Not Quite Entire Modern World History

Modern World History
Curriculum Guide
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08/24/09
Curriculum Guide Introduction
Course Reference Number: 27070

Content Area: Social Studies
Course Title: Modern World History
Credits: 0.5 1.0 2.0
Course Description:
Conceptual understandings, major issues and turning points will be emphasized during this
study of world history from the industrial revolution to present day.
Modern World History students will actively engage in a study of modern world history that will
explore how individuals, events have shaped our lives and issues of the recent past. This
course will build on the foundations established during grades 6-8 Social Studies instruction by
continuing the development of historical and geographic knowledge and skills needed to
understand the modern world.
Course Standards:
MWH.1 Reconstruct, interpret, and represent the chronology of significant events,

developments, and narratives from history.
MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect
relationships.
MWH.3 Recognize and interpret continuity and/or change with respect to particular historical
developments in the 20th century.
MWH.4 Evaluate how contemporary perspectives affect historical interpretation.
MWH.5-Recognize, assess, and interpret relationships among events, issues, and
developments in different spheres of human activity (i.e. economic, social, political, cultural).
MWH.6 Illustrate and use geographic information with the implementation of a variety of scales,
patterns of distribution, and arrangements.
MWH.7 Interpret and evaluate information using complex geographic representations.
MWH.8 - Hypothesize why places and regions are important to human identity and serve as
symbols to unify or fragment society.
MWH.9 Analyze and evaluate the impact of economic, cultural or environmental factors that
result in changes to population of cities, countries, or regions
MWH.10 - Determine how human modification of the physical environment in a place affects
both that place and other places
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key
terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing
patterns and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and
formulating a thesis.
SSA.4 Apply learning through communication and problem solving skills in order to contribute to
the betterment of personal, community and global circumstances.
Academic/Content Vocabulary:
Social Development Chinese Revolution of 1911

Physical Environment Mexican Revolution of 1911 –1917
Political Development Russian Revolution of 1917
Economic Development WWI
Indigenous populations Treaty of Versailles
Nationalism Chinese Communist Revolution of 1949
Colonialism Japanese Expansion
Imperialism Nazism
Isolationism The Holocaust
Industrial Revolution
Units of Study:
1. Understanding and using basic geographic information – 2 weeks

2. Western Europe in the Modern World – 7 weeks
3. The Rise & Fall of the Soviet Union – 4 weeks
4. The Middle East – 4 weeks*
5. Modern Africa – 5 weeks
6. Modern China & Japan* -4
7. Modern Latin America* - 4
* These units will be available in September 2009
Adopted Core Materials:
In 2007, the PPS School Board approved the following texts for adoption and purchase for the
English 1-2 course. These texts are in addition to the Core Works listed on a previous
page.
History Alive! Modern World History Program TCI
Modern World History: Pattern of Interaction –McDougal Littell-2007

This includes a teacher edition and a CD-ROM that includes all the ancillary resources.
• Easyplanner includes Pdf’s of all resources categorized by uint, chapter, and section.
• Presentation Pro – Interactive visual resources.
• Test generator
Perthes World Atlas. - McGraw Hill
World and U.S. Map Set - Nystrom
*If you do not have access to these adopted resources, please first contact your librarian or book
clerk, and then contact the Textbook office.
MODERN WORLD
HISTORY
MAP SKILLS
Subject Area: Social Studies Course: MWH CRN:2707
Unit Title: Understanding and using basic geographic information
Stage 1 – Desired Results
Established Goals/Standard(s):
MWH.6 Illustrate and use geographic information with the implementation of a variety of scales,
patterns of distribution, and arrangements.
MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments in
different spheres of human activity. (i.e. economic, social, political, cultural)
Key Vocabulary:
Map Projection, Longitude, Latitude, Coordinates, Prime Meridian, International Dateline, Equator,
Hemisphere Perspective, Scale, Tropic of Capricorn, Tropic of Cancer.
Big Ideas and Enduring Understandings: Essential Questions:

Students will understand that…
How are maps the product of the map makers’
Maps are not just a presentation of facts but perspective?
are affected by the map makers’ perspective.
Learning Target(s) Learning Target(s)

I will know… Students will be able to…
…the locations of major physical features on a Identify how a map might illustrate the map makers
world map. perspective.
Identify the longitude and latitude of locations on

maps.
Locate major physical features on a map of the world.

Analyze maps for bias (perspective
Stage 2 – Assessment Evidence
Culminating Assessment: Other Evidence:
Map enlargement project Pre-Test

Post-test
Stage 3 – Learning Plan
Lesson Plans
1. Tear the World -1, 45 minutes period
2. Pre-Test – 20 minutes
3. PowerPoint presentation: Map Basics – 1, 45 minute period
4. Map enlargement project – 4, 45 minute periods
5. Post –Test – 20 minutes
Approximately equivalent to 7- 45 min class periods.
TEAR THE WORLD

In this activity, groups of 3 to 4 students will make a map of the world using only construction
paper, a glue stick, and their own memory and perspective. This creative activity will assess
student’s background knowledge of global physical geography and their sense of how the
continents, oceans and other major geographic features are related to one another. The diverse
student products are used as the subject of the follow up discussion about how maps are a
product of the map maker’s perspective.
Materials needed:
1. Two pieces of construction paper for each group of 3 or 4 students. Each group will need
two different colors of construction paper, one to represent water and one to represent
land. (I like to have several colors of paper for student choice)
2. One glue stick for every group.
That’s all!
Standard - MWH.6 Illustrate and use geographic information with the implementation of a
variety of scales, patterns of distribution, and arrangements.
Vocabulary –Perspective, Projection, Centrism
Time Frame: 1- 45 min. class although it is better if you have an hour.
Procedure (Teacher Instruction):

1. Make sure you cover up all maps on your walls. (You don’t want students to have
hints as to what a world or regional maps look like.)
2. Get students into heterogeneous groups of 3 or 4.

