World History Curriculum - Grade 9

Unit 1: The Emergence of the First Global Age: Global Interactions and

Colonialism (1350-1770)

The methods of and motivations for exploration and conquest resulted in increased global

interactions, differing patterns of trade, colonization, and conflict among nations.

Colonization was inspired by the desire to have access to resources and markets, often at the

expense of the indigenous culture, population, and environment.

Essential Question:

What are the causes and effects of political, economic, and social expansion? (6.2.12.A.1.a,

6.2.12.B.1.a, 6.2.12.B.1.b, 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.c, 6.2.12.C.1.d, 6.2.12.C.1.e, 6.2.12.D.1.a,

6.2.12.D.1.b, 6.2.12.D.1.c, 6.2.12.D.1.d, 6.2.12.D.1.e, and 6.2.12.D.1.f)

Focus Standards:

A. Civics, Government, and Human Rights

(6.2.12.A.1.a) Compare and contrast the motivations for and methods by which various empires (e.g.,

Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than

others in maintaining control of their empires.

B. Geography, People, and the Environment

(6.2.12.B.1.a) Explain major changes in world political boundaries between 1450 and 1770, and assess

the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th

century.

(6.2.12.B.1.b) Determine the role of natural resources, climate, and topography in European

exploration, colonization, and settlement patterns.

C. Economics, Innovation, and Technology

(6.2.12.C.1.a) Compare and contrast the economic policies of China and Japan, and determine the

impact these policies had on growth, the desire for colonies, and the relative positions of China and

Japan within the emerging global economy.

(6.2.12.C.1.b) Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to

America, and determine the impact trade on the New World’s economy and society.

(6.2.12.C.1.c) Assess the role of mercantilism in stimulating European expansion through trade,

conquest, and colonization.

(6.2.12.C.1.d) Determine the effects of increased global trade and the importation of gold and silver

from the New World on inflation in Europe, Southwest Asia, and Africa.

(6.2.12.C.1.e) Determine the extent to which various technologies, (e.g., printing, the marine compass,

cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the

necessary tools for European exploration and conquest.

D. History, Culture, and Perspectives

(6.2.12.D.1.a) Assess the political, social, and economic impact of the Columbian Exchange of plants,

animals, ideas, and pathogens on Europeans and Native Americans.

(6.2.12.D.1.b) Compare slavery practices and other forms of coerced labor or social bondage common in

East Africa, West Africa, Southwest Asia, Europe, and the Americas.

(6.2.12.D.1.c) Analyze various motivations for the Atlantic slave trade and the impact on Europeans,

Africans, and Americans.

(6.2.12.D.1.d) Explain how the new social stratification created by voluntary and coerced interactions

among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict

(6.2.12.D.1.e) Assess the impact of economic, political, and social policies and practices regarding

African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.

(6.2.12.D.1.f) Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the

European colonies.

Required Unit Objectives:

Using historical maps and secondary sources the students will be able to recall and evaluate

the causes and methods of the various empires when it came to exploration (6.2.12.A.1.a and

6.2.12.C.1.e; RH.9-10.7)

Using 1491: New Revelations of the Americas Before Columbus by Charles C. Mann and the

video "America Before Columbus" students will be able to identify the changes to political

boundaries and the impact on the environment when it came to exploration and colonization

(6.2.12.B.1.a and b; RH.9-10.7)

Using a graphic organizer and historical images students will be able to differentiate between

the political and economic aspirations of China and Japan and identify their position in the

global economy (6.2.12.B.1.a and 6.2.12.C.1.a; RH.9-10.7)

Using a map of the Columbian Exchange students will be able to explain the financial effects

of the new form of global trade (6.2.12.C.1.b, c, and d; RH.9-10.7)

Using the primary source “Bartolome de las Casas: A Brief Account of the Destruction of the

Indies” students will be able to explain the effects exploration and colonization had on the

lives of people from Europe, Asia, Africa, and the Americas (6.2.12.D.1.a-f; RH.9-10.1; RH.9-

10.2; RH.9-10.4)

Required Resources:

* Video-"Guns, Germs, and Steel" (Episode 2)

* Web-Site-"Plagues & People"

* Excerpts from the book-1491: New Revelations of the Americas Before Columbus by

Charles C. Mann

* Video-"America Before Columbus"

* Primary Source-“Christopher Columbus, Journal of First Voyage to America”

* Map-Treaty of Tordesillas

* Primary Source-“Cheng Ho [Zheng He]: Ming Maritime Expeditions”

* Primary Source-"Matteo Ricci's Journals"

* Primary Source-St. Francis Xavier on the Japanese: "The Best People Who Have Yet Been

Discovered"

* Primary Source-"Seclusion Edict of 1636" (Japan)

* Timeline-Cortez's Conquest of the Aztec Empire

* Excerpts of Primary Source-“Death of Montezuma-Cortez's Letter to Charles V”

* Primary Source-“An Aztec Account of the Conquest of Mexico: The Broken Spears”

* Primary Source-“Bartolome de las Casas: A Brief Account of the Destruction of the Indies”

* Maps and Diagrams on the Columbian Exchange and Triangular Trade

* Primary Source-"Voyage from Lisbon to the Island of Sao Thome" by an Anonymous

Portuguese Pilot (1540)

* Primary Source-"A Defense of the Slave Trade," July 1740

* Primary Source-"Commerce, Slavery, and Religion in North Africa"

* Primary Source-Thomas Nelson: "Slavery and the Slave Trade of Brazil"

* Handout-Mercantilism and the Columbian Exchange

Suggested Activities:

“Guns, Germs, and Steel” and Question Sheet

Handout on the Treaty of Tordesillas

Bartolome de Las Casas and Legacy of Columbus Readings

Destruction of the Indies (1542) Activity

Analysis of Primary Source on the Death of Montezuma

Analysis of Primary Sources on the Conquests of the Aztecs and Incas

Spanish Conquistador Impressed by the Inca Empire (1553) Activity

Mercantilism and the Columbian Exchange Activity

Importance of Trade and Mercantilism Activity

Map/Diagram Activity on the Columbian Exchange

Columbian Exchange Activity

Triangular Trade and the Middle Passage Activity

Olaudah Equiano Remembers Life in West Africa Activity

Trans-Atlantic Slave Trade Activity

Slavery and the Slave Trade Transform Europe Activity

Where Are Your Sneakers or Uggs From? (Globalization)

Formative Assessments:

A. Civics, Government, and Human Rights

(6.2.12.A.1.a) Construct a Venn Diagram comparing and contrasting the motivations for and methods by

which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some

were more effective than others in maintaining control of their empires. Also, list the characteristics of a

“successful” empire.

B. Geography, People, and the Environment

(6.2.12.B.1.a) Construct a map illustrating major changes in world political boundaries between 1450

and 1770, and the extent of European political and military control in Africa, Asia, and the Americas by

the mid-18th century.

(6.2.12.B.1.b) Include test questions on the role of natural resources, climate, and topography in

European exploration, colonization, and settlement patterns.

C. Economics, Innovation, and Technology

(6.2.12.C.1.a) Complete a worksheet in comparing and contrasting the economic policies of China and

Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative

positions of China and Japan within the emerging global economy.

(6.2.12.C.1.b) List on paper the movement of essential commodities (e.g., sugar, cotton) from Asia to

Europe to America, and discuss the impact it had on the New World’s economy and society.

(6.2.12.C.1.c) Diagram the economic policy of mercantilism in showing how it stimulated European

expansion through trade, conquest, and colonization.

(6.2.12.C.1.d) Verbally assess the effects of increased global trade and the importation of gold and silver

from the New World on inflation in Europe, Southwest Asia, and Africa.

(6.2.12.C.1.e) List the various technologies, (e.g., printing, the marine compass, cannonry, Arabic

numerals) derived from Europe’s interactions with Islam and Asia that provided the necessary tools for

European exploration and conquest. Highlight which technologies gave an advantage to Europeans that

assisted in the conquest of the Americas.

D. History, Culture, and Perspectives

(6.2.12.D.1.a) Write a paragraph of information in assessing the political, social, and economic impact of

the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans.

(6.2.12.D.1.b) Make a poster that compares slavery and other forms of coerced labor or social bondage

common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

(6.2.12.D.1.c) Write a paragraph that analyzes various motivations for the Atlantic slave trade and the

impact on Europeans, Africans, and Americans.

(6.2.12.D.1.d) Write a paragraph that explains how the new social stratification created by voluntary

and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the

foundation for conflict.

(6.2.12.D.1.e) Write a paragraph that assess the impact of economic, political, and social policies and

practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese

colonies.

(6.2.12.D.1.f) Write a paragraph analyzing the political, cultural, and moral role of Catholic and

Protestant Christianity in the European colonies.

Unit 2: Renaissance, Reformation, Scientific Revolution, and Enlightenment

(1350-1700)

Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment

led to political, economic, and cultural changes that have had a lasting impact.

