sampler - pearson education...iii authors, consultants, partners dr. kathy swan is an associate...

SAMPLERSAMPLERSAMPLER

WORLDHISTORY

TEACHER’SEDITION

Comprehensive teaching support will help you accomplish your goals of college and career readiness. Designed like a “T.V. Guide,” the Teacher’s Edition offers teaching suggestions paired with preview images of the digital resources.

Table of Contents for this Sampler•Authors, Partners, and Reviewers

•Reimagine Learning

•Full Program Table of Contents

•Sample Topic Introduction Support

•Sample Lesson Support

•Sample Topic Conclusion Support

Boston, Massachusetts Chandler, Arizona Glenview, Illinois Hoboken, New Jersey

Elisabeth Gaynor Ellis Anthony Esler

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Cover Image: Sphinx in front of pyramids, Giza, Cairo, Egypt. Glow Images/Alamy.

Copyright © 2016 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, request forms and the appropriate contacts within Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions.

PEARSON is an exclusive trademark in the U.S. and/or other countries owned by Pearson Education, Inc. or its af�liates.

ISBN-13: 978-01-3333541-5ISBN-10: 0-13-333541-0

1 2 3 4 5 6 7 8 9 10 V000 18 17 16 15 14

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Authors, Consultants, Partners

Dr. Kathy Swan is an Associate Professor of Curriculum and Instruction at the University of Kentucky. Her research focuses on standards-based technology integration, authentic intellectual work, and documentary-making in the social studies classroom. Swan has been a four-time recipient of the National Technology Leadership Award in Social Studies Education. She is also the advisor for the Social Studies Assessment, Curriculum, and Instruction Collaborative (SSACI) at CCSSO.

[ Program Consultant ]

Elisabeth Gaynor EllisElisabeth Gaynor Ellis holds a BS from Smith College and an MA and MS from Columbia University. Before she began writing textbooks, Ms. Ellis taught World Cultures, European History, and Russian Studies in Ardsley, New York. Ms. Ellis co-authored Prentice Hall’s World History: Connections to Today with Dr. Anthony Esler. Ms. Ellis has also written other social studies materials, including America’s Holidays, individual state histories, and a variety of Teacher’s Edition materials.

Anthony Esler Anthony Esler is an Emeritus Professor of History at the College of William and Mary in Williamsburg, Virginia. His books include several studies of the conflict of generations in world history, half a dozen historical novels, and two other surveys of world and Western history besides this one. He is a member of the American Historical Association, the World History Association, and the Authors Guild. He has received Fulbright, Social Science Research Council, and other research grants, and is listed in the Directory of American Scholars, the Directory of Poets and Fiction Writers, and Who’s Who in America. Books by Dr. Esler include Bombs, Beards, and Barricades, Forbidden City, and The Human Venture.

[ Authors ]

[ Program Partners ]NBC Learn, the educational arm of NBC News, develops original stories for use in the classroom and makes archival NBC News stories, images, and primary source documents

available on demand to teachers, students, and parents. NBC Learn partnered with Pearson to produce the myStory videos that support this program.

Constitutional Rights Foundation is a nonprofit, nonpartisan organization focused on educating students about the importance of civic participation in a democratic society. Constitutional Rights Foundation

is the lead contributor to the development of the Civic Discussion Topic Inquiries for this program. Constitutional Rights Foundation is also the provider of the Civic Action Project (CAP) for the Economics and Magruder’s American Government programs. CAP is a project-based learning model for civics, government, and economics courses.

[ Program Partners

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Reviewers & Academic Consultants

Barbara Brown Director of Outreach College of Arts and Sciences African Studies Center Boston University Boston, Massachusetts

William Childs Professor of History Emeritus The Ohio State University Columbus, Ohio

Jennifer Giglielmo Associate Professor of History Smith College Northhampton, Massachusetts

Joanne Connor Green Professor, Department Chair Political Science Texas Christian University Fort Worth, Texas

Ramdas Lamb, Ph.D. Associate Professor of Religion University of Hawaii at Manoa Honolulu, Hawaii

Huping Ling Changjiang Scholar Chair Professor Professor of History Truman State University Kirksville, Missouri

Jeffery Long, Ph.D. Professor of Religion and Asian Studies Elizabethtown College Elizabethtown, Pennsylvania

Gordon NewbyProfessor of Islamic, Jewish and

Comparative StudiesDepartment of Middle Eastern and South

Asian StudiesEmory University Atlanta, Georgia

Mark Peterson Associate ProfessorDepartment of Asian and Near Eastern

LanguagesBrigham Young University Provo, Utah

William Pitts Professor, Department of Religion Baylor University Waco, Texas

Benjamin Ravid Professor Emeritus of Jewish HistoryDepartment of Near Eastern and Judaic

StudiesBrandeis University Waltham, Massachusetts

Harpreet Singh College Fellow Department of South Asian Studies Harvard University Cambridge, Massachusetts

Christopher E. Smith, J.D., Ph.D. Professor Michigan State University MSU School of Criminal Justice East Lansing, Michigan

John Voll Professor of Islamic History Georgetown University Washington, D.C.

Michael R. Wolf Associate Professor Department of Political ScienceIndiana University-Purdue University Fort

WayneFort Wayne, Indiana

[ Program Academic Consultants ]

Campaign for the Civic Mission of Schools is a coalition of over 70 national civic learning, education, civic engagement, and business groups committed to improving the quality and quantity of civic learning in American schools. The Campaign served as an advisor on this program.

Buck Institute for Education is a nonprofit organization dedicated to helping teachers implement the effective use of Project-Based Learning in their classrooms. Buck Institute staff consulted on the Project-Based Learning Topic Inquiries for this program.

[ Program Advisors ]

Pearson World History was developed especially for you and your students. The story of its creation began with a three-day Innovation Lab in which teachers, historians, students, and authors came together to imagine our ideal Social Studies teaching and learning experiences. We refined the plan with a series of teacher roundtables that shaped this new approach to ensure your students’ mastery of content and skills. A dedicated team, made up of Pearson authors, content experts, and social studies teachers, worked to bring our collective vision into reality. Kathy Swan, Professor of Education and architect of the new College, Career, and Civic Life (C3) Framework, served as our expert advisor on curriculum and instruction.

Pearson would like to extend a special thank you to all of the teachers who helped guide the development of this program. We gratefully acknowledge your efforts to realize Next Generation Social Studies teaching and learning that will prepare American students for college, careers, and active citizenship.

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Reimagine Learning

Comprehensive Teacher SupportYour Choice of 2 Formats:

Teacher Support in Realize

Teacher’s Edition

Realize Results. Social studies is more than dots on a map or dates on a timeline. It’s where we’ve been and where we’re going. It’s stories from the past and our stories today. And in today’s fast-paced, interconnected world, it’s essential.

Instruction Your Way!Comprehensive teaching support is available in two different formats:

•Teacher’s Edition: Designed like a “T.V. Guide,” teaching suggestions are paired with preview images of digital resources.

•Teaching Support Online: Teaching suggestions, answer keys, blackline masters, and other resources are provided at point-of-use online in Realize.