Have group members choose 1.“A lead presenter 2. “Someone in charge of the
materials”.
3. Give direction for activity:
A. Using only the two pieces of construction paper and the glue stick create a
map of the world.
i. Choose one piece of paper to represent the oceans and other
water. Make the continents out of the other piece.
ii. No scissors allowed, you must tear the paper. (Teacher tears a
piece of construction paper.)
iii. You may not look at maps of any type while you are making
yours.
iv. Answer questions and expect a lot of complaining, but students
will soon settle down and get to work once they get their
materials.
v. Inform students that they have 20 minutes (modify for specific
students) to complete their map
4. Have the “Students in charge of materials” for each group collect two sheets of
construction paper and glue stick.
5. Groups work for approx. 20 minutes creating their map.
6. All groups post their maps on walls.

7. Groups present their map to the rest of the class identifying the main features such as
oceans and continents as well as other specifics. Encourage individuals to offer
information based on what you observe them doing during the work time. (There will
most likely be lots of laughter from the class when some things are identified. It turns
out that all groups make funny mistakes or representations and this is part of the
point of the activity.)
8. Have student write a few sentences on the two following in their student interactive
notebook.
A. Describe some of the things these maps have in common.
B. Identify and give an example of major differences between some of these
maps.
9. Have student pair/share the above with a partner. (It is best if they talk to someone
who was not in their group.)
10. Reveal your classroom map of the world and let students process this additional
information for just a couple minutes.
11. Whole class discussion based on student writing.

The idea that maps are the product of perspective is the main idea that come out
of this discussion and the teacher can help attach vocabulary (Perspective, Projection,
Centrism, and even Nationalism) to the ideas.
The relative size and placement of the continents, countries and other features is
is usually a major focus. This can lead to robust discussions about perspective, projection
and centrism of all kinds. For example, students generally make the U.S., and North
America, much larger in relation to other countries and continents. Students who grew up
in other countries tend to exaggerate the size of the place they came from. Is the U.S. in
the middle of any of the maps? Why?
12. Students write and an exit ticket answering the following.

What is the most interesting and/or important information or idea you learned
about maps during this activity?
SHOW POWERPOINT AND

DISCUSS AS NECESSARY.
1. Seattle, Washington
2. New Orleans, Louisiana
3. Quito, Ecuador
4. Mexico City, Mexico
5. Cape Town, South Africa
6. Mogadishu, Somalia
7. Tokyo, Japan
8. Beijing, China
9. Moscow, Russia
10.Lisbon Portugal
11.Lima Peru
12.Oslo Norway
A. 47oN, 122oW
B. 29.5oN, 90oW
o o
C. 0, 78 W
D. 19oN, 99oW
E. 33oS, 18oE
o o
F. 2 N, 45 E
G. 33oN, 139oE
H. 39.5oN, 116oE
o o
I. 55 N, 37 E
J. 38oN, 9oW
k. 12oS, 77oW
l. 59.5oN, 10.5oE
Map Enlargement Project
1. Choose one of the base maps provided by your teacher. Cylindrical projections
are easier and conic and other projections are more difficult.
2. Draw either 1” or .5” grid lines over your base map. Be sure to use a colored
pencil or pen.
3. Get a big sheet of poster board and put either 3” or (better) 1.5” grids on it in
PENCIL.
4. Put the same Alfa-numeric numbering system on both. Numbers for columns and
letters for rows.
5. Going from square to square copy what is in the small map to what is on the
large map being sure that what is in say “5d” on the little map is in “5d” of the
big one.
6. Label of your map with the required features listed below.
A. Latitude, Longitude, Distance, and Direction : Label the Following
•Compass Rose •International Dateline

•Scale •Equator, 0° Latitude
•Prime Meridian, O° Longitude •Hemispheres (4)
•International Dateline •Tropics of Capricorn at 23.5° S. Latitude
•Equator, 0° Latitude •Tropic of Cancer at 23.5° North Latitude
•Hemispheres (4) •Prime Meridian, O° Longitude
•Tropics of Capricorn at 23.5° S. •International Dateline
Latitude •Equator, 0° Latitude
•Tropic of Cancer at 23.5° North •Hemispheres (4)
Latitude •Tropics of Capricorn at 23.5° S. Latitude
•Prime Meridian, O° Longitude •Tropic of Cancer at 23.5° North Latitude
B. Physical Features
1. North America 8. Pacific Ocean 15. Sea of Japan
2. South America 9. Atlantic Ocea 16. Bearing Sea
3. Africa 10. Indian Ocean 17. Red Sea
4. Asia 11. Arctic Ocean 18. Caribbean Sea
5. Europe 12. North Sea 19. Persian Gulf
6. Australia 13. Mediterranean Sea 20. Gulf of Mexico
7. Antarctica 14. Arabian Sea 21. Gulf of Alaska
C. Thematic layer (Demographic or natural feature)

Sample Grading Guide for Map Enlargement Project
First Impression (Unapologetically subjective):
What is the first impression? Does it look like an accurate depiction of the world?
Is this high quality work? Is this a piece you and I can be proud of?
A B C D F
10-9 8 7 6 5-0
Wow, beautiful, deserves Fairly accurate, Not perfect by any means, Not pretty, not Ouch, ugly,
to be framed and hung on a reasonably but complete, not great, necessarily accurate, incomplete, grossly
wall with pride expressed not terrible either complete or nearly so inaccurate
Complete:
Are all major landforms expressed? Is map labeled with required place
geography?
A B C D F
10-9 8 7 6 5-0
Complete and 8/10 items are May be incompletely labeled or Incompletely labeled or Incomplete to
accurately labeled labeled accurately have an inaccuracy or two careless errors in labeling not labeled
Workmanship:
Is the map carefully crafted? Are reference and working lines erased cleanly?
Does the map accurately represent the proportions and placement of the original?
Is the map neat? Has it been carefully handled? Does it reflect attention and
careful execution of detail? Did you sweat the big and small aspects of this
project?
A B C D F
10-9 8 7 6 5-0
Exceptionally, crisp, Neat, no glaring Sloppy in places, some Sloppy, inaccuracies Proportions glaringly
accurate, cleanly inaccuracies, not inaccuracies; skimped easily detected, wrong, sloppy,
rendered, reflects great overtly sloppy, reflects on time, care, and effort working lines left crumpled, drawn
effort effort displayed freehand
Key and/Legend:
Does your map use color or symbols to represent demographic and/or physical
features effectively? Is the information easy to read and understand? Is it
accurate? Is it significant information to you or this class in Modern World
History? Does use of symbol/color add to the map or confuse, muddy, and detract
from the map?
A B C D F
10-9 8 7 6 5-0
Clearly and accurately Conceptually clear Either unclear or not Unclear, not labeled, Unclear, not labeled,
shows demographic but not precise or accurate enough to really grossly inaccurate, grossly inaccurate,
information, easy to usable, neither adds work but shows that you overly sloppy. Map overly sloppy. Map
read, adds to value and nor detracts from were playing around with would be better if this would be better if this
interest to map as a map as a piece of the use of symbol/color had been left out. had been left out. Not
piece of visual art visual art to represent more Incomplete Present or substantially
information representation incomplete.
NAME_____________________ Period_______
Map Skills Pre-Test
Use the blank base map of the world provided to identify the following. Place the correct letter or number
next to the map features below.
1. North America ____ 12. North Sea____