Essential Questions:

Why do new ideas often spark change? (6.2.12.A.2.a, 6.2.12.A.2.b, and 6.2.12.D.2.d)

How would the exercise of absolute power affect a country? (6.2.12.A.2.c)

How does an individual's location affect their social and religious thoughts and

actions?(6.2.12.B.2.a and 6.2.12.B.2.b)

How are historical economic systems present in current financial practices? (6.2.12.C.2. a)

What conditions can encourage the desire for innovation and reform? (6.2.12.D.2.a,

6.2.12.D.2.b, and 6.2.12.D.2.c)

How can reform influence society and beliefs?(6.2.12.D.2.d and 6.2.12.D.2.e)

Focus Standards:

A. Civics, Government, and Human Rights

(6.2.12.A.2.a) Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism,

tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by

merit, and new theories of education) altered political thought in Europe, and trace the impact of these

ideas over time.

(6.2.12.A.2.b) Explain the paradox between the ideology of the Enlightenment and the treatment of

women and non-Europeans in European society.

(6.2.12.A.2.c) Determine the reasons for, and the consequences of, the rise of powerful, centralized

nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

B. Geography, People, and the Environment

(6.2.12.B.2.a) Relate the geographic location of Italian city-states to the fact that Italy was the center of

the Renaissance.

(6.2.12.B.2.b) Relate the division of European regions during this time period into those that remained

Catholic and those that became Protestant to the practice of religion in the New World.

C. Economics, Innovation, and Technology

(6.2.12.C.2.a) Relate the development of more modern banking and financial systems to European

economic influence in the world.

D. History, Culture, and Perspectives

(6.2.12.D.2.a) Determine the factors that led to the Renaissance and the impact on the arts.

(6.2.12.D.2.b) Determine the factors that led to the Reformation and the impact on European politics.

(6.2.12.D.2.c) Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek

and Roman culture, laid the foundation for the Renaissance.

(6.2.12.D.2.d) Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans

viewed themselves and how they viewed their physical and spiritual worlds.

(6.2.12.D.2.e) Assess the impact of the printing press and other technologies developed on the

dissemination of ideas.

Required Unit Objectives:

Using historical primary source documents students will be able to identify how principles of

the Enlightenment altered political thought in Europe at the time as well as up to the present

(6.2.12.A.2.a and b; RH.9-10.1; RH.9-10.2; RH.9-10; RH.9-10.4)

Using the primary source “Life in the Court of Louis XIV” students will be able to evaluate the

reasons for and consequences of the centralization of power in Europe (6.2.12.A.2.c; RH.9-

10.1; RH.9-10.2; RH.9-10.5)

Using historical maps students will be able to explain how geography impacts cultural and

religious change in a society (6.2.12.B.2.a and b; RH.9-10.7)

Using various secondary sources students will be able to identify the seeds of modern

banking in Renaissance Italy (6.2.12.C.2.a; Rh.9-10.1; RH.9-10.2)

Using various primary and secondary sources students will be able to identify the rebirth of

modern intellectual development through cultural, technological, and religious means

(6.2.12.D.2.a-e; RH.9-10.1; RH.9-10.2)

Required Resources:

* Images and Sources of Roman and Greek Art

* Images and Sources of Italian and Northern Renaissance Art

* Primary Source-“The Life of Leonardo Da Vinci” (1550) by Giorgio Vasari

* Excerpts from The Prince

* Excerpts from The Courtier

* Excerpts from Shakespeare’s writings

* Primary Source-“In Praise of Folly” (1509) by Erasmus

* Timeline-History of Printing by Jared Diamond

* Image of the Printing Press

* Book Simulation (Renaissance Printing)

* Erwin Iserloh Thesis (1961)-Martin Luther Theses Controversy

* Galileo's Universe (Graphic Novel)

* Map-Defeat of the Spanish Armada (1588)

* Handout-The Spanish Armada is Defeated 1588 and Elizabeth's Speech

* Handout-France Under Louis XIV

* Primary Source-“Life in the Court of Louis XIV”

* Web-Site-Exploring Versailles

* Primary Source-“True Law of a Free Monarchy” (1598) by James I

* Political Cartoon from England's Civil War

* Comparison of American Bill of Rights and English Bill of Rights

* Map-Hapsburg Empire, 1560

* Battle of the Monarchs Project

* Enlightenment Packet

* Handout-The Enlightenment: French Salon Life

* Primary Source-“The Sovereignty of the People” by Rousseau

* Primary Source-“Spirit of the Laws” by Montesquieu

* Primary Source-“The Inalienable Rights of Man” by John Locke

* Handout-Voltaire: Critic of Society

* Primary Source-“On Crimes and Punishments” (1793) by Cesare Beccaria

Suggested Activities:

Origin of the European Renaissance Activity

Renaissance Fair

Madonna and Child Activity

PBL (Restaurants) on Italian Renaissance Artists

Analysis of The Prince

Analysis of The Courtier

Journal Entry on Martin Luther

Trial of Galileo (Simulation)

Trial of Galileo-An Alternative Possibility Activity

Absolute Monarchy Fact Cards (Project)

Battle of the Monarchs (Debate)

Who is the most Absolute? (Essay)

Comparison of American Bill of Rights and English Bill of Rights Activity

Enlightenment Ideas in the Lyrics of Popular Songs Activity

Salon on Enlightenment Thinkers Activity

Face Off: Thomas Hobbes vs. John Locke-What is Human Nature Activity?

Montesquieu: The Spirit of the Laws (1748) Activity

Formative Assessments:

A. Civics, Government, and Human Rights

(6.2.12.A.2.a) Create a graphic organizer that identifies some of the main terms and ideas introduced

during the Enlightenment and explain how they relate to the present-day. In addition, write a paragraph

giving your personal opinion of the ideas of one of the intellectuals discussed. Explain why you agree or

disagree with that person’s work.

(6.2.12.A.2.b) Conduct a classroom discussion on why there is such a discrepancy between the ideas of

the Enlightenment and the treatment of women and non-Europeans in European society.

(6.2.12.A.2.c) Create a cause and effect chart on the reasons for and consequences of the rise of

powerful, centralized nation states in Europe.

B. Geography, People, and the Environment

(6.2.12.B.2.a) Question on the rise of the Italian city-states during the Renaissance.

(6.2.12.B.2.b) Create a map illustrating the division of Europe into regions that remained Catholic and

those that became Protestant.

C. Economics, Innovation, and Technology

(6.2.12.C.2.a) Locate a current event article that is reflective of modern banking and financial systems

developed during the Renaissance.

D. History, Culture, and Perspectives

(6.2.12.D.2.a) List the factors that led to the Renaissance and the impact on the arts.

(6.2.12.D.2.b) List the factors that led to the Reformation and the impact on European politics.

(6.2.12.D.2.c) Work with a partner a create a list on how innovations from Asian and Islamic civilizations,

as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.

(6.2.12.D.2.d) Question on how the Scientific Revolution change people’s worldview.

(6.2.12.D.2.e) Respond to the following statement: The printing press is the greatest invention of

mankind. Do you agree or disagree with this statement and why?

Unit 3: Age of Revolutions (1750-1914) Political and Industrial Revolutions:

Imperialism, Reform, and Global Impact

Discontent with prevailing economic, political, and social conditions was the impetus for

change, which resulted in revolution or reform. The Industrial Revolution was a consequence of

technological innovation and expanding economic activity and markets, resulting in massive

population movement, urbanization, and the development of complex economic systems.

Industrialized nations embarked on a competitive race for global resources and markets,

resulting in the establishment of political and economic control over large regions of the world

that had a lasting impact.

Essential Questions:

What causes revolution? (6.2.12.A.3.a, 6.2.12.A.3.b, and 6.2.12.B.3.c)

How does revolution change society? (6.2.12.A.3.c, 6.2.12.A.3.d, 6.2.12.B.3.b, and 6.2.12.C.3.f)

How can industrialization affect a country's economy? (6.2.12.C.3.a and 6.2.12.C.3.b)

How are political and social structures influenced by economic changes? (6.2.12.A.3.d,

6.2.12.C.3.c, 6.2.12.C.3.d, and 6.2.12.D.3.b)

What are the causes and effects of imperialism? (6.2.12.A.3.g, 6.2.12.B.3.a, 6.2.12.C.3.e,

6.2.12.D.3.c, 6.2.12.D.3.d, and 6.2.12.D.3.e)

How do some groups resist control by others? (6.2.12.A.3.e, 6.2.12.A.3.f, and 6.2.12.D.3.a)

Focus Standards:

A. Civics, Government, and Human Rights

(6.2.12.A.3.a) Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights,

democracy, and nationalism) became driving forces for reforms and revolutions.

(6.2.12.A.3.b) Determine the extent to which the American, French, and Haitian revolutions influenced

independence movements in Latin America.

(6.2.12.A.3.c) Relate the responses of various governments to pressure for self-government or self-

determination to subsequent reform or revolution.

(6.2.12.A.3.d) Assess the extent to which revolutions during this time period resulted in the expansion

of political, social, and economic rights and opportunities.

(6.2.12.A.3.e) Analyze the relationship between industrialization and the rise of democratic and social

reforms, including the expansion of parliamentary government.

(6.2.12.A.3.f) Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe

and North America, and evaluate the degree to which each movement achieved its goals.