Pearson Mastery SystemThis complete system for teaching and learning uses best practices, technology, and a four-part framework—Connect, Investigate, Synthesize, and Demonstrate—to prepare students to be college-and-career ready.

•Higher-level content that gives students support to access complex text, acquire skills and tackle rigorous questions.

• Inquiry-focused Projects, Civic Discussions, and Document-Based Questions that prepare students for real-world challenges;

•Digital content on Pearson Realize that is dynamic, flexible, and uses the power of technology to bring social studies to life.

Table of Contents for Today’s LearnersToday’s learners research new information by using a search engine and browsing by topic. Breaking out of a book metaphor of “chapters,” this table of contents is organized by:

•Topic: As you decide what you want to teach, you search first for the topic.

•Lesson: Within each topic are several lessons where you will find a variety of diverse resources to support teaching and learning.

•Text: Each lesson contains chunked information called Texts. This is the same informational text that appears in the print Student Edition.

This organization saves time, improves pacing, and makes it easy to rearrange content.

» Go online to learn more and see the program overview video.

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Connect: Make Meaning Personal

CONNECT! Begin the Pearson Mastery System by engaging in the topic story and connecting it to your own lives.

Preview—Each Topic opens with the Enduring Understandings section, allowing you to preview expected learning outcomes.

>> Instruction begins with an Essential Question.These thought-provoking questions engage students and introduce the Topic.

Developed in partnership with NBCLearn, the My Story videos help students connect to the Topic content by hearing the personal story of an individual whose life is related to the content students are about to learn.

Developed in partnership with NBCLearn, the videos help students connect to the Topic content by hearing the personal story of an individual whose life is related to the content students are about to learn.


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>> Active Classroom Strategies integrated in the daily lesson plans help to increase in-class participation, raise energy levels and attentiveness, all while engaging in the story. These 5-15 minute activities have you use what you have learned to draw, write, speak, and decide.

Investigate: Acquire Knowledge and Skills

INVESTIGATE! Step two of the Mastery System allows you to investigate the topic story through a number of engaging features as you learn the content.

>> Interactive Primary Source Galleries: Use primary source image galleries throughout the lesson to see, analyze, and interact with images that tie to the topic story content.

Interactive Primary Source Galleries:Use primary source image galleries throughout the lesson to see, analyze, and interact with


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Investigate

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Synthesize: Practice Knowledge and Skills

>> Continue to investigate the topic story through dynamic interactive maps. Build map skills while covering the essential standards.

>> Learn content by reading narrative text online or in a printed Student Edition.

>> Feel like you are a part of the story with interactive 3-D models.

SYNTHESIZE! In step three of the Mastery System, pause to reflect on what you learn and revisit an essential question.

in a printed Student Edition.

>> Continue to investigate the topic story through dynamic interactive mapswhile covering the essential standards.

>> Learn content by reading narrative text online or in a printed Student Edition.>>

in a printed Student Edition.


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Demonstrate: Show Understanding

>> The digital course on Realize! The program’s digital course on Realize puts engaging content, embedded assessments, instant data, and flexible tools at your fingertips.

>> Class and Data features on Realize make it easy to see your mastery data.

>> Assessment. At the end of each lesson and topic, demonstrate understanding through Lesson Quizzes, Topic Tests, and Topic Inquiry performance assessments. The System provides remediation and enrichment recommendations based on your individual performance towards mastery.

DEMONSTRATE! The final step of the Mastery System is to demonstrate understanding of the text.


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Digital Course Content

Creating an Active Classroom xxvi

Topic 1 Origins of Civilization(Prehistory–300 B.C.) 2

TOPIC INQUIRY: PROJECT-BASED LEARNING Create an Early Civilization Video Game 4

TOPIC INTRODUCTION 6

LESSON 1 Learning About Our Past 7

LESSON 2 The Neolithic Revolution 12

LESSON 3 Civilization Begins 17

SYNTHESIZE 22

DEMONSTRATE 22

Topic 2 The Ancient Middle East and Egypt(3200 B.C.–500 B.C.) 23

TOPIC INQUIRY: DOCUMENT-BASED QUESTION What Is the Function of the Law? 24


LESSON 1 A Civilization Emerges in Sumer 27

LESSON 2 Empires in Mesopotamia 32

LESSON 3 The Hebrews and the Origins of Judaism 38

LESSON 4 Egyptian Civilization 43

SYNTHESIZE 50

DEMONSTRATE 50

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Topic 3 Ancient India and China(2600 B.C.–A.D. 550) 51

TOPIC INQUIRY: DOCUMENT-BASED QUESTION What Makes an Ordered Society? 52


LESSON 1 Early Civilization in South Asia 55

LESSON 2 The Origins of Hinduism and Buddhism 61

LESSON 3 Powerful Empires Emerge in India 67

LESSON 4 Ancient Civilization in China 74

LESSON 5 Strong Rulers Unite China 81

SYNTHESIZE 87

DEMONSTRATE 87

Topic 4 The Americas (Prehistory–A.D. 1570) 88

TOPIC INQUIRY: PROJECT-BASED LEARNING Create an Online Historical Atlas 90


LESSON 1 Civilizations of Middle America 93

LESSON 2 The World of the Incas 100

LESSON 3 The Peoples of North America 106

SYNTHESIZE 112

DEMONSTRATE 112


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Topic 5 Ancient Greece (1750 B.C.–133 B.C.) 113

TOPIC INQUIRY: CIVIC DISCUSSION Athens or Sparta? 114


LESSON 1 Early Greece 117

LESSON 2 The Greek City-States 123

LESSON 3 Greek Thinkers, Artists, and Writers 131

LESSON 4 Alexander the Great and the Legacy of Greece 137

SYNTHESIZE 143

DEMONSTRATE 143

Topic 6 Ancient Rome and the Origins ofChristianity (509 B.C.–A.D. 476) 144

TOPIC INQUIRY: PROJECT-BASED LEARNING Give a Presentation About the Collapse of Empires 146


LESSON 1 The Roman Republic 149

LESSON 2 The Roman Empire: Rise and Decline 155

LESSON 3 The Legacy of Rome 161

LESSON 4 The Origins of Christianity 167

SYNTHESIZE 173

DEMONSTRATE 173


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Topic 7 Medieval Christian Europe (330–1450) 174

TOPIC INQUIRY: PROJECT-BASED LEARNING Create A Graphic Novel About Medieval Europe 176


LESSON 1 The Early Middle Ages 179

LESSON 2 Feudalism and the Manor Economy 186

LESSON 3 The Medieval Christian Church 191

LESSON 4 Economic Expansion and Change: The Crusades and After 198

LESSON 5 The Feudal Monarchs and the Church 205

LESSON 6 Learning, Literature, and Arts of the Middle Ages 212

LESSON 7 The Late Middle Ages: A Time of Upheaval 218

LESSON 8 Russia and Eastern Europe 223

SYNTHESIZE 230

DEMONSTRATE 230

Topic 8 The Muslim World and Africa (730 B.C.–A.D. 1500) 231

TOPIC INQUIRY: CIVIC DISCUSSION The Battle of Tours 232


LESSON 1 The Origins of Islam 235

LESSON 2 A Muslim Empire 240

LESSON 3 Achievements of Muslim Civilization 247

LESSON 4 The Ottoman and Safavid Empires 253

LESSON 5 Early Civilizations of Africa 259


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LESSON 6 Kingdoms of West Africa 265