2. South America ____ 13. Mediterranean Sea ____
3. Africa ____ 14. Arabian Sea____
4. Asia ____ 15. Sea of Japan ____
5. Europe ____ 16. Bearing Sea____
6. Australia ____ 17. Red Sea____
7. Antarctica ____ 18. Caribbean Sea____
8. Pacific Ocean ____ 19. Persian Gulf____
9. Atlantic Ocean ____ 20. Gulf of Mexico____
10. Indian Ocean ____ 21. Gulf of Alaska____
11. Arctic Ocean ____
Use the map on page 36 & 37 of Perthes World Atlas to complete the following
Match the following cities with the correct longitude and latitude.
22. Seattle, Washington____ A. 2oN, 45oE

23. New Orleans, Louisiana____ B. 19oN, 99oW
24. Quito, Ecuador____ C. 0o, 78oN,
25. Mexico City, Mexico____ D. 47oN, 122oW
26. Cape Town, South Africa____ E. 29.5oN, 90oW
27. Mogadishu, Somalia____ F. 33oS, 18oE 2oN, 45
Use the map on page 119 of Perthes World Atlas to answer the following 4 questions.
28. Which of the following countries is the larger producer of “Manganese”?

a. United Kingdom
b. France
c. Poland
d. Ukraine
29. Which of the following countries is the larger producer of “Hard Coal”?
a. United Kingdom
b. France
c. Poland
d. Ukraine
30. Which of the following countries has the greatest number of “Nuclear power
stations”?
a. United Kingdom
b. France
c. Poland
d. Ukraine
31. Which of the following countries is the larger producer of Sulfer?
a. United Kingdom
b. France
c. Poland
d. Ukraine
Use the map on pages 82 and 83 of Perthes world atlas to answer the following questions.
32. What is the best description of the relationship between Portland, Oregon and Salt Lake City,
Utah.
A. Portland is 400 miles northwest of Salt Lake City.
B. Portland is 400 miles southwest of Salt lake City.
C. Salt lake City is 650 mile southeast of Portland.
D. Salt Lake City is 650 mile northwest of Portland.
33. What is the best description of the relationship between Juarez, Mexico and Amarillo, Texas.
A. Amarillo is 510 miles northeast of Juarez.
B. Amarillo is 600 miles northeast of Juarez.
C. Juarez is Northwest of Amarillo.
D. Juarez is 510 miles northeast of Amarillo.
34. The border between Mexico and The United States is approximately how long?
A. 1000 Miles
B. 2000 Miles
D. 1500 Miles
E. 1800 Miles
35. It is approximately ______ miles from the southeast corner of Oregon to the northeast corner
of Washington.
A. 475
B. 550
C. 375
D. 30
NAME_____________________ Period.____

Map Skills Post-Test
Use the blank base map of the world provided to identify the following. Place the correct letter or number
next to the map features below.
1. North America ____ 12. North Sea____

2. South America ____ 13. Mediterranean Sea ____
3. Africa ____ 14. Arabian Sea____
4. Asia ____ 15. Sea of Japan ____
5. Europe ____ 16. Bearing Sea____
6. Australia ____ 17. Red Sea____
7. Antarctica ____ 18. Caribbean Sea____
8. Pacific Ocean ____ 19. Persian Gulf____
9. Atlantic Ocean ____ 20. Gulf of Mexico____
10. Indian Ocean ____ 21. Gulf of Alaska____
11. Arctic Ocean ____
Use the map on page 36 & 37 of Perthes World Atlas to complete the following
Match the following cities with the correct longitude and latitude.
22. Tokyo, Japan A. 33oN, 139oE

23. Beijing, China B. 39.5oN, 116oE
24. Moscow, Russia C. 55oN, 37oE
25. Lisbon Portugal D. 38oN, 9oW
26. Lima Peru E. 12oS, 77oW
27. .Oslo Norway F. 59.5oN, 10.5oE
Use the map on page 107 of Perthes World Atlas to answer the following 4 questions.
28. Which of the following countries has the greatest number of sources of “Natural
gas”?
A. Venezuela
B. Peru
C. Brazil
D. Argentina
29. Which of the following countries produces “Lead/zinc”?

a. Venezuela
b. Peru
c. Brazil
d. Argentina
30. Which of the following countries has the greatest number “Oil refineries”?
a. Venezuela
b. Peru
c. Brazil
d. Argentina
31. Which of the following countries has the greatest number of “Hydo-electric power
stations”?
a. Venezuela
b. Peru
c. Brazil
d. Argentina
Use the map on page 108 of Perthes world atlas to answer the following questions.
32. What best describes the relationship between Rio De Janeiro, Brazil and Santa Cruz, Bolivia
A. Rio De Janeiro is approximately 1350 miles north of Santa Cruz.

