrorism has affected the world. Students begin this

lesson by viewing video-based instruction that focuses on the features of a terrorist organization.

Students learn about state-supported terrorism and show their understanding of the factors involved in

domestic terrorism. They demonstrate their understanding of terrorism as violent actions intended to

force political change. Students read a quotation about the Oklahoma City bombing and show their

understanding of the event. For their assignment, students read “The Changing Faces of Terrorism” and

answer questions to identify how terrorism has changed over time.

In the lesson Development, an on-screen teacher begins by discussing factors that affect humans’

standard of living, as well as the challenges facing social and economic development. Students learn

about the Human Development Index. They examine a graph and show their ability to compare the

development indexes of different countries, and they interpret and compare Human Development

Indicators—life expectancy and years of education. As an example, students also apply their knowledge

of the reasons for poverty in the country of Niger. They analyze a graph that shows access to electricity

in different areas. Students also respond to a question to demonstrate their grasp of a description of the

status of women in Niger. For their assignment, students compare information from maps and tables to

show their understanding of different levels of development.












WH.1.2.


WH.1.4.

Examine the post-Cold War impact on the development of global economies WH.4.4.



WH.7.4.

Analyze terrorist movements in terms of their proliferation and political, economic, and social impact

WH.7.6.


RH.9-10.1.


RH.9-10.2.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH.9-10.3.

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

RH.9-10.5.


RH.9-10.7.


WHST.9-10.7.


WHST.9-10.8.

Draw evidence from informational texts to support analysis, reflection, and research. WHST.9-10.9.



STRATEGIES FOR FOSTERING EFFECTIVE CLASSROOM DISCUSSIONS

INTRODUCTION

Listening comprehension and speaking skills that are utilized in classroom discussions are crucial to

learning and to the development of literacy (Horowitz, 2015 citing Biber, 2006; Conley 2013; Hillocks,

2011; and Kellaghna, 2001). Classroom discussions help students become personally involved in their

education by helping both teachers and students achieve a variety of important goals. Effective

classroom discussions enhance student understanding by broadening student perspectives, adding

needed context to academic content, highlighting opposing viewpoints offered by other participants,

reinforcing knowledge, and helping establish a supportive learning community.

Edgenuity lessons set the foundation for rich, in-depth student discussions that can be facilitated by a

classroom instructor, and the lessons are directed using the guidelines that follow. Excellent discussions

often begin with well-planned questions that students personally connect to and that are engaging or

capture students’ imagination.

1. As the class begins, use material that is familiar or comfortable for students personally, and then

progress toward ideas central to course content.

2. If a question fails to garner a response or does not seem to gain the interest of your students,

try rephrasing or provide an example. Even the best instructors ask questions that go nowhere;

the trick is to keep trying.

3. Encourage students to create and ask their own discussion questions, gradually shifting the

responsibility for moving discussions forward from the instructor to the students as students

demonstrate readiness.

4. Support students who struggle with articulating and supporting their views by providing some of

the discussion questions to them beforehand. The opportunity to process the question and

make notes can help reticent students participate more readily.

5. Ask questions that draw upon knowledge (remembering).

6. Use Blooms verbs to develop questions that allow students to demonstrate understanding at

multiple levels. For example:

Questions that ask students to demonstrate comprehension:

o What is meant when the author writes…?

o Will you state or interpret in your own words…?

Questions that encourage reasoning or analysis of an idea or text:

o I wonder why…?

o What would happen if…?

o What could have been the reason…?

o What conclusions can you draw . . . ?

Questions that promote evaluation of a process or idea:



o What might be better…?

o Would you agree that…?

Questions that promote synthesis of a concept:

o Can you propose an alternative…?

o How could you change (modify) the process (plan)?

o What can you infer from…?

o Can you make the distinction between…?

Questions that promote application of a concept:

o How could this idea be applied to…?

o How could you use this information to…?

Effective discussions usually begin with clear ground rules. Make sure students understand your

discussion guidelines. For example:

• Allow students to challenge one another, but do so respectfully. Participants may

comment on the ideas of others, but must refrain from criticizing individuals.

• Encourage students who are offended by anything said during discussion to

acknowledge it immediately.

• Encourage students to listen actively and attentively.

• Do not allow students to interrupt one another.

• Do not allow students to offer opinions without supporting evidence.

• Make sure students avoid put-downs (even humorous ones).

• Encourage students to build on one another’s comments; work toward shared

understanding.

• Do not allow one student or a small number of students to monopolize discussion.

• Some instructors ask each class to develop its own rules for discussions. The instructor

must then take care to honor those rules and to make sure students honor them as well.

SUGGESTED DISCUSSION QUESTIONS FOR WORLD HISTORY

Research supports building in time for students to talk about texts after they read them. This time

should enable readers to recompose, self-reflect, analyze, and evaluate the meaning of the text

(Cosent Lent & Gilmore, 2013; Horowitz, 2015). Please use the questions located below to guide your

World History 10 in-class discussions.

Unit 1: Renaissance, Reformation, and Exploration

1. a. Questions to consider at the start of this unit: What makes a nation “civilized”? Does the

definition of what it means to be “civilized” change over time?

b. Questions to consider throughout the unit: How would you compare the level of civilization in

European nations from the Renaissance and Reformation to the level of civilization in Central

America during European discovery? Locate supporting evidence from the lessons and readings

to support your position.



c. Questions to consider at the conclusion of the unit or course: Has the definition of “civilized”

changed from the Renaissance and Reformation until now? Is America a “civilized” nation

today? Compare and contrast the actions of today’s citizens and leaders to those from the

Renaissance and Reformation.

2. Compare and contrast the characteristics of a Renaissance Man from the 14th century to

modern times: Which characteristics would define a Renaissance Man today? Based on people

you know or who are famous, who is a good example of a modern Renaissance Man or Woman?

How would that person compare to Leonardo da Vinci?

3. Based upon what you learned about King Henry VIII’s excommunication from the Catholic

Church, what can you infer about Henry VIII’s commitment to God? What advice would you give

Henry VIII about the gender of his children? What advice would you give the pope when he was

responding to Henry VIII’s decisions?

4. Where do you see examples of humanism around you in the modern world? How do those

examples compare with the humanism shown in Michelangelo’s works of art?

5. How would you define “Machiavellian”? What is your opinion on Machiavelli’s defense of the

actions that government leaders took to stay in power? Based on the readings from

Machiavelli’s The Prince and Discourses on Livy, evaluate Machiavelli’s position that “the end

justifies the means.”

6. Describe Dante’s argument about whether humans go to heaven or hell. Do you agree with

Dante? Or with the Calvinist notion of predestination? Explain your rationale.

7. To what extent was the Council of Trent’s response to Luther’s 95 Theses successful? What does

a successful compromise look like?

8. Using your knowledge of popular culture, who are today’s more influential explorers—in

technology, in space exploration, in science, in helping humankind, or some other important

area of achievement? How do they compare in their purpose and success with Henry the

Navigator?

9. Based on your reading of The Devastation of the Indies, evaluate Spain’s responsibility in the

destruction of Native American civilizations, such as the Tainos. Predict how the world would be

different if King Charles of Spain had successfully ended the mistreatment of indigenous peoples

at the hands of the Spanish explorers and conquistadors.

10. How did the Columbian Exchange change the world? Who benefited most from the Columbian

Exchange—Europeans or Native Americans? How do you know? Explain your position.

Unit 2: Absolutism and Enlightenment

1. Compare and contrast the concepts of “rule of law” and “divine right to rule.” How did the “rule

of law” prevail over “divine right to rule” in England? Why was absolutism able to take hold in

France, Spain, and Russia, but not England?

2. How effective were the absolute monarchies of France, Russia, and Spain? How did they

compare to the development of a constitutional monarchy in England? What is the most

effective form of government: absolutism, constitutional monarchy, a republic, or some other

kind of government? Explain your position, using evidence from the lessons and current events.

3. How did Enlightenment thinkers arrive at their points of view? How did their experiences with

the government and religious leaders influence their ideas?



4. Based on the “Gunpowder Plot” reading, predict what would have happened if the Gunpowder

Plot had succeeded. Would the assassination of the king have a positive or negative effect on

the growth of democracies and the spread of revolutions in Europe? Explain your rationale.

5. What qualifies someone to lead a country? How qualified were King Louis XIV, King Philip II,

Peter the Great, and Charles I?

6. Based on the online lesson Was Galileo a Heretic?, analyze and evaluate what happened during

a period when scientific evidence and religious teachings were at odds with each other. Based

on the evidence you gathered in the primary source documents, formulate your own ruling on

Galileo’s charge of heresy.

7. What should citizens be required to do for their country’s government? (e.g., mandatory

military service/the draft, voting, compulsory education or testing, etc.)

8. Which Enlightenment thinker most epitomized the values and ideas of this period? Who are

today’s most enlightened leaders? What makes them enlightened? How do they influence our

government or culture? How do they compare to the scientific and Enlightenment thinkers of

Europe?

9. Using the additional reading from Facing History and Ourselves, how did the practice of slavery

call into question the ideas of the Enlightenment thinkers who supported the American and

French Revolutions? How did these thinkers seek to resolve the contradiction?

10. Using the sources from “The Petition of Right” reading, explain how King Charles I and his

officials violated the traditional liberties of the English Parliament and the English people.

Compare the grievances listed in the Petition of Right to the grievances listed in the Declaration

of Independence.

Unit 3: Revolutions in France and Beyond

1. Why do revolutions occur? What causes people to rebel against the government?

2. Evaluate the platforms of the Jacobins and the Conservatives. Who had the best plan for

France? What is the evidence for your position?

3. How radical were the reforms proposed by the Jacobins?

4. How did power corrupt Maximilian de Robespierre? Is it possible for someone to gain power and

not become corrupt? Explain your position, using evidence from historical examples.

5. How effective was Napoleon Bonaparte’s dictatorship of France? What were his successes?

What were his failures? Did France become a greater nation under his leadership? How do you

know?

6. What causes people to lose faith in the government? What might be some possible results when

people lose faith in their government?

7. Compare and contrast the events surrounding the Glorious Revolution and French Revolution.

Why are some revolutions peaceful, while others are violent? What are the consequences,

intended and unintended, of using violence?

8. Based on the primary source documents from The Reign of Terror lesson, were enemies of the

Committee of Public Safety also enemies of the French Revolution in general? Explain your

position.

9. Using the primary source documents from “Subject to Citizen, Kingdom to Nation: Changing

Notions of Identity in the Age of the French Revolution,” what did it mean to be a citizen in the

new republic?



10. Based on the article “The French Revolutionary and Napoleonic Wars,” how did the French

Revolution threaten the old order of Europe? Why were other European monarchies opposed to

the new way of thinking that inspired the French Revolution? Evaluate Austria and Prussia’s

issuance of the Declaration of Pillnitz.

Unit 4: Revolutions, Nation-States, and Empires

1. Recall the characteristics of liberals and conservatives in 19th-century Europe. How do those

groups compare to the modern liberals and conservatives in America today? Use evidence to

support your response.

2. How would you feel if your state was all of a sudden part of another country? Would you still

identify as an American? Why or why not? Compare your thoughts and attitudes to the people

of northern Italy and Poland in 1815 after the Congress of Vienna made northern Italians

Austrian and made the Polish people become Russian.

3. What changes in society made it easier to form rebellions in 1848 than in previous years?

4. How important was the role of Otto von Bismarck in the creation of the German nation-state?

5. How important were the roles of Giuseppe Mazzini and Giuseppe Garibaldi in the creation of a

unified Italy?

6. Evaluate the Ottoman practice of devshirme.

7. What challenges were faced by large empires such as the Ming and Ottoman, and how did those

challenges contribute to their decline?

8. Based on the reading “Haiti’s History Part I,” evaluate the indemnity that Haiti is required to pay

France for its liberation and independence. How did that indemnity affect Haiti’s economy for

decades? Should France return that money to Haiti?

9. Use the Newberry Library’s Digital Collections for the Classroom on the Ottoman Empire to

respond to the following questions: How did the rise and expansion of the Ottoman Empire look

in the eyes of European observers? How did the Ottoman Empire shape the political and

religious history of early modern Europe?

10. Based on the article “You Say You Want a Revolution,” are the people justified in rebelling

against a government due to taxation? What are examples of legitimate reasons to overthrow a

government? Evaluate the causes of the American and French Revolutions. Did the people have

a just cause to engage in a revolution?

Unit 5: Industrialization

1. How did the Industrial Revolution lead to an expansion of suffrage for men and, eventually, for

women? Why would more men and women need the right to vote as a result of the Industrial

Revolution?

2. How does technological change influence people’s lives? Compare and contrast the invention of

the cotton gin with the invention of the automobile. How do inventions and technological

advancements change people’s lives? What are the benefits and challenges to these inventions?

3. What kinds of problems can be solved by science? What kinds of problems could be better

addressed by art or history, rather than by science?

4. Using the additional reading “When Everything Changed: The Industrial Revolution,” assess the

problems of the Industrial Revolution. How did the inventions of this age contribute to the



acceleration of pollution? Who or what was responsible for these consequences—the

consumers, the business owners, the government, or all three? Explain your position, using

evidence from the reading and lesson details.

5. What is the relationship between innovators, inventors, and entrepreneurs? How are they

related to industry?

6. How did immigrants from Eastern Europe and Asia contribute to American society during the

19th century? How can cultural identity be maintained when immigrating to a new country?

7. Use the additional reading “Cholera in 1849” to determine the effectiveness of the

government’s response to the cholera epidemic of 1849. Draw conclusions about what present

and future governments can learn from this situation.

8. Use the excerpts from the Sadler Report to recall the short- and long-term effects of

involvement in the industrial workforce for women and children. Imagine that you are a

journalist of the time preparing to write an editorial. Do these effects prompt the need for

legislation to protect the rights and safety of workers? Was the Act of 1833 a sufficient response

to the concerns described in the Sadler Report? Evaluate the passage of this legislation in your

editorial.

9. Using the additional reading “The Changing Lives of American Farmers,” how did the lives

of19th-century American farmers change as a result of the Industrial Revolution? How would

you persuade them that the benefits of the Industrial Revolution outweigh its costs, or what

advice would you give them to combat the effects of the Industrial Revolution?

Unit 6: Changing Societies and Economies

1. If you were Henry Ford, how would you feel about an assembly line at your factory? If you were

a factory worker, how would you feel about working on an assembly line? What are the benefits

and disadvantages of the assembly line system for the owner and workers?

2. Labor unions fought for many rights workers have today, such as overtime pay, workmen’s

compensation, child labor laws, and the minimum wage. Do we need a minimum wage law

today? If so, what should the minimum wage be? Who is responsible—the employers, the

employees, or society—to make sure that employees earn a living wage? Explain your position.

3. Based on the additional readings “What Rights Do We Have?” and “Do We Need Labor Unions

Anymore?,” do we still need labor unions? Defend or criticize the role of labor unions in modern

times. Why are some people opposed to labor unions, while others advocate for them?

4. Based on “The Homestead Strike” reading, consider the working conditions at Andrew

Carnegie’s Homestead steel mill. Is going on strike worth the potential cost of losing a job or

being blacklisted? Explain your position.

5. What role should the government play in the economy? Can businesses succeed with

government intervention, such as minimum wage laws? Is capitalism essential to the success of

a company? How do you know?

6. Is capitalism appropriate for all peoples/cultures? Explain your position by comparing and

contrasting the successes and failures of countries with and without capitalism.

7. Use the primary sources provided in the additional teaching materials “Middle Passage” to

respond to the question: How were the accounts of the Middle Passage similar and different?

What are the possible reasons for the differences among these accounts?



8. Use “The Homestead Strike” additional reading passages to determine what kind of boss

Andrew Carnegie was. How should he be remembered—as an industrial giant, a robber baron

(someone who gains wealth by exploiting workers), or a flawed but successful example of the

American dream?

9. In the additional reading “Comparing Economic Systems: Capitalism, Communism, and

Socialism,” Karl Marx and Friedrich Engels predict a worldwide fight against capitalism. Do you

agree with their argument? Why or why not?

10. Use the additional reading “The Three Great Thinkers Who Changed Economics” to reflect about

choices you make every day. How important is the study of economics in our everyday lives?

What do we need to know to better manage our finances?

Unit 7: Imperialism

1. According to lesson one, many Europeans believed that colonialism was justified because

European culture was superior to other cultures. They subscribed to the theory of social

Darwinism, meaning that if a European nation went in and conquered a people, then the

European cultures were superior. They did not believe that inferior cultures should be

protected. Additionally, Europeans believed they had a duty of civilize inferior cultures; they

called this belief “the white man’s burden.” Evaluate these two European beliefs: social

Darwinism and “the white man’s burden.”

2. Can private companies, such as the British East India Company, legitimately carry out the duties

and functions of the government? Can services normally provided by the government be

effectively carried out by private companies?

3. How did Britain use the strategy “divide and conquer” to control its colonies, such as India? How

effective was this strategy? Is this strategy practical?

4. Which system of rule was better for Indian citizens: the British East India Company or the British

Raj? How do you know?

5. Based on the additional reading “The Opium Wars in China” and the texts in the “Congo” lesson

plan, respond to the following question: In what ways should countries that are responsible for

destruction in another nation be held accountable?

6. How responsible was Great Britain for the opium addictions that plagued China? Who was

guiltier—the buyer (Chinese citizens), the seller (Great Britain), or the distributor (Great Britain)?

7. Consider the terms of the Treaty of Nanjing. Was losing Hong Kong to Britain an appropriate

consequence for China’s loss in the Opium Wars? Why or why not?

8. How did Japan’s victories in the Sino-Japanese War and the Russo-Japanese War change the way

the Western world viewed Japan? Why did nations feel that Japan was harmless prior to these

victories?

9. Use the additional reading “Battle against Oblivion” to respond to the following questions: How did the Battle of Dien Bien Phu affect the French, the Vietnamese, and the Americans? How might history have changed if France had won the battle?

10. Use the additional reading “Fei Ch’i-hao: The Boxer Rebellion” to respond to the following discussion questions: From whose perspective is this narrative written? How does the perspective inform our understanding of the Boxer Rebellion? What are the historical strengths of this document? What are historical weaknesses or areas of concern?