LESSON 7 Trading States of East Africa 271

LESSON 8 Diverse Peoples and Traditions in Africa 276

SYNTHESIZE 282

DEMONSTRATE 282

Topic 9 Civilizations of Asia (500–1650) 283

TOPIC INQUIRY: CIVIC DISCUSSION Genghis Khan 284


LESSON 1 The Delhi Sultanate and Mughal India 287

LESSON 2 Golden Ages in China: Tang and Song Dynasties 293

LESSON 3 The Mongol Empire and Ming China 299

LESSON 4 Korea and Its Traditions 306

LESSON 5 The Island Kingdom of Japan 312

LESSON 6 The Many Cultures of Southeast Asia 319

SYNTHESIZE 325

DEMONSTRATE 325


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Topic 10 The Renaissance and Reformation(1300–1650) 326

TOPIC INQUIRY: PROJECT-BASED LEARNING Build a Hall of Fame Website 328


LESSON 1 The Italian Renaissance 331

LESSON 2 The Renaissance in Northern Europe 337

LESSON 3 The Protestant Reformation 342

LESSON 4 Reformation Ideas Spread 348

LESSON 5 The Scientific Revolution 354

SYNTHESIZE 359

DEMONSTRATE 359

Topic 11 New Global Connections (1415–1796) 360

TOPIC INQUIRY: DOCUMENT-BASED QUESTION Columbian Exchange 362


LESSON 1 Europeans Explore Overseas 365

LESSON 2 Europeans Gain Footholds in Asia 371

LESSON 3 European Conquests in the Americas 378

LESSON 4 European Colonies in North America 385

LESSON 5 The Slave Trade and Its Impact on Africa 390

LESSON 6 Effects of Global Contact 396

SYNTHESIZE 401

DEMONSTRATE 401


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Topic 12 Absolutism and Revolution (1550–1850) 402

TOPIC INQUIRY: DOCUMENT-BASED QUESTION What Rights Should Everyone Have? 404


LESSON 1 Absolute Monarchy in Spain and France 407

LESSON 2 Rise of Austria, Prussia, and Russia 414

LESSON 3 Triumph of Parliament in England 421

LESSON 4 The Enlightenment 427

LESSON 5 The American Revolution 435

LESSON 6 The French Revolution Begins 441

LESSON 7 A Radical Phase 447

LESSON 8 The Age of Napoleon 453

SYNTHESIZE 460

DEMONSTRATE 460

Topic 13 The Industrial Revolution (1750–1914) 461

TOPIC INQUIRY: DOCUMENT-BASED QUESTION Who Should Control Economic Decisions? 462


LESSON 1 The Industrial Revolution Begins 465

LESSON 2 Social Impact of Industrialism 472

LESSON 3 The Second Industrial Revolution 479

LESSON 4 Changing Ways of Life and Thought 486

SYNTHESIZE 493

DEMONSTRATE 493


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Topic 14 Nationalism and the Spread ofDemocracy (1790–1914) 494

TOPIC INQUIRY: CIVIC DISCUSSION The Irish Potato Famine 496


LESSON 1 Revolutions Sweep Europe 499

LESSON 2 Latin American Nations Win Independence 505

LESSON 3 The Unification of Germany 511

LESSON 4 The Unification of Italy 517

LESSON 5 Democratic Reforms in Britain 522

LESSON 6 Divisions and Democracy in France 529

LESSON 7 Growth of the United States 535

LESSON 8 Nationalism in Eastern Europe and Russia 541

SYNTHESIZE 548

DEMONSTRATE 548

Topic 15 The Age of Imperialism (1800–1914) 549

TOPIC INQUIRY: DOCUMENT-BASED QUESTION What was the Impact of Imperialism on India? 550


LESSON 1 The New Imperialism 553

LESSON 2 European Colonies in Africa 559

LESSON 3 Europe and the Muslim World 565

LESSON 4 India Becomes a British Colony 571

LESSON 5 China and the West 577

LESSON 6 The Modernization of Japan 582


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LESSON 7 Southeast Asia and the Pacific 588

LESSON 8 The Americas in the Age of Imperialism 594

SYNTHESIZE 601

DEMONSTRATE 601

Topic 16 World War I and the Russian Revolution (1914–1924) 602

TOPIC INQUIRY: PROJECT-BASED LEARNING Create a Video Docudrama on the Impact of War 604


LESSON 1 World War I Begins 607

LESSON 2 Fighting the Great War 612

LESSON 3 World War I Ends 618

LESSON 4 Revolution in Russia 625

SYNTHESIZE 631

DEMONSTRATE 631

Topic 17 The World Between the Wars (1910–1939) 632

TOPIC INQUIRY: CIVIC DISCUSSION Lenin and Stalin 634


LESSON 1 Revolution and Nationalism in Latin America 637

LESSON 2 Nationalist Movements in Africa and the Middle East 643

LESSON 3 India Seeks Self-Rule 650

LESSON 4 New Forces in China and Japan 656


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LESSON 5 The West After World War I 664

LESSON 6 Fascism Emerges in Italy 674

LESSON 7 The Soviet Union Under Stalin 679

LESSON 8 The Rise of Nazi Germany 687

SYNTHESIZE 693

DEMONSTRATE 693

Topic 18 World War II (1930–1945) 694

TOPIC INQUIRY: PROJECT-BASED LEARNING Create a Tribute to World War II Participants 696


LESSON 1 Aggression, Appeasement, and War 699

LESSON 2 Axis Powers Advance 704

LESSON 3 The Holocaust 709

LESSON 4 The Allies Turn the Tide 714

LESSON 5 Victory for the Allies 720

SYNTHESIZE 726

DEMONSTRATE 726


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Topic 19 The Cold War Era (1945–1991) 727

TOPIC INQUIRY: CIVIC DISCUSSION The Cold War 728


LESSON 1 A New Global Conflict 731

LESSON 2 The Western Democracies and Japan 738

LESSON 3 Communism in East Asia 744

LESSON 4 War in Southeast Asia 749

LESSON 5 The Cold War Ends 755

SYNTHESIZE 761

DEMONSTRATE 761

Topic 20 New Nations Emerge (1945–Present) 762

TOPIC INQUIRY: DOCUMENT-BASED QUESTION How Should Nations Respond to Genocide? 764


LESSON 1 New Nations in South Asia and Southeast Asia 767

LESSON 2 African Nations Win Independence 774

LESSON 3 The Modern Middle East Takes Shape 780

LESSON 4 Conflicts in the Middle East 787

SYNTHESIZE 793

DEMONSTRATE 793


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Topic 21 The World Today (1980–Present) 794

TOPIC INQUIRY: DOCUMENT-BASED QUESTION Comparing Developed and Developing Countries 796