B. Rio De Janeiro is approximately 1800 miles southeast of Santa Cruz.
C. Santa Cruz is approximately 1350 northwest of Rio De Janeiro.
D. Santa Cruz is approximately 800 miles northwest of Ri Dejaneiro.
33. What best describes the relationship between Lima, Peru and Bogota, Columbia
A. Bogota is 1625 miles north of Lima
B. Bogota is 1625 miles south of Lima
C. Lima is 1175 miles north of Bogota
D. Lima is 1175 miles south of Bogota
34. The border between Chile and Argentina is approximately _____ miles long.
A. 2400
B. 1000
C. 1300
D. 3100
35. The distance from the northern most tip of Ecuador to the southern most tip of Guyana is...
A. 480 miles
B. 250 miles
C.700 miles
D.340 miles
MODERN WORLD
HISTORY
EUROPEAN
MODERNIZATION
Subject Area: Social Studies Course: Modern World History CRN: 2707
Unit Title: European Modernization
HS.1.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and
narratives from history.
HS.2.1 Compare and contrast institutions and ideas in history, noting cause and effect relationships.
HS.3.1 Recognize and interpret continuity and/or change with respect to particular historical
HS.4.1 Evaluate how contemporary perspectives affect historical interpretation.
HS.5.1-Recognize assess and interpret relationships among events, issues, and developments in
different spheres of human activity (i.e. economic, social, political, cultural).
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns
and trends.
Big Ideas and Enduring Understandings: Essential Question:
Students will understand that… To what extent should the history of modern Western
Much of what defines the modern world Europe be praised or condemned?
developed in Western Europe during the last
five centuries. During this unit you will study
four key historical themes that have profoundly
shaped the history of Europe and the entire
world. These themes are (1) the development
of modern political systems, (2) the Industrial
Revolution, (3) European Imperialism, and (4)
war in the modern world. As you study each of
these historical developments you will actively
assess in what ways modernization brought
true progress. In addition, you will assess the
human costs associated with modernization,
judging for yourself if progress is indeed the
right world for the modern history of Western
Europe.
I will know… I will be able to…
• How nationalism contributed to the • Apply evidence to a thesis statement
outbreak of the World Wars. • Write a persuasive essay
• Nazism • Write a historical narrative
• Isolationism • Reconstruct, interpret, and represent the
• Holocaust chronology of significant events,
• How the Treaty of Versailles ended developments, and narratives from history.
World War I yet contributed to the • Compare and contrast institutions and ideas in
history, noting cause and effect relationships.
outbreak of WWII. •
Recognize and interpret continuity and/or
change with respect to particular historical
• Evaluate how contemporary perspectives
affect historical interpretation.
• Recognize assess and interpret relationships
among events, issues, and developments in
different spheres of human

Museum to Evaluate Modern World History • Debating the Ideal Form of Government
Test Generator • Storybook on the French Revolution
• Editorial on Investigating the Effects of the
• Tests from Modern World History
Assessment bank
Lesson Plans
Pre-Assessment *<1 day
1. Debating the Ideal Form of Government: A Meeting of Minds (TCI Western Europe 1.2) *3 days
2. Experiencing the Fervor of the French Revolution (TCI Western Europe 1.3) *3 days
3. Creating a Storybook on the French Revolution (TCI Western Europe 1.4) *5 days
4. Rise of Industrialization (TCI Western Europe 2.1) *2 days
5. Investigating the Effects of the Industrial Revolution (TCI Western Europe 2.2) *5 days
6. The Quest for Empire: Analyzing European Motives (TCI Western Europe 3.2) *5 days
7. The First World War: European Tensions Ignited (TCI Western Europe 4.1) *2 days
8. World War II Events: Predicting European Responses (TCI Western Europe 4.2) *3 days
9. Night and Fog: A Documentary Analysis of the Holocaust *3 days
10. Designing a Museum to Evaluate European Modernization (TCI Western Europe 5) *5 days
Post-Assessment *1 day
*These estimated times are based on the experience of classroom teachers using these materials. This
8 week unit (based on 5-45 min. periods per week) is the longest in this curriculum guide and lays
much historic, political, and social groundwork for the other units.
MODERN WORLD HISTORY
Debating the Ideal Form of Government: A Meeting of the Minds: Lesson #1
Course: Modern World History

CRN: 2707
Unit: European Modernization
Title: Debating the Ideal Form of Government: A Meeting of the Minds
Time Frame: Three 45 minute periods
Learning Targets: I will…
• Compare and contrast differing styles and ideologies of government
• Debate the ideal form of government
• Write about the ideal form of government
Democracy, Republic, Louis IV, Versailles, Autocracy, Divine Right, Women’s Rights, Human
nature, separation of powers,
Evidence of Student Learning:
Debate of the Ideal Form of Government
Matrix of student notes
Answer to writing prompt: You are president of the United States. Which of the panel members
would you invite to be your chief advisor? Why?
Procedures:
1. Refer to procedures in Western Europe in the Modern World p. 7-44
There are primary source documents included in the adopted materials which could be given to
some groups to help them prepare for the conference. These include:
“Louis XIV’s Advice to His Son” In-Depth Resources Unit 2 p. 10
“The Social Contract” by Jean-Jacques Rousseau In-Depth Resources Unit 2 p. 34
“Two Treatises on Government” by John Locke In-Depth Resources Unit 2 p.35
“A Vindication of the Rights of Woman” by Mary Wollstonecraft In-Depth Resources Unit 2 p.37
“Writing the Science of Government” by Baron de Montesquieu In-Depth Resources Unit 2 p.42
Students complete a SOAPS on the document for their group.
2. Read Chapter 6 Section 2 in Modern World History.