Unit 8: World War I

1. Was the United States justified in entering World War I? Predict how the war would have turned

out if America had not entered.

2. Should the United States have a draft? Does it violate or validate the principles of democracy,

such as limited government, natural rights, and personal liberties?

3. What were some of the reasons countries used to participate in World War I? Were these

reasons legitimate? Explain your position.

4. What were some of the specific challenges faced by soldiers during World War I? How do

soldiers survive war and its aftermath? Use the additional reading, Private Donald Fraser,

Canadian Expeditionary Force, from Modern History Sourcebooks to respond to these questions.

5. Are there rules to war? Should any weapons, such as poisonous gas in World War I or weapons

of mass destruction in present and future conflicts, be restricted by international law?

6. If you were an African person living in a German or British African colony, would you have joined

the war effort? Explain your rationale.

7. The Lusitania was a civilian passenger ship carrying war munitions. Given this situation, were the

Germans justified in sinking it? Explain your position.

8. Using the letter from Private Donald Fraser, Canadian Expeditionary Force, how accurate were

the descriptions of trench warfare? Compare his descriptions to what you learned in this unit.

9. Use the additional reading “United States Enters WWI: Weighing Decisions to Enter the War” to

respond to the following questions: What were the dominant interventionist arguments and

themes, and how did Americans respond to them? Why did some Americans oppose military

intervention in World War I? Evaluate the merit of their arguments.

10. Use the additional reading “Teenage Assassins: The Sarajevo Assassination and the Spark That

Ignited a World War” (Document 1, pp. 6–8 of the pdf) to respond to the following question:

How can small personal choices lead to large, unintended consequences? What was the role of

teenagers in the Young Bosnia Youth movement, and how did they affect the development of

World War I?

Unit 9: Effects of World War I

1. Using the additional reading Peace Settlement, were the terms of the Treaty of Versailles fair?

Was the treaty too harsh, too lenient, or appropriate? Explain your position. If you had the

power to change the treaty, would you make any revisions? Explain your position.

2. Evaluate the strengths and weaknesses of Wilson’s Fourteen Points. Which changes might you

make to strengthen the document?

3. Which philosophy would have worked better in the Treaty of Versailles—rehabilitation of

Germany, or revenge and punishment for the war? Explain your rationale, using evidence from

the additional reading Reaction to the Treaty of Versailles.

4. Is global conflict inevitable? How can future wars be prevented? Explain your rationale.

5. Should the United States have voted for the Treaty of Versailles and joined the League of

Nations? Would it have been more successful with US approval and participation? How do you

know?

6. To what extent should the government be involved in the economy? Is it the government’s

responsibility to solve or prevent a Great Depression? Could the Great Depression have been

prevented?



7. After World War I, women began to receive the right to vote across the world, including the US.

Why did it take more than 125 years for women in America to receive the right to vote? Why did

some people oppose suffrage for women?

8. Using the additional reading “Ernest Hemingway Gets a Letter from His WWI Love,” what advice

would you give a heartbroken Hemingway? What actions should he have taken if he wanted to

win back the love of his life?

9. Use the additional reading “The Great Depression in Global Perspective” to respond to the following question: Of the four global effects of the Great Depression mentioned in the article, which continues to have the greatest impact in the world today?

10. Use the additional reading “The Great War: A Hundred Year Legacy of World War I” to respond to the following question: Analyze the effects of World War I. Which impact is most significant today—territorial changes, technological advancements in weapons, or suffrage for women? How did you make your choice?

Unit 10: Totalitarianism

1. Using the reading “Russia Quits the War,” why did Lenin’s ideas appeal to many Russians? Who

benefited from his ideas? Who did not benefit?

2. Western nations disproved of Lenin and communism. Why did Western nations believe that

communism threatened democracy? Were their fears justified? How do you know?

3. Are there any circumstances under which the government has the power to censor books, the

media, or free speech? Explain your rationale for responding positively or negatively.

4. What are the conditions under which citizens tend to accept or reject authority? Are there times

when it is necessary to obey without questioning authority? Explain your position.

5. What insights can be gained by learning about totalitarian regimes?

6. Use the additional reading “Russia Quits the War” to respond to the following questions: How

did Lenin’s ideas and actions differ from those of Marx? How did the Russia Revolution affect

the international community?

7. Use the additional reading “‘Whisperers’ of Stalin’s Russia Find Their Voice” to respond to the

following questions: Evaluate the tactics used by Stalin to maintain control over the population

of the Soviet Union. What decisions did Soviet citizens make to survive during the Stalin regime?

8. Use the additional reading “World Leaders: Francisco Franco” to respond to the following

questions: Which groups of people did Franco target during the Spanish Civil War and during his

regime, and why? What decisions did Franco make to maintain his hold on his power?

9. Use the additional reading “The Spanish Civil War” to respond to the following questions: Why

was the Spanish Civil War significant in determining the balance of power in Europe? What

lessons might Hitler have learned from the Spanish Civil War and the reaction of the

international community?

10. Use the additional reading “Youth and the National Community” to respond to the following

questions: Why were the Nazis so concerned with education policy and youth programs? How

did the Nazi Party use educational policy and youth programs to target groups of people? How

did Hitler get young people to support the Nazis?



Unit 11: World War II

1. The German concept of Lebensraum was the belief that Germany was entitled to more “living space.” The US concept of Manifest Destiny was the 19th-century belief that the United States was destined to expand the country from coast to coast. How was the concept of Lebensraum similar to the concept of Manifest Destiny? How was it different?

2. What were the different reactions by other countries to Hitler’s aggressive actions? How were they alike? How were they different from one another?

3. For what reason did Churchill use the words “we will mete out to the Germans the measure, and more than the measure, that they have meted out to us” in his speech in the lesson World War II Begins to rally support of the British people?

4. Would you agree that the Three-Front Strategy was the best approach for the Allied Powers in Europe? Explain your answer.

5. Was it a wise strategic move for Hitler to break the German-Soviet nonaggression pact? Why or why not?

6. During Roosevelt’s speech to Congress the day after the attack on Pearl Harbor, he said “…the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.” Was the Japanese strategy to deceive the United States successful? Explain your answer.

7. What could have been the reasons Truman used to justify the use of atomic bombs on Japan? Offer at least three reasons, and provide evidence as support for your answer.

8. Based on the novella Night by Elie Wiesel, what moral struggles did the survivors of the concentration camps have to cope with?

9. What was the most successful result of the Nuremberg trials?

Unit 12: Cold War Europe

1. Although the two sides of the Cold War did fight a number of “proxy” wars, why didn’t the

conflict get “hot” enough to include a full global conflict? Discuss possible reasons that the

major powers avoided escalating the conflict to a point of real war. Use evidence from the unit

to support your reasons. Do you agree or disagree with the way Truman handled the Soviet

blockade of Berlin?

2. Could the Cold War have been prevented if America did not respond to Soviet aggression with

more aggression? Should the Western powers have left Berlin to appease the Soviets?

3. How effective was Truman’s policy of containment?

4. How do you think the Cold War affected the everyday lives of Americans? What challenges

might they encounter on a daily basis?

5. Evaluate the domino theory. How legitimate were the fears of Western nations about the

spread of communism?

6. Based on the New York Times article “Berliners Gather at Barricades Dividing Families and

Friends,” what do you think it would be like to live in a city divided by a physical wall? If you had

lived in East Berlin during the Cold War, how might you have tried to reach family and friends

living on the other side?

7. Why did many Americans think communism was bad? Why were Americans fearful of

communism? What did Americans do because of this fear of communism?

8. Based on the reading “President Reagan and the Cold War: Vision and Diplomacy,” analyze the

relationship between Reagan and Gorbachev and evaluate the role of leadership and diplomacy



in ending the Cold War. Predict how the world would be different now if the Cold War never

ended or a method other than diplomacy was used to end the Cold War.

9. How did life for ordinary people living in the Soviet Union change under Gorbachev? How

positive or negative were these changes? Did they benefit the majority of Soviet citizens?

10. Based on the reading “NATO from the Cold War to Today: Defending Democracy in Europe,”

evaluate the Soviet Union’s mandate that its allies could not accept aid from the Marshall Plan.

What insights can you gain from America offering aid and the Soviet Union rejecting it?

Unit 13: Cold War Asia

1. Identify and evaluate the motives of the United States in providing aid to Japanese citizens during the US occupation of Japan.

2. What should the criteria be in determining who is, and who is not, charged as a war criminal? If one is found guilty as a war criminal, what should the consequence be? Explain your reasoning.

3. How legitimate is a country’s constitution that was written by the government officials of another country? How would you evaluate a government that was created by a former enemy?

4. What should America’s role be as a superpower? Does America (or any country) have the right, responsibility, or authority to interfere in the affairs of a sovereign nation? If so, under what circumstances? Explain your rationale.

5. How did the Cultural Revolution change the direction of Chinese history? What were some of the positive and negative effects?

6. Why might textbooks from different countries offer different versions of the same historical event? When textbooks offer differing accounts, how do you determine what really happened?

7. Based on the article “The First Saddest Day of My Life,” what experiences did American soldiers have in Vietnam? How did the war change them? To what extent was the government responsible for the actions of its soldiers during the conflict, and their treatment upon returning home?

8. How do you think the reception, treatment, and awareness of America’s veterans changed since the Vietnam War? How is it similar?

9. In what ways was Vietnam a defining event for an entire generation of Americans? 10. Based on the readings from “Analyzing U.S. Involvement in Vietnam,” which criteria did you use

for naming the episodes? Which “episode” do you think was most decisive in determining the outcome of the conflict?

11. Why do you think the Korean War attracted little attention from the American public? Why do some wars, such as World War II, garner national interest, while others almost seem to be forgotten?

Unit 14: Nation Building in the Modern World

1. Have America and Great Britain upheld the promises made in the Atlantic Charter of 1941 in regard to self-determination and abandoning territorial expansion? Use evidence to support your explanation.

2. Use the reading “A Negotiated Document” from Facing History and Ourselves to respond to the following questions: Examine the three versions of “Universal Declaration of Human Rights,” Articles 1 and 2. What differences do you see? How and why did these articles change? What does this tell you about the priorities and goals of those who drafted the document?

3. What are “human rights”? How has the definition of this term changed over time? Predict how it will continue to evolve over the next generation.



4. Are former colonizers responsible for the years of civil war and unrest that often followed decolonization in countries such as Angola and the Congo? Why or why not? Explain your thinking.

5. Should nonviolent acts of civil disobedience against unjust laws be punishable? Why do people resort to acts of civil disobedience?

6. How can names and labels be misleading? Why would the Cambodian government rename itself

Democratic Kampuchea if it was actually communist? What are some possible motives?

7. Does the international community have the authority or obligation to intervene in the affairs of

sovereign nation if the government orders the unlawful killing of its citizens? What are the

consequences of intervention? What are the consequences of not intervening?

8. Based on the reading “Aung San Suu Kyi,” how did Kyi’s personal experience inspire her to

engage in politics? Kyi states that “Fear is normal. But…you should be able to lead your life in

the right way—despite your fears.” Do you agree or disagree with her statement? How did she

embody this idea in the way she lived her life and her accomplishments?

9. Use the reading “Aung San Suu Kyi” to respond to the following questions: How effective was

Aung San Suu Kyi’s use of nonviolent resistance in protesting against the military dictatorship

and her effort to bring democracy to Myanmar? What can future demonstrators learn from her

successes and challenges?

10. After World War II, the international community promised that never again would the world

stand by silently and allow another genocide to occur. However, several instances of genocide

have occurred since that time, including the Rwandan genocide. Based on the reading

“President Clinton’s Remarks in Kigali on the Rwandan Genocide,” why do you think America

and other nations were reluctant to intervene to stop the genocide of the Tutsis? Explain your

rationale.

Unit 15: Challenges of the Modern World

1. Based on the information you read in the article “The United Nations,” would you agree that the

United Nations is an effective international organization? Why or why not? Use evidence to

support your position.

2. What is the most important aspect of the work that Amnesty International does? Explain your

rationale.

3. Based on the information you read in the article “Understanding Terrorism,” what drives people

to terrorism? What is the best way to prevent people from becoming terrorists?

4. Has the UN’s policy of imposing sanctions and arresting and trying perpetrators been an

effective deterrent for groups committing genocide? Cite real-world examples from the lesson

to support your response.

5. Has the Internet or global transportation had a bigger effect on globalization? Support your

answer with evidence from the lesson and from the reading “The Impact of the Internet on

Society: A Global Perspective.”

6. Can you propose an alternative to the World Trade Organization for regulating international

trade? If so, what would that alternative be?



7. What is the most important factor that might prevent a nation from being developed? Explain

your answer.

8. What would be the best way of helping underdeveloped countries stop the spread of infectious

diseases?

9. Would you say that technology has had more of a positive or negative effect on cultural

diffusion? Explain your answer.

10. What is meant by the quotation in the Cultural Challenges lesson that says “Many countries are

struggling to balance Western and traditional beliefs”?

COURSE CUSTOMIZATION

Edgenuity is pleased to provide an extensive course customization tool set, which allows permissioned

educators and district administrators to create truly customized courses that ensure that our courses

can meet the demands of the most rigorous classroom or provide targeted assistance for struggling

students.

Edgenuity allows teachers to add additional content two ways:

1. Create a brand-new course: Using an existing course as a template, you can remove content;

add lessons from the Edgenuity lesson library; create your own activities; and reorder units,

lessons, and activities.

2. Customize a course for an individual student: Change an individual enrollment to remove

content; add lessons; add individualized activities; and reorder units, lessons, and activities.

Below you will find a quick start guide for adding lessons in from a different course or from our lesson

library.



In addition to adding lessons from another course or from our lesson library, Edgenuity teachers can

insert their own custom writing prompts, activities, and projects.



SUPPLEMENTAL TEACHER MATERIALS AND SUGGESTED READINGS

UNIT 1: RENAISSANCE, REFORMATION, AND EXPLORATION

Unit 1: Additional Teaching Materials

Machiavelli’s The Prince and Discourses on Livy

In this lesson plan from I-Civics, students compare and contrast the ideas presented by Machiavelli in

two of his publications on forms of government and leadership: The Prince and Discourses on Livy.

Students discover how Machiavelli’s view on government changed over time—from a viewpoint that

justifies the cruel actions of leaders to retain power to a more republican form of government where the

leader’s power is checked by laws and the people. Students design a book cover for each publication.

Then, they analyze the question: “Does the end justify the means?”

https://www.icivics.org/teachers/lesson-plans/machiavelli-mini-lesson

https://www.icivics.org/teachers/lesson-plans/machiavelli-mini-lesson



Martin Luther and the Reformation

In this Stanford History Educator Group lesson plan on Martin Luther and the Reformation, students

analyze the question: “Why did Luther challenge the Catholic Church?” A power point and timeline help

students recall what they learned about Luther and the Protestant Reformation. Students review

excerpts from two primary source documents from Luther that provide different accounts of his break

with the Catholic Church. Students utilize historical-thinking skills to analyze why Luther challenged the

church. Students start by sourcing the documents. Then, they compare competing historical narratives;

consider multiple perspectives; and evaluate the reliability of the sources to form an interpretation of

Luther’s break with the church. Modified and unmodified documents make this activity accessible for all

students. In addition, close-reading questions and graphic organizers help students analyze the

documents.

https://sheg.stanford.edu/history-lessons/martin-luther

Tainos and Columbus

This Zinn Education Project lesson plan by Bill Bigelow examines what happened to the Tainos and asks

students to analyze the roles of all groups. When Columbus landed on the island of Hispaniola in the late

15th century, there were as many as three million Tainos living on the island. After just a few years, less

than one percent of the Tainos remained. This role-play asks students to evaluate the following

question: Who is responsible for the deaths of millions of Tainos? Students examine, summarize, and

evaluate the roles of Columbus, Columbus’s men, the system of Empire, King Ferdinand and Queen

Isabella, and the Tainos themselves. The readings in this activity are accessible to students of all reading

levels. This activity can be completed as a class role-play, in cooperative learning groups, or

independently.

https://www.zinnedproject.org/materials/?s=trial+of+columbus

Explorers: Age of Encounter

This PBS interactive lesson allows students to select explorers, such as Columbus or Magellan, to

examine and compare their journeys through a visual representation using Google Earth. The interactive

map is accompanied by brief text summaries and video clips. This enrichment activity allows students to

visualize explorations and journeys on a map, providing context and imagery. A graphic organizer is

included to help students compare and contrast the adventures of different explorers.

https://earth.google.com/web/@18.48245809,12.18463849,438.95210306a,25175274.99999997d,35y,

0h,0t,0r/data=Ck8STRIgM2VlNGIxYjAyZjZjMTFlN2JiN2U5ZjRiODliYmUwZGUiDHBic19hb2VfbWVudRobRX

hwbG9yZXJzOiBBZ2Ugb2YgRW5jb3VudGVy

https://d43fweuh3sg51.cloudfront.net/media/media_files/7004eaf5-9fd0-4363-b10c-

8539df9c160f/0ab8ff85-f843-438e-97c2-307093dde965.pdf

https://sheg.stanford.edu/history-lessons/martin-luther

https://www.zinnedproject.org/materials/?s=trial+of+columbus

https://earth.google.com/web/@18.48245809,12.18463849,438.95210306a,25175274.99999997d,35y,0h,0t,0r/data=Ck8STRIgM2VlNGIxYjAyZjZjMTFlN2JiN2U5ZjRiODliYmUwZGUiDHBic19hb2VfbWVudRobRXhwbG9yZXJzOiBBZ2Ugb2YgRW5jb3VudGVy



https://d43fweuh3sg51.cloudfront.net/media/media_files/7004eaf5-9fd0-4363-b10c-8539df9c160f/0ab8ff85-f843-438e-97c2-307093dde965.pdf

https://d43fweuh3sg51.cloudfront.net/media/media_files/7004eaf5-9fd0-4363-b10c-8539df9c160f/0ab8ff85-f843-438e-97c2-307093dde965.pdf



TED Ed Talk: “The Many Meanings of Michelangelo’s David”

This three-minute video clip from TED Ed Talk educator James Earle presents the works of Michelangelo.