LESSON 1 Challenges of Development 799

LESSON 2 Challenges for African Nations 804

LESSON 3 Rapid Development in China and India 810

LESSON 4 Latin American Nations Move Toward Democracy 816

LESSON 5 The Industrialized World 822

LESSON 6 Globalization and Trade 828

LESSON 7 Social and Environmental Issues 834

LESSON 8 Terrorism and International Security 840

LESSON 9 Advances in Science and Technology 846

SYNTHESIZE 852

DEMONSTRATE 852


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Culture• WhatIsCulture?• FamiliesandSocieties• Language• Religion• TheArts• CulturalDiffusionandChange• ScienceandTechnology

Economics • EconomicsBasics• EconomicProcess• EconomicSystems• EconomicDevelopment• Trade• MoneyManagement

Geography• TheStudyofEarth• Geography’sFiveThemes• WaystoShowEarth’sSurface• UnderstandingMaps

• EarthinSpace• TimeandEarth’sRotation• ForcesonEarth’sSurface• ForcesInsideEarth• ClimateandWeather• Temperature• WaterandClimate• AirCirculationandPrecipitation• TypesofClimate• Ecosystems• EnvironmentandResources• LandUse• People’sImpactonthe

Environment• Population• Migration• Urbanization

Government and Civics

• FoundationsofGovernment• PoliticalSystems• PoliticalStructures• ConflictandCooperation• Citizenship

History • How DoHistoriansStudy

History?• MeasuringTime• HistoricalSources• ArchaeologyandOtherSources• HistoricalMaps

Personal Finance

• YourFiscalFitness:An Introduction

• Budgeting• Checking• Investments• SavingsandRetirement• CreditandDebt• RiskManagement• ConsumerSmarts• AfterHighSchool• TaxesandIncome

Core Concepts

Landmark Supreme Court Cases• Korematsuv.UnitedStates• Marburyv.Madison• McCullochv.Maryland• Gibbonsv.Ogden• Worcesterv.Georgia• DredScottv.Sandford• Plessyv.Ferguson• Schenckv.UnitedStates• Brownv.BoardofEducation• Engelv.Vitale

• Sweattv.Painter• Mappv.Ohio• Hernandezv.Texas• Gideonv.Wainwright• Wisconsinv.Yoder• Mirandav.Arizona• Whitev.Regester• Tinkerv.DesMoinesSchool District

• Roev.Wade

• Bakerv.Carr• Grutterv.Bollinger• Edgewoodv.Kirby• Texasv.Johnson• NationalFederationof IndependentBusinessesetal. v.Sebeliusetal.

• Mendezv.Westminsterand Delgadov.Bastrop

Manytypesofdigitalresourceshelpyouinvestigatethetopicsinthiscourse.You’llfindbiographies,primarysources,maps,andmore.Theseresourceswillhelpbringthetopicstolife.

Digital Resources

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• CodeofHammurabi• Psalm23• TheRepublic,Plato• Politics,Aristotle• Edicts,Asoka• Analects,Confucius• FirstLettertotheCorinthians,Paul• TheQuran• TheMagnaCarta• Travels,IbnBattuta• TheDestructionoftheIndies,Bartoloméde

Las Casas• MayflowerCompact• EnglishPetitionofRight• EnglishBillofRights• TwoTreatisesofGovernment,JohnLocke• TheSpiritoftheLaws,BarondeMontesquieu• TheSocialContract,Jean-JacquesRousseau• TheInterestingNarrativeofthe LifeofOlaudah

Equiano• “GiveMeLibertyorGiveMeDeath,”PatrickHenry• “RemembertheLadies,”AbigailAdams• CommonSense,ThomasPaine• DeclarationofIndependence• VirginiaDeclarationofRights• VirginiaStatuteforReligiousFreedom,

ThomasJefferson• “ToHisExcellency,GeneralWashington,”

PhillisWheatley• ArticlesofConfederation• Anti-FederalistPapers• TheFederalistNo.10,JamesMadison• TheFederalistNo.39,JamesMadison• TheFederalistNo.51 • TheFederalistNo.78,Alexander Hamilton• NorthwestOrdinance• IroquoisConstitution• DeclarationoftheRightsofManandtheCitizen• FarewellAddress,GeorgeWashington• MexicanFederalConstitutionof1824• StateColonizationLawof1825

• LawofApril6,1830• DebateOverNullification,WebsterandCalhoun• TurtleBayouResolutions• DemocracyinAmerica,AlexisdeTocqueville• 1836 VictoryorDeathLetterfromtheAlamo,

Travis• TexasDeclarationofIndependence• DeclarationofSentimentsandResolutions• “Ain’tIaWoman?,”SojournerTruth• UncleTom’sCabin,HarrietBeecherStowe• “AHouseDivided,”AbrahamLincoln• FirstInauguralAddress,AbrahamLincoln• DeclarationofCauses:February2,1861• EmancipationProclamation,AbrahamLincoln• GettysburgAddress,AbrahamLincoln• SecondInauguralAddress,AbrahamLincoln• “IWillFightNoMoreForever,”ChiefJoseph• How theOtherHalfLives,JacobRiis• ThePledgeofAllegiance• Preamble tothePlatformofthePopulistParty• AtlantaExpositionAddress,BookerT.Washington• TheJungle,UptonSinclair• HindSwaraj,MohandasGandhi• TheFourteenPoints,WoodrowWilson• TwoPoems,LangstonHughes• FourFreedoms,FranklinD.Roosevelt• AnneFrank:TheDiaryofaYoungGirl,AnneFrank• CharteroftheUnitedNations • UniversalDeclarationofHumanRights• Autobiography,KwameNkrumah• InauguralAddress,JohnF.Kennedy• SilentSpring,RachelCarson• “IHaveaDream,”MartinLutherKing,Jr.• “LetterFromBirmingham Jail,”

MartinLutherKing,Jr.• “TearDownThisWall,”RonaldReagan• “FreedomFromFear,”AungSanSuuKyi• “GloryandHope,”NelsonMandela

Interactive Primary Sources

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Digital Resources

• AbigailAdams• JohnAdams• JohnQuincyAdams• SamuelAdams• JamesArmistead• CrispusAttucks• MosesAustin• StephenF.Austin• JamesA.BakerIII• WilliamBlackstone• SimónBolívar• NapoleonBonaparte• ChiefBowles• OmarBradley• JohnC.Calhoun• CésarChávez• WentworthCheswell• GeorgeChildress• WinstonChurchill• HenryClay• BillClinton• JeffersonDavis• MartinDeLeón• GreenDeWitt• DwightEisenhower• JamesFannin• JamesL.Farmer,Jr.• BenjaminFranklin• MiltonFriedman• BettyFriedan• BernardodeGálvez• HectorP.Garcia• JohnNanceGarner• KingGeorgeIII• HenryB.González• RaulA.Gonzalez,Jr.• MikhailGorbachev• WilliamGoyens