(6.2.12.A.3.g) Analyze the motives for and methods by which European nations, Japan, and the United

States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact

of these actions on their relations.

B. Geography, People, and the Environment

(6.2.12.B.3.a) Assess the impact of imperialism by comparing and contrasting the political boundaries of

the world in 1815 and 1914.

(6.2.12.B.3.b) Relate the Industrial Revolution to population growth, new migration patterns,

urbanization, and the environment.

(6.2.12.B.3.c) Relate the role of geography to the spread of independence movements in Latin America

C. Economics, Innovation, and Technology

(6.2.12.C.3.a) Analyze interrelationships among the “agricultural revolution," population growth,

industrialization, specialization of labor, and patterns of land-holding.

(6.2.12.C.3.b) Analyze interrelationships among the Industrial Revolution, nationalism, competition for

global markets, imperialism, and natural resources

(6.2.12.C.3.c) Compare the characteristics of capitalism, communism, and socialism to determine why

each system emerged in different world regions.

(6.2.12.C.3.d) Determine how, and the extent to which, scientific and technological changes,

transportation, and new forms of energy brought about massive social, economic, and cultural changes.

(6.2.12.C.3.e) Assess the impact of imperialism on economic development in Africa and Asia.

(6.2.12.C.3.f) Determine the extent to which Latin American political independence also brought about

economic independence in the region.

D. History, Culture, and Perspectives

(6.2.12.D.3.a) Explain how individuals and groups promoted revolutionary actions and brought about

change during this time period.

(6.2.12.D.3.b) Explain how industrialization and urbanization affected class structure, family life, and the

daily lives of men, women, and children.

(6.2.12.D.3.c )Compare and contrast China’s and Japan’s views of and responses to imperialism, and

determine the effects of imperialism on the development and prosperity of each country in the 20th

century.

(6.2.12.D.3.d) Analyze the extent to which racism was both a cause and consequence of imperialism,

and evaluate the impact of imperialism from multiple perspectives.

(6.2.12.D.3.e) Analyze the impact of the policies of different European colonizers on indigenous

societies, and explain the responses of these societies to imperialistic rule.

Required Unit Objectives:

Using the works of Thomas Hobbes, John Locke, Rousseau, and Voltaire students will be able

to explain how various Enlightenment ideals became driving forces for reforms and

revolutions (6.2.12.A.3.a; RH.9-10.2; RH.9-10.4; RH.9-10.6)

Using the Declaration of Independence, American Bill of Rights and the Declaration of the

Rights of Man and of the Citizen students will be able to see the extent in which the

American, French, and Haitian Revolutions influenced independence movements in Latin

America (6.2.12.A.3.b; RH.9-10.2; RH.9-10.4; RH.9-10.5; RH.9-10.6)

Using a concept-web students will be to assess the extent to which revolutions during this

time period resulted in the expansion of political, social, and economic rights and

opportunities as well as responses by government to acts of revolution (6.2.12.A.3.c-d; RH.9-

10.2)

Using a concept-web students will be able to analyze the relationship between

industrialization and the rise of democratic and social reforms, including the expansion of

parliamentary government and women's suffrage and worker's rights in Europe and North

America, and explain how industrialization and urbanization affected class structure, family

life, and the daily lives of men, women, and children (6.2.12.A.3.e and f and 6.2.12.D.3.b;

RH.9-10.2)

Using maps and primary source documents students will be able to analyze the motives for

and methods by which European nations, Japan, and the United States expanded their

imperialistic practices in Africa and Asia during this era, and evaluate the impact of these

actions on their relations (6.2.12.A.3.g; RH.9-10.7)

Using historical maps students will be able to assess the impact of imperialism by comparing

and contrasting the political boundaries of the world in 1815 and 1914 (6.2.12.B.3.a; RH.9-

10.7)

Using images of tenement housing and population graphs students will be able to relate the

Industrial Revolution to population growth, new migration patterns, urbanization, and the

environment (6.2.12.B.3.b; RH.9-10.7)

Using secondary sources students will be able to relate the role of geography to the spread of

independence movements in Latin America, and determine the extent to which Latin

American political independence also brought about economic independence in the region

(6.2.12.B.3.c and 6.2.12.C.3.f; RH.9-10.1; RH.9-10.2)

Using various maps, worksheets, and images the students will be able to analyze

interrelationships among the “agricultural revolution," population growth, industrialization,

specialization of labor, and patterns of land-holding, and interrelationships among the

Industrial Revolution, nationalism, competition for global markets, imperialism, and natural

resources (6.2.12.C.3.a-b; RH.9-10.7)

Using political cartoons from the late 19th/ early 20th century, compare the characteristics of

capitalism, communism, and socialism to determine why each system emerged in different

world regions (6.2.12.C.3.c; RH.9-10.2; RH.9-10.7)

Using historical maps and images the students will be able to determine how, and the extent

to which, scientific and technological changes, transportation, and new forms of energy

brought about massive social, economic, and cultural changes (6.2.12.C.3.d; RH.9-10.7)

Using a role-playing game the students will be able to assess the impact of imperialism on

economic development in Africa and Asia (6.2.12.C.3.e).

Using historical primary source documents the students will be able to explain how

individuals and groups promoted revolutionary actions and brought about change during this

time period (6.2.12.D.3.a; RH.9-10.1; RH.9-10.2)

Using historical and secondary sources the students will be able to compare and contrast

China’s and Japan’s views of and responses to imperialism, and determine the effects of

imperialism on the development and prosperity of each country in the 20th century

(6.2.12.D.3.c; RH.9-10.2; RH.9-10.6)

Using the video "Guns, Germs, and Steel" and/or White Man's Burden the students will

analyze the extent to which racism was both a cause and consequence of imperialism, and

evaluate the impact of imperialism from multiple perspectives, and the responses of these

societies to imperialistic rule (6.2.12.D.3.d-e; RH.9-10.7)

Required Resources:

* Power-Point-French Revolution

* Three Estates Cartoon

* Primary Source-“Declaration of the Rights of Man and the Citizen”

* Primary Source-“Declaration of the Rights of Woman” by Olympe de Gouges

* Handout (Primary Source)-The Royal Family in Prison

* Handout (Primary Source)-The Execution of a King

* Handout (Secondary Source)-Evaluating Robespierre's Role in History

* Handout (Primary Source)-The Coronation of Napoleon

* Power-Point-Napoleon

* Industrial Revolution Packet

* Power-Point-Industrial Revolution

* Power-Point-Industrial Age Thinkers

* Primary Source-“The Condition of the Working Class in England (1845)” by Friedrich Engels

* Nation Building in Latin America Information Packet

* Primary and Secondary Sources Handout-“Henry Mayhew, London Labour and the London

Poor A. H. Beck, ‘The House of Worth’ Beatrice Webb, My Apprenticeship”

* Cause and Effect Chart of the Revolutions of the 1830s

* Primary and Secondary Sources Handout on Industrialization and Nationalism

* Chart on the Revolutions of 1848 (France, Germany, Central Europe, and Italy)

* Time-line on the Unifications of Italy and Germany

* Geography and History Handout-Unification of Italy

* Worksheet on Nationalism and Reform in Europe (Great Britain, France, Austria, and Russia)

* Lecture Slide-Examples of Common Jobs for Women, 1890

* Lecture Slide-Women’s Rights Movement (Europe and United States)

* Lecture Slides-The Expansion of Democracy in Western Europe and Central and Eastern

European Governments in the Late 1800s

* Power-Point-Social Darwinism

* Power-Point-Imperialism in Africa

* Primary Source-“Slavery in Africa” by Mungo Park

* Power-Point-Imperialism in India

* Primary Source-“Minute on Education” by Thomas Babington Macaulay

* Power-Point-Imperialism in China

* Primary Source-“Lin Zexu: Letter to Queen Victoria, 1839”

* Power-Point-Japanese Imperialism

* Primary Source-“Letter to the Emperor of Japan” by President Fillmore

Suggested Activities:

Cartoon Activity on the Three Estates (Pre-Revolutionary France)

Excerpt Activity from “Nickel and Dimed”

Writing a Cahier Activity

Analyzation Activity on the Declaration of the Rights of Man and the Citizen

Simulation on the Trial of Louis XVI

The Execution of Louis XVI Activity

Guillotine Essay

Battles of Napoleon New Story Activity

Analysis of the Battles of Napoleon

Toussaint L'Ouverture and the Haitian Revolution Information Activity

Experiences of a Young Creole Refugee from Saint Domingue (Haiti) Primary Source Activity

Revolutions in Latin America Information Activity

Single Product Economies in Latin America Worksheet

Map Activity on Great Britain as the birthplace of the Industrial Revolution

Time-line on the evolution of technology

Ice-cream Sunday Assembly Line Activity

Textile Industry Parliamentary Investigation Webquest

Picture analysis of Child Labor Activity

Analysis of testimony by child and women workers Activity

Industrial Age Thinkers Activity

Primary and Secondary Sources Handout-“Henry Mayhew, London Labour and the London