The clip examines Michelangelo’s statue of David and shows the audience how it has gained new

meaning over time. The TED Ed Talk also includes multiple-choice questions and discussion questions

following the clip.

https://ed.ted.com/lessons/the-many-meanings-of-michelangelo-s-statue-of-david-james-earle

TED Ed Talk: “How Magellan Circumnavigated the Globe”

This five-minute video clip from TED Ed Talk from educator Ewandro Magalhaes follows Magellan’s

journey around the globe. The video depicts the challenges faced during the journey and why the

voyage is still considered an unprecedented achievement. It is accompanied by multiple-choice and

discussion questions. Below is a summary:

https://ed.ted.com/lessons/how-magellan-circumnavigated-the-globe-ewandro-magalhaes#watch

Unit 1: Additional Readings

“The Renaissance—Why It Changed the World”

This brief article from the Telegraph presents the origins and influences of the Renaissance movement

and how it changed the world in terms of culture, the arts, religion, academics and navigation. Radical

thinkers, such as Luther and Erasmus, expanded the way humans viewed the world.

https://www.telegraph.co.uk/art/london-culture/renaissance-changed-the-world/

Bartolomé de Las Casas: The Devastation of the Indies: A Brief Account

In this primary source excerpt, A Short Account of the Destruction of the Indies, Bartolomé de Las Casas

details the destruction and suffering inflicted upon the indigenous peoples at the hands of the Spanish

explorers and soldiers. Las Casas concludes his testament by imploring King Charles to put an end to

these cruel practices. This account includes images and is a complex text best suited for advanced

readers.

http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf. “The Story

of…Smallpox—and Other Deadly Eurasian Germs”

This reading is a brief article from PBS that explains how the superiority of weapons, access to horses,

and immunity to diseases gave Europeans a huge advantage over the civilizations of the Aztec and Inca

empires. This article explains how the smallpox epidemic decimated indigenous populations. It argues

that germs were the deadliest agent brought by the explorers and colonists.

http://www.pbs.org/gunsgermssteel/variables/smallpox.html

https://ed.ted.com/lessons/the-many-meanings-of-michelangelo-s-statue-of-david-james-earle

https://ed.ted.com/lessons/how-magellan-circumnavigated-the-globe-ewandro-magalhaes#watch

https://www.telegraph.co.uk/art/london-culture/renaissance-changed-the-world/

http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf

http://www.pbs.org/gunsgermssteel/variables/smallpox.html



“What Columbus Day Really Means” and “Columbus Day or ‘Indigenous People’s Day’?”

These two opinion pieces, the first written by William J. Connell and the second by Jake Flanagin, bring a

modern perspective to the meaning of the Columbus Day holiday. The first article discusses the origins

of the holiday, as a way to recognize the importance of indigenous peoples to American history and to

celebrate the contributions of immigrants to the nation. The second discusses the argument for

eliminating the holiday altogether, as a federal holiday in the name of the explorer implies disregard for

the history of slavery, racism, and exploitation brought to the Americas by colonial powers.

https://theamericanscholar.org/what-columbus-day-really-means/#.W3G8nehKjIU

https://op-talk.blogs.nytimes.com/2014/10/13/columbus-day-or-indigenous-peoples-day/

“Primary Sources: Columbus’ Letter to the King and Queen of Spain”

This article from NewsELA, available in five different reading levels, contains a letter written by

Columbus to King Ferdinand and Queen Isabella of Spain around the year 1494, during his second

voyage to the Americas. He describes the island of Hispaniola, which is today shared by Haiti and the

Dominican Republic. He explains his recommendations to the king and queen for colonizing and

profiting from the island for the benefit of the mother country.

https://newsela.com/read/primary-source-columbus-letter/id/18389/

“Inventors and Scientists: Leonardo da Vinci”

This article from NewsELA describes the contributions of Leonardo da Vinci and explores how he fits the definition of a “Renaissance Man.” Leonardo da Vinci studied the laws of science and nature, which greatly informed his work as a painter, sculptor, architect, inventor, military engineer, and draftsmen. His famous works of art, including the Mona Lisa and The Last Supper, have influenced countless artists. This article is available in five different reading levels.

https://newsela.com/read/bio-inventor-da-vinci/id/19188/

UNIT 2: ABSOLUTISM AND ENLIGHTENMENT


British Influences on American Government

The Influence Library from I-Civics contains several mini-lessons that reinforce the main ideas of the

Enlightenment that students learned during this unit. These lessons allow students the opportunity to

practice academic vocabulary; analyze how America’s Constitution and form of government were

influenced by Enlightenment philosophies; apply ideas about the government to the classroom; and

analyze a visual image from Hobbes’s Leviathan. The teacher can choose which reinforcement lessons

(Hobbes, Rousseau, Locke, Montesquieu, or the Enlightenment) to implement, based upon the needs of

students.

https://www.icivics.org/curriculum/influence-library

https://theamericanscholar.org/what-columbus-day-really-means/#.W3G8nehKjIU

https://op-talk.blogs.nytimes.com/2014/10/13/columbus-day-or-indigenous-peoples-day/

https://newsela.com/read/primary-source-columbus-letter/id/18389/

https://newsela.com/read/bio-inventor-da-vinci/id/19188/

https://www.icivics.org/curriculum/influence-library



Was Galileo Really a Heretic?

In this lesson, students utilize a variety of historical-thinking skills and Common Core reading and writing

skills, including primary source analysis; considering multiple perspectives; contextualization and

corroboration; and forming an argument using supporting evidence. This lesson begins with a warm-up

activity that asks students to respond to a writing prompt: Is the earth the center of the universe, or the

sun? The teacher then engages students in a brief discussion and mini-lecture about how many

Christians thought the earth was the center of the universe in the 1700s, and how during the Scientific

Revolution, many scientists (including Copernicus and Galileo) began to challenge these beliefs. A

PowerPoint offers background, and students have a timeline available to help them take notes. During

the lecture portion of the lesson, students develop their understanding of how the heliocentric model

seemed to contradict the teachings of the Bible, recalling the Council of Trent from Unit 1’s Counter-

Reformation lesson. Using the facts from the PowerPoint, information learned from Units 1 and 2, and

the analysis of four primary source documents, students learn that Galileo was brought before the

Inquisition as a heretic. Then, they use evidence to determine whether Galileo was guilty. The last two

documents are optional; modified and unmodified versions are available to make this lesson accessible

to all students. Guided reading questions and an outline help students organize the evidence and form

their arguments.

https://sheg.stanford.edu/history-lessons/galileo

“What Kind of Ruler Was Oliver Cromwell?”

In this lesson plan, students are challenged with writing a guide for other historians who are interested

in learning more about Oliver Cromwell. Students evaluate the character of Oliver Cromwell by

examining excerpts from six primary source documents written by Cromwell and six excerpts written by

others, including a senior army commander and a royalist. The website also provides important

background information, including a timeline. Students have a choice of demonstrating their knowledge

in a written report, speech, or PowerPoint.

http://www.nationalarchives.gov.uk/education/civilwar/g6/cs2/


“Hobbes, Locke, Montesquieu, and Rousseau on Government”

This website from the Constitutional Rights Foundation discusses European philosophers of the

Enlightenment and their debates on who should govern a nation. Using “Handout A,” students focus

their awareness on the nature of government itself and analyze the philosophical views of Thomas

Hobbes, John Locke, Jean-Jacques Rousseau, and Baron de Montesquieu. Optional reading questions

and extension activities are provided.

http://www.crf-usa.org/resources/u-s-government-resources

https://sheg.stanford.edu/history-lessons/galileo

http://www.nationalarchives.gov.uk/education/civilwar/g6/cs2/

http://www.crf-usa.org/resources/u-s-government-resources



“God Blew and They Scattered: Did God Really Help the English Defeat the Spanish Armada?”

In 1588, Philip II of Spain ordered his army to invade England over religious and political differences. One

main reason for the defeat of the Spanish Armada was a wind that blew the Armada northward. To

many English people, this natural event proved that they had God’s favor. The website contains primary

source readings and guided questions for a letter to the English government regarding the Armada’s

progress; a report from an admiral of the English fleet; a Spanish captain’s account of the events; and

more. Background information and teacher’s notes are also included.

http://www.nationalarchives.gov.uk/education/resources/god-blew-they-were-scattered/

“Who Is Human?”

This article from Facing History and Ourselves examines the contradictions facing Enlightenment

thinkers, who stressed the equality of humankind while also believing that humanity is divided into

separate and unequal races. This reading examines how Enlightenment thinkers wrestled with the

contradictions of promoting equality while also upholding hierarchal divisions in society.

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-2/who-is-human

The Petition of Right

This document is written by Parliament to King Charles I, based on the king’s overreach and abuse of

powers. This document is a primary source; the original copy is best suited for advanced readers. A

shorter excerpt with key terms defined is also provided below. Students will be able to identify

Parliament’s grievances with the King and will use this document to respond to the question: How did

King Charles I and his officials violate the traditional liberties of the English Parliament and the people?

Original document: http://www.britannia.com/history/docs/petition.html

Modified excerpt with key terms defined on page 19 of “The Bill of Rights and You: Rights and

Responsibilities” https://www.billofrightsinstitute.org/educate/educator-resources/institute-curricula/

The Gunpowder Plot

Using a variety or primary and secondary sources, the National Archives from the United Kingdom

provides insight into an attempt to assassinate King James. Before King James I ascended to the throne,

followers of Catholicism were persecuted during the reign of Queen Elizabeth. Shortly after King James

took the throne, Catholic noblemen became concerned that persecution would not end and decided

that the king would have to be killed for things to change. In this reading, students closely examine

primary source documents to unravel the motives and mysteries surrounding the Gunpowder Plot.

http://www.nationalarchives.gov.uk/education/resources/gunpowder-plot/

http://www.nationalarchives.gov.uk/education/resources/god-blew-they-were-scattered/

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-2/who-is-human

http://www.britannia.com/history/docs/petition.html

https://www.billofrightsinstitute.org/educate/educator-resources/institute-curricula/

http://www.nationalarchives.gov.uk/education/resources/gunpowder-plot/



“Absolute Monarchs: The Kings and Queens Who Ruled Europe”

This NewsELA article by ThoughtCo.com, describes the absolute monarchs of Spain, Austria, Prussia, and

France, and explains how the concept of “enlightened absolutism” became more popular during the

Enlightenment period. Enlightenment thinkers such as Thomas Hobbes helped absolute monarchs adjust

their rule to retain power in several European countries while also teaching the citizens how to think for

themselves. This article is provided in five different Lexiles.

https://newsela.com/read/lib-what-is-absolutism/id/36550/

“Inventors and Scientists: Nicolaus Copernicus”

This article, presented by the Big History Project, examines the contributions of Nicolaus Copernicus, a

Catholic Polish astronomer. He boldly asserted that the sun, not the earth, was at the center of the

universe. His ideas revolutionized the study of astronomy and influenced other scientists, including

Galileo. This article provides background that can accompany the lesson “Was Galileo a Heretic?”

Additionally, this article is available in five reading levels.

https://newsela.com/read/BHP-U2-3-NicolausCopernicus/id/3586/



“Reign of Terror”

This lesson plan from the Stanford History Educator Group examines the key events of the French

Revolution and asks students to evaluate the goals of the Committee of Public Safety. Students are

provided with a timeline of key events of the French Revolution, an excerpt from a textbook, two

primary source documents, and guided reading questions for each text. After reading each document,

students write a response to the question: Was the main goal of the Committee of Public Safety to

protect the Revolution from its enemies? After comparing competing historical narratives, students

form their own historical interpretation of the purpose of the Committee of Public Safety.

https://sheg.stanford.edu/history-lessons/reign-terror

https://newsela.com/read/lib-what-is-absolutism/id/36550/

https://newsela.com/read/BHP-U2-3-NicolausCopernicus/id/3586/

https://sheg.stanford.edu/history-lessons/reign-terror



“French Revolution: How Did the British React to July 1789?”

This lesson plan from the British National Archives includes a brief summary of the French Revolution

and is followed by seven primary source images from the London Gazette, in addition to letters and

government reports. Each primary source is followed by a transcript, and key terms are also defined.

Students analyze these documents—based on the British perspective at the time—by responding to

close-reading questions. Then, they synthesize the documents to assess whether the events of July 1789

represented a serious revolution that posed a real danger to Britain; a Paris-based revolt that the king

was forced to agree to; or a minor disturbance of no real consequence at all. Students include an

explanation of the rationale for their assessment of these events.

http://www.nationalarchives.gov.uk/education/resources/french-revolution/

Teaching with Primary Sources: Causes and Events of the French Revolution

In this lesson plan, students are provided with excerpts from The French Revolution and Stories of the

French Revolution to help them investigate the causes of the French Revolution, explore the storming of

the Bastille, and examine the events that took place during the Reign of Terror. Each excerpt includes

guided reading questions and defined key terms in the margins. Students use various primary and

secondary sources to answer these central questions: What were the major factors/grievances that led

to the start of the French Revolution? How did the outcome of the revolution compare to the initial aims

set forth by the National Assembly and Third Estate?

https://library.mtsu.edu/ld.php?content_id=43403775


“Napoleon’s Reasons for Making Himself Emperor (December 1804)”

In this primary source document from the Liberty, Equality, Fraternity: Exploring the French Revolution

database, Napoleon explains how he clearly rejected the republican form of government when he made

himself emperor. He claims that hereditary government is necessary in a large state, and the presence

of the pope at his coronation seems to confer legitimacy on the act.

http://chnm.gmu.edu/revolution/d/508/

“Napoleon: Flawed Hero or Power-Mad Tyrant?”

This brief secondary source reading from History.com examines the contradictions and controversies

surrounding Napoleon’s rule. Was Napoleon a visionary, or a cruel dictator? Students examine the

actions of a complex leader during a complicated time.

https://www.history.co.uk/article/napoleon-flawed-hero-or-power-mad-tyrant

http://www.nationalarchives.gov.uk/education/resources/french-revolution/

https://library.mtsu.edu/ld.php?content_id=43403775

http://chnm.gmu.edu/revolution/d/508/

https://www.history.co.uk/article/napoleon-flawed-hero-or-power-mad-tyrant



“Napoleon Bonaparte: The Little Corporal Who Built an Empire”

This BBC timeline covers the main events of Napoleon’s life, and includes images, links to video clips on

the French Revolution, links to articles about important figures such as Maximilien Robespierre, and

quotes from Napoleon. This timeline provides global context and brief summaries of important issues.

https://www.bbc.com/timelines/zg9kwmn

“Subject to Citizen, Kingdom to Nation: Changing Notions of Identity in the Age of the French

Revolution”

The political events that occurred in the aftermath of the French Revolution included the establishment

of the National Assembly and the Reign of Terror. These events reflected fundamental changes in how

people viewed authority. In this Newberry Library Digital Collections for the Classroom, students analyze

primary sources to examine these questions: How did the French people bring about—or resist—the

transition from monarchy to republic during the revolution? What did it mean to become a citizen of the

new nation?

https://dcc.newberry.org/collections/identity-in-the-french-revolution

The French Revolutionary and Napoleonic Wars

This NewsELA article examines the years after the French Revolution, beginning with rebels fighting a

series of wars against the monarchies of Europe. The wars were meant to protect and spread the

revolution, and then to gain more territory. The rise of Napoleon dominates the later years as he uses

his military triumphs to gain political control of France and crowning himself emperor.

https://newsela.com/read/lib-french-revolutionary-napoleonic-wars/id/36381/



“Following the Great Wall of China”

In this lesson from EDSITEment, students analyze what the history of the Great Wall of China tells us

about China’s history and culture. The famous Great Wall of China, which was built to keep China’s

horse-riding neighbors at bay, extends more than 2,000 kilometers across China. The wall that is so well

known today is predominantly a product of the Ming dynasty (1368–1644). However, the building of

fortified walls to protect territory along the northern frontier stretching from Manchuria to Central Asia

is a practice whose roots go back to the Qin dynasty of the 3rd century BCE. This lesson investigates the

building of the Great Wall during the Ming dynasty and utilizes the story of the wall to introduce

students to one period in the rich history of China. Three activities are available: Mapping the Wall, The

Great Wall in History, and Howdy, Neighbor!

https://edsitement.neh.gov/lesson-plan/following-great-wall-china

https://www.bbc.com/timelines/zg9kwmn

https://dcc.newberry.org/collections/identity-in-the-french-revolution

https://newsela.com/read/lib-french-revolutionary-napoleonic-wars/id/36381/

https://edsitement.neh.gov/lesson-plan/following-great-wall-china



“Akbar’s Debate”

In this lesson from PBS, students trace the Mughal conquest of India and examine the key tenets of

Hinduism, Sikhism, Buddhism, Islam, Christianity, and Jainism. Students recall the most acclaimed

emperor of the Mughal Empire, who was known for his military successes and religious tolerance. In this

lesson, students experience a conversation between representatives of Hinduism, Islam, Christianity,

Buddhism, and Jainism to find common ground on topics such as salvation, kindness, piety, and

behavior. Students are provided with text and video links to use to research the basic beliefs of each

religion and compose their dialogue.

http://www.pbs.org/thestoryofindia/teachers/lessons/5/


“Religious Change and the Ottoman Empire, 1450–1750”

This Newberry Library Digital Collections for the Classroom examines the role of the Ottoman Empire in

shaping the political and religious history of early modern Europe. Images of primary source documents

are available as well as translations of official government documents and religious writings. This

collection of documents reveals a variety of European encounters with the Ottomans and shows how

the Ottomans and Europeans shaped each other’s histories. Questions to consider are also provided.

https://dcc.newberry.org/collections/religious_change_and_the_ottoman_empire%20

Haiti’s History Part I

This six-page reading from “Teaching about Haiti,” published by the Network of Educators in America,

describes Haiti’s history starting with the Tainos, which students recall from the first unit and the

additional materials provided on the trial of Columbus. This reading then traces the arrival of Africans,

whose labor was used in the coffee and sugar plantations to build France’s wealth after Spain left. Then,

under the leadership of Toussaint L’Ouverture, African slaves led a successful slave revolt against the

French, who was under the leadership of Napoleon. However, France does not recognize Haiti’s

independence for more than 30years, and then only after Haiti agrees to pay an indemnity for the slave

labor that France lost, resulting in more than century of poverty in Haiti.

http://www.teachingforchange.org/teaching-about-haiti-3

“Military Leaders: Simon Bolivar”

This article from NewsELA examines the background of Simon Bolivar, a South American soldier who

was born into wealth and educated in Spain. Bolivar played a key role in leading revolutions against

Spain in South America. This article explains why many regard Bolivar as “El Libertado.” This article is

available in five different reading levels and includes a four-question multiple choice quiz.

https://newsela.com/read/bio-military-leaders-simon-bolivar/id/35613/

http://www.pbs.org/thestoryofindia/teachers/lessons/5/

https://dcc.newberry.org/collections/religious_change_and_the_ottoman_empire

http://www.teachingforchange.org/teaching-about-haiti-3

https://newsela.com/read/bio-military-leaders-simon-bolivar/id/35613/



“You Say You Want a Revolution”

In this Big History Project article by Saul Straussman, the Age of Exploration and the Columbian

Exchange are described as causes of European colonization of the Americas. John Locke’s ideas of liberty

and popular sovereignty changed the way people viewed their relationship with the government and

spawned revolutions in the United States and France. This article also examines how the revolutions in

Haiti, Mexico, and Venezuela followed the same principles as the American and French Revolutions. This

article is available in five different reading levels and is followed with multiple-choice questions.

https://newsela.com/read/BHP-WH-you-say-revolution-95/id/17618/

“The Black Spartacus: Toussaint L’Ouverture”

This article by Ian Thomson, published in the Guardian, tells the story of Toussaint L’Ouverture, a former

slave who led the first successful slave rebellion in Haiti. This article examines that factors that led to a

successful rebellion, the British and American response, and L’Ouverture’s capture by Napoleon. This

reading is followed by four quiz questions.

https://newsela.com/read/lib-toussaint-ouverture-black-spartacus/id/34596/

UNIT 5: INDUSTRIALIZATION


“Factory Life”

This lesson plan from the Stanford History Education Group investigates 19th-century factory life in

England. Students consider the impact of textile factories on the health of English working-class families.