Reading Study Guide Ch. 6 Sec. 2
Experiencing the Fervor of the French Revolution: Lesson #2

CRN: 2707
Title: Experiencing the Fervor of the French Revolution
Learning Target: I will…
Empathize with oppressed peoples
Explain the basic chronology of the French Revolution
Academic/Content Vocabulary: Old Regime, estate, Louis VXI, Marie Antoinette, Estates
General, National Assembly, Tennis Court Oath, Great Fear, Legislative Assembly, emigire, sans-
culotte, Jacobin, guillotine, Maximillien Robespierre, Reign of Terror, Napoleon Bonaparte, coup
d’etat, plebiscite, lycee, concordant, Napoleonic Code, Battle of Trafalgar, Democracy, Republic,
Louis XIV, Versailles, Enlightenment, Salon, Declaration of Rights of Man, Reign of Terror,
Bourgeoisie, Meeting Estate General, Comm. Of Public Safety, Vote by Order
Scorched Earth Policy

Class notes on historical summary
Journal entries
Reading notes from text
Procedures:
1. Refer to pages 45-85 in TCI Western Europe in the Modern World.
2. Read chapter 7 in Modern World History with guided reading notes. Use the “Taking
Notes” suggestions on p. 217, 222, 229, 234, 238 or use the following “Reading Study
Guides” RSG 7.1 RSG 7.2 RSG 7.3 RSG 7.4 RSG 7.5
There are primary source documents in the adopted materials which pair nicely with
“Experiencing the Fervor of the French Revolution.” In the appended packet of documents
After Stage One:
“Plight of the French Peasants”
After Stage Two:
“Declaration of the Rights of Man and Citizen” In appended packet of documents
After Stage Three:
“The Execution of Louis XVI” by Firmont In-Depth Materials p.59
“Republic of Virtue” Maximilian Robespierre, In the appended packet of documents
Students complete a SOAPS on selected documents.

European Modernization: Lesson #3

CRN: 2707
Title: Creating A Storybook About the French Revolution
Time Frame: Five 45 minute periods
Learning Target(s): I will…
Write a historical narrative
Financial Crisis, vote by order, Third Estate, Meeting of the Estates General, Tennis Court Oath,
Storming of Bastille, March of Versaille, The Reign of Terror, The Rise of Napoleon
Storybook on the French Revolution
Procedures:
1. Refer to procedure in TCI Western Europe in the Modern World p. 86-95.
Suggested changes to procedures:

1. Allow students to complete the project individually. Writing is a personal process and
individual work allows for more exploration.
2. Follow the procedures for the “Writing Process” given in the 9th grade writing toolkit.
3. Consider modifying and assigning as homework
The Rise of Industrialization: Lesson 4

CRN: 2707
Unit: Western Europe in the Modern World
Title: The Rise of Industrialization
Time Frame: Two 45 minute periods
Explain the basic chronology of the Industrial Revolution
Academic/Content Vocabulary: Industrial Revolution, enclosure, crop rotation,

industrialization, factors of production, factory, entrepreneur, urbanization, middle class, stock,
corporation, laissez faire, Adam Smith, capitalism, utilitarianism, socialism, Karl Marx,
communism, union, strike, Agricultural Revolution, Steam engine’s impact, Railroad benefits

Discussion of slides
Student notes
Illustrated flow chart
Procedures:
1. Refer to “The Rise of Industrialism” in TCI Western Europe in the Modern World
2. Reading Chapter Nine in Modern World History. Have the students take guided notes.
Chapter 9 Reading Study Guide
3. Consider Screening the Film: The Day the Universe Changed #6: The Factory and
Marketplace Revolution (V02132) This film parallels the material in the slide lecture with an
emphasis on the interrelatedness of various factors that contributed to industrialization. Lends
itself to the flow-chart notes students are asked to construct in the TCI lesson.
The document “Britain’s Industrial Advantages and the Factory System” in the appended
documents reinforces this material and does so from the perspective of a contemporary.
MODERN WORLD HISTORY LESSON TEMPLATE
Investigating the Effects of the Industrial Revolution: Lesson #5

CRN: 2707
Title: Investigating the Effects of the Industrial Revolution
Write an editorial
Compare and contrast the advantages and disadvantages of industrialization
Urbanization, middle class
Notetaking Matrix
Political cartoon on reform
Editorial on the Industrial Revolution (Lends itself to Common Assignment)
Procedures:
1. Refer to pages 122-142 in TCI Western Europe in the Modern World
Suggested changes to procedures:

1. Pair primary source documents with stations for the activity
“The Opening of the Liverpool to Manchester Railway” In-Depth Resources Unit 3 p. 9 pairs with
Urbanization
“Testimony on Child Labor in Britain” In-Depth Resources Unit 3 p.10 pairs with Child Labor
“Sadler Commission of Child Labor” Another excerpt from the same Parliamentary hearings
exerted above and in the appended documents also pairs with Child Labor
“Prostitution in Victorian London” Henry Mayhew, pairs well and with adds depth and intensity to
both changing Role of Women and Changing Class Structure
2. Follow the writing process outlined in the 9th grade writing binder to complete the editorial.
This is a well scaffolded writing assignment in a persuasive form. It lends itself to the common
assignment.
The Quest for Empire: Analyzing Imperial Motives: Lesson #6

CRN: 2707
Title: The Quest for Empire: Analyzing Imperial Motives
•Explain what is imperialism and colonialism
•Analyze primary and secondary source documents to discover why Europe seized continents
and races of people, then exploited them in vast empires toward the end of the 19th/C.
Academic/Content Vocabulary: Imperialism, Colonialism, racism, social Darwinism, Berlin
Conference, Paternalism, assimilation, indirect control, direct control, resistance movements,
“Jewel of Crown,” Great Trek