Poor A. H. Beck, ‘The House of Worth’ Beatrice Webb, My Apprenticeship”

Primary and Secondary Sources Handout on Industrialization and Nationalism

Geography and History Handout-Unification of Italy

Worksheet on Nationalism and Reform in Europe (Great Britain, France, Austria, and Russia)

Poster Activity on Pioneers of the Women Suffrage and Worker’s Rights Movements in

Europe and North America

Time-Line Activity on Women’s Suffrage

Analysis of the poem “White Man’s Burden” Activity

Mills Economic Defense of Imperialism (1848)-Primary Source Activity

John Ruskin on Imperial Duty (1870)-Primary Source Activity

Jules Harmand on the Morality of Empire (1910)-Primary Source Activity

Primary Source Activity on European Imperialism in the Congo

David Livingstone's Travels in Africa Activity

Primary Source Activity on the Sepoy Rebellion

Positive and Negative Effects of Imperialism in India Activity

Indonesia’s Battle Against Imperialism-Primary Source Activity

Britain Requests Trading Privileges (1793)-Primary Source Activity

Protesting the Opium Trade (1840)-Primary Source Activity

Opium War Worksheet Activity

Empress Dowager Supports the Boxer Rebellion (1899)-Primary Source Activity

Sun Yat-sen, The Three Principles of the People (1921)-Primary Source Activity

Gun Boat Diplomacy Activity

Analysis of Japanese Ink Blot Prints Activity

Formative Assessments:

A. Civics, Government, and Human Rights

(6.2.12.A.3.a) Question on how and why various ideals (e.g., liberty, popular sovereignty, natural rights,

democracy, and nationalism) became driving forces for reforms and revolutions.

(6.2.12.A.3.b) Diagram the extent to which the American, French, and Haitian revolutions influenced

independence movements in Latin America.

(6.2.12.A.3.c) Discuss the responses of various governments to pressure for self-government or self-

determination to subsequent reform or revolution.

(6.2.12.A.3.d) Question the extent to which revolutions during this time period resulted in the

expansion of political, social, and economic rights and opportunities.

(6.2.12.A.3.e) Respond in writing on the relationship between industrialization and the rise of

democratic and social reforms, including the expansion of parliamentary government.

(6.2.12.A.3.f) Create a graphic organizer on the struggles for women’s suffrage and workers’ rights in

Europe and North America, and evaluate the degree to which each movement achieved its goals.

(6.2.12.A.3.g) Create a poster on the motives for and methods by which European nations, Japan, and

the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate

the impact of these actions on their relations.

B. Geography, People, and the Environment

(6.2.12.B.3.a) Create a map showing the impact of imperialism by comparing and contrasting the

political boundaries of the world in 1815 and 1914.

(6.2.12.B.3.b) Analyze a map on the Industrial Revolution in comparison to population growth, new

migration patterns, urbanization, and the environment.

(6.2.12.B.3.c) Analyze a map on the role of geography to the spread of independence movements in

Latin America.

C. Economics, Innovation, and Technology

(6.2.12.C.3.a) Question on the interrelationships among the “agricultural revolution," population

growth, industrialization, specialization of labor, and patterns of land-holding.

(6.2.12.C.3.b) Question on the interrelationships among the Industrial Revolution, nationalism,

competition for global markets, imperialism, and natural resources .

(6.2.12.C.3.c) Diagram the characteristics of capitalism, communism, and socialism to determine why

each system emerged in different world regions.

(6.2.12.C.3.d) Question on how, and the extent to which, scientific and technological changes,

transportation, and new forms of energy brought about massive social, economic, and cultural changes.

(6.2.12.C.3.e) Question on the impact of imperialism on economic development in Africa and Asia.

(6.2.12.C.3.f) Question on the extent to which Latin American political independence also brought about

economic independence in the region.

D. History, Culture, and Perspectives

(6.2.12.D.3.a) Create mini-biographies on the individuals and groups who promoted revolutionary

actions and brought about change during this time period.

(6.2.12.D.3.b) Discuss how industrialization and urbanization affected class structure, family life, and the

daily lives of men, women, and children.

(6.2.12.D.3.c) Create Venn Diagrams on China’s and Japan’s views of and responses to imperialism, and

discuss the effects of imperialism on the development and prosperity of each country in the 20th

century.

(6.2.12.D.3.d) Discuss the extent to which racism was both a cause and consequence of imperialism, and

evaluate the impact of imperialism from multiple perspectives.

(6.2.12.D.3.e) Discuss the impact of the policies of different European colonizers on indigenous

societies, and explain the responses of these societies to imperialistic rule.

Unit 4: A Half-Century of Crisis and Achievement: The Era of the Great Wars

(1900-1945)

Nationalism, imperialism, industrialization, and militarism contributed to an increase in

economic and military competition among European nations, the Ottoman Empire, and Japan,

and led to World War I. The failure of the Treaty of Versailles, the impact of the global

depression, and the expansionist policies and actions of Axis nations are viewed as major

factors that resulted in World War II World Wars I and II were "total wars" in which nations

mobilized entire populations and economies and employed new military tactics that resulted in

unprecedented death and destruction, as well as drastic changes in political boundaries

World Wars I and II challenged economic and political power structures and gave rise to a new

balance of power in the world. Economic, technological, and military power and bureaucracies

have been used by nations to deliberately and systematically destroy ethnic/racial, political,

and cultural groups.

Essential Questions:

Why does politics often lead to war? (6.2.12.A.4.a and 6.2.12.D.4.a-e)

How can geography and technology impact war? (6.2.12.C.4.b and d, 6.2.12.D.4.g, and

6.2.12.B.4.b)

What can cause economic and geographic instability? (6.2.12.C.4.a and c, 6.2.12.D.4.d and

6.2.12.B.4.c-d)

How might political change impact society? (6.2.12.A.4.a-d, 6.2.12.B.4.a, 6.2.12.D.4.f,

6.2.12.D.4.i-l)

What evidence exists to show that the crimes against ethnic groups constitute acts of

genocide?(6.2.12.A.4.c-d and 6.2.12.D.4.i)

How can political control lead to nationalist movements?(6.2.12.A.4.b, 6.2.12.D.4.h)

How does economic exploitation lead to nationalistic movements?(6.2.12.A.4.b, 6.2.12.D.4.h)

Focus Standards:

A. Civics, Government, and Human Rights

(6.2.12.A.4.a) Explain the rise of fascism and spread of communism in Europe and Asia.

(6.2.12.A.4.b) Compare the rise of nationalism in China, Turkey, and India.

(6.2.12.A.4.c) Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma

(gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.

(6.2.12.A.4.d) Assess government responses to incidents of ethnic cleansing and genocide.

B. Geography, People, and the Environment

(6.2.12.B.4.a) Determine the geographic impact of World War I by comparing and contrasting the

political boundaries of the world in 1914 and 1939.

(6.2.12.B.4.b) Determine how geography impacted military strategies and major turning points during

World War II.

(6.2.12.B.4.c) Explain how the disintegration of the Ottoman empire and the mandate system led to the

creation of new nations in the Middle East.

(6.2.12.B.4.d) Explain the intended and unintended consequences of new national boundaries

established by the treaties that ended World War II.

C. Economics, Innovation, and Technology

(6.2.12.C.4.a) Analyze government responses to the Great Depression and their consequences, including

the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory

and practice.

(6.2.12.C.4.b) Compare and contrast World Wars I and II in terms of technological innovations (i.e.,

industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss

of life, and destruction of property).

(6.2.12.C.4.c) Assess the short- and long-term demographic, social, economic, and environmental

consequences of the violence and destruction of the two World Wars.

(6.2.12.C.4.d) Analyze the ways in which new forms of communication, transportation, and weaponry

affected relationships between governments and their citizens and bolstered the power of new

authoritarian regimes during this period.

D. History, Culture, and Perspectives

(6.2.12.D.4.a) Analyze the extent to which nationalism, industrialization, territory disputes, imperialism,

militarism, and alliances led to World War I.

(6.2.12.D.4.b) Analyze the Treaty of Versailles and the League of Nations from the perspectives of

different nations.

(6.2.12.D.4.c) Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba),

and determine the impact on global politics.

(6.2.12.D.4.d) Analyze the extent to which the legacy of World War I, the global depression, ethnic and

ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

(6.2.12.D.4.e) Compare how Allied countries responded to the expansionist actions of Germany and

Italy.

(6.2.12.D.4.f) Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis

Powers in both World Wars.

(6.2.12.D.4.g) Analyze the role of nationalism and propaganda in mobilizing civilian populations in

support of “total war”

(6.2.12.D.4.h) Assess the extent to which world war, depression, nationalist ideology, communism, and

liberal democratic ideals contributed to the emergence of movements for national self-rule or

sovereignty in Africa and Asia.

(6.2.12.D.4.i) Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers

during events of persecution or genocide, and describe the long-term consequences of genocide for all

involved.

(6.2.12.D.4.j) Analyze how the social, economic, and political roles of women were transformed during

this time period.

(6.2.12.D.4.k) Analyze how the arts represent the changing values and ideals of society.