• UlyssesS.Grant• JoséGutiérrezdeLara• AlexanderHamilton• Hammurabi• WarrenHarding• FriedrichHayek• JackCoffeeHays• PatrickHenry• AdolfHitler• OvetaCulpHobby• JamesHogg• SamHouston• KayBaileyHutchison• AndrewJackson• JohnJay• ThomasJefferson• LyndonB.Johnson• AnsonJones• BarbaraJordan• Justinian• JohnF.Kennedy• JohnMaynardKeynes• MartinLutherKing,Jr.• MarquisdeLafayette• MirabeauB.Lamar• RobertE.Lee• AbrahamLincoln• JohnLocke• JamesMadison• JohnMarshall• GeorgeMarshall• KarlMarx• GeorgeMason• MaryMaverick• JaneMcCallum• JosephMcCarthy• JamesMonroe• CharlesdeMontesquieu

• EdwinW.Moore• Moses• BenitoMussolini• JoséAntonioNavarro• ChesterA.Nimitz• RichardM.Nixon• BarackObama• SandraDayO’Connor• ThomasPaine• QuanahParker• RosaParks• GeorgePatton• JohnJ.Pershing• JohnPaulII• SamRayburn• RonaldReagan• HiramRhodesRevels• FranklinD.Roosevelt• TheodoreRoosevelt• LawrenceSullivanRoss• HaymSoloman• AntonioLopezdeSanta

Anna• PhyllisSchlafly• ErasmoSeguín• JuanN.Seguín• RogerSherman• AdamSmith• JosephStalin• RaymondL.Telles• AlexisdeTocqueville• HidekiTojo• WilliamB.Travis• HarryTruman• LechWalesa• MercyOtisWarren• GeorgeWashington• DanielWebster

• Lulu BelleMadison White

• WilliamWilberforce• JamesWilson• WoodrowWilson• LorenzodeZavala• MaoZedong

Biographies

Digital Resources


• IdentifyMainIdeasandDetails• SetaPurposeforReading• UseContextClues• AnalyzeCauseandEffect• Categorize• CompareandContrast• DrawConclusions• DrawInferences• Generalize• MakeDecisions• MakePredictions• Sequence• SolveProblems• Summarize• AnalyzeMediaContent• AnalyzePrimaryandSecondary

Sources• CompareViewpoints• DistinguishBetweenFactand

Opinion• IdentifyBias• AnalyzeDataandModels

• AnalyzeImages• AnalyzePoliticalCartoons• CreateChartsandMaps• CreateDatabases• ReadCharts,Graphs,andTables• ReadPhysicalMaps• ReadPoliticalMaps• ReadSpecial-PurposeMaps• UsePartsofaMap• AskQuestions• AvoidPlagiarism• CreateaResearchHypothesis• EvaluateWebSites• IdentifyEvidence• IdentifyTrends• InterpretSources• SearchforInformationonthe

Internet• Synthesize• TakeEffectiveNotes• DevelopaClearThesis• OrganizeYourIdeas

• SupportIdeasWithEvidence• EvaluateExistingArguments• Consider&CounterOpposing

Arguments• Give anEffectivePresentation• ParticipateinaDiscussionor

Debate• PublishYourWork• WriteaJournalEntry• WriteanEssay• ShareResponsibility• Compromise• DevelopCulturalAwareness• GenerateNewIdeas• Innovate• MakeaDifference• WorkinTeams• BeinganInformedCitizen• PayingTaxes• PoliticalParticipation• ServingonaJury• Voting

21st Century Skills

• UnitedStates:Political• UnitedStates:Physical• WorldPolitical• WorldPhysical• WorldClimate• WorldEcosystems• WorldPopulationDensity• WorldLandUse• NorthAfricaandSouthwestAsia:Political• NorthAfricaandSouthwestAsia:Physical• Sub-SaharanAfrica:Political• Sub-SaharanAfrica:Physical• SouthAsia:Political• SouthAsia:Physical• EastAsia:Political

• EastAsia:Physical• SoutheastAsia:Political• SoutheastAsia:Physical• Europe:Political• Europe:Physical• Russia,CentralAsia,andtheCaucasus:Political• Russia,CentralAsia,andtheCaucasus:Physical• NorthAmerica:Political• NorthAmerica:Physical• CentralAmericaandtheCaribbean:Political• CentralAmericaandtheCaribbean:Physical• SouthAmerica:Political• SouthAmerica:Physical• AustraliaandthePacific:Political• AustraliaandthePacific:Physical

Atlas

xxv


Topic 16

World War I and the Russian Revolution (1914–1924)TOPIC 16 ORGANIZER PACING: APPROX. 1 PERIOD, .5 BLOCKS

PACING

Connect 1 p eriod

MY STORY VIDEO Wilfred Owen, A Poet in the Trenches 10 min.

DIGITAL ESSENTIAL QUESTION ACTIVITY When is War Justified? 10 min.

DIGITAL TIMELINE ACTIVITY World War I and the Russian Revolution 10 min.

TOPIC INQUIRY: PROJECT-BASED LEARNING Create a Video Docudrama on The Impact of War 20 min.

Investigate 2 – 4 p eriod s

TOPIC INQUIRY: PROJECT-BASED LEARNING Create a Video Docudrama on The Impact of War Ongoing

LESSON 1 World War I Begins

30–40 min.

LESSON 2 Fighting the Great War

30–40 min.

LESSON 3 World War I Ends

30–40 min.

LESSON 4 Revolution in Russia

30–40 min.

Synthesize 1 p eriod

DIGITAL ACTIVITY Reflect on the Essential Question and Topic 10 min.


Demonstrate 1 – 2 p eriod s

DIGITAL TOPIC TEST World War I and the Russian Revolution 10 min.

DIGITAL TEKS MASTERY TEST TEKS Mastery Test 10 min.


Topic 16 602 World War I and the Russian Revolution (1914–1924)

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www.PearsonRealize.com Access your Digital Lesson

NOTES



Topic 16

STEP 1: CONNECTDevelop Questions

and Plan the Investigation

STEP 2: INVESTIGATEApply Disciplinary Concepts

and Tools

Conduct ResearchAssign team member roles or allow teams time to assign roles. To control the length of this project, you may wish to have all students conduct research.

Remind students to focus their research on the Need-to-Know Questions. Guide research by directing students to helpful sections of the digital text. You may wish to recommend specific books or specific websites such as PBS, the Library of Congress, or the Imperial War Museum. Help students begin to fill out the Information Organizer.

Suggestion: If your class has limited access to online resources, here are some books that they might find helpful: The First World War by John Keegan, A World Undone: The Story of the Great War, 1914 to 1918, by G. J. Meyer, and World War I, by H. P. Willmott.

Write and Edit DocudramaGuide students as they develop their video docudrama’s story, characters, script, and images. Remind students to refer to the various project roles and to keep their script focused on the Need-to-Know Questions about their group of people in World War I. Encourage students to mix dramatic reenactment and dialogue with historical images and firsthand accounts.

Resources

Launch the Project and Generate QuestionsDisplay the Entry Event, which is a fictional assignment from a movie studio. Direct students to the key points in the invitation. Now, display the Video Docudrama Rubric, and use it to discuss the essential elements of a docudrama. Finally, tell students that in this project, they will learn about civilians, soldiers, and leaders during World War I, and each team will create a docudrama video to capture and convey how the war impacted one of these groups. Answer any questions students might have.