Students compare differing accounts of historical events to assess the reliability of the documents;

corroborate information to confirm or discredit historical accounts; and compare and evaluate different

primary source documents. This lesson includes a PowerPoint to establish and reinforce background

knowledge on factory reforms learned in the unit. Students consider multiple points of view, the

purpose of different historical figures, and compare how different sources portray historical events.

Guided reading questions provide students with the opportunity to assess the credibility of the

documents and form their own position about whether textile factories were bad for the health of

working-class families.

https://sheg.stanford.edu/history-lessons/factory-life

The Industrial Revolution in the United States

This lesson plan from the Library of Congress describes how major changes in transportation,

manufacturing, and communications transformed the lives of Americans. A wide variety of primary

source documents, including images and texts, provide students with the opportunity to understand this

historical event as it was experienced by those who lived it. Students categorize the documents and use

https://newsela.com/read/BHP-WH-you-say-revolution-95/id/17618/

https://newsela.com/read/lib-toussaint-ouverture-black-spartacus/id/34596/

https://sheg.stanford.edu/history-lessons/factory-life



them to create a cause-and-effect chart. Students also practice conducting academic research by

browsing the Library of Congress collections to add more documents to a class-generated list.

Search on “Industrial Revolution” in this link:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

The Changing Lives of American Farmers

In this lesson from Digital History, students interpret the economic and political grievances of 19th-century American farmers by analyzing primary sources such as Gladden’s “The Embattled Farmer” and statistical data about agricultural production. Students understand how the productivity, community, and population of American farmers changed as a result of the Industrial Revolution. Questions to consider help students interpret data and analyze primary source documents.

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3816

“The Genius of Marie Curie”

This five-minute TED Ed Talk by Shohini Ghose explains how Curie’s revolutionary research laid the groundwork for our understanding of physics and chemistry. Curie made advancements in the areas of oncology, technology, medicine, and nuclear physics. This TED Ed Talk explores some of Curie’s most revolutionary discoveries. The video clip is followed by multiple-choice questions and a discussion question for students to consider: What can we learn from Marie Curie’s life and career?

https://ed.ted.com/lessons/the-genius-of-marie-curie-shohini-ghose


“Cholera in 1849”

This article from Virtual New York explains how issues resulting from urbanization and immigration—an exploding immigrant population from Ireland; overcrowding in tenement housing; a lack of potable water; and growing disparities between the wealthy and the poor—led to an outbreak of cholera. There are links to four brief articles for students to explore: “New York in 1849,” “The Many Meanings of Cholera,” “Cholera and Medicine,” and “The City’s Response.” This website also includes links to ten visual images from the time for students to view and analyze, including a lithograph that was produced in London during the city’s 1831–32 epidemic.

https://virtualny.ashp.cuny.edu/cholera/1849/cholera_1849_set.html

“The Life of the Industrial Worker in Nineteenth-Century England—Evidence Given before the Sadler Committee (1831–1832)”

This primary source text is an extension of the reading on the Sadler Report assignment provided in lesson two, The Factory System. Through reading the testimony of workers, students investigate the short- and long-term effects of involvement in the industrial workforce for women and children. In 1832, Michael Sadler headed a Parliamentary investigation into the conditions of textile factories. The evidence given in this source was taken from the committee’s report. The report details the life of the

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/pdf/teacher_guide.pdf


https://ed.ted.com/lessons/the-genius-of-marie-curie-shohini-ghose

https://virtualny.ashp.cuny.edu/cholera/1849/cholera_1849_set.html



industrial class and describes the mines and the associated sanitation problems. The effect of this report was the passage of the Act of 1833, which limited employment for women and children in the textile industry.

http://www.victorianweb.org/history/workers1.html

“The Origins of the Industrial Revolution”

This article by Saul Straussman and Bridgette Byrd O’Connor describes the origins of the Industrial

Revolution. The text examines why the Industrial Revolution began in Europe, why it occurred in the

18th and 19th centuries, how it changed European society, and how it changed the way people

produced goods and services. Access to raw materials, trade routes, and cheap labor gave England

distinct advantages. The economic philosophy of mercantilism also allowed England to prosper during

this time. The article is available in five different reading levels, and multiple-choice questions

accompany the reading.

https://newsela.com/read/BHP-WH-why-tshirts-so-cheap-94/id/7552/

“When Everything Changed: The Industrial Revolution”

This article by Cynthia Stokes Brown explains how machines transformed the world, tracing the spread

of the Industrial Revolution from England to other parts of Europe and the United States. The invention

of the steam engine revolutionized travel, and railroad construction boomed. However, the benefits of

the Industrial Revolution came at a great cost to the environment. This article is available in five

different reading levels, and multiple-choice questions accompany the text.

https://newsela.com/read/BHP-U9-2-industrial-revolution/id/3930/

UNIT 6: CHANGING SOCIETIES AND ECONOMIES


“Lewis Hines’s Photographs”

This lesson from the Zinn Education Project examines primary source images taken by Lewis Hines in

1909, an investigative journalist for the National Child Labor Committee. The images in this lesson plan

also include the original captions. Students analyze a dialogue poem from the time, The Night before

Christmas, where a privileged child talks to her new doll, which was made by a small child in a

sweatshop. Students create a dialogue poem (a poem in which two characters from different

perspectives speak to each other to highlight an important social issue) about child labor and workplace

safety, and then write an interior monologue from the perspective of one of the children in Hines’s

photographs.

https://www.zinnedproject.org/materials/lewis-hines-photographs/

http://www.victorianweb.org/history/workers1.html

https://newsela.com/read/BHP-WH-why-tshirts-so-cheap-94/id/7552/

https://newsela.com/read/BHP-U9-2-industrial-revolution/id/3930/

https://www.zinnedproject.org/materials/lewis-hines-photographs/



“1833 Factory Act: Did It Solve the Problem of Children in Factories?”

In 1833 the British government passed a Factory Act to improve conditions for children working in

factories. Young children were working very long hours in workplaces where conditions were often

terrible. This new law enacted several changes, such as restricting the number of hours children could

work and establishing a minimum age of nine for workers. This lesson from the British National Archives

investigates the problems of child labor in the early 19th century. This lesson includes several primary

source documents and images to analyze the effectiveness of the 1833 Factory Act. The lesson

concludes with students creating a poster or engaging in a debate to campaign for or against child labor.

http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/

How Did People Experience the Middle Passage?

This lesson plan from the Stanford History Education Group explores the experiences of people who

participated in the Middle Passage. The lesson begins with a PowerPoint to establish and reinforce

background on the Middle Passage and the triangular trade. Students analyze four secondary and

primary source documents, including an excerpt from a Portuguese history textbook; an account from a

slave ship’s doctor; an account from a slave ship’s captain; a diagram of a slave ship; and an excerpt

from the autobiography of a former slave. Students consider multiple perspectives and respond to

guided reading questions to analyze the central historical question: How did people experience the

Middle Passage? Modified and unmodified documents are available to make this lesson accessible for all

students.

https://sheg.stanford.edu/history-lessons/middle-passage


“The Homestead Strike”

These articles from the Zinn Education Project examine the causes and effects of the Homestead Strike at Andrew Carnegie’s steel mill. Students learn about the perspectives of the skilled and unskilled workers to determine why some workers advocated for a strike while others did not. The final article explains which actions the workers took and the end result. Each article is followed by questions for students to consider. These articles can also be used to engage students in a role-play where they practice speaking and listening skills.

https://www.zinnedproject.org/homestead-strike

“What Rights Do We Have?”

This additional reading from the Zinn Education Project makes a contemporary connection to what students learn in this unit about labor unions. Students explore important information about labor history and contemporary organized labor; consider rights that workers have and do not have; and reflect on rights that workers should have but do not currently have. The lesson begins with a pre-assessment questionnaire to determine what students do and do not know about labor unions and the rights of workers. The next activity details real-world workplace scenarios for students to read and

http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/

https://sheg.stanford.edu/history-lessons/middle-passage




analyze. Students determine what they think the outcomes are, and the teacher debriefs each scenario with the class. The teacher is provided with “correct answers” to lead students in a discussion about the rights that people have in the workplace in modern America.

https://www.zinnedproject.org/materials/?s=what+rights+do+we+have

“Do We Need Labor Unions Anymore?”

In this CBS news article, Steve Tobak discusses the role of labor unions in today’s economy, and their impact on the demise of the automobile industry. This article examines the future of labor unions, and evaluates the effects labor unions have on employees and the economy.

https://www.cbsnews.com/news/do-we-need-labor-unions-anymore/

“Comparing Economic Systems: Capitalism, Communism and Socialism”

This article from NewsELA explains how different economic systems answer the following economic questions: Who controls the factors of production? Who owns and controls land, labor, and capital? Which goods and services are produced, and how are they distributed? The article describes the characteristics of capitalism—free competition, supply and demand, and the limited role of the government. Karl Marx, outraged by the growing gap between the rich and the poor, published his Communist Manifesto, wherein he argued that the lower class would unite and end capitalism. The article concludes with an examination of socialism and how it contrasts with communism.

https://newsela.com/read/lib-ushistory-capitalism-communism-socialism/id/26229/

“The Three Great Thinkers Who Changed Economics”

In this article by Daniel Adler, three influential economic philosophers are discussed—Adam Smith, Karl Marx, and John Keynes. The article compares and contrasts the economic ideologies of these thinkers and illustrates how they influenced government leaders and laws of their respective time. Finally, students consider the role economics plays in their daily lives.

https://newsela.com/read/BHP-U9-5-smith-marx-keynes/id/3958/

The Transatlantic Slave Trade

In Motion: The African American Migration Experience provides ten background articles on topics such as “The Middle Passage” and “The Impact of the Slave Trade on Africa.” Each topic includes links to primary source texts, such as “An Account of the Slave Trade on the Coast of Africa” by Alexander Falconbridge. Students browse through images, maps, and links to primary and secondary sources, such as the complete autobiography Narrative of the Enslavement of Ottobah Cugoano.

http://www.inmotionaame.org/migrations/landing.cfm?migration=1

https://www.zinnedproject.org/materials/?s=what+rights+do+we+have

https://www.cbsnews.com/news/do-we-need-labor-unions-anymore/

https://newsela.com/read/lib-ushistory-capitalism-communism-socialism/id/26229/

https://newsela.com/read/BHP-U9-5-smith-marx-keynes/id/3958/

http://www.inmotionaame.org/migrations/landing.cfm?migration=1



UNIT 7: IMPERIALISM


“The Sepoy Rebellion”

In this lesson from the Stanford History Education Group, students synthesize primary and secondary sources to consider multiple perspectives and create a historical interpretation about the causes of the Sepoy Rebellion. The lesson provides students with a PowerPoint to establish background information about the Mughal Empire and the Sepoy Rebellion. Students interpret five primary and secondary source documents from a variety of perspectives to create their own historical interpretation of the question:What caused the Sepoy Rebellion? Guided reading questions are provided to help students analyze and synthesize the documents and form their claims.

https://sheg.stanford.edu/history-lessons/sepoy-rebellion

“Congo, Coltan, and Cell Phones: A People’s History”

This lesson plan by Alison Kysia begins with telling students the story of colonial Congo as described in King Leopold’s Ghost. Students learn about King Leopold II of Belgium and his rule of terror in the Congo. This lesson involves two parts. The first part is a “Meet and Greet,” where students introduce themselves to each other and figure out how the characters tell a larger story of Congolese history. Students determine what happened in the Congo from 1885–1908 by interviewing each other and answering the questions on the Meet and Greet worksheet. This first activity concludes with a 15-minute documentary. In the second activity, students participate in a role-play to determine who or what is responsible for the crimes against humanity committed in colonial Congo. They read and analyze indictments against the key players. This activity can be completed as a class, in cooperative learning groups, or independently. Optional enrichment activities are also provided.

https://www.zinnedproject.org/materials/congo-coltan-cell-phones/

“Battle of Adwa”

This lesson plan from the Stanford History Education Group focuses on the Ethiopian victory at the Battle of Adwa. The lesson begins with a PowerPoint to review important background information. Students analyze an image from the last day of the Battle of Adwa, where a massive Ethiopian army triumphed over Italian forces and retained its independence. Students use three textbook accounts of this battle, two American and one Ethiopian, to corroborate information across sources to compare accounts. Students draw conclusions about the reliability and trustworthiness of each source and consider other sources to verify information. Students form a claim to respond to the central historical question: How did Ethiopia defeat Italy at the Battle of Adwa? Modified and unmodified documents, as well as guided reading questions, accompany this lesson plan.

https://sheg.stanford.edu/history-lessons/battle-adwa

https://sheg.stanford.edu/history-lessons/sepoy-rebellion

https://www.zinnedproject.org/materials/congo-coltan-cell-phones/

https://sheg.stanford.edu/history-lessons/battle-adwa




“Living in the British Empire—India”

This case study presented by the British National Archives discusses the debate around British rule in India. This case study includes visual images such as photographs, illustrations, and maps, as well as government reports and newspapers. Students analyze the primary sources to investigate and draw conclusions about what life was like for Indians living under British rule. The first link below guides students through important background information on the Indian Mutiny and the British Raj, and the second link provides access to the primary sources. Each source is accompanied with analysis questions for students to consider.

http://www.nationalarchives.gov.uk/education/empire/g2/cs4/background.htm

http://www.nationalarchives.gov.uk/education/empire/g2/cs4/default.htm

“The Opium Wars in China”

This lengthy article from Asia Pacific Curriculum begins with an overview of the Opium Wars, British advantages during the wars, and how China’s defeat resulted in the loss of Hong Kong and the continuing sale of opium to the Chinese people at a devastating cost of addiction. This article, also available in PDF, includes visual images such as maps, charts, and photographs; a video clip “Addicted to Pleasure” from BBC; a timeline; and an online quiz.

https://asiapacificcurriculum.ca/learning-module/opium-wars-china

“Fei Ch’i-hao: The Boxer Rebellion, 1900”

This extensive primary source from Fordham University’s Modern History Sourcebook tells the harrowing tale of Fei Ch’i-hao, a Chinese Christian convert who was targeted during the Boxer Rebellion. This narrative is long but full of action and provides a unique look at the divisions within Chinese society and foreign influence that led to the Boxer Rebellion.

https://sourcebooks.fordham.edu/mod/1900Fei-boxers.asp

Spanish-American War

In this secondary source text from Historical Thinking Matters, students describe the causes of the Spanish-American War in a textbook excerpt from The Americans: Reconstruction to the 21st Century. Students understand how yellow journalism fueled war fever in America and how the American public demanded intervention in Cuba. The explosion of the USS Maine, even with causes unknown, prompted an outcry in America and war erupted. A primary source set of documents, including an article from the New York Times and McKinley’s State of the Union Address, as well as a graphic organizer, accompany the article. Students analyze the sources to respond to the central historical question: Why did the United States invade Cuba in 1898? A modified and unmodified version of the primary sources are available, as well as a Spanish translation.

http://historicalthinkingmatters.org/spanishamericanwar/1/materials/worksheets/

http://www.nationalarchives.gov.uk/education/empire/g2/cs4/background.htm

http://www.nationalarchives.gov.uk/education/empire/g2/cs4/default.htm

https://asiapacificcurriculum.ca/learning-module/opium-wars-china

https://sourcebooks.fordham.edu/mod/1900Fei-boxers.asp

http://historicalthinkingmatters.org/spanishamericanwar/1/materials/worksheets/



“Battle against Oblivion: The Defeat That Ended French Colonial Rule in Vietnam”

In this article from the Guardian, author Bruno Philip visits the city of Dien Bien Phu in Vietnam, where there is very little evidence left of the battlefield or history of this watershed moment in the French colonization of Indochina. Dien Bien Phu is the site of the only conventional military battle won by anti-colonial forces against a European power. This reading traces back to the beginnings of French colonialism in Indo-China, provides a history of the Vietnamese struggle for independence (often known as the First Indo-China War), and provides a basis for understanding how US involvement in the region shifted.

https://www.theguardian.com/world/2014/jul/01/dien-bien-phu-battle-france-vietnam-indochina-war

“Chronicling America”: Did Hawaiians Support Annexation?