(6.2.12.D.4.l) Assess the cultural impact of World War I, the Great Depression, and World War II.

Required Unit Objectives:

Using various visual and audio media sources and secondary sources students will explain the

emergence of fascism and spread of communism in Europe and Asia, and the rise of

nationalism in China, Turkey, and India. (6.2.12.A.4.a-b; RH.9-10.2; RH.9-10.7)

Using historical primary and secondary sources the students will be able to analyze the

motivations, causes, and consequences and the government responses of the genocides of

Armenians, Central and Eastern Europe (gypsies), and Jews, as well as the mass

exterminations of Ukrainians and Chinese. (6.2.12.A.4.c-d; RH.9-10.1; RH.9-10.2; RH.9-10.6;

RH.9-10.9)

Using historical maps the students will be able to determine the geographic impact of World

War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.

(6.2.12.B.4.a; RH.9-10.7)

Using Google Earth and historical maps the students will be able to determine how geography

impacted military strategies and major turning points during World War II. (6.2.12.B.4.b;

RH.9-10.7)

Using (PBS's Great War and UpFront Article "How the Middle East was Made") the students

will be able to explain how the Ottoman empire was the "Sick Man of Europe" and the

mandate system led to the creation of new nations in the Middle East. (6.2.12.B.4.c; RH.9-

10.2; RH.9-10.7)

Using historical maps and primary and secondary sources the students will be able to identify

and explain the intended and unintended consequences of new national boundaries

established by the treaties that ended World War II. (6.2.12.B.4.d; RH.9-10.1; RH.9-10.2;

RH.9-10.7)

Using historical media clips and readings the students will be able to analyze government

responses to the Great Depression and their consequences, including the growth of fascist,

socialist, and communist movements and the effects on capitalist economic theory and

practice. (6.2.12.C.4.a; RH.9-10.2; RH.9-10.7)

Using historical images and media clips and secondary sources the students will be able to

compare and contrast World Wars I and II in terms of technological innovations (i.e. industrial

production) and social impact (i.e. national mobilization). (6.2.12.C.4.b; RH.9-10.1; RH.9-10.2;

RH.9-10.7)

Using historical media clips the students will be able to identify the short- and long-term

demographic, social, economic, and environmental consequences of the violence and

destruction of the two World Wars on Europe. (6.2.12.C.4.c; RH.9-10.7)

Using historical primary and secondary sources and maps the students will be able to explain

the ways in which new forms of communication, transportation, and weaponry affected

relationships between governments and their citizens and bolstered the power of new

authoritarian regimes during this period. (6.2.12.C.4.d; RH.9-10.1; RH.9-10.2; RH.9-10.7)

Using primary sources, secondary sources, and maps the students will be able to explain the

extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and

alliances led to World War I and the outcomes of this global conflict (Treaty of Versailles and

League of Nations). (6.2.12.D.4.a-b; RH.9-10.1; RH.9-10.2; RH.9-10.7)

Using historical primary documents (Churchill's Iron Curtain Speech) the students will be able

to assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba),

and determine the impact on global politics. (6.2.12.D.4.c; RH.9-10.1; RH.9-10.2; RH.9-10.4;

RH.9-10.8)

Using historical primary sources (Treaty of Versailles) the students will be able to explain the

outcomes of World War I and how they contributed to the start of World War II.

(6.2.12.D.4.d; RH.9-10.1; RH.9-10.2; RH.9-10.4)

Using historical primary sources and secondary sources the students will be able to explain

and compare how Allied countries responded to the expansionist actions of Germany and

Italy, and the role of colonial peoples in the war efforts of the Allies and the Central/Axis

Powers in both World Wars. (6.2.12.D.4.e and 6.2.12.D.4.f; RH.9-10.1; RH.9-10.2)

Using historical images and media clips the students will be able to identify the role of

nationalism and propaganda in mobilizing civilian populations in support of “total war.”

(6.2.12.D.4.g; RH.9-10.7)

Using historical primary sources and secondary sources the students will be able to

demonstrate the extent to which world war, depression, nationalist ideology, communism,

and liberal democratic ideals contributed to the emergence of movements for national self-

rule in Africa and Asia. (6.2.12.D.4.h; RH.9-10.1; RH.9-10.2)

Using historical primary sources and media clips "Schindler's List" the students will be able to

compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers

during events of persecution or genocide, and describe the long-term consequences of

genocide for all involved. (6.2.12.D.4.i; RH.9-10.2; RH.9-10.6; RH.9-10.7)

Using clips from the movie “A League of Their Own” the students will be able to analyze how

the social, economic, and political roles of women were transformed during this time-period.

(6.2.12.D.4.j; RH.9-10.7)

Using historical images the students will be able to analyze how the arts represent the

changing values and ideals of society. (6.2.12.D.4.k; RH.9-10.7)

Using historical images and media clips the students will be able to assess the cultural impact

of World War I, the Great Depression, and World War II. (6.2.12.D.4.l; RH.9-10.7)

Required Resources:

* Lecture Slide-Fascism, the Italian Monarchy, and the Catholic Church

* Handout-What is Fascism?

* Handout-Analyzing Fascist Propaganda

* Handout-Program of the National Socialist German Workers’ Party

* Web-Site-Images of Kathe Kollwitz

* Lecture Slide-Creation of the Soviet Union

* Video (Clips)-“Reds”

* Handout-Non-Violent Civil Disobedience in India (1930)

* Video (Selected Clips)-“Gandhi”

* Handout-Gandhi and Non-violent Resistance

* Video (Clips)-“Kundun—Dali Lama”

* Handout-Mao Analyzes Social Classes (1926)

* Handout-The Long March

* Mao’s Little Red Book

* Web-Site-20 Voices

* Primary Source-“Letter From Turkey, Summer 1915” by Mary L. Graffam

* Primary Source-“Posthumous Memoirs” by Talaat Pasha

* Handout-The Message of Nazism

* Handout-Economic Conditions Leading to Hitler’s Rise

* Handout-Kristallnacht, or “Night of Shattered Glass”

* Primary Source-“Memories Of The Holocaust (1938-1945)”

* Movie Guide for “Schindler’s List”

* Web-Site-Holodomor (1932-33) (Extermination of Ukrainians)

* Web-Site-The History Place-Genocide in the 20th Century

* Web-Site-European History Interactive Map

* Video-PBS’s “Great War”

* Article-"How the Middle East was Made"

* Handout- Science and Technology: Japanese Warships

* Handout-Science and Technology: World War I Military Technologies

* Website-Science and Technology of World War II

* Handout-German Submarine Warfare

* Handout-The Home Front: Rationing During World War II

* Handout-The Dresden Bombing

* Video (Clips)-“Slaughterhouse Five”

* Video-“Modern Marvels (Inventions of War)”

* Primary Source-“The Decision To Use The Atomic Bomb” by Henry L. Stimson

* Handout- Ending the War: The Bombings of Hiroshima and Nagasaki

* Book (Excerpts)-Hiroshima by John Hersey

* Handout- Arthur James Balfour, The Balfour Declaration (1917)

* Handout-Redrawing the World: Mandates in the Middle East after World War I

* Primary Source-“The Fourteen Points (1918)” by Woodrow Wilson

* Video Clip-“Churchill’s Iron Curtain Speech”

* Primary Source-Treaty of Versailles

* Web-Site-Evaluating the Treaty of Versaille

* Video Clip-Frank Capra’s “Why We Fight: Prelude to War”

* Handout- Transforming the Middle East: The Creation of Israel

* Movie (Clips)-“A League of Their Own”

* Propaganda Posters (Women Going To Work)

* Norman Rockwell in the 1940s: A View of the American Homefront

Suggested Activities:

Letter Writing Activity-Imagine you are a middle-class Italian in the 1920s. Write a letter to

the editor of the local newspaper supporting Mussolini’s new government.

Worksheet Activity-What is Fascism?

Worksheet Activity-Analyzing Fascist Propaganda

Writing Activity-Write a paragraph discussing how Hitler used the existing German political

structure and the economic situation to rise to power.

Worksheet Activity-Program of the National Socialist German Workers’ Party

Web-Site Activity of Kathe Kollwitz images

Video Activity on (Selected Clips)-“Gandhi”

Worksheet Activity-Non-Violent Civil Disobedience in India (1930)

Writing Activity-Imagine you were a participant in the Salt March in India. Write several

paragraphs expressing the feelings you had as you and others reached the sea and picked up

salt.

Reading and Writing Activity on Mao’s Little Red Book

Biography Activity using individuals from 20 Voices

Writing Activity-Imagine you are a German businessman during the Holocaust what would

you do in attempting to save the Jews or would you be obedient and follow Nazi ideology.

Writing Activity-Describe the steps that resulted in the development of trench warfare.

Local History Activity-Imagine you are part of the historical society in your town. Your task is

to research the names and lives of people who served in World War I and design a memorial

honoring these individuals.

Web-Site Activity-Science and Technology of World War II

Worksheet Activity-The Home Front: Rationing During World War II

Debate-Harry Truman’s Dropping of the Atomic Bomb

Worksheet Activities-Arthur James Balfour, The Balfour Declaration (1917) and Redrawing the

World: Mandates in the Middle East after World War I

DBQ Activity-Battle of the Somme-Haig: Butcher or Hero?