Note matrix
Spectrum of motives
Procedures:
1. Students review Chapter 11, Sections 1 & 2 individually or in small groups
a. Have students create spoke diagram notes from the text that illustrate the
Academic/Content Vocabulary
i. With spokes showing a relation of one term to another
ii. The terms themselves are defined with an analysis of why it is significant
with regards to the topic
b. Consider having students make copies of the maps on page 343
i. Have students answer the following questions that go to defining
imperialism and explaining how it was accomplished:
1. Geography skill builder questions at the bottom of page 343
2. What factors allowed for the political map of Africa to be so
radically changed so quickly
2. Refer to the procedures on pages 166-173 in TCI Western Europe in the Modern World.
This lesson explains the motives for European Imperialism.
3. Consider reading, writing SOAPS, and discussing the appended “Imperialism” selected
primary source documents or others that illustrate the motives and human
consequences of the “New Imperialism”.
4. Screen Film: Peoples Century: Freedom Now
a. Have students Label a page of their Notebook: “Freedom Now” Video Levels of
Questions. (Levels of Questions Analysis Directions)
i. Have students pose three level one, two level two, and one level three
question as they watch the film.
ii. After the film use the questions to structure a discussion of the film,
steered toward questions of how independence was accomplished and
the problems it has saddled former colonies with in recent times.
Document “Mohandas Gandhi: Passive Resistance” and “Ho Chi Minh: Declaration of
Independence of the Republic of Vietnam” pair nicely with this film.v
The First World War: European Tensions Ignited: Lesson #7

CRN: 2707
Title: The First World War: European Tensions Ignited
Time Frame: Two 45 minute periods
Explain the causes and outcomes of WWI
Explain how the Treaty of Versailles contributed to a “flawed peace”
Militarism, Triple Alliance, Kaiser Wilhelm II, Triple Entente, Central Powers, Allies, Western
Front, Schlieffen Plan, Trench Warfare, Eastern Europe, unrestricted submarine warfare, total
war, rationing, propaganda, armistice, Woodrow Wilson, Georges Clemenceau, Fourteen
Points, self-determination, Treaty of Versailles, League of Nations, “Powder keg of Europe”,
Fourteen Points, War Guilt Clause, Triple Alliance, Triple Entente
Student notes
Powder Keg notes
Weapon notes
Alternate ending to Dulce et Decorum Est
Soldier faces notes
Negotiators’ face notes
Procedures:
1. Refer to pages 176-202 in TCI Western Europe in the Modern World
Read chapter 13 in Modern World History. Complete guided note taking and literacy activities on
each section. Use the “Taking Notes” suggestions on p.407,411, 417, and 424 or use following
Reading Study Guides RSG 13.1 RSG 13.2 RSG 13.3 RSG 13.4
World War II: Predicting European Responses: Lesson #8

CRN: 2707
Title: World War II: Predicting European Responses
Predict allied responses to Germany’s aggression
Nonaggression pact, blitzkrieg, Charles de Gaulle, Winston Churchill, Battle of Britain, Erwin
Rommel, Atlantic Charter, Dwight D Eisenhower, Battle of Stalingrad, D-Day, Battle of the Bulge,
Kamikaze, Unstable new democracies
Fascism, Nationalism, Mussolini, Nazism, Nazi Party, Axis, US Isolationism, Sudetenland,
Invasion of Poland, Kristalnact, Final Solution, Holocaust

Discussion of Events 1-8
Written responses to each event
Report card for Allies’ responses to Germany’s actions
Procedures:
1. Refer to page 203 in TCI Western Europe in the Modern World. For smaller classes,
eliminate the group for Switzerland.
2. Read pages 491-496 and 506-513.
Holocaust through Historical Documents: Lesson #9

CRN: 2707
Title: Holocaust Through Historical Documents
Evaluate the primary source documents on the Holocaust
Apply the concepts of the Holocaust to current events
Academic/Content Vocabulary: Holocaust, Nazism, Nationalism, Other???

SOAPS Analysis Sheet
Procedures:
1. Follow the attached procedures for the film “Night and Fog.”
2. Complete a SOAPS on Holocaust primary source documents.
Night and Fog (Alain Resnais 1955)
Summary and Rationale
This powerful exploration of the Holocaust is like a long poem, an ode to the horrors of
man’s abilities to hurt one another. While it provides facts, statistics, and dates like any other
documentary, Night and Fog transcends many other Holocaust texts mainly because of its
narration, written by poet Jean Cayrol, a political prisoner during the war, delivered in an all-
knowing, but world-weary and detached manner and its stark and shocking visual track. Made
only ten years after the end of World War II, the film, which focuses on the concentration camps
and the “final solution,” is extremely explicit and you should take care to preview the film ahead
of time, but the explicitness of the images is exactly the point: we cannot forget the Holocaust
because the ability to commit these atrocities lies within mankind and is not limited to the events
of this one war.
The film is only 32 minutes, though it feels much longer (in a good way), so I actually
tend to show the film twice. After we do some of the previewing activities below, students watch
the film once without any note taking, interruption or discussion. Whenever my colleague Dave
Lickey teaches this film, after the viewing, he suggests silence: no talking, writing, or discussion;
he likes to time it so that class ends just as the film does so that students are forced to see the real
world through the lens of the horrors they have just seen. For me, I like to ask them to journal
their initial thoughts and feelings, though I, too, like this to be done in silence. There has never
been a class that is not profoundly and deeply affected by what they have seen: be prepared for
anger, tears, and confusion. When students watch it a second time, I ask them to pay attention to
the construction of the film and the details noted below, particularly the narration and the
contrasting use the director’s use of primary and archival footage.

A Holocaust study is a mandatory part of many districts’ curricula, and I have generally
taught this film as part of my regular 10th grade class, which has a world culture focus. An
English and History teacher could easily team up with this film, each class viewing it for
different, but related purposes.
Previewing
1. While it might seem amazing that students come to high school with little knowledge of
World War II and the Holocaust, I have stopped being surprised after years of blank looks
when I ask about “the final solution,” so I start with a KWL chart about various topics:
concentration camps, causes of the war, Allied and Axis powers, etc. After the “K” part of
the chart, you can ask students to conduct a brief internet research on further topics that
they need to know in order to understand the film, witch they put under the “W” column.
After they share their research, have students fill out the “L” portion of their chart.
2. What is “evil”? This is an essential question for the class to discuss since too often we say
that the Holocaust happened because Hitler was evil, but as the film suggests, the evil is
within humanity and we need to be ever vigilant of evil within ourselves.
3. Read the following section of the narration from the film written by poet and survivor
Jean Cayrol, and ask students to identify and describe the speaker of the passage. What is
the tone? Theme? What images come to mind?
“At the moment I speak to you, the icy

water of the ponds and ruins is filling
up the hollows of the charnel house. A
water as cold and murky as our own bad
memories. War is napping, but with one
eye always open.”
Viewing Day: 0:00:00-0:32:03; all chapters on DVD (about 32 minutes)
• Begins with opening scene
• Ends with closing credits