These newspaper articles, published on the Chronicling America database on the Library of Congress website, detail opposing perspectives on the annexation of America. The first newspaper, the Pacific Commercial Advertiser, was written in English and served a small population of whites on the island. The writer is jubilant about the annexation of Hawaii. The second newspaper, the Independent, was the only English-language anti-annexation paper in Hawaii at the time. Students compare and contrast the opposing views on the annexation of Hawaii to determine whether or not Hawaiians supported annexation.

https://chroniclingamerica.loc.gov/lccn/sn85047084/1898-07-14/ed-1/seq-1/

UNIT 8: WORLD WAR I


“Great War Soldier’s Record: What Can We Find Out?”

When war broke out in 1914, Britain sent many soldiers to the Western Front. Many of these soldiers

were volunteers. These soldiers reacted differently to the horrors of war, and their behavior and

conduct were recorded in military records. What can we learn from these records? This lesson from the

British National Archives focuses on Donald Campbell, a young Scottish man who served in the war.

Students analyze Campbell’s military records, including his disciplinary record, employment sheet, and

casualty record, to assess his actions as a soldier. Students review historical evidence to make an

assessment of Campbell’s service during World War I.

http://www.nationalarchives.gov.uk/education/resources/great-war-soldiers-record/

“The Zimmerman Telegram”

In this lesson plan from the US National Archives, students interpret images of the Zimmerman telegram

to determine whether the information provided, and the implications of this information, gave a

reasonable cause for the United States to enter World War I. Students view the decoded Zimmerman

telegram and a decoded worksheet to search for clues and details to assess the credibility and reliability

https://www.theguardian.com/world/2014/jul/01/dien-bien-phu-battle-france-vietnam-indochina-war

https://chroniclingamerica.loc.gov/lccn/sn85047084/1898-07-14/ed-1/seq-1/

http://www.nationalarchives.gov.uk/education/resources/great-war-soldiers-record/



of the documents. The DocsTeach website allows students to zoom in on the images and enter their

responses and interpretations online.

https://www.archives.gov/education/lessons/zimmermann#documents

https://www.docsteach.org/activities/teacher/the-zimmermann-telegram

New Zealand and World War I

This website from Te Papap’s Museum of New Zealand portrays the contributions and sacrifices of

colonized nations, such as New Zealand, and illustrates how the Great War was truly a global war.

Students read about the experiences of New Zealand’s soldiers, who fought during the bloody campaign

at Gallipoli. Each section contains background information, excerpts from the soldiers, photographs, and

guided reading questions. Additionally, students browse the interactive website by clicking on “Day

One” to view photographs and quotations related to New Zealand’s participation throughout the war.

http://gallipoli.tepapa.govt.nz/mosaic

https://www.tepapa.govt.nz/learn/for-educators/teaching-resources/world-war-i-teaching-resource

“Battle of the Somme”

In this lesson from the Stanford History Education Group, students consider multiple perspectives to

determine who won the Battle of Somme. Students read and interpret primary source documents from

a British journalist and combatants, who paint different portrayals of the battle. A PowerPoint outlines

the battle and reinforces background learned from in this unit. Students synthesize the three documents

and provide a claim that they support with historical evidence.

https://sheg.stanford.edu/history-lessons/battle-somme


Private Donald Fraser, Canadian Expeditionary Force

This lengthy reading from the Modern History Sourcebook is an excerpt from My Daily Journal, wherein

a Canadian soldier details his experiences in the trenches during World War I. The soldier describes the

damp, cold trenches overrun with rats; the rations of food and rum; how they maintained the trenches;

the experience of being under fire; and witnessing the deaths of fellow soldiers. Students describe the

conditions of war and predict how soldiers survived the war and its aftermath.

https://sourcebooks.fordham.edu/mod/1918Fraser.asp

https://www.archives.gov/education/lessons/zimmermann#documents

https://www.docsteach.org/activities/teacher/the-zimmermann-telegram

http://gallipoli.tepapa.govt.nz/mosaic

https://www.tepapa.govt.nz/learn/for-educators/teaching-resources/world-war-i-teaching-resource

https://sheg.stanford.edu/history-lessons/battle-somme

https://sourcebooks.fordham.edu/mod/1918Fraser.asp



“Everything You Need to Know about World War I”

This NewsELA article describes how the assassination of Archduke Ferdinand was a contributing factor

to the outbreak of World War I and how alliances turned this regional conflict into a global war.

Students examine Germany’s initial plan and the nature of trench warfare. The article explains America’s

entrance to the war, Russia’s exit, and the Treaty of Versailles.

https://newsela.com/read/lib-overview-world-war-i/id/36371/

“Breaking News: June 28, 1914”

This two-page article from the National World War I Museum and Memorial is written using the format

of a breaking news alert and details the morning of the assassination of the Archduke Ferdinand. A

secret society called the Black Hand recruited three young Serbian nationalists to carry out the attacks,

and the first attempt was unsuccessful. A timeline of events and a diagram outlines the sequence of

events. Students should be instructed to confine their task to reading the article (the pdf) rather than

participating in the lesson.

https://www.theworldwar.org/learn/educators-students/museum-lesson-plans

“United States Enters WWI: Weighing the Decision to Enter the War”

In this reading authored by the National World War I Museum and Memorial, students read primary

sources, determine points of view of the authors, and evaluate the objectivity of the information

provided to understand why some Americans supported military intervention in World War I while

others opposed it. Students should be instructed to confine their task to reading the primary sources

(pp. 4-9 of the pdf) rather than participating in the lesson.


“Teenage Assassins: The Sarajevo Assassination and the Spark That Ignited a World War”

In this reading authored by Lisa Adeli, students think critically about the historical issues surrounding

World War I, develop a greater understanding of Balk history, understand how Bosnia was a dangerous

hot spot in 1914, and explore the role of secret cells in the Young Bosnia Youth movement. Students

consider the consequences and effects of small, personal choices. Students should be instructed to

confine their task to reading the key background document (Document 1, pp. 6–8 of the pdf) rather than

participating in the lesson.


https://newsela.com/read/lib-overview-world-war-i/id/36371/






UNIT 9: EFFECTS OF WORLD WAR I


“Analyzing the Effects of World War I”

In this lesson from Facing History and Ourselves, students use maps to visualize and understand the effects of World War I. The maps “Empires before World War I” and “The World after World War I” illustrate the scope and impact that World War I had on the countries that fought in it and on the world as a whole. Students use these maps to make predictions about what will happen in the years following the war.

https://www.facinghistory.org/holocaust-and-human-behavior/analyzing-effects-world-war-i

“Analyzing Einstein’s Citizenship Application”

In this activity created by the National Archives, students use the online tool DocsTeach to examine and interpret information from a “Declaration of Intention” document to discover the identity of the individual applying for citizenship to the United States. Questions prompt students to analyze the document and understand it in its historical context. Students use clues to make an educated guess about the identity of the individual and type their guess into the online tool. The identity of Albert Einstein is concealed until the conclusion of the activity.

https://www.docsteach.org/activities/teacher/analyzing-einsteins-citizenship-application

Scopes Trial

In this lesson plan from Historical Thinking Matters, students investigate the Scopes Trial to understand the historical context of the post–World War I period. This trial, normally viewed as a debate over evolution, was a product of the time and reflects the social and cultural tensions of the 1920s. A warm-up activity; timeline of key events; a brief video clip; audio clips from historians; and an excerpt from a textbook establish and reinforce background information. Students analyze primary sources from a variety of perspectives, including a statement from the American Federation of Teachers, an article from the Chicago Defender, and a political cartoon from Dallas News. Students consider multiple perspectives to respond to the writing prompt: How was the controversy surrounding the Scopes Trial more complicated than a simple debate between evolutionists and creationists? Alternatively, students participate in a web quest to respond to the question: Why did the Scopes Trial capture the nation’s attention?

http://historicalthinkingmatters.org/scopestrial/1/


“Primary Sources: Ernest Hemingway Gets a Letter from His WWI Love”

In this NewsELA article, a primary source letter from Agnes von Kurowsky to Ernest Hemingway is

accompanied with an introduction. Hemingway was an ambulance driver in Italy during World War I,

and at the age of 18, was injured and taken to an American hospital where he falls in love with his nurse,

https://www.facinghistory.org/holocaust-and-human-behavior/analyzing-effects-world-war-i

https://www.docsteach.org/activities/teacher/analyzing-einsteins-citizenship-application

http://historicalthinkingmatters.org/scopestrial/1/



Agnes. Hemingway and Agnes exchanged letters after his release, and Hemingway was convinced they

would one day marry. In this letter, Agnes breaks off their relationship and informs Hemingway that she

in engaged. Hemingway and Agnes never meet again, but Agnes was the basis for a character in

Hemingway’s 1929 classic A Farewell to Arms.

https://newsela.com/read/primary-source-hemingway-love-letter/id/26393/

“The Great War: A Hundred Year Legacy of World War I”

This website from the New York Times includes a world map that shows national boundaries in 1910,

1924, and 2014; primary source articles from the New York Herald on the assassination of Archduke

Ferdinand; progress of the war; America’s entrance into the war; the end of the war; and a variety of

secondary source articles, including “The War to End All Wars? Hardly. But It Did Change Them Forever”

by Steven Erlanger.

https://www.nytimes.com/interactive/2014/06/27/world/legacy-of-world-war-i.html

“The Great Depression in Global Perspective”

This article from Digital History is a concise summary of the Great Depression as a global phenomenon,

providing statistics and analysis of the Great Depression in all nations and examining the effects of the

Great Depression on specific nations as case studies. The article explains the economic causes and

effects of the Great Depression. It then expands to explain how the Great Depression caused significant

social, political, and cultural upheaval that led to World War II and continued to shape the relationships

between nations, the role of government in the economy, and political identities today.

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3433

Reaction to the Treaty of Versailles

This reading describes the terms of the Treaty of Versailles and explores the reactions to the treaty from

British, French, American, and German perspectives, as well as the interpretations of modern historians.

Students click on the third link to access the BBC article “Versailles and Peacemaking” by Dr. Ruth Henig.

http://www.nationalarchives.gov.uk/education/greatwar/g5/cs2/background.htm

“The Peace Settlement”

While this reading from the BBC Bitesize History collection can be printed, it is designed to be read

electronically. Each component of the reading covers a different aspect of the Treaty of Versailles. The

text provides a summary of the peace settlement; a list of each global leader and their objectives for the

summit; President Wilson’s Fourteen Points; the historical consequences of the treaty; and its impact on

the world today.

https://www.bbc.com/education/guides/zxp9kqt/revision/1

https://newsela.com/read/primary-source-hemingway-love-letter/id/26393/

https://www.nytimes.com/interactive/2014/06/27/world/legacy-of-world-war-i.html

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3433

http://www.nationalarchives.gov.uk/education/greatwar/g5/cs2/background.htm

https://www.bbc.com/education/guides/zxp9kqt/revision/1



UNIT 10: TOTALITARIANISM


“Heroes & Villains: Joseph Stalin and the Industrialisation of the USSR”

In the Heroes & Villains series presented by the British National Archives, students examine the contributions and successes of Joseph Stalin, as well the costs, to respond to the question: Did the end justify the means? When Stalin rose to power, Russia was underdeveloped and ravaged by civil war and famine. Stalin implemented a rapid industrialization plan to build factories and transportation networks. Stalin was hated and feared by some, and adored and glorified by others. Stalin helped the Allies defeat Germany in World War II and helped Russia become a world power. However, more than 20 million of his citizens died during his regime. Students examine the primary and secondary sources located in the three case studies to respond to the questions: Why did Stalin industrialization Russia? How did he do it? What were the costs? Did the end justify the means?

http://www.nationalarchives.gov.uk/education/heroesvillains/g4/

Freedom Matters: Unit 3 Totalitarianism and Freedom in the 20th Century: Lesson One

The Freedom Collection, presented by the Bush Institute, is a series of lesson plans on the global response to Nazi Germany and the Soviet Union. This first lesson, “Totalitarianism and Freedom in the Twentieth Century,” describes the distinctive features of a totalitarian system of government, explains the conditions that led to the rise of totalitarian governments in Germany and the Soviet Union, and examines how these governments limited individual freedom. The lesson begins with a brief reading to recall and establish important background information and short video clips that share personal stories of political prisoners from Vietnam, the Czech Republic, and China. In pairs, students read about Hitler and Stalin to create character analyses in the form of stick figures. Students engage in discussions about the quality of life for people living in these regimes. The lesson concludes with optional enrichment activities and links to additional sources.

http://www.freedomcollection.org/news/download-the-freedom-matters-curriculum-2/

TED Ed Talk: “History vs. Vladimir Lenin”

In this Ted Ed Talk created by Alex Gendler, Vladimir Lenin is on trial. Was Lenin a hero or a villain? Was he a better alternative than Nicholas II? Or did he simply replace one totalitarian government with another? This video examines the successes and failures of Russia before and after Lenin, and examines the struggles of the people under both leaders. Evidence against Lenin includes his murdering Nicholas’s entire family; killing rebelling peasants with poisonous gas; widespread oppression of the people; famines; and the persecution of political dissidents. Or did Lenin turn Russia from a backward, underdeveloped monarchy into a modern industrial superpower?

https://ed.ted.com/lessons/history-vs-vladimir-lenin-alex-gendler#watch

http://www.nationalarchives.gov.uk/education/heroesvillains/g4/

http://www.freedomcollection.org/news/download-the-freedom-matters-curriculum-2/

https://ed.ted.com/lessons/history-vs-vladimir-lenin-alex-gendler%23watch




“Russia Quits the War”

This reading from Facing History explains how the costs of World War I, food shortages, and riots forced the czar to give up the throne while Lenin gained popularity with his calls for “peace, land and bread.” Lenin and the Bolsheviks seized power and attempted to build a nation founded on the principles of Karl Marx and communism. However, the cost of withdrawing from World War I meant a loss of 30 percent of Russia’s territory, which resulted in a civil war. Students understand how Lenin’s ascent to power and the creation of the USSR came at the disapproval of the Western world.

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-3/russia-quits-war

“‘Whisperers’ of Stalin’s Russia Find Their Voice”

This article from NPR explores how Stalinism entered people’s minds and emotions, as well as the lasting legacy of Stalin. An excerpt from the book The Whisperers by Orlando Figes tells the story of Antonina Golovina, who was eight years old when her family was exiled to Siberia by Stalin. Her family was relocated to a special settlement camp, where many died from hunger, cold, and diseases. Antonina’s family eventually returned from exile and was reunited, but she faced the stigma of being a “kulak,” or class enemy. Banned from attending most schools and holding jobs, Antonina was determined to overcome her stigma and gain acceptance by society. Antonina lied about her past to gain admission into medical school and join the Communist Party. This short, personal story illustrates the lasting effects of Stalin on the people of Russia.

https://www.npr.org/templates/story/story.php?storyId=17376494

“World Leaders: Francisco Franco”

This reading from History.com describes how general and dictator Francisco Franco ruled Spain from 1939 until his death. With the assistance of Nazi Germany and Fascist Italy, Franco rose to power during the Spanish Civil War. Once in power, Franco took absolute control of Spain, persecuted political opponents, repressed culture, and censored the media. This article examines the early years of Franco’s life, his rise to power, and life under his rule.

https://newsela.com/read/bio-world-leader-francisco-franco/id/35983/

“The Spanish Civil War”

This one-page article from BBC’s Bitesize History offers a succinct history of the Spanish Civil War, both from a Spanish and an international perspective. The reading focuses on the historical causes and effects of the war, international intervention and support during the war, and the relationship between the Spanish Civil War and World War II. Students analyze how Spanish society was divided during this time, how the political outcome affected the balance of power in Europe, and how the Spanish Civil War acted as a predictor for World War II.

http://www.bbc.co.uk/bitesize/higher/history/roadwar/spancivil/revision/1/

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-3/russia-quits-war

https://www.npr.org/templates/story/story.php?storyId=17376494

https://newsela.com/read/bio-world-leader-francisco-franco/id/35983/

http://www.bbc.co.uk/bitesize/higher/history/roadwar/spancivil/revision/1/



“Youth and the National Community”

This lesson from Facing History consists of two articles, “Youth in Nazi Germany Reading Set 1” and “Youth in Nazi Germany Reading Set 2,” and optional learning activities are also available. These articles include excerpts from citizens and young people living in Nazi Germany. An American teacher describes the conditions and purpose of German schools—to groom boys into soldiers and girls into breeders. A German girl describes being a disappointment to her father because she was not a son; and a German boy describes his indoctrination and joining Hitler’s Youth. Students analyze these primary source excerpts to identify the choices made by young people in Nazi Germany and develop their own ideas about the roles that young people play in their education.

https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior/youth-and-national-community

UNIT 11: WORLD WAR II


“Just War”

The lesson presents the theory of having a just cause for going to war. The lesson analyzes the theory in

relation to the United States declaring war against Japan after Japan attacked Pearl Harbor. For

background knowledge, students watch a video clip to learn about the Geneva Convention. Students

learn the six principles of the just war theory. They also review the details of the attack on Pearl Harbor

and review the role the United States had in the war. Then, they complete a Declaration of War

worksheet to analyze FDR’s declaration of war on Japan. Finally, students will evaluate whether the

principle of a just war supports FDR’s declaration. The site also lists several optional extension activities.

https://www.pbs.org/thewar/edu_lesson_plan.htm

“D-Day: June 6, 1944”

This lesson examines the meticulous planning and the strategic gamesmanship that went into the D-Day

invasion. Students immerse themselves into the planning of the invasion. They activate their prior

knowledge of the circumstances of the war by watching a video clip. Students then research and

investigate one of three separate potential D-Day invasion sites and create a persuasive presentation

telling about the benefits of selecting their invasion plan.


“The Battle of the Bulge”

This lesson focuses on Germany’s last-ditch counterattack that became known as the Battle of the Bulge.

Students watch a video to ensure they have an understanding of the circumstances of World War II in







the fall and winter of 1944. Students then research and collect data about the battle and the conditions.

They complete a data collection sheet, based on what they learned.