Activity on the Treaty of Versailles

Comparing and Contrasting Activity on the Treaty of Versailles and the Nazi Party Platform

Activity on the Role of Women During War

Visual Picture Activity on the Works of Norman Rockwell

Worksheet Activity- Transforming the Middle East: The Creation of Israel

Formative Assessments:

A. Civics, Government, and Human Rights

(6.2.12.A.4.a) Question and discuss information the rise of fascism and spread of communism in Europe

and Asia.

(6.2.12.A.4.b) Create a graphic organizer comparing and contrasting the rise of nationalism in China,

Turkey, and India.

(6.2.12.A.4.c) Write an essay analyzing and explaining the motivations, causes, and consequences of the

genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and

Chinese.

(6.2.12.A.4.d) Discuss and analyze government responses to incidents of ethnic cleansing and genocide.

B. Geography, People, and the Environment

(6.2.12.B.4.a) Label a map on the geographic impact of World War I by comparing and contrasting the

political boundaries of the world in 1914 and 1939.

(6.2.12.B.4.b) Discuss how geography impacted military strategies and major turning points during

World War II.

(6.2.12.B.4.c) Discuss how the disintegration of the Ottoman empire and the mandate system led to the

creation of new nations in the Middle East.

(6.2.12.B.4.d) Create a cause and effect chart that explains the intended and unintended consequences

of new national boundaries established by the treaties that ended World War II.

C. Economics, Innovation, and Technology

(6.2.12.C.4.a) Debate government responses to the Great Depression and their consequences, including

the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory

and practice.

(6.2.12.C.4.b) Create a Venn Diagram comparing and contrasting World Wars I and II in terms of

technological innovations (i.e., industrial production, scientific research, war tactics) and social impact

(i.e., national mobilization, loss of life, and destruction of property).

(6.2.12.C.4.c) Discuss the short- and long-term demographic, social, economic, and environmental

consequences of the violence and destruction of the two World Wars.

(6.2.12.C.4.d) Create a list and discuss the ways in which new forms of communication, transportation,

and weaponry affected relationships between governments and their citizens and bolstered the power

of new authoritarian regimes during this period.

D. History, Culture, and Perspectives

(6.2.12.D.4.a) Diagram the extent to which nationalism, industrialization, territory disputes, imperialism,

militarism, and alliances led to World War I.

(6.2.12.D.4.b) Conduct a simulation analyzing the Treaty of Versailles and the League of Nations from

the perspectives of different nations.

(6.2.12.D.4.c) Debate the causes of revolution in the 20th century (i.e., in Russia, China, India, and

Cuba), and determine the impact on global politics.

(6.2.12.D.4.d) Discuss the extent to which the legacy of World War I, the global depression, ethnic and

ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

(6.2.12.D.4.e) Question on how Allied countries responded to the expansionist actions of Germany and

Italy.

(6.2.12.D.4.f) Discuss the role of colonial peoples in the war efforts of the Allies and the Central/Axis

Powers in both World Wars.

(6.2.12.D.4.g) Create a poster on the role of nationalism and propaganda in mobilizing civilian

populations in support of “total war.”

(6.2.12.D.4.h) Respond to a writing-prompt analyzing the extent to which world war, depression,

nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of

movements for national self-rule or sovereignty in Africa and Asia.

(6.2.12.D.4.i) Create a graphic organizer comparing and contrasting the actions of individuals as

perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-

term consequences of genocide for all involved.

(6.2.12.D.4.j) Discuss how the social, economic, and political roles of women were transformed during

this time-period.

(6.2.12.D.4.k) Label and identify certain works of art on how they represent the changing values and

ideals of society.

(6.2.12.D.4.l) Respond to a question in a writing-prompt or essay on the cultural impact of World War I,

the Great Depression, and World War II.

The 20th Century Since 1945: Challenges for the Modern World

Decolonization, the emergence of new independent nations, and competing ideologies changed

the political landscape and national identities of those involved, and sometimes included

military confrontations and violations of human rights .International migration and scientific

and technological improvements in the second half of the 20th century resulted in an

increasingly global economy and society that are challenged by limited natural resources.

Essential Questions:

How does revolution and/or war result in political, economic, and social change

(6.2.12.A.5.b,c, and e; 6.2.12.B.5.b and c and 6.2.12.C.5.a and g)

How do competing ideologies create controversy? (6.2.12.A.5.a and d; 6.2.12.B.5.a,d, and e;

6.2.12.C.5.b-f and 6.2.12.D.5.a-d)

Focus Standards:

A. Civics, Government, and Human Rights

6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and

the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.

6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization’s

ability to solve or mediate international conflicts.

6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and

contrast the methods used by African and Asian countries to achieve independence.

6.2.12.A.5.d Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-

Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response

to such events.

6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N.

Declaration of Human Rights.

B. Geography, People, and the Environment

6.2.12.B.5.a Determine the impact of geography on decisions made by the Soviet Union and the United

States to expand and protect their spheres of influence.

6.2.12.B.5.b Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the

impact of these events on changing national boundaries in Eastern Europe and Asia.

6.2.12.B.5.c Determine the impact of migration on way of life (e.g., social, economic, and political

structures) in countries of origin and in adopted countries.

6.2.12.B.5.d Analyze post-independence struggles in South Asia, including the struggle over the

partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict.

C. Economics, Innovation, and Technology

6.2.12.C.5.a Explain how and why Western European countries and Japan achieved rapid economic

recovery after World War II.

6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and

Soviet communism.

6.2.12.C.5.c Assess the impact of the international arms race, the space race, and nuclear proliferation

on international politics from multiple perspectives.

6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a

global economy.

6.2.12.C.5.e Assess the reasons for and consequences of the growth of communism and shift toward a

market economy in China.

6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations.

6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the

environment.

D. History, Culture, and Perspectives

6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and

Asian nations to build stable economies and national identities.

6.2.12.D.5.b Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India,

and determine how his methods were later used by people from other countries.

6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic

communication on the creation and diffusion of cultural and political information, worldwide.

6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in

different parts of the world, and evaluate women’s progress toward social equality, economic equality,

and political equality in various countries.

Required Unit Objectives:

Using historical primary sources and secondary sources the students will be able to explain

how and why differences in ideologies and policies between the United States and the USSR

resulted in a cold war, the formation of new alliances, and periodic military clashes.

(6.2.12.A.5.a; RH.9-10.1; RH.9-10.2)

Using historical primary sources and secondary sources the students will be able to analyze

the structure and goals of the United Nations and evaluate the organization’s ability to solve

or mediate international conflicts, and assess the progress of human and civil rights around

the world since the 1948 U.N. Declaration of Human Rights. (6.2.12.A.5.b and e; RH.9-10.1;

RH.9-10.2; RH. 9-10.4)

Using historical primary sources and secondary sources the students will be able to explain

how World War II led to aspirations for self-determination, and compare and contrast the

methods used by African and Asian countries to achieve independence. (6.2.12.A.5.c; RH.9-

10.1; RH.9-10.2)

Using historical primary sources, images, and films ("The Killing Fields," "Hotel Rwanda," and

"Ghost of Rwanda") the students will be able to analyze the causes and consequences of

mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and

evaluate the responsibilities of the world community in response to such events.

(6.2.12.A.5.d; RH.9-10.2; RH.9-10.7)

Using historical maps and secondary sources the students will be able to determine the

impact of geography on decisions made by the Soviet Union and the United States to expand

and protect their spheres of influence, and assess the role of boundary disputes and limited

natural resources as sources of conflict. (6.2.12.B.5.a and e; RH.9-10.2; RH.9-10.7)

Using historical primary sources and secondary sources and images the students will be able

to analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate

the impact of these events on changing national boundaries in Eastern Europe and Asia.