Things to Notice
As I noted above, I think that it is essential that they have at least one viewing that uninterrupted,
but once students have seen the film already, I pause it at various times to discuss certain points.
The following are some of the key parts of the film that you might want to note upon second
viewing:
Time Code Description/Comment

0:01:43 The first shots seem appear to be of a beautiful, open landscape, until
the camera moves downward to reveal that we are behind a barbed
wire fence. Each of the initial camera movements starts in the open
and moves toward and in the camps with the wire dominating the
frame. The narration repeats the word “ordinary” and notes that it is
silent now with “no footstep heard but our own.” It is clear that the
director wants us to be here in the present day, long after the atrocities
for a reason, though we may not know why just yet.

0:02:56 The first switch to black and white signaled with a drumbeat and
images of the Nazi party (many taken from Triumph of the Will)
gaining power, but the film quickly returns to the concentration
camps, focusing on the construction and mechanisms of the camps
and including archival footage of people boarding the trains.

0:07:15 A piece of narration here always strikes me as odd. As the trains pull
away, a piece of paper falls out of one of the cars, and the narrator
says, “A message flutters to the ground. Will it be found?” The
narrator is clearly not an objective one and he also appears to be
commenting on the actual footage included in the finished film, not
just on the historical events that the film is recounting. It’s a good
place to discuss the role of this narrator and contrast him to a typical
narrator in a historical, expository documentary.
0:07:35-0:10:54 We return to the present tense, signified by the color pictures of the
“same tracks…looking for what?” The color images are now
beginning to be established as our conscience: our need to know and
understand what happened in the black and white images. As the
narrator asks later (0:09:14): “Who does know anything?” We begin
to notice that there are no living, moving things in any of these color
pictures. The camera, though, never stops moving in the color shots.
It is, perhaps, continuing to search for something.

0:12:20-0:12:50 Listen to the music – slow, mournful – in the past images of prisoners
starving, contrasted with the more strident, angry tones of the present
images of the latrines. The music in this film is continuing changing,
keeping us unsettled.
0:16:00 Images and descriptions of contrast again: men staying sharp
intellectually with letters, politics, and religion v. their bodies
withering away from hunger and exhaustion.

0:20:20 1942: plans are made to convert the prisoner camps into death camps
as the Final Solution is put into place: the gas chambers and
crematoriums. The images become steadily more graphic and
explicit. The shots in color explore the intricate details of the
mechanisms of the camps, sometimes slowing down just enough to
let certain details sink in.

0:26:00-0:28:20 These are some of the toughest images in the film where the Nazi
explore various ways of disposing the bodies of the dead and to
utilize whatever they can from them to use in the war effort. Then,
once the camps are liberated, the Allies – and we – see mountains of
corpses. We know all of this, of course; we’ve read about it, but
seeing the sheer numbers of dead has a paralyzing effect. I re-
watched this sequence three times until I remembered to write about
it. When the narrator says, “All the doors,” we see lines of German
female soldiers leaving the camps, healthy, well-fed, and clean
contrasted with the skeletal corpses being thrown into common
graves.
0:29:17 The ending of the film begins here when a camp’s Kapo, officer, and
commandant each say, according to the narrator, “I am not
responsible.” Over another picture of the mountain of corpses, the
narrator asks, “Then who is responsible?”

0:29:56-end We stay in the present tense for the rest of the film. The narration here
includes the section that students looked at before beginning the film
about “war is napping” and also says that the “faithful grass has come
up again” which implies that we are in danger of forgetting what
happened here as soon as the grass comes in to cover things up. As
the narrator delivers the final section (see Fig #), we see the wreckage
of the camps and as the camera finally comes to a halt, we hear the
words that implore us toward vigilance.

Discussion Questions
1. Complete a SOAPStone for the final portion of the narration (see Fig. #) and write an
analysis of the theme and tone.
2. How is this film similar or different from other Holocaust films you have seen?
3. Describe the delivery of the narration. How does the narrator’s tone of voice, pace, and
diction affect the audience?
4. Select a particularly powerful image on the visual track. Why was it included and how
does it relate to something you heard on the audio track?

Closing Questions/Activities
1. In groups, research contemporary genocides before or since the Holocaust. Unfortunately,
there are no shortages of possibilities: Armenians, Iraqi Kurds, Cambodia, Bosnia,
Rwanda, Darfur, etc. Did the world learn not to forget the lessons of the Holocaust that
this film suggests it must? Read excerpts from A Problem from Hell: America in the Age
of Genocide by Samantha Power, which addresses this topic.
2. Philosopher Theodor Adorno wrote that “to write poetry after Auschwitz is barbaric.”
What do you think that he meant by this and is it true? Read examples of Holocaust
poetry, from such writers as Miklos Radnoti, Primo Levi, Paul Celan. How does this
poetry fit with Adorno’s statement?
3. Select a Holocaust poem and imagine that it were the narration for a documentary. Create
a storyboard for it. What images, sounds, and graphics would you use and why?
4. Watch scenes from Schindler’s List, The Pianist, Life is Beautiful, or another Holocaust
fiction film. How does a fictional representation of the Holocaust differ from a
documentary? Are your feelings similar or different as you watch the fiction film as when
you watch a non-fiction film on the subject? Why or why not?
Night and Fog Analysis (Fig. #)
Re-read the final portion of the narration of the film, complete a SOAPStone for this passage
only, and then write an analysis of how the tone of the piece reflects the theme.
The crematorium is no longer in use. The

devices of the Nazis are out of date. Nine
million dead haunt this landscape. Who is
on the lookout from this strange tower to
warn us of the coming of new executioners?
Are their faces really different from our
own? Somewhere among us, there are lucky
Kapos, reinstated officers, and unknown
informers. There are those who refused to
believe this, or believed it only from
time to time. And there are those of us
who sincerely look upon the ruins today,
as if the old concentration camp monster
were dead and buried beneath them. Those
who pretend to take hope again as the
image fades, as though there were a cure
for the plague of these camps. Those of
us who pretend to believe that all this
happened only once, at a certain time and
in a certain place, and those who refuse
to see, who do not hear the cry to the
end of time.
Speaker
Occasion
Audience
Purpose
Subject
Tone
Analysis
Designing a Museum Project on Western Europe: Lesson #10