Anne Frank: The Diary of a Young Girl

In 1942, with the Nazis occupying Holland, a 13-year-old Jewish girl and her family fled their home in

Amsterdam and went into hiding. For the next two years, until their whereabouts were betrayed to the

Gestapo, the Franks and another family lived in the “Secret Annex” of an old office building. Cut off from

the outside world, they faced hunger, boredom, the challenges of living in confined quarters, and the

ever-present threat of discovery and death. In her diary, Anne Frank recorded vivid impressions of her

experiences during this period. Thoughtful, moving, and surprisingly humorous, her account offers a

commentary on human courage and frailty and a self-portrait of a sensitive and spirited young woman

whose promise was cut short.1

Desert Fox

This is the story of the life of Erwin Rommel, from his youth in Imperial Germany—when he had a child

out of wedlock—through his lauded military exploits during World War I, to his suicide during World

War II after he attempted a coup against Hitler. Rommel was a man of contradictions. He was a soldier

who wrote a best-selling book about World War I; an officer who went from commanding Hitler's

bodyguard to trying to kill him; and a serious military mind who was also known for playing practical

jokes. In Desert Fox, author Samuel Mitcham analyzes Rommel and takes a close look at his military

actions and reflections.2

The Last Lion: Winston Spencer Churchill: Defender of the Realm, 1940–1965

Spanning the years 1940 to 1965, The Last Lion: Winston Spencer Churchill: Defender of the Realm,

1940–1965 begins shortly after Winston Churchill became prime minister—when Great Britain stood

alone against Nazi Germany. William Manchester and Paul Reid recount how Churchill organized his

nation’s military response and defense, convinced FDR to support the cause, and symbolized the “never

surrender” philosophy that helped win the war. At one point, Churchill was driven from office, even as

he warned the world of the coming Soviet menace. After his triumphant return to 10 Downing Street, he

pursued his final policy goal: a summit with President Dwight Eisenhower and Soviet leaders. During

Churchill’s last years, the author shares that he faced the end of his life with the same courage he

brought to every battle he fought.3

1 https://www.amazon.com/Anne-Frank-Diary-Young-Girl/dp/0553296981/ref=sr_1_1?s=books&ie=UTF8&qid=1533827910&sr=1-1&keywords=anne+frank+the+diary+of+a+young+girl 2 https://www.amazon.com/Desert-Fox-Samuel-W-Mitcham/dp/162157721X 3 https://www.amazon.com/Last-Lion-Churchill-Defender-1940-1965/dp/0345548639



Night

Night is Elie Wiesel’s candid and poignant account of his survival as a teenager in the Nazi death camps.

In a new preface, Wiesel reflects on the enduring importance of Night and his lifelong, passionate

dedication to ensuring that the world never forgets humankind’s capacity for cruelty. Night lists the

daily terrors of Auschwitz and Buchenwald. It also addresses many philosophical, as well as personal,

questions about what the Holocaust was, what it meant, and what its legacy is.4

UNIT 12: COLD WAR EUROPE


“The Cold War”

In this lesson plan from the Stanford History Education Group, students explore a variety of documents

highlighting various issues and perspectives to address the central historical question: Who was

primarily responsible for the Cold War? A PowerPoint and timeline of key events establish and recall

important background information learned from this unit and previous units, including the differences

between capitalism and communism, history of US–Soviet relations from World War II, the aftermath of

World War II, the creation of the Soviet bloc in Eastern Europe, and the US policy of containment.

Students analyze primary source documents from Churchill’s Iron Curtain speech, the Truman Doctrine,

a telegram from Nikolai Novikov to Soviet leadership, and a letter from the secretary of commerce to

Truman. This lesson plan includes guided reading questions to help students evaluate source reliability,

compare competing historical narratives, and form a claim with supporting historical evidence that

responds to the central question: Who was primarily responsible for the Cold War?

https://sheg.stanford.edu/history-lessons/cold-war-0

“Harry Truman and the Truman Doctrine”

This student activity from the Harry S. Truman Presidential Library and Museum describes the conditions

that led to the establishment of the Truman Doctrine. When Britain pulled its support from Greece and

Turkey, the United States was obligated to ensure Greece and Turkey did not fall to communism. The

birth of the domino theory—the hypothesis that if these two countries fell, then communism would

spread south to Iran and east to India—prompted legislators to endorse the Truman Doctrine. Over

$400 million in aid was sent in the form of military and economic aid, and this doctrine would guide US

diplomacy for the next 40 years. In this activity, students analyze primary and secondary source

documents, including photographs, maps, and an oral history, to examine the lasting impact of the

Truman Doctrine on Cold War foreign policy.

https://www.trumanlibrary.org/teacher/doctrine.htm

4 https://www.amazon.com/Night-Elie-Wiesel/dp/0374500010

https://sheg.stanford.edu/history-lessons/cold-war-0

https://www.trumanlibrary.org/teacher/doctrine.htm



“The Space Race: Project Mercury”

In this lesson plan created by the National Archives Education Team, students understand the tension

between the US and the USSR in the race for space domination. Students utilize DocsTeach to analyze a

primary source memorandum from the seven Mercury astronauts to the Mercury director encouraging

an exchange with astronauts from the USSR. Students work in pairs to examine the memo and

determine how it fits into the larger context of the Cold War. Students evaluate the merits of the memo,

and then create an imaginary letter explaining why they would either sign or decline signing the

document addressed to the Mercury program director.

https://www.docsteach.org/activities/teacher/the-space-race-project-mercury


“The House Un-American Activities Committee”

The House Un-American Activities Committee (HUAC) became a standing committee in 1946 to investigate any group that challenged the form of government guaranteed by the US Constitution. This committee examined federal employees who were allegedly attracted to communism or promoted policies favorable to the Soviet Union. This committee also investigated many people working in Hollywood. Students should be instructed to read the links rather than participating in the lesson. The first link provides background. In the second link, they read “We Must Keep Labor Unions Clean” to determine if the HUAC was justified in its investigation of the entertainment industry.

https://edsitement.neh.gov/lesson-plan/house-un-american-activities-committee#sect-background

http://historymatters.gmu.edu/d/6458

“President Reagan and the Cold War: Vision and Diplomacy”

With these primary sources compiled and presented by the National Archives and DocsTeach, students document the role of leadership and diplomacy in ending the Cold War and the relationship between President Reagan and General Secretary Gorbachev. Students examine photographs of Reagan and Gorbachev at the first summit in Geneva and of Reagan delivering a speech at the Berlin Wall, a letter from Regan to Gorbachev, and remarks given by Reagan at the Berlin Wall. Students use these documents and photographs to compare and contrast the words delivered by Reagan at the Berlin Wall with the signing of the Intermediate-Range Nuclear Forces (INF) Treaty in the East Room of the White House. Students should be instructed to read the links rather than participate in the lesson. Students should be instructed to read the primary sources (with arrows next to them) rather than participate in the lesson.

https://www.docsteach.org/activities/teacher/president-reagan-and-the-cold-war-vision-and-diplomacy

Who Caused the Cold War and When Did It Start?

Historians do not agree on what started the Cold War; there are even disagreements about when it actually started. Students synthesize primary and secondary source documents such as the Zinoviev letter, Soviet policy, the Iron Curtain speech, the Truman Doctrine, and the Munich Agreement to assess

https://www.docsteach.org/activities/teacher/the-space-race-project-mercury

https://edsitement.neh.gov/lesson-plan/house-un-american-activities-committee#sect-background

https://www.docsteach.org/activities/teacher/president-reagan-and-the-cold-war-vision-and-diplomacy



relations between Britain and the Soviet Union, and determine when the Cold War started and why. Students should be instructed to read the links rather than participate in the lesson.

http://www.nationalarchives.gov.uk/education/coldwar/

“Berliners Gather at the Barricades Dividing Families and Friends”

This New York Times article from August 25, 1961, offers a glimpse of how ordinary Berliners experienced the wall in its early years. There is the story of a wedding, with members of the wedding party on each side of the wall. There is also a description of the death of a 59-year-old woman, who, desperate to get to West Berlin, jumped from a third floor window to reach the other side. Several compelling stories of families divided and separated capture the reader’s attention.

Go to https://learning.blogs.nytimes.com/2009/11/10/from-concrete-to-memory-scrapbooking-the-berlin-wall/ and click on “Berliners Gather at the Barricades Dividing Families and Friends” to access the reading.

The Berlin Airlift

This reading from the Truman Library about the Berlin airlift examines the first battleground of the Cold War between the US and the USSR in divided Germany. The article incorporates primary and secondary sources, including a memo from the Central Intelligence Agency (CIA) to President Truman, George Kennan’s “long telegram,” and a map from Germany during the Berlin airlift. Students understand how each nation responded to acts of aggression during the early years of the Cold War. Students should be instructed to read the background information rather than participate in the lesson https://www.trumanlibrary.org/teacher/berlin.htm

“NATO from the Cold War to Today: Defending Democracy in Europe”

This article from Encyclopedia Britannica describes the establishment of NATO as a defense against the Soviet Union and its European allies. The differences about the role a government should play in the economy were a key part of the Cold War. This article discusses the impact of the Truman Doctrine and Marshall Plan, as well as the Soviet response. This article is available in five reading levels and is accompanied by multiple-choice questions.

https://newsela.com/read/lib-nato-birth-cold-war/id/31557/write/

UNIT 13: COLD WAR ASIA


Legacy of the Korean War

In this lesson plan from the Stanford History Education Group, students explore how the Korean War continues to influence the daily lives of countless soldiers, policy makers, and civilians. The relationship between these nations continues to be affected by the history of the Korean War, and differences in understanding the causes of the Korean War could create future conflict. In this activity, students examine the historical question: Who started the Korean War? They analyze two different textbook passages: one from South Korea and one from North Korea. In addition to gathering evidence to

http://www.nationalarchives.gov.uk/education/coldwar/

https://learning.blogs.nytimes.com/2009/11/10/from-concrete-to-memory-scrapbooking-the-berlin-wall/

https://learning.blogs.nytimes.com/2009/11/10/from-concrete-to-memory-scrapbooking-the-berlin-wall/

https://www.trumanlibrary.org/teacher/berlin.htm

https://newsela.com/read/lib-nato-birth-cold-war/id/31557/write/



respond to this historical question, students examine the use of language and interpretation of history to determine the nationality of the textbook passages and assess how differing visions of history create conflict today. A PowerPoint to establish context, modified and unmodified documents, and guided reading questions are included.

https://sheg.stanford.edu/history-lessons/korean-war-0

“China’s Cultural Revolution”

In this lesson plan from the Stanford History Education Group, students discover that China’s Cultural Revolution was a massive attempt by Mao Zedong to modernize China by turning the younger generation into an army to attack both the ideas, and often the lives, of their parents and elders. This effort created a massive period of upheaval in which parents, teachers, party leaders, and government officials found themselves accused and persecuted by children and young adults, sanctioned by the highest authority. The Cultural Revolution is a critical watershed moment in Chinese history, as it represents the last major program of the Mao Zedong era, and its violence created considerable instability and a power struggle that would ultimately drive China in a new economic and cultural direction. In this lesson, students examine four primary source documents and a timeline to determine the methods and ideas that Mao Zedong used to mobilize the youth to extremism and violence. Students synthesize evidence from each document to create a written response to the historical question: Why did Chinese youth get swept up in the Cultural Revolution?

https://sheg.stanford.edu/history-lessons/chinas-cultural-revolution

The Gulf of Tonkin Resolution

In this lesson plan from EdSITEment, students understand how the term “fog of war” refers to the uncertainty and confusion that can be caused in combat situations. There have been times in American history when events leading up to a larger conflict have been confusing, controversial, and mysterious (for example, the explosion of the USS Maine prior to the Spanish-American War). The Gulf of Tonkin incident is one such event in which there is historical confusion and controversy over what happened, even today. What is known is that the event was a pivotal moment in the expansion of US military intervention in Vietnam. In this activity, students investigate multiple primary source documents to evaluate what happened during the Gulf of Tonkin incident, how the US government responded to this incident, and to what extent the US responded based primarily on domestic political concerns and policies rather than the incident itself. Students write a response using evidence from the sources provided to determine if the US was planning to go to war in Vietnam before August 1964.

https://edsitement.neh.gov/lesson-plan/gulf-tonkin-resolution-and-escalation-vietnam-war#sect-activities


“‘The First Saddest Day of My Life’: A Vietnam War Story”

This Vietnam War article by Sharon D. Raynor tells the story of slowly discovering the Vietnam War experiences of her father. This discovery begins when, as a 13-year-old girl, she discovered her father’s war journal, which began a long and often painful conversation. The reading shows the daily life and

https://sheg.stanford.edu/history-lessons/korean-war-0

https://sheg.stanford.edu/history-lessons/chinas-cultural-revolution





experiences of an American soldier: from the gear they carried to their experiences both in combat and at rest, as well as their emotions and reception after they returned to America. The reading provides a balanced, thoughtful look at the controversies and pain that shaped Americans’ differing views of the Vietnam War. This reading is available in five different reading levels.

https://newsela.com/read/gl-vietnam-war-letters-memoir/id/30728/

“The Vietnam War: Tragic Conflict in Asia Affected an American Generation”

This reading from the History Channel provides an excellent historical analysis of the background of the Vietnam War and explains how US involvement in the conflict escalated due to events within Vietnam and the broader context of the Cold War and domestic politics. The article then offers a historical analysis of the effects of the Vietnam War on American history. This reading is available in five different reading levels.

https://newsela.com/read/lib-history-vietnam-war/id/29906/

“China’s Great Famine: The True Story”

This article from the Guardian is written by Yang Jisheng, a journalist for China’s state news agency, Annals of the Yellow Emperor. When the Communist power took control of China in 1949, they were assuming control over a nation completely devastated by the Japanese in World War II and 20-plus years of intermittent civil war. The Chinese economy was still largely agrarian, having failed to develop into a modern industrial nation due to conflict and colonial influence. After ten years of rule, Mao Zedong’s Great Leap Forward was intended to completely transform the Chinese economy to be able to compete with Cold War enemies and other Communist nations. In this reading, students discover new research that suggests that as many as 36 million Chinese were killed through starvation and political oppression during this era.

https://www.theguardian.com/world/2013/jan/01/china-great-famine-book-tombstone

Analyzing U.S. Involvement in Vietnam

In this series of texts from the National Archives, students use DocsTeach to interpret background information and analyze visual images to create a title for each “episode” of the Vietnam War. Students discover America’s motives for involvement in the Vietnam War by analyzing the historical context of the Cold War, post-colonial conflicts following World War II, and Vietnamese history and culture. This reading provides a well-organized explanation of each component of the conflict and a detailed explanation of how the United States responded to each development. America’s involvement in Vietnam ultimately resulted in the deaths of more than 3 million Vietnamese and more than 58,000 American soldiers. Each development of the history is presented in a succinct “episode,” which students then summarize and analyze by naming. Students then use the sequence and meaning of these episodes to develop chronological reasoning for the expansion of the conflict and its ultimate outcome of North Vietnamese success. Students should be instructed to read the primary source documents (listed with arrows next to them) rather than participate in the lesson activities.

https://www.docsteach.org/activities/teacher/analyzing-us-involvement-in-the-vietnam-war

https://newsela.com/read/gl-vietnam-war-letters-memoir/id/30728/

https://newsela.com/read/lib-history-vietnam-war/id/29906/

https://www.theguardian.com/world/2013/jan/01/china-great-famine-book-tombstone

https://www.docsteach.org/activities/teacher/analyzing-us-involvement-in-the-vietnam-war



“Korean War”

This article from History.com describes the North Korean invasion of South Korea and the resulting first intervention of the Cold War. This article explains how the two Koreas were established after World War II with the north backed by the Soviet Union and the south backed by America. Students examine how the Korean War evolved into a war to liberate the north from communism, and the lasting results of this war. This article is available in five different reading levels.

https://www.history.com/topics/korean-war

UNIT 14: NATION BUILDING IN THE MODERN WORLD


The Assassination of Patrice Lumumba

In this lesson plan from the Stanford History Education Group, students recall the history of the Belgian colonization of the Congo. A PowerPoint discussion establishes and reinforces background information learned about the decolonization of Africa. The nation known today as the Democratic Republic of the Congo is located in one of the most resource rich areas of the world. This wealth of resources and the powerful, navigable Congo River made the Democratic Republic of the Congo a target for colonization, leading to the rule of King Leopold of Belgium and the slave labor of millions on rubber plantations. Like many areas of Africa following World War II, the Congolese fought for their independence and eventually gained it. Unfortunately, the Congo was divided between different political factions and ethnicities, and the first democratically elected president of the nation, Patrice Lumumba, was forced from office and then assassinated. Students evaluate and synthesize multiple primary and secondary sources to determine why Patrice Lumumba was assassinated and to what extent this assassination was ordered by Belgium and the United States to maintain economic and political control in the region.

https://sheg.stanford.edu/history-lessons/assassination-patrice-lumumba

The Partition of India

The British Empire survived and ultimately won World War II, but at a tremendous material and human cost. India shared in the sacrifice demanded to achieve victory by sending thousands of soldiers to fight against Nazi Germany and Japan. During World War II, India also experienced the horrific Bengali famine, resulting in the deaths of more than 3 million people. The economic and social tensions caused by World War II accelerated the Indian independence movement and the dissolution of the British Empire. The decision to partition colonial India into the modern nations of Indian and Pakistan created the largest mass migration of people in world history, resulting in the displacement of 15 million people and the deaths of approximately 2 million people. In this activity from the Stanford History Education Group, students examine what Hindi, Muslim, and British leaders knew or believed before partition. Once students have established this historical context, they are able to evaluate whether partition was a reasonable plan to address the potential problems of Indian independence.

https://sheg.stanford.edu/history-lessons/india-partition

https://www.history.com/topics/korean-war

https://sheg.stanford.edu/history-lessons/assassination-patrice-lumumba

https://sheg.stanford.edu/history-lessons/india-partition




“A Negotiated Document”

This reading from Facing History and Ourselves includes three versions of the Universal Declaration of

Human Rights (UDHR) for students to analyze and compare to better understand the collaborative

process involved in drafting this document. This document reflects a shared vision of diverse

perspectives, including input from representatives of the United States, Lebanon, China, and France.