Plan the InvestigationDivide students into teams and assign each team one of the three groups: civilians, soldiers, or leaders. Have them learn or review the essentials of working as a team by taking a tutorial and signing the Project Contract. Display the Project Roles document and review with students. Guide students as they complete the Need-to-Know Questions for their assigned World War I group.

Suggestion: To control the length of this project, set parameters for how long you want student videos to run and how many days you will allow for video production. To reduce the length of the project, you can also decide to focus students on specific Need-to-Know Questions of your choosing.

Resources

TOPIC INQUIRY: PROJECT-BASED LEARNING

Create a Video Docudrama on The Impact of WarIn this Topic Inquiry, students work in teams to create video docudramas telling the story of how World War I impacted the lives of civilians, soldiers, and leaders. Learning how war affects the lives of people will contribute to students’ understanding of the Topic Essential Question: When is war justified?

PR FESSIONAL DEVELOPMENT

Project-Based Learning

resources in the online course.




STEP 4: DEMONSTRATECommunicate Conclusions and Take Informed Action

Present Your Video DocudramaYou may wish students to refer to 21st Century Skill Tutorials: Give an Effective Presentation. Have students present their video docudramas to the class or a larger audience. Allow time for comments, questions, and answers after each presentation.

Reflect on the ProjectAfter students have finished creating and presenting their docudramas, provide your assessment, and help them go over what worked well and what did not work well so they they can improve their results on the next project.

Suggestion: As an extension activity, invite students to find a recent news video clip reporting on the human impact of an international conflict, civil war, or terrorist attack. Have them present it to the class and draw comparisons between World War I and the news story.

Resources

Create Your Video DocudramaNow, allow students time to put together their video docudrama. Students may use software or a website of their or your choosing. Remind them to refer to the Project Launch and Video Docudrama Rubric as a reminder of the desired elements and qualities of an instructional video docudrama.

Suggestion: Before students get into these final stages, you may wish to show them some finished videos created by your students of previous

generated videos on the Internet.

Add an Informative Conclusion to Your VideoTeams should be sure that they have a powerful conclusion that makes a clear statement on the impact of World War I on their assigned group of participants. Tell students that they might even go beyond this to make a comment about the continuing impact of wars today.

Review and Edit Your VideoAsk teams to review and do final edits on their docudrama. They should be sure that they have satisfied the requirements in the project launch documents. Stress that their goal is to excel in each area of the project rubric: Purpose, Content Accuracy, Artistic Creativity, Technology, and Delivery.

Resources

STEP 3: SYNTHESIZEEvaluate Sources and

Use Evidence to Formulate Conclusions



Topic 16

INTRODUCTION

World War I and the Russian Revolution (1914–1924)In the early 1900s, powerful forces were pushing Europe toward war. These forces included nationalism, militarism, imperialism, and alliance systems. Meanwhile, in Russia, discontent with tsarist rule, peasant unrest, and economic challenges set the stage for revolution. The results were World War I and the Russian Revolution. These upheavals would leave Europe in turmoil and give rise to the Communist Soviet Union.

MY STORY VIDEO

Wilfred Owen, A Poet in the Trenches

Watch a video about Wilfred Owen’s experiences in World War I.

Check Understanding What accounts for Wilfred Owen’s change of opinion about fighting in World War I? (His enthusiasm for the war changed after he witnessed first-hand the horrors of modern combat.)

Determine Author’s Purpose What did Wilfred Owen hope to convey through his poetry? (He wanted to describe the grim reality of combat and the disillusionment he felt about war.)

DIGITAL ESSENTIAL QUESTION ACTIVITY

When is War Justified?

Ask students to think about the Essential

If students have not already done so, ask them to respond to the Activity questions about the causes of World War I. Then review the questions and ask for some student responses.

Check Understanding Go through each of these causes of World War I and ask students to explain them in their own words. Provide further explanation as needed.

Generate Explanations For each of these causes, poll students on whether or not they think it was a good and valid reason for going to war. Ask them to explain the reasons for their opinions.

DIGITAL TIMELINE ACTIVITY

World War I and the Russian Revolution

Display the timeline showing some key events of World War I and the Russian Revolution. During this Topic, students will learn about all of these events and many more, but this timeline will provide a framework into which they can place the events they learn about.

Differentiate: Extra Support Ask students which events pertain mostly to the Russian Revolution rather than to World War I. (Bolshevik revolutionaries in 1917 and Communist government in 1922)

Check Understanding How long did World War I last? (a little more than four years, from August 1914 to November 1918)

CONNECT



Use with Digital Text 4, A Global Conflict.

Learning Strategies Remind students that active reading—pausing to ask questions, rephrasing information, and thinking aloud while reading—can make understanding the information in the text easier. Read A Global Conflict aloud to students. Then have students participate in the activities below based on their English proficiency level.

Beginning Reread A Global Conflict aloud to students. Model pausing to retell the content in everyday language. Explain new or challenging vocabulary to students, using context clues from the text when possible. After reading, model confirming comprehension by giving students a brief summary of the text.

Intermediate Reread A Global Conflict aloud to students. After reading the first two sentences, pause to model retelling the content in everyday language. Continue reading but ask students to take turns retelling the content after you pause. Help students understand new or challenging vocabulary by using context clues from the text when possible.

Advanced Have students take turns rereading A Global Conflict aloud to the group, pausing to retell the information in their own words. Challenge students to define any difficult words by using context clues as a guide.

Advanced High Have students take turns rereading A Global Conflict aloud to a partner, pausing to retell the information in their own words. Challenge students to define any difficult words by using context clues as a guide. Ask students to explain how shared reading helped them understand the text better.

Use with Digital Text 2, Modern Military Technology.

Learning Strategies Read Modern Military Technology aloud to the class. After students listen to the text, have them complete one of the following activities depending on their level of English proficiency.

Beginning Create a word wall with students that includes the content-based vocabulary from this section. Distribute sheets of paper among students and review the text together. When you encounter a content-based vocabulary word, pause and ask one student to write that word on a sheet of paper. Then provide the student with a definition for that word, which should be written in smaller print below the vocabulary word. Continue with the activity until each student has written at least one word and definition. Display the words in a prominent position in the classroom. After the word wall is complete, help students write one sentence about the text using content-area vocabulary correctly.

Intermediate Create a word wall with students that includes the content-based vocabulary from this section. Distribute sheets of paper among students and assign each student one of the vocabulary words listed below. Then review the text together. When you encounter a content-based vocabulary word, pause and ask the student assigned to that word to write it down. Then help that student look up and write the definition for that word, which should be written in smaller print below the vocabulary word. Continue with the activity until each student has written at least one word and definition. Display the words in a prominent position in the classroom. After the word wall is complete, instruct students to write two sentences about the text using content-area vocabulary correctly. Circulate among students to offer support as needed.

Advanced Have students work in small groups to create a word wall for the content-based vocabulary from this section. Distribute sheets of paper among groups and have students review the text together. Instruct groups to pause when they encounter a content-based vocabulary word, write it down, and look up the definition in a dictionary or glossary. Tell students to write the definition in smaller print below the vocabulary word. When students complete this activity for the text, have them display their words in a prominent position in the classroom. After the word wall is complete, instruct groups to work together to write a paragraph summarizing the text, using content-area vocabulary correctly. Circulate among students to offer support as needed.