(6.2.12.B.5.b; RH.9-10.1; RH.9-10.2; RH.9-10.7)

Using secondary sources the students will be able to determine the impact of migration on

way of life (e.g., social, economic, and political structures) in countries of origin and in

adopted countries. (6.2.12.B.5.c; RH.9-10.2)

Using historical primary sources, video clips, and secondary sources the students will be able

to analyze post-independence struggles in South Asia, including the struggle over the

partitioning of the subcontinent into India and Pakistan, as well as later tensions over

Kashmir. (6.2.12.B.5.d; RH.9-10.1; RH.9-10.2; RH.9-10.7)

Using historical primary sources and secondary sources the students will be able to explain

how and why Western European countries and Japan achieved rapid economic recovery after

World War II. (6.2.12.C.5.a; RH.9-10.1; RH.9-10.2; RH.9-10.4)

Using secondary sources the students will be able to compare and contrast free market

capitalism, Western European democratic socialism, and Soviet communism, and assess the

reasons for and consequences of the growth of communism and shift toward a market

economy in China. (6.2.12.C.5.b, d, and e; RH.9-10.1; RH.9-10.2)

Using historical primary sources, secondary sources, and media clips the students will be able

to assess the impact of the international arms race, the space race, and nuclear proliferation

on international politics from multiple perspectives. (6.2.12.C.5.c; RH.9-10.1; RH.9-10.2; RH.9-

10.7)

Using historical maps the students will be able to assess the impact of the European Union on

member nations and other nations. (6.2.12.C.5.f; RH.9-10.7)

Using historical charts and graphs the students will be able to evaluate the role of the

petroleum industry in world politics, the global economy, and the environment. (6.2.12.C.5.g;

RH.9-10.7)

Using primary and secondary sources the students will be able to relate the lingering effects

of colonialism to the efforts of Latin American, African, and Asian nations to build stable

economies and national identities. (6.2.12.D.5.a; RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9)

Using the movie "Gandhi" the students will be able to assess the impact of Gandhi’s methods

of civil disobedience and passive resistance in India, and determine how his methods were

later used by people from other countries. (6.2.12.D.5.b; RH.9-10.7)

Using media clips and secondary sources the students will be able to assess the influence of

television, the Internet, and other forms of electronic communication on the creation and

diffusion of cultural and political information, worldwide. (6.2.12.D.5.c; RH.9-10.2; RH.9-10.7)

Using historical primary sources and secondary sources the students will be able to analyze

how feminist movements and social conditions have affected the lives of women in different

parts of the world, and evaluate women’s progress toward social equality, economic equality,

and political equality in various countries. (6.2.12.D.5.d; RH.9-10.1; RH.9-10.2; RH.9-10.9)

Required Resources:

* Video Clip-“Churchill’s Iron Curtain Speech”

* Excerpts from Winston Churchill’s “Iron Curtain” Speech Cold War Lesson Plan

* Map-Twilight Struggle-U.S.S.R and the U.S.

* Primary Source-“Soviet Foreign Policy in the Postwar Period” by George F. Kennan

* Primary Source-“Report To The Communist Party Congress (1961)” by Nikita Khrushchev

* Web-Site-Teaching With Documents: The United States Enters the Korean Conflict

* Web-Site-Report of The United Nations Commission on Korea, 1950

* Web-Site-The Korean War: “Police Action,” 1950-1953

* Video Clip-McCarthy-Army Hearings

*Charter of the United NationsUniversal Declaration of Human Rights

* Excerpts from the book Chasing the Flame: One Man’s Fight to Save the World by Samantha

Power

* Handout-Decolonization and Revolution: 1945-1975

* Handout-Chinua Achebe, Things Fall Apart-Multiple Perspectives on the Independence

Movement in Kenya

* Handout-Patrice Lumumba’s Last Letter (1960)

* Handout-Student Protests in South Africa (1976)

* Primary Source-“The Question of South Africa” by Desmond Tutu

* Video (Selected Clips)-“The Killing Fields”

* Video (Selected Clips)-“Hotel Rwanda”

* Video (Selected Clips)-“Ghost of Rwanda”

* Primary Source-“Season Of Blood” by Fergal Keane

* Primary Source-“Serbia’s Blood War” by T.D. Allman

* Primary Source-“Ethnic Cleansing in Northwestern Bosnia: Two Witnesses”

* Web-Site-The Cold War: 1945-1991

* Historical Video Clip-“Tear Down This Wall” Ronald Reagan Speech

* Lesson Plan-My Perestroika

* Handout-The Breakup of Yugoslavia

* Web-Site-Introduction to Central Asia

*Lesson Plan-Immigration

* Web-Site-Post-African-American Migration

* Video (Selected Clips)-“Gandhi”

* Primary Source-“The Tandon Family At Partition”

* Handout-Border Conflict in Kashmir

* Web-Site-Exploring the Marshall Plan

* Web-Site-United States and Japanese Relations in the Post-World War II Era

* Web-Site-Types of Economic Systems

* Lesson Plan-The Early Tensions of the Cold War

* Handout-The Modern Chinese Economy

* Video Clip-The Cuban Missile Crisis

* Video (Selected Clips)-“Thirteen Days”

* Lesson Plan-Why was there a Space Race?

* Web-Site-U.S. Strategic Nuclear Policy: A Video History, 1945-2004

* Primary Source-Women Strike for Peace, A Letter to Nikita Khrushchev (1962)

* Map-European Union and NATO

* Primary Source Cartoon-U.S.A. Oil Baby

* Primary Source Cartoons-Uncle Sam and Oil Political Cartoon (2007 Oil Crisis)

* Web-Site-Beyond Intractability-Effects of Colonialism

* Web-Site-All-Africa.com

* Lecture Slide-Myanmar’s Struggle for Democracy

* Handout-Survivors of the Khmer Rouge

* Handout-The Latin American Economy

* Excerpts from the book One Hundred Years of Solitude by Gabriel Garcia Marquez

* Video Clip-A Brief History of Communication

* Video (Selected Clips)-“The Matrix”

* Video Clip-History of Communication

* Articles on Technology and World Politics (YouTube Journalism by Moises Niam, Social

Media’s True Impact by Ben Parr and Social Media and World Politics by Kristi Holland)

* Excerpts from the book The Other Half of the Sky by Richard Vine

* Lesson Plan- Stand Up for Her Rights: Exploring the Issues Surrounding Girls' Education in

Afghanistan

* Lesson Plan-Afghanistan Unveiled-Women’s Rights in Post-War Afghanistan

* Web-Site-Women Right’s Lesson Plans (Women in Combat, Women Right’s Photo Essay,

and Women Right’s in the News)

Suggested Activities:

Analysis (Main Ideas) Activity on Churchill’s “Iron Curtain” Speech

Cold War Lesson Plan

Web-Site Activity- Teaching With Documents: The United States Enters the Korean Conflict

Web-Site Activity-Report of The United Nations Commission on Korea, 1950

Web-Site Activity-The Korean War: “Police Action,” 1950-1953

Class Discussion/Writing Activity-Goals of the United Nations and its Legacy (Human Rights)

Secondary Sources Activity-Decolonization and Revolution: 1945-1975

Primary/Secondary Sources Activity-Chinua Achebe, Things Fall Apart-Multiple Perspectives

on the Independence Movement in Kenya

Primary Source Activity-Patrice Lumumba’s Last Letter (1960)

Primary Source Activity-Student Protests in South Africa (1976)

Video and Primary Source Analysis on Genocides of the Twentieth Century

Web-Site Activity-The Cold War: 1945-1991

Historical Video Clip Activity-“Tear Down This Wall” Ronald Reagan Speech

Lesson Plan Activity-My Perestroika

Primary/Secondary Sources Activity-The Breakup of Yugoslavia

Web-Site Activity-Introduction to Central Asia

Lesson Plan Activity-Immigration

Web-Site Activity-Post-African-American Migration

Primary/Secondary Sources Activity-Partitioning of India and Conflict in Kashmir

Web-Site Activity-Exploring the Marshall Plan

Web-Site Activity-United States and Japanese Relations in the Post-World War II Era

Web-Site Activity-Types of Economic Systems

Lesson Plan Activity-The Early Tensions of the Cold War

Economics of History Activity-The Modern Chinese Economy

Primary/Secondary Sources Activity-Cuban Missile Crisis

Lesson Plan Activity-Why was there a Space Race?

Web-Site Activity-U.S. Strategic Nuclear Policy: A Video History, 1945-2004

Map Activity-European Union and NATO

Primary Source Cartoon Activity-U.S.A. Oil Baby

Primary Source Cartoons Activity-Uncle Sam and Oil Political Cartoon (2007 Oil Crisis)

Web-Site Activity-Beyond Intractability-Effects of Colonialism

Web-Site Activity-All-Africa.com

Lecture Slide Activity-Myanmar’s Struggle for Democracy

Primary Source Activity-Survivors of the Khmer Rouge

Economics of History Activity-The Latin American Economy

Video Clip Activity-A Brief History of Communication

Video (Selected Clips) Activity-“The Matrix”

Video Analysis Activity-History of Communication

Secondary Sources Activity- Articles on Technology and World Politics

Lesson Plan Activity-Stand Up for Her Rights: Exploring the Issues Surrounding Girls' Education

in Afghanistan

Lesson Plan Activity-Afghanistan Unveiled-Women’s Rights in Post-War Afghanistan

Web-Site Activity-Women Right’s Lesson Plans (Women in Combat, Women Right’s Photo

Essay, and Women Right’s in the News)

Formative Assessments:

A. Civics, Government, and Human Rights

(6.2.12.A.5.a) Question and discuss why differences in ideologies and policies between the United

States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.

(6.2.12.A.5.b) Create a graphic organizer on the structure and goals of the United Nations and evaluate

in writing the organization’s ability to solve or mediate international conflicts.

(6.2.12.A.5.c) Discuss how World War II led to aspirations for self-determination, and create a Venn

Diagram comparing and contrasting the methods used by African and Asian countries to achieve

independence.

(6.2.12.A.5.d) Conduct mini-presentations on the causes and consequences of mass killings (e.g.,

Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and discuss the responsibilities of the

world community in response to such events.