Students understand how the UDHR was the product of compromise and how the motives of each

contributor resulted in the final version. Students should be instructed to focus only on reading the

Context section and the three drafts of the document rather than participating in any activities.

https://www.facinghistory.org/resource-library/universal-declaration-human-rights/negotiated-

document

“Aung San Suu Kyi”

In this text from Teaching Tolerance, the life and accomplishments of Aung San Suu Kyi are profiled. This article describes the public service of Kyi and her struggle to bring democracy to Myanmar. Following in the footsteps of Gandhi and Dr. Martin Luther King Jr., she used nonviolent methods to stand up to the military dictatorship of her country. Her father, a national hero, was assassinated when she was young, and his death served as an inspiration to continue her father’s mission.

https://www.tolerance.org/classroom-resources/texts/aung-san-suu-kyi

“The Mau Mau Rebellion: Mau Mau Primary Source Perspectives”

In this website, Boston University’s African Studies Center presents two perspectives of the Mau Mau

Rebellion. The Mau Mau uprising played a significant role in Kenya’s road to independence. In the first

source, a 1952 New York Times article, the Mau Mau are portrayed as violent instigators trying to create

trouble in Eastern Africa. The second source offers a different interpretation, emphasizing the role of

the Mau Mau in aiding the British fight against Hitler, only to come home to British soldiers taking their

land. Students should be instructed to focus on the reading rather than on the activities.

https://www.bu.edu/africa/outreach/teachingresources/specific-african-countries/the-mau-mau-

rebellion/

https://www.facinghistory.org/resource-library/universal-declaration-human-rights/negotiated-document

https://www.facinghistory.org/resource-library/universal-declaration-human-rights/negotiated-document

https://www.tolerance.org/classroom-resources/texts/aung-san-suu-kyi

https://www.bu.edu/africa/outreach/teachingresources/specific-african-countries/the-mau-mau-rebellion/

https://www.bu.edu/africa/outreach/teachingresources/specific-african-countries/the-mau-mau-rebellion/



“President Clinton’s Remarks in Kigali on the Rwandan Genocide”

In this 1998 speech, President Bill Clinton apologizes to the people of Rwanda for America’s lack of

action during the 1994 Rwandan genocide. The United Nations, United States, and many other nations

have been criticized for failing to stop the genocide. America claimed it was unaware of the genocide,

even though that claim has since been proven false. In this speech, Clinton acknowledges the Rwandan

government-sponsored assault on the Tutsi, whose aim was to exterminate the entire Tutsi population.

Clinton concludes with a pledge to help the survivors of the genocide.

https://www.commonlit.org/texts/president-clinton-s-remarks-in-kigali-on-the-rwandan-genocide

UNIT 15: CHALLENGES OF THE MODERN WORLD


The United Nations

This activity covers the history, structure, and accomplishments of the United Nations. It starts with

students reading an article about the background of the UN. Then, they discuss questions about the UN

in small groups. With their groups, students create brief presentations based on their discussions.

Students should be instructed to read the article, but they do not need to participate in the activities to

engage in the discussion question above.

https://illinois.pbslearningmedia.org/resource/b524a08e-a487-43f3-926a-1a4e87be657a/the-united-

nations-lesson-plan-gt/#.W3HW55NKhp8

Deconstructing Consumerism

In this lesson, students analyze the environmental, economic, and social impacts of global consumerism.

Students watch the film What Would It Look Like?, which explores the effects and issues surrounding

modern global consumerism. Students then discuss what motivates their own consumer choices and

how global consumerism affects the economy. Students demonstrate their comprehension by

responding to writing prompts about what they have learned.

https://illinois.pbslearningmedia.org/resource/gop-9-lp/deconstructing-consumerism-lesson-plan-

global-oneness-project/#.W3Hc4ZNKiHs

https://www.commonlit.org/texts/president-clinton-s-remarks-in-kigali-on-the-rwandan-genocide

https://illinois.pbslearningmedia.org/resource/b524a08e-a487-43f3-926a-1a4e87be657a/the-united-nations-lesson-plan-gt/#.W3HW55NKhp8

https://illinois.pbslearningmedia.org/resource/b524a08e-a487-43f3-926a-1a4e87be657a/the-united-nations-lesson-plan-gt/#.W3HW55NKhp8

https://illinois.pbslearningmedia.org/resource/gop-9-lp/deconstructing-consumerism-lesson-plan-global-oneness-project/#.W3Hc4ZNKiHs

https://illinois.pbslearningmedia.org/resource/gop-9-lp/deconstructing-consumerism-lesson-plan-global-oneness-project/#.W3Hc4ZNKiHs



Are We Safer?

In this lesson, students analyze the implementation of the investigative tool known as Suspicious Activity

Reports by the Department of Homeland Security in the wake of the 9/11 attacks. Students analyze

sample cases, using the Suspicious Activity Reports. They apply the “reasonable suspicion” standard to

behaviors defined as potentially criminal. Then, they write a short essay to evaluate whether these

security measures resulted in a safer United States or if they restricted individual liberties.

https://www.pbs.org/wgbh/pages/frontline/teach/are-we-safer/


“The Rwandan Genocide: Why Early Warning Failed”

This article by Gregory H. Stanton, president of the International Association of Genocide Scholars,

explores the genocide in Rwanda in the 1990s. It challenges that policy makers perceived the rising issue

in Rwanda as a “civil war” and therefore ignored early warning signs that a potential genocide was

imminent. The article argues that hundreds of thousands of lives could have been saved if the United

States, the United Kingdom, and the United Nations had acted sooner.

http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1015&context=jacaps

“The Impact of the Internet on Society: A Global Perspective”

This article, written by Manuel Castells of the University of Southern California, summarizes some of the

key research on the social effects the Internet has had. Castells compiles data from different research

firms around the world to describe the impacts of the Internet. It explores the impacts of social media

and social networking. It also discusses how the Internet has changed communication and politics.

https://www.bbvaopenmind.com/en/articles/the-impact-of-the-internet-on-society-a-global-

perspective/?utm_source=views&utm_medium=article07&utm_content=Internet-society

“Understanding Terrorism”

This article, written by Tori DeAngelis for the American Psychological Association, examines

psychologists’ efforts to collect and analyze data on the factors that lead some people to terrorism. It

examines the lure of terrorism and how people change as a result of becoming terrorists. It discusses

how cultural values and fears of cultural destruction drive people to terrorism. In addition, the article

discusses psychologists’ efforts to de-radicalize terrorist detainees, using programs that include

intellectual, emotional, and social aspects.

http://www.apa.org/monitor/2009/11/terrorism.aspx

https://www.pbs.org/wgbh/pages/frontline/teach/are-we-safer/

http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1015&context=jacaps

https://www.bbvaopenmind.com/en/articles/the-impact-of-the-internet-on-society-a-global-perspective/?utm_source=views&utm_medium=article07&utm_content=Internet-society

https://www.bbvaopenmind.com/en/articles/the-impact-of-the-internet-on-society-a-global-perspective/?utm_source=views&utm_medium=article07&utm_content=Internet-society





“How the Fight against Ebola Tested a Culture’s Traditions”

This National Geographic article by Amy Maxmen explores how health officials persuaded local leaders

in Sierra Leone to change how they mourned to help stop the spread of Ebola caused by infected bodies.

The article explores how modern medicine was at odds with cultural traditions. Locals who had

practiced certain rituals for years were not willing to easily give them up, even when doctors warned

them of the risks.

https://news.nationalgeographic.com/2015/01/150130-ebola-virus-outbreak-epidemic-sierra-leone-

funerals/

WRITING PROMPTS, SAMPLE RESPONSES, AND RUBRICS

Students engage in writing activities regularly throughout the course. Rubrics for assessment are

available for both students and teachers. Different modes of writing are incorporated in student

activities. The following prompts provide opportunities to respond in a variety of narrative,

informative/expository, and argumentative writing modes.

WRITING PROMPTS

Unit 1: Renaissance, Reformation, and Exploration

1. Based on the trial of Columbus documents, who or what is most responsible for the deaths of

the Tainos? Analyze the actions of all parties, and explain who or what should be held

responsible. Use evidence from the documents to write a five-paragraph argumentative essay

with a clear claim and supporting details.

2. The Renaissance and Reformation figures contributed many new ideas to European societies.

How extreme were these Renaissance and Reformation philosophers, artists, writers,

government leaders, and religious scholars? Write a five-paragraph argumentative essay using

evidence from the unit lessons and readings. Make sure that your essay states a point of view

that is well supported.

3. To what extent is the term “Renaissance” an effective and accurate label? Imagine that you are

a historian writing about the current time. Are we living in a Renaissance period today? If not,

how would you label and define modern culture?

Unit 2: Absolutism and Enlightenment

1. Using what you learned in Unit 2 and the additional readings provided (including the online

lesson on Galileo, the readings in “The Enlightenment,” “The Petition of Right,” and the article

on Copernicus), how did scientific and Enlightenment thinkers change people’s expectations of,

and their relationship with, the government? Write an informative account that describes how

people’s relationship to government changed during this time.

2. Using the primary source documents provided in the “God Blew and They Scattered” reading, do

you think it was reasonable for the English to give credit to God for helping them defeat the

https://news.nationalgeographic.com/2015/01/150130-ebola-virus-outbreak-epidemic-sierra-leone-funerals/

https://news.nationalgeographic.com/2015/01/150130-ebola-virus-outbreak-epidemic-sierra-leone-funerals/



Spanish Armada? Write a five-paragraph argumentative essay, using historical evidence to

support your position.

Unit 3: Revolutions in France and Beyond

1. How does perspective influence the way people view historical events? How might different

groups of people hold opposing views on the successes and failures of the Glorious, American,

and French Revolutions? Who benefited from these revolutions, and who did not benefit? Using

what you learned in the lessons from Units 2 and 3 and the additional readings provided, write a

five-paragraph essay that compares how members of different groups would view the Glorious,

American, and French Revolutions.

2. How did the British react to the events of July 1789? Using the primary source documents

provided from the National Archives on the French Revolution, write an informative essay that

explains how the British responded to the French Revolution.

Unit 4: Revolutions, Nation-States, and Empires

1. Was nationalism a positive force in shaping world history? Using what you learned in Unit 4’s

lessons on German and Italian unification, conduct additional academic research to determine

the political, economic, and social effects of nationalism on Italy and Germany and determine if

nationalism was a positive force in these two regions.

2. Using the NewsELA articles and the readings on the history of Haiti, how successful were the

Latin American revolutions? Choose two revolutions to analyze, and compare their success in

terms of political stability, the economy, and social rights.

Unit 5: Industrialization

1. Use the additional teaching material, “Factory Life,” to evaluate the trustworthiness and

credibility of the primary source documents. How reliable were the testimonies of Dr. Michael

Ward, Dr. Edward Holmes, factory employee John Birley, and journalist Edward Baines? Analyze

the primary source documents and historical context provided in this lesson to assess reliability

and determine if these testimonies should be used in a court of law.

2. Did the Industrial Revolution improve life for ordinary citizens? Who benefited the most from

the Industrial Revolution? Did the benefits outweigh the negative consequences? Explain your

position using the materials provided in the lessons and additional readings, such as the article

Cholera in 1849, the Sadler Report, and “When Everything Changed: The Industrial Revolution.”

Unit 6: Changing Societies and Economies

1. Using “The Homestead Strike” reading (https://www.zinnedproject.org/homestead-strike),

assess the positions of the skilled and unskilled workers. Would you have decided to go on

strike? What are the implications of the following scenarios: the status quo, striking and losing,

and striking and winning? Choose a side (a skilled worker advocating a strike or an unskilled

worker opposing a strike) and use evidence from the readings to write and deliver an

argumentative speech to convince the other workers to cast a vote for your side.




2. Which economic system is best for Americans today—capitalism, socialism, or communism?

Who would benefit the most from the system you chose? Who would benefit the least? How

would you use evidence from your readings and the unit lessons to convince other Americans

that your choice is the best choice?

3. How did cultural, technological, social, and economic changes of the 19th century affect average

citizens? Consider cultural changes such as entertainment, sports, and traveling; the

development of technology, such as the invention of the ice box and advancements in

communication and transportation; the evolution and abolition of slavery; and the development

of capitalism, communism, and socialism. Write an informative essay of this period that

compares and contrasts how life changed for ordinary citizens.

Unit 7: Imperialism

1. Using only the readings from the additional lesson plan “Congo, Coltan, and Cell Phones: A

People’s History,”,” determine who or what is responsible for the crimes against humanity that

occurred in the Congo. Analyze the indictments against the key players to assess who/what is

most responsible, and write your response in a five-paragraph argumentative essay.

2. How “civilized” were the imperialistic practices of Western (and Western-influenced) nations

during the late 1800s and early 1900s? Write your response in the form of a letter addressed to

one of the Western nations (such as Japan, Britain, Italy, or France) written on behalf of the

peoples of a colonized nation (such India, China, the Congo, or Vietnam) that explains the effects

of imperialism from the viewpoint of indigenous peoples. Use evidence from the primary and

secondary sources provided in the lesson plans and additional readings.

Unit 8: World War I

1. Using what you learned in this unit and the additional reading “Everything yYou Need to Know

about World War I,” what makes the Great War worth studying? What can we learn from this

event? Explain your position in a five-paragraph argumentative essay.

2. You are a member of the group Young Bosnia, and you want independence for your country.

Many people are debating the best way for Bosnia to gain independence. Use the additional

reading (Document 1, pp. 6–8 of the pdf) from “Teenage Assassins: The Sarajevo Assassination

and the Spark That Ignited a World War” (along with Document 3: Decision-Making on p. 11) to

compose a narrative essay in the form of a speech to convince the other members of your group

on the best course of action to achieve your goal of independence for Bosnia.

Unit 9: Effects of World War I

1. Use the additional reading “The Great Depression in Global Perspective” to respond to the

following writing prompt in an informative essay: Summarize the ways in which two or three

nations responded differently to the Great Depression. Compare and contrast these approaches,

and evaluate the success of each nation in recovering from the Great Depression.

2. Analyze the following quote from “The Peace Settlement”: “Many historians blame the

harshness of the Treaty of Versailles on the outbreak of the Second World War. Other historians



think that, had the Treaty of Versailles been stuck to, World War Two would never have

happened. There are other historians who claim that more international conflict and the plans

of Hitler were more responsible.” Use the additional reading “The Peace Settlement” to write an

argumentative essay answering the question: Was the Treaty of Versailles the primary cause of

World War II, or the failure of the international community to enforce the treaty?

Unit 10: Totalitarianism

1. Use the additional reading from Facing History and Ourselves, “Youth and the National

Community,” to respond to the question: What does learning about the choices people made

during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the

power and impact of citizens’ choices? Write your response in a five-paragraph informative

essay.

2. Imagine you are President Woodrow Wilson of the United States during World War I. How do

you feel about the Russian Revolution and Russia’s exit from the Great War? Compose a

narrative essay in the form of a speech that you will deliver to the people of the United States to

keep them calm and hopeful about the direction of the war.

Unit 11: World War II

1. Write a narrative about a soldier who lives through one of the significant battles of World War II,

such as the attack on Pearl Harbor, the D-Day invasion, or the Battle of the Bulge. Include

historically correct details about the battle, while telling the soldier’s story.

2. Write an informational essay describing Anne Frank’s capacity for maintaining inner strength

under difficult circumstances. Use information learned from reading Anne Frank: The Diary of a

Young Girl to inform your essay. Include facts and details about Frank’s life and quotes from the

diary. Include additional information from research as needed to complete the essay.

Unit 12: Cold War Europe

1. Use the lessons from this unit and the article “NATO from the Cold War to Today: Defending

Democracy in Europe” to write an informative essay explaining why NATO was formed and the

Soviet Union’s response to NATO. In your conclusion, evaluate the success of NATO.

2. Use the additional reading “The House Un-American Activities Committee” from Edsitement to

determine if the HUAC was justified in its investigation of Hollywood’s entertainment industry.

How American, or un-American, was Hollywood? Use evidence from the four primary sources

provided in the reading to compose a narrative of the HUAC investigations from the perspective

of an actor, writer, producer, or director in the entertainment world.

3. Use the primary sources from the Cold War case studies in the lesson from “Did the Cold War

Really Start in 1919–1939?” and the reading “Who Caused the Cold War?” to determine when

the Cold War started and what caused it. Form your historical interpretation of the causes and

timeline of the Cold War in an informative essay.



Unit 13: Cold War Asia

1. Write a five-paragraph argumentative essay to answer the following question: Was it possible

for the United States to have definitively won the Vietnam War? Cite information and evidence

from the following sources: “The Vietnam War: Tragic Conflict in Asia Affected an American

Generation” and “Analyzing U.S. Involvement in Vietnam.”

2. Use the article “The First Saddest Day of My Life” to write a narrative essay from the perspective

of the daughter of the author of the article. Write this essay in the form of a letter from the

daughter to her father, responding to his claim that “No one seemed to care about my time in

Vietnam. Everyone looked at me like I had done something bad.”

3. Use the article “Korean War” to write an informative essay that responds to the following

question: What are the lasting lessons we can learn from studying the Korean War?

Unit 14: Nation Building in the Modern World

1. Based on the reading “The Mau Mau Rebellion: Mau Mau Primary Source Perspectives,”

respond to the following question in a five-paragraph argumentative essay: Were the Mau Mau

violent terrorists, or victims of British imperialism? Use evidence from the documents to support

your claim, and address any counterarguments.

2. Use the reading “President Clinton’s Remarks in Kigali on the Rwandan Genocide” to write a

narrative essay: Imagine you are a representative of the Tutsis, and you just heard Clinton’s

1998 apology. Write a response to Clinton addressing America’s lack of intervention, how you

feel about the sincerity of his apology, and assess his promises.

Unit 15: Challenges of the Modern World

1. Write an informative essay about the 2014–2015 Ebola virus outbreak in Africa based on

information you learned in the article “How the Fight against Ebola Tested a Culture’s

Traditions.” Evaluate whether containment of the disease was successful, based on how the

disease spread and what people did to attempt to stop the further spread of the disease.

2. Write an argumentative essay arguing whether cultural diffusion has had a positive or negative

effect on the world. Support your argument with evidence from the unit.

STUDENT WRITING SAMPLES AND RUBRICS

Edgenuity understands that students often find it difficult to understand assessment criteria and what

represents “quality” work in a given writing mode. A useful teaching strategy to help students

understand the nature and characteristics of quality writing in the different modes is to analyze and

discuss exemplar student work prior to students tackling their own related task. Teachers may be

reluctant to show exemplar writing assignments that exactly match the given task for fear that students

may rely too heavily on these exemplars, or that students will assume there is an expected answer.