Advanced High Have students read and review Modern Military Technology to make a list of content-based vocabulary words. Instruct students to create a glossary for the terms they find, using classroom resources and context clues to develop their definitions. Then have students write a paragraph to summarize the text using the content-based vocabulary that they found in their writing. Circulate among students to offer support as needed.

Topic Lesson 2

Fighting the Great War

16

Supporting English Language Learners


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www.PearsonRealize.com

Go online to access additional resources including: Primary Sources • Biographies • Supreme Court cases • 21st Century Skill Tutorials • Maps • Graphic Organizers.

Objectives Objective 1: Understand how trench warfare led to a stalemate on the Western Front.

Objective 2: Identify and describe the impact of modern military technology on the fighting.

Objective 3: Outline the course of the war on multiple European fronts.

Objective 4: Explain how World War I was a global conflict.

LESSON 2 ORGANIZER PACING: APPROX. 1 PERIOD, .5 BLOCKS

OBJECTIVES PACING

RESOURCES

Online Print

Connect

DIGITAL START UP ACTIVITY In Flanders Fields 5 min.

Investigate

DIGITAL TEXT 1 A New Kind of War

Objective 1

10 min.

INTERACTIVE MAP Europe in World War I, 1914–1918 10 min.

3-D MODEL Trench Warfare 10 min.

DIGITAL TEXT 2 Modern Military Technology

Objective 2

10 min.

INTERACTIVE GALLERY Military Technology in World War I 10 min.

DIGITAL TEXT 3 Other European Fronts Objective 3 10 min.

DIGITAL TEXT 4 A Global Conflict Objective 4 10 min.

Synthesize

DIGITAL ACTIVITY Defining Characteristics 5 min.

Demonstrate

DIGITAL QUIZ Lesson Quiz and Class Discussion Board 10 min.



Topic Lesson 2

CONNECT

DIGITAL START UP ACTIVITY

In Flanders Fields

Project the Start Up Activity Ask students to answer the questions as they enter and get settled: What is the poem describing with the words “In Flanders fields the poppies blow/Between the crosses, row on row”? (Answers will vary. Students should show an understanding that these lines are describing a cemetery filled with men killed by the war.) Think about what you read in the previous lesson about militarism and the patriotic excitement people felt as the war began. Does this poem reflect those views and feelings? Why or why not? (Answers will vary. Students should show an understanding that the reality of war as expressed in the poem is different from the romantic view of war described in the previous lesson.) Why do you think McCrae wrote this poem? (Answers will vary. Most students will probably reflect on the sadness in the poem and relate it to the carnage a doctor on the front lines would be seeing.)

INVESTIGATE

DIGITAL TEXT 1

A New Kind of War INTERACTIVE MAP

Europe in World War I, 1914–1918

Objective 1: Understand how trench warfare led to a stalemate on the Western Front.

Quick Instruction During World War I, the war on the Western Front was characterized by trench warfare and a stalemate with neither side able to make significant advances. The stalemate, coupled with deadly new weapons, contributed to high casualty rates as each side launched massive offensives in an attempt to break the stalemate.

Interactive Map: Europe in World War I, 1914–1918 Project the map on the whiteboard. Click through the key to show how the war progressed on the Western Front each year. Help students see that the front lines moved very little from year to year. Help students connect this to these major characteristics of World War I: trench warfare, stalemate, and high casualty rates.

ACTIVE CLASSROOM Have students use the Make Headlines strategies to write headlines that capture the changes depicted by the Interactive Map. Ask: If you were to write a headline capturing the most important main idea that should be remembered, what would that headline be? Exchange your headline with a partner and try to edit and improve each other’s headline.

3-D Model: Trench Warfare Project the 3-D Model and click on the red circles to reveal information about the experience of soldiers in World War I trenches. Discuss each aspect of the trench experience. Challenge students to explain how technological innovations made defenses such as trenches necessary. (The introduction of deadly machine guns and artillery required much stronger and better defensive positions, like the trench.). Invite students to compare and contrast World War I trench warfare with modern-day warfare. (Modern warfare does not utilize trenches. Much of warfare today is done remotely, either by long-range missiles or drones. Airplanes and naval vessels with long-rang weapons are also important.)

STUDENT EDITION PRINT PAGES: 706–711

ACTIVE CLASSROOM Ask students to have a “Conversation with a World War I soldier.” Tell students to imagine that they are having a conversation with a soldier who has been living in a World War I trench for several months. Direct each student to write down a question he or she would like to ask, then how the soldier would respond, and then what the student would say in response.

Integrate Information How do the map, model, and photo visually express the characteristics of trench warfare? (Sample response: In the map, the front lines barely move over the course of the war. This shows that the trench warfare of the Western Front led to a stalemate, where neither side won decisive victories. The flipbook shows how difficult it would be for soldiers to advance without being

16


FLIP IT! Assign the Flipped Video for this lesson.




3-D MODEL

Trench Warfare

killed by the enemy. This illustrates why there were such high casualty rates. The photo provides an example of the wounds and suffering that casualties experienced.)

Further Instruction Project the Interactive Reading Notepad questions and use student responses to discuss the causes and effects of trench warfare.

Identify Cause and Effect Ask students to explain why the German Schlieffen Plan failed, and what happened as a result. (Russia armed more quickly than the Germans expected, and German troops had to be reassigned to the east. As a result, in the west the two sides became bogged down in trench warfare. This contributed to high casualty rates.)

Compare and Contrast Project the poem, “Flanders Field” from the Start Up activity and the quote by Schmieder from the text. Have students compare and contrast the two pieces. (Answers will vary. Students might point out that both texts contrast death with bird songs, both texts represent war in a negative light, or that the texts have similar perspectives even though they were written by people from opposing sides.)

Differentiate: Gifted/Challenge Have students research other quotes, poems, or songs that were written during or about World War I. As a class, discuss the content and point of view of each.

DIGITAL TEXT 2

Modern Military Technology

Objective 2: Identify and describe the impact of modern military technology on the fighting.

Quick Instruction Modern military technology was a major characteristic of World War I. Discuss with students the effects of new military technologies on the war.

Interactive Gallery: Military Technology in World War I Project the first image of the gallery on the whiteboard. Click through the images and discuss how each technology affected the war. Discuss how this technology helped cause the trench warfare, stalemate, and high casualties that occurred on the Western Front and other fronts of the war.

ACTIVE CLASSROOM Use the Ranking atrategy to have students go through the technologies in the gallery and rank which ones they believe had the greatest impact on World War I. Poll the class to see if there is agreement on the rankings. Discuss the results.

Differentiate: On Level Extend the activity by having students rank the World War I technology that has the greatest impact on warfare today. Be prepared to help students link the older technology shown here to current equivalents.

INTERACTIVE GALLERY

Military Technology in World War I

Further Instruction Project and discuss the Interactive Reading Notepad questions, including the concept web graphic organizer, asking students to summarize technologies used in the war. Fill in the graphic organizer on the whiteboard as you go.