(6.2.12.A.5.e) Question and discuss the progress of human and civil rights around the world since the

1948 U.N. Declaration of Human Rights.

B. Geography, People, and the Environment

(6.2.12.B.5.a) Label a map in determining the impact of geography on decisions made by the Soviet

Union and the United States to expand and protect their spheres of influence.

(6.2.12.B.5.b) Chart, graph and map the reasons for the Cold War and the collapse of the Soviet Union,

and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.

(6.2.12.B.5.c) Graph and discuss the impact of migration on way of life (e.g., social, economic, and

political structures) in countries of origin and in adopted countries.

(6.2.12.B.5.d) Question and discuss post-independence struggles in South Asia, including the struggle

over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

(6.2.12.B.5.e) Research and locate a current event article on the role of boundary disputes and limited

natural resources as sources of conflict.

C. Economics, Innovation, and Technology

(6.2.12.C.5.a) Question and discuss why Western European countries and Japan achieved rapid

economic recovery after World War II.

(6.2.12.C.5.b) Create a Venn Diagram in comparing and contrasting free market capitalism, Western

European democratic socialism, and Soviet communism.

(6.2.12.C.5.c) Question and discuss the impact of the international arms race, the space race, and

nuclear proliferation on international politics from multiple perspectives.

(6.2.12.C.5.d) Present information (verbally or orally) on the challenges faced by developing nations in

their efforts to compete in a global economy.

(6.2.12.C.5.e) Chart the reasons for and consequences of the growth of communism and shift toward a

market economy in China.

(6.2.12.C.5.f) Question the impact of the European Union on member nations and other nations.

(6.2.12.C.5.g) Analyze political cartoons and natural resource maps on the role of the petroleum

industry in world politics, the global economy, and the environment.

D. History, Culture, and Perspectives

(6.2.12.D.5.a) Question and discuss the lingering effects of colonialism to the efforts of Latin American,

African, and Asian nations to build stable economies and national identities.

(6.2.12.D.5.b) List the impact of Gandhi’s methods of civil disobedience and passive resistance in India,

and identify how his methods were later used by people from other countries.

(6.2.12.D.5.c) Question and discuss electronically the influence of television, the Internet, and other

forms of electronic communication on the creation and diffusion of cultural and political information,

worldwide.

(6.2.12.D.5.d) Create a Venn Diagram on how feminist movements and social conditions have affected

the lives of women in different parts of the world, and question and discuss women’s progress toward

social equality, economic equality, and political equality in various countries.

Unit 5: Contemporary Issues

Technological innovation, economic interdependence, changes in population growth, migratory

patterns, and the development, distribution, and use of natural resources offer challenges and

opportunities that transcend regional and national borders.

Essential Questions:

What influences global political and economic relationships?

(6.2.12.A.6.a,c,d; 6.2.12.C.6.a and c)

How do social and environmental issues affect countries differently?

(6.2.12.A.6.b; 6.2.12.B.6.a; 6.2.12.C.6.b and d; 6.2.12.D.6.a)

Focus Standards:

A. Civics, Government, and Human Rights

6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in

attempting to solve global issues.

6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in

matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on

governments, individuals, and societies.

6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to

tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

B. Geography, People, and the Environment

6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in

urban-rural populations on natural resources and land use.

C. Economics, Innovation, and Technology

6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to

address economic imbalances and social inequalities.

6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and

evaluate the potential impact of these trends on the economy, political stability, and use of resources.

6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and

exchange rates play in maintaining stable regional and global economies.

6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts

the quality of life in different countries.

D. History, Culture, and Perspectives

6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a

“global” culture, and evaluate the impact on traditional cultures and values.

Required Unit Objectives:

Using current primary and secondary sources the students will be able to evaluate the role of

international cooperation and multinational organizations in attempting to solve global

issues. (6.2.12.A.6.a; RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9)

Using current primary and secondary sources the students will be able to analyze the

relationships and tensions between national sovereignty and global interest in matters such

as territory, economic development, use of natural resources, and human rights, and assess

the effectiveness of responses by governments and international organizations to tensions

resulting from ethnic, territorial, religious, and/or nationalist differences. (6.2.12.A.6.b and d;

RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9; RH.9-10.10)

Using current primary and secondary sources the students will be able to analyze why

terrorist movements have proliferated, and evaluate their impact on governments,

individuals, and societies. (6.2.12.A.6.c; RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9; RH.9-

10.10)

Using current primary and secondary sources the students will be able to determine the

global impact of increased population growth, migration, and changes in urban-rural

populations on natural resources and land use. (6.2.12.B.6.a; RH.9-10.1; RH.9-10.2; RH.9-10.4;

RH.9-10.9; RH.9-10.10)

Using current primary and secondary sources the students will be able to evaluate efforts of

governmental, nongovernmental, and international organizations to address economic

imbalances and social inequalities. (6.2.12.C.6.a; RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9;

RH.9-10.10)

Using current charts and/or graphs the students will be able to compare and contrast

demographic trends in industrialized and developing nations, and evaluate the potential

impact of these trends on the economy, political stability, and use of resources. (6.2.12.C.6.b;

RH.9-10.7)

Using current primary and secondary sources the students will be able to assess the role

government monetary policies, central banks, international investment, and exchange rates

play in maintaining stable regional and global economies. (6.2.12.C.6.c; RH.9-10.1; RH.9-10.2;

RH.9-10.4; RH.9-10.9; RH.9-10.10)

Using current primary and secondary sources the students will be able to determine how the

availability of scientific, technological, and medical advances impacts the quality of life in

different countries. (6.2.12.C.6.d; RH.9-10.1; RH.9-10.2; RH.9-10.4; RH.9-10.9; RH.9-10.10)

Using current primary and secondary sources the students will be able to assess the role of

increased personal and business electronic communications in creating a “global” culture,

and evaluate the impact on traditional cultures and values. (6.2.12.D.6.a;RH.9-10.1; RH.9-

10.2; RH.9-10.4; RH.9-10.9; RH.9-10.10)

Required Resources:

* Issues of Upfront Magazine

* New York Times Learning Network

* Web-Site-United Nations-Peace and Security

* Web-Site-United Nations-Development

* Web-Site-United Nations-Human Rights

* Web-Site-United Nations-Humanitarian Affairs

* Web-Site-UNESCO

* Web-Site-UNICEF

* Web-Site-PBS-Teacher Resources on Terrorism

* Web-Site-U.S. State Department-Curriculum Packet-“Terrorism: A War Without Borders”

* New York Times Learning Network-By the Billions: Creating and Comparing Population

Growth Projections

* Web-Site-Nova-World in the Balance

* Web-Site-Population Reference Bureau-Global Migration Patterns

* Web-Site-Association for Women’s Right in Development

* Web-Site-PBS-Access, Analyze, Act: From Economic Theory to Financial Reality

* Web-Site-The World Bank

* Web-Site-International Association for Science and Technology Development

* Web-Site-TED Talks

Suggested Activities:

Teacher Lesson Plans from Upfront Magazine

Teacher Lesson Plans from New York Times Learning Network

Lesson Plan Activity-United Nations

Lesson Plans from PBS-Teacher Resource on Terrorism and U.S. State Department-Curriculum

Packet-“Terrorism: A War Without Borders”

Lesson Plan-New York Times Learning Network-By the Billions: Creating and Comparing

Population Growth Projections

Teacher Guide from Nova-World in the Balance

Lesson Plans from Population Reference Bureau-Global Migration Patterns

Lesson Plans from PBS-Access, Analyze, Act: From Economic Theory to Financial Reality

Formative Assessments:

A. Civics, Government, and Human Rights

6.2.12.A.6.a Question and discuss the role of international cooperation and multinational organizations

in attempting to solve global issues.

6.2.12.A.6.b Research the relationships and tensions between national sovereignty (Israeli and

Palestinian Conflict) and global interest in matters such as territory, economic development, use of

natural resources, and human rights.

6.2.12.A.6.c Question and discuss why terrorist movements have proliferated, and evaluate their impact

on governments, individuals, and societies.

6.2.12.A.6.d Develop mini-presentations assessing the effectiveness of responses by governments and

international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist

differences.

B. Geography, People, and the Environment

6.2.12.B.6.a Chart the global impact of increased population growth, migration, and changes in urban-

rural populations on natural resources and land use.

C. Economics, Innovation, and Technology

6.2.12.C.6.a Question and discuss the efforts of governmental, nongovernmental, and international

organizations to address economic imbalances and social inequalities.

6.2.12.C.6.b Create a Venn Diagram comparing and contrasting demographic trends in industrialized and

developing nations, and evaluate the potential impact of these trends on the economy, political stability,

and use of resources.

6.2.12.C.6.c Question and discuss the role government monetary policies, central banks, international

investment, and exchange rates play in maintaining stable regional and global economies.

6.2.12.C.6.d Locate a current event on the availability of scientific, technological, and medical advances

impacts the quality of life in different countries.

D. History, Culture, and Perspectives

6.2.12.D.6.a Question and discuss the role of increased personal and business electronic

communications in creating a “global” culture, and evaluate the impact on traditional cultures and

values.

Benchmark Assessments: Comprehensive Midterm & Final Exams