However, Edgenuity has provided the following recommended resources that contain multiple

exemplars of the different writing modes that can be used to further writing instruction.



Common Core Appendix C Writing Sample with Annotations

http://www.corestandards.org/assets/Appendix_C.pdf Achieve the Core Writing Samples with Annotations

https://achievethecore.org/category/330/student-writing-samples

In addition to the above annotated exemplars, Edgenuity has provided the following argumentative,

informative, and narrative student writing samples. These deliberately flawed samples can be used in

the teaching of writing workshops as a guide for students’ writings of varying ability levels.

Informative Writing Student Sample

This student exemplar serves as a model response for the informative essay students will write in the

Unit 10 lesson “Writing Workshop: A Document-Based Essay about Totalitarianism in Nazi Germany.”

Assignment summary: How did Hitler’s rule in Nazi Germany exemplify totalitarian rule? Be sure to

explain the characteristics of totalitarian rule and to what extent this type of government was seen in

Nazi Germany. Use evidence from at least five documents in your essay. Support your response with

relevant facts, examples, and details.

Totalitarianism and Nazi Germany

Totalitarian governments were on the rise in twentieth-century Europe. The main parts of a

totalitarian regime were the absence of political opposition, a magnetic leader, and absolute power in

the hands of one dictator. Hitler’s reign in Nazi Germany represented totalitarian rule because

supporting other political parties was considered an act of treason andhis personality inspired blind

loyalty; and he had complete control of the government.

Hitler lived in fear of his government being overthrown, so he did not allow anyone to voice

ideas that differed from his. In the “Summation for the Prosecution” of 1946, Robert Jackson writes: “It

was made treason, punishable by death, to organize or support a political party other than the Nazi

Party…” (Jackson). It was not just illegal to go against the leader, but the consequence was death. The

secret police made sure there was no opposition. No one was safe from Hitler, because there was no

privacy of communication. It was illegal to join another political party, and books were also censored.

Louis Lochner, an American journalist for the Associated Press living in Berlin, describes the Nazis

storming public and private libraries. These events were at the direction of the Propaganda Minister,

Joseph Goebbels. The books were burned at night, as Goebbels announced: “The age of extreme Jewish

intellectualism has now ended, and the success of the German revolution has again given the right of

way to the German spirit” (Lochner).

http://www.corestandards.org/assets/Appendix_C.pdf

https://achievethecore.org/category/330/student-writing-samples



Next, Hitler’s strong personality reinforced his totalitarian regime. People were inspired and

drawn to him as he promised a rebirth of Germany. One young man heard Hitler speak and wrote this

reflection in 1937: “His appeal to the German manhood was like a call to arms, the gospel he preached a

sacred truth…I felt that no one who had heard Hitler that afternoon could doubt that he was a man of

destiny, the vitalizing force of the future of Germany” (Ludecke).

The German people were ready for a strong leader, they had been humiliated by the terms of

the Treaty of Versailles. They were vulnerable and drawn to Hitler’s promotions of militarization. They

liked the idea of regaining lost territories and making the Germans proud again. A photograph from the

time shows an adoring mass of people surrounding Hitler’s car and saluting him (Bundesarchiv). People

were willing to do anything. According to the Constitutional Law of the Greater German Reich, “The

authority of the Fuhrer is complete and all-embracing…It extends into all fields of national life; it

embraces the entire people, which is bound to the Fuhrer in loyalty and obedience…” (Huber). Hitler’s

personality reached into every aspect of public and private life.

In addition, Hitler solidified his complete control over the nation—only a few months after being

named Chancellor. He immediately began passing anti-Semitic laws. He did not even have the support of

the majority. According to the German election results of 1924–1932, the Nazis never had more than 40

percent support in the elections (Dieter). Despite those election results, “The authority of the Fϋhrer is

not limited by checks and controls…” (Huber). On March 23, 1933, Hitler passed the Enabling Act, which

gave him the absolute power to make laws (BBC Bitesize). Less than six months later, Hitler made

himself Fϋhrer. This absolute rule, with only the approval of a small part of the population, made him a

classic dictator.

In conclusion, Hitler’s rule of Nazi Germany was a perfect example of a totalitarian government.

Like other dictators, he banned all political opposition. His powerful personality enabled him to take

advantage of citizens’ fears. In addition, he made himself Fϋhrer to establish total control of Germany.

These three combined factors supported his position as one of the most destructive examples of

totalitarianism in the twentieth century.

Works Cited

Bundesarchiv, Bild. 137-004055, German National Archives, 1938. Dieter, Nohlen and Philip Stover. Elections in Europe: A Data Handbook, 2010, p762.



“Hitler into Power, 1929–1934.” BBC Bitesize History, https://www.bbc.com/education/guides/zpvhk7h/revision/4 Huber, Ernst. Constitutional Law of the Greater German Reich, 1939. Jackson, Robert. Summation for the Prosecution, 1946. Lochner, Louis P. The Goebbels Diaries, 1948. Ludecke, Kurt G.W. I Knew Hitler, 1937.

https://www.bbc.com/education/guides/zpvhk7h/revision/4



Argumentative Essay Student Sample

This student exemplar serves as a model response for the argumentative essay students will write in the

Unit 6 lesson “Writing Workshop: An Argumentative Essay about Economic Systems.”

Assignment summary: Discuss the benefits and problems of capitalism and socialism, and evaluate which

system provides the greater overall benefit to society.

Capitalism or Socialism?

Which economic system, capitalism or socialism, offers greater benefits? Capitalism is an

economic system with private ownership of products and the means of production. Individuals control

economic decisions, and people are free to make the economic choices they see as most beneficial to

themselves. In a socialist system, the government controls property and the means of production,

resulting in fewer economic freedoms, but which in theory is designed to result in more social equality.

Although both systems have benefits and drawbacks, many economists agree that the free-market

capitalist system is more beneficial to society.

Companies functioning in a capitalist environment are competing with other companies for

customers in order to make profits for their owners and shareholders—people who have invested their

money in a company. Therefore, companies are motivated to cut costs in order to beat their

competition and to increase production when demand for goods is high, resulting in lower prices and

increased choice for all consumers. A capitalist system creates an incentive for companies to create new

products and services that will enable them to increase their profits. Economic decisions are made by

individuals, not a government bureaucracy. These features create an efficient economy, resulting in

speedier economic growth. Capitalism benefits all citizens, not just the wealthy, providing a higher

standard of living for all (Pettinge).

The system of capitalism—producing and selling for the purpose of making a profit—offers the

greatest benefit from an economic point of view. Because it is based on the model of freedom, which is

central to our democratic principles. As economist Milton Friedman said, “A society that puts equality

before freedom will get neither. A society that puts freedom before equality will get a high degree of

both” (Pettinge). In other words, economic freedom is closely linked to being part of a democracy. A

government is prevented from becoming too powerful. In a capitalist system, people are free to buy

what they want. They are free to change jobs or professions if they wish, free to negotiate for higher



wages, and free to start their own company. Individuals have more opportunities to improve their

standard of living and social class, and the system is designed so that workers have the opportunity to

be rewarded for high performance.

In The Wealth of Nations, Adam Smith predicted that free competition between businesses

would ensure fair prices and create an environment that supported high quality and new ideas

(adamsmith.org). He did not, however, predict many of capitalism’s negative effects. One negative

effect of the system was social; Adam Smith did not know that certain groups of people would be denied

the right to compete in an open market. Capitalism in the 1800s denied opportunities for economic

decision-making to women, slaves, and Native Americans (ushistory.org). Despite national efforts to

combat racism and discrimination, women and minorities are more likely to receive lower wages for

their work than white men (americanprogress.org). In addition, capitalist systems can result in a

noticeable inequality of wealth. In the United States, for example, the richest 1 percent of the

population owns about 40 percent of the total wealth, although this percentage exceeds other capitalist

nations like France and Canada. This extreme inequality is bad for the economy; some experts estimate

it has resulted in a loss of more than 5 percent of economic growth since the year 2000 (Ingraham). In

addition, unregulated capitalism can result in damage to the environment. It can cause high pollution. It

can cause poor management of natural resources.

As a result, some have argued that a socialist system would better address capitalism’s

shortcomings. During the Second Industrial Revolution, reformers around the world looked to socialism

to confront problems that had been created by industrialization, including poor working conditions,

unfair wages, and exploitation of workers by their employers.

Since that time, American citizens and government officials have recognized some of the

problems that accompany capitalism and, when necessary, they have placed limits on uncontrolled

economic activity. In the late nineteenth and early twentieth centuries, these limits helped end unfair

monopolies, increased the safety of food and drug products, lowered prices for consumers, and

supported the survival of small businesses (cs.stanford.edu).

These reforms didn’t change things from capitalism to socialism, however. Under a true socialist

system, the state owns the means of production, makes all economic decisions, and is the provider of

employment. In this ideal world, this results in an equal distribution of wealth; freedom from want;

universal access to housing, schooling and medical care; and the creation of a society in which the needs

of the many are placed ahead of the needs of the few.



Employing such a system in practice, however, resulted in the implementation of an

authoritarian government, whose leaders demanded loyalty to the state and compliance with all

government decisions. Dissent or other forms of disobedience resulted in imprisonment or death as

personal freedoms were limited. Innovation was stomped on, as no incentive existed to improve

production methods or invent new products; workers facing flat wages and no opportunity for

advancement had no incentive to creatively find ways to do their jobs more efficiently or to produce

quality goods and services. Governments overseeing these planned economies cannot effectively

respond to changes in supply or demand. This results in shortages of basic consumer goods. Corruption

was rampant, as leaders exploited the economic system for personal gain. Traditional socialist systems

have a long history of economic failure as a result of these inefficiencies (www.fee.org).

Over time, however, in practice more nations are experimenting with elements of democratic

socialism, in which private ownership of property and the means of production dominate the economy,

with government control and ownership of some industries and natural resources. In addition, the

government provides a wide variety of social services, from paid family leave, to pensions, to free

college educations, and free medical care. Such services are not actually free, however, as taxes increase

on both individuals and businesses to pay for such programs. Some countries have found themselves

bankrupt as a result.

All modern economies have some elements of socialism. Many of the services we use are

controlled by the government at a local, state, or national level. Our highway system, airports, public

transportation, parks, police and fire departments, Social Security, Medicare, and Medicaid—these are all

examples of how socialism functions within our capitalistic society. “The U.S. is seen as a ‘capitalistic’ country,

as distinct from socialistic. But in truth, we’ve never had anything close to pure…capitalism” (Way).

While the United States does have governmental control over aspects of citizens’ lives, its

pledge is always to freedom—basic political freedom that is guaranteed by the Declaration of

Independence and a nation that is ruled by law—along with economic freedom in the form of

capitalism, which allows individuals and groups to work hard and gain economic power. Although there

are some drawbacks to the capitalist system, overall, it provides the best opportunities for the most

individuals. The power of the United States comes from the combined economic power of capitalism

and the social strength of democracy—a commitment to freedom in all its forms.



Works Cited

Frye, Jocelyn and Holmes, Kaitlin. “Wage Discrimination: Behind the Numbers.” July 5, 2017. https://www.americanprogress.org/issues/women/news/2017/07/05/435190/wage-discrimination-behind-numbers/ “Government Regulation of Monopolies.” June 10, 1996. https://cs.stanford.edu/people/eroberts/courses/cs181/projects/corporate-monopolies/government.html Ingraham, Christopher. “The Richest 1 Percent Now Owns More of the Country’s Wealth than at Any Time in the Past 50 Years.” December 6, 2017. https://www.washingtonpost.com/news/wonk/wp/2017/12/06/the-richest-1-percent-now-owns-more-of-the-countrys-wealth-than-at-any-time-in-the-past-50-years/?utm_term=.89ae211b2ed0 Pettinge, Tejvan. “Pros and Cons of Capitalism.” March 20, 2017. https://www.economicshelp.org/blog/5002/economics/pros-and-cons-of-capitalism/ “The Slave Trade’s Significance.” 2016. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=447 “U.S. History Online Textbook: Revolutionary Changes and Limitations: Women,” August 17, 2018. http://www.ushistory.org/us/13e.asp Way, Ron. “Democratic Socialism? We’re Already Living It.” October 20, 2015. http://www.startribune.com/democratic-socialism-we-re-already-living-it/334832861/ “The Wealth of Nations.” https://www.adamsmith.org/the-wealth-of-nations/ “Why Socialism Is Impossible.” October 1, 2004. https://fee.org/articles/why-socialism-is-impossible/

https://www.americanprogress.org/issues/women/news/2017/07/05/435190/wage-discrimination-behind-numbers/

https://www.americanprogress.org/issues/women/news/2017/07/05/435190/wage-discrimination-behind-numbers/

https://cs.stanford.edu/people/eroberts/courses/cs181/projects/corporate-monopolies/government.html

https://cs.stanford.edu/people/eroberts/courses/cs181/projects/corporate-monopolies/government.html

https://www.washingtonpost.com/news/wonk/wp/2017/12/06/the-richest-1-percent-now-owns-more-of-the-countrys-wealth-than-at-any-time-in-the-past-50-years/?utm_term=.89ae211b2ed0

https://www.washingtonpost.com/news/wonk/wp/2017/12/06/the-richest-1-percent-now-owns-more-of-the-countrys-wealth-than-at-any-time-in-the-past-50-years/?utm_term=.89ae211b2ed0

https://www.economicshelp.org/blog/5002/economics/pros-and-cons-of-capitalism/


http://www.ushistory.org/us/13e.asp

http://www.startribune.com/democratic-socialism-we-re-already-living-it/334832861/

https://www.adamsmith.org/the-wealth-of-nations/

https://fee.org/articles/why-socialism-is-impossible/



Narrative Writing Student Sample

This student exemplar serves as a model response for the narrative essay students will write in response

to the writing prompt from Unit 6:

Assignment summary: Using “The Homestead Strike” additional reading

(https://www.zinnedproject.org/homestead-strike), assess the positions of the skilled and unskilled

workers. Would you have decided to go on strike? What are the implications of the following scenarios:

the status quo, striking and losing, and striking and winning? Choose a side (a skilled worker supporting

a strike or an unskilled worker opposing the strike), and use evidence from the readings to write and

deliver a speech to convince the other workers to cast a vote for your side.

Strike!

Raise your hand if someone you know has gotten injured on the job here. Raise your hand if you

have witnessed danger, or narrowly escaped death, while here at work. Raise your hand if someone you

know has lost his life at this job and their wives and children were kicked out of their homes. That’s our

reality. My name is John Smith, and I’m a steel worker and member of the Amalgamated Association of

Iron and Steel Workers. You are not alone in the dangers you face here. Each and every one of us, skilled

and unskilled laborers, face these terrible conditions. So it’s up to all of us to fix it. It’s our problem. It’s

our job. It’s our families and homes on the line. It’s our duty to make things better for not just our lives,

but for our children. Many of you came to America with that dream—to provide something better than

what you had for your children. Many of you risked your lives to sail across the Atlantic to be here today.

You spent your life’s savings. And for what? To fall to your death at work? To get third-degree burns that

keep you from continuing to work? To watch your wages continue to fall? To be poor while our boss

makes another million dollars? Did you come to America to orphan your young children and make

widows of your wives?

I am here, and you are here, because we deserve better. We are not asking to become

millionaires. We are not asking for handouts. We are asking for safe working conditions and fair wages.

We are asking to go to work in the morning feeling confident that we will return home that night. We

are asking to be able to feed and clothe our families. We are asking for 40-hour work weeks so we can

be fathers and raise our children. We are asking to be treated as humans.

I know we haven’t always agreed. We don’t share the same opinion about everything. But

individually, we are weak. Together, we make this steel mill run. Individually, we can be fired and




replaced. But 30,000 strong, we will be impossible to defeat. Individually, we will be ignored and

silenced. Together, we can shut down this mill. Individually, we lose. Together, we win.

It won’t be easy. Carnegie has more money and manpower than we could ever imagine. But he

is greedy, and he doesn’t want to lose a dollar. Carnegie immigrated to America, like many of you,

searching for the American Dream. And when he found it, he turned our American Dream into the

American Nightmare. If we go on strike together and shut down this plant, then he will realize that it is

cheaper to pay us what we deserve than it is to make no money at all. He thinks he doesn’t need us.

Let’s show him how wrong he is.

Many of you have asked: What happens if we strike and lose? Will we lose our jobs and our

homes? Will we be able to find work again? Will we watch our families starve? My friends, you’re asking

the wrong question. Because if we don’t strike, we have already lost. The real question here is, what

happens when we win? And that question I can answer. You will make more money. You will be safe at

work. You will return home each night to your families at a reasonable hour. You will be the husband

and father you could never be without the union.

Cast your vote to join the union. Cast your vote to strike. Stand outside this mill each and every

day on the picket line until our voices are heard and our demands are met. We will withhold our

greatest weapon, our labor, until each and every worker is guaranteed safe working conditions and fair

wages. Because that is our American Dream—and we deserve to live it.

Works Cited

“1892 Homestead Strike.” AFL-CIO. https://aflcio.org/about/history/labor-history-events/1892-homestead-strike Bigelow, Bill and Norm Diamond. “The Homestead Strike.” Zinn Education Project, https://www.zinnedproject.org/homestead-strike “Homestead Strike.” https://www.history.com/topics/homestead-strike

https://aflcio.org/about/history/labor-history-events/1892-homestead-strike

https://aflcio.org/about/history/labor-history-events/1892-homestead-strike


https://www.history.com/topics/homestead-strike



RUBRICS Edgenuity courses contain rubrics for educators to aid in scoring of specific student activities. Teachers

will find the project rubrics by clicking on the project in the Learning Management System (LMS).

Rubrics for the two Writing Workshop essays are viewed in the gradebook when reviewing the student’s

submission.

Students are able to access rubrics when working on an essay or project to evaluate their work, or that

of a peer, prior to submission.



Informative Writing Rubric



Argumentative Writing Rubric



Narrative Writing Rubric

world history 10 · 2018-08-31 · in the lesson the renaissance, students determine why italy was...

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