Compare and Contrast Have small groups of students choose two technologies (try to ensure that groups compare different technologies from each other) and compare and contrast their effect on the war, particularly trench warfare and high casualty rates.

Differentiate: Special Needs Provide students with a simple two-column chart that already has two very different technologies at the head of each column. Ask students to go through the text and write down characteristics of each type of technology. Then help students compare the two.



Topic 16 Lesson 2

DIGITAL TEXT 3

Other European Fronts

Objective 3: Outline the course of the war on multiple European fronts.

Quick Instruction Introduce students to the other European fronts of World War I. Explain that high casualty rates were a characteristic of the Eastern Front as well as the Western Front.

Interactive Map: Europe in World War I, 1914–1918 Project the interactive map on the whiteboard again. Click through the key to show how the war progressed on the Eastern and Italian fronts each year. Help students see that the Eastern Front line move dramatically from year to year.

ACTIVE CLASSROOM Use the See, Think, Wonder strategy with this map. Pair students with a partner. Ask them: What do you see on the Eastern Front? What does that make you think? What are you wondering about now that you’ve seen this? Share insights with the class.

Make Inferences If it was so poorly equipped, why did Russia not lose to Germany early in the war? (Answers may vary. Sample response: Early in the war, Germany did not have enough troops on the Eastern Front. Also, while Russia did not have enough technology, it had the manpower, as the text notes: “Russian commanders continued to send masses of soldiers into combat.”)

Differentiate: Challenge/Gifted Have students do research on the Russian defeat at Tannenberg and the Italian defeat at Caporetto. Ask them to compare the causes and effects of these important battles of World War I.

Further Instruction Editable Presentation Use the Editable Presentation to present the main ideas for this text.

Draw Conclusion What effect did major new military technologies have on the Eastern Front? (Answers may vary. Sample response: The Germans had a greater amount of modern military technology than the Russians. Some Russian soldiers didn’t even have adequate rifles. As a result, the German army penetrated far into Russia as the Russian army retreated and suffered very high casualties.)

Objective 4: Explain how World War I was a global conflict.

Quick Instruction Remind students that World War I was a truly global war fought in Europe, the Middle East, Africa, and Asia. Use the map of the Ottoman empire to discuss the importance of the battle at Gallipoli and the Arab revolt against Ottoman rule. Use the photo of Armenian refugees to introduce the topic of politically motivated mass murders in Armenia. Use the photo of colonial soldiers to introduce the impact of the war on Europe’s colonies.

Summarize What was the status of the Armenians in the Ottoman empire? (Sample response: The Armenians were a minority people without equal rights in the Ottoman empire. During World War I, the Ottoman government considered them a threat. The Ottoman government deported Armenians from their land. During the deportation, more than a million Armenians died as a result of mass murder, mistreatment, and starvation. Many of the survivors fled to other countries.)

Differentiate: Challenge/Gifted Many Armenians argue today that the deportation of the Armenian people during World War I was a planned genocide. Invite students to do additional research and write essays on the issue.

Further InstructionEditable Presentation Use the Editable Presentation to present the main ideas for this text.

DIGITAL TEXT 4

A Global Conflict





DEMONSTRATE SYNTHESIZE

Project and discuss the Interactive Reading Notepad questions to cover more information about the role of the Ottoman empire, Arabs, Armenians, and European colonies in World War I.

Draw Inferences Project the map of the Ottoman empire during World War I. Why did Arabs fight against the Ottoman empire during World War I? (Sample response: Arabs, driven by a spirit of nationalism, wanted to rule their own lands and be free from Ottoman rule.)

Identify Cause and Effect How were the European colonies affected by World War I? What were the expectations of some colonial peoples as a result of their involvement in the war? (Sample response: European colonies were affected by World War I because they provided not only supplies and labor, but also troops during World War I. Some colonial peoples hoped that their efforts in World War I would be rewarded by citizenship or independence.)

Differentiate: Extra Support Help students visualize the war as a global event by showing them a world map with the various countries involved in the war highlighted in different colors. Point out the European colonies in Asia and Africa.

DIGITAL ACTIVITY

Defining Characteristics DIGITAL QUIZ

Lesson Quiz and Class Discussion Board

Remind students of the main issues connected to the lesson and the fighting of World War I. Project the first Synthesize screen.

Discuss Lead a class discussion on the effects of major new military technology on the war. Have students examine the photograph and identify the modern military technology in it. Ask them to identify how that technology shows that World War I was a new kind of war. Connect this new technology to other key characteristics of the war, including trench warfare and high casualty rates.

Connect Is there something comparable in today’s world, such as a new technology or type of warfare, that is changing how wars are fought or may be fought in the future? (Answers may vary. Some students might talk about the modern use of unmanned drones, the threat of dirty bombs, or the spread of terrorist activities.)

Draw Conclusions Project the second Synthesize screen and discuss how World War I was a global war. Ask: Do we fight global wars today? (Answers may vary. Some students may be aware of the international nature of the wars in Afghanistan and Iraq, while others might not.)

Assign the online Lesson Quiz for this lesson if you haven’t already done so. Students will be offered automatic remediation or enrichment based on their score.

In this lesson, you have read about how World War I was fought and how modern technology and trench warfare resulted in high casualty rates.

Generate Explanations World War I was also called the Great War. Why do you think it was called that? (Answers will vary, but might include the wide geographic scope of the war and/or its high casualty rate. It was the largest war the world had seen up to that time.)

Predict Consequences How do you think the nature of World War I affected international politics after the war? (Answers will vary. Sample responses: Countries will want revenge and remain militaristic, or countries will want to avoid war and become pacifists; countries will avoid alliances, or countries will make new alliances; European colonies will want independence; international organizations will try to prevent another war like World War I.)

Topic Inquiry Have students continue their investigations for the Topic Inquiry.




Topic 16

SYNTHESIZE

DIGITAL TOPIC REVIEW AND ASSESSMENT

World War I and the Russian Revolution (1914–1924)

DIGITAL ACTIVITY

Reflect on the Essential Question and Topic

Ask students to again recall the Topic Essential Question: When is war justified? Have them rank the causes listed in the Synthesize activity in order of which causes they think are most justifiable for going to war down to those that they think are the least justifiable.

country

alliances

economically stronger than other countries

parts of the world

nation’s economy

ships of neutral countries

Ask students to provide a brief explanation for the ranking decisions they made. Then ask students to work in pairs to share their rankings and justifications. Poll the class to see if there is agreement on the rankings.

Discuss Discuss with students one recent international conflict. How are the causes similar to or different from the causes of World War I?

Topic Inquiry Have students complete the Topic Inquiry.

Students can prepare for the Topic Test by answering the questions in the Topic Review and Assessment online or the Assessment questions in the Print Student text. They can also prepare by reviewing their answers to the Interactive Reading Notepad questions or reviewing their notes in the Reading and Notetaking Study Guide.

TOPIC TEST Assign the Topic Test to assess students’ understanding of topic content.

BENCHMARK TESTS Assign these benchmark tests as you complete the relevant topics to monitor student progress toward mastering the course content and as preparation for the End-of-Course Test.

Benchmark Test 1: Topics 1–5




DEMONSTRATE


DIGITAL TOPIC TEST



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