CRN: 2707
Title: Designing a Museum Project on Western Europe
Evaluate the success of European modernization
Apply evidence to a thesis
Write persuasively
Museum Project on Western Europe
Procedures:
1. Refer to procedures on page 267 in TCI Western Europe in the Modern World.
Alternate Procedures:
These procedures were written under the guiding principle that culminating work should the
taught not assigned. It also assumes that students have more freedom in their writing if they
write individually. Students will choose one topic and complete on museum exhibit individually.
1. Give modified assignment sheet to students. This assignment sheet allows students to
pick one topic to create a museum exhibit on. Read through assignment sheet with
students and answer any questions they have.
2. Divide students into groups and give each group an example of an exhibit. Students
examine the exhibit in groups and fill out “Evaluating Museum Projects.” After each
group has examined some exhibits, project each exhibit and discuss what works in each
exhibit.
3. Pass out a “Rough Draft of Museum Exhibit” to each student. Each student individually
chooses their own topic and writes the plaque. Pair share and have a few students
share out with the class. Encourage students to read, not summarize, what they have
written. Students finish the rest of the brainstorming sheet in pairs or individually.
4. Pass out a sheet to students telling them which assignments to examine to find
information on their topic.
5. Pass out the “Checklist for Completing Museum Projects.”
6. Allow students adequate lab time to type captions and plaques and gather materials for
poster.
7. Allow time to assemble poster.
Designing a Museum Exhibit on Modern Western Europe
The culminating project for this unit is to design a museum exhibit examining modern Western
Europe that answers this question: To what degree should European modernization be praised
or condemned? To do this, you will create an exhibit that contains one of the unit’s four main
topics: ideal forms of government, industrialization, colonialism, and world wars. The exhibit,
which you will construct on posterboard or butcher paper, must incorporate a variety of
elements--- pictures, replications of art and artifacts, graphic displays, maps, primary –source
documents, current events---to show to what degree each aspect of modernization should be
praised or condemned. You will use materials accumulated throughout the unit---original writing,
visuals, historical quotes---and resources collected through additional research.
Requirements
1. Your museum must be created to support your answer to this question: To what degrees should
European modernization be praised or condemned? The museum should be comprised of one
exhibit which addresses one of the aspects of modernization covered in the unit:
• Rise of Democracy –French Revolution
• Industrialization
• Colonialism
• World Wars- World War I and II
2. Each exhibit of your museum must combine at least four elements listed below. A caption
should accompany each explaining how the information supports your answer to the project
question.
• Pictures -Collages
• Diorama -Maps
• Symbols -Replications of art and artifacts
• Music -Important quotes
• Charts and graphs -Copies of primary source documents
• Timelines -Slide presentations
• Computer-generated displays -Illustrations
• Accounts of current events -Video presentations
• Accounts of personal experience -Poetry
3. The exhibit in your museum must have a written plaque that introduces museum goers to the
exhibit by providing 1) an introduction to the topic and 2) and explanation of how the historical
information in the exhibit supports you answer to the question: To what degrees should
European modernization be praised or condemned? The plaque should be two paragraphs in
length.
Checklist for Completing Museum Exhibit on
________________
Step One: Fill out the Rough Draft of the Museum Project
 Rough Draft of Museum Project on ___________________
Step Two: Finding Evidence and Resources

 Find the resources and materials you need to represent your evidence. Print out any
materials you will be using from the internet.
 Gather all of your pieces of evidence together. See handout “Designing a Museum
Project” for ideas.
Step Three: Writing

 Re-write your plaque – a one to two paragraph overview of your ideas on your exhibit’s
topic. It is the first box on your “Rough Draft of the Museum Project.” Your plaque also
contains your thesis.
 Re-write a caption for each piece of evidence. The caption must explain how your
evidence answers the question “To what degree should ____________ be praised or
condemned?” The caption should be 3-4 sentences long. It is like the body paragraph in
your essay.
 Print your plaques and captions. Cut them out.
Step Four: Assembling the Exhibit

 Carefully and neatly attach all writing and evidence to your poster
 Give your exhibit a title
 Write your name on your exhibit
Rough Draft of Museum Exhibit for __________________
Unit Question: Should ______________ be praised or condemned?
Directions: Use evidence from your notebook to complete a rough draft for a Museum Project
Exhibit. Fill in each of the boxes with explanations or evidence.
Writing the Plaque
The Purpose of the plaque is to:

o Introduce the reader to your topic
o Explain your answer to the unit question to the reader
Plaque: This is an overall description of your topic. What are key facts you
should include in your introduction of ______________. Write one
paragraph answering the unit question: Should ____________ be praised or
condemned?
Write one paragraph answering the unit question: Should ____________ be

praised or condemned?
Writing Captions
The point of a caption is to:
 Explain the evidence
 Explain the significance of the evidence
 Explain how the evidence supports your thesis
What was the thesis of your exhibit:
What is your evidence?
Explain and introduce your evidence:
What is the significance of your evidence (analysis):
How does this evidence support and prove your thesis?

Writing Captions

Writing Captions

Evaluating Museum Projects
Unit Question: To what degree should European modernization be praised or condemned?
Number of Does the Does the How many Does the How would I
Museum exhibit have a exhibit pieces of evidence improve the
Project plaque (1-2 answer the evidence support their content of this
paragraphs), a unit does it have? answer to the exhibit?
caption for question? What types Unit Question?
each piece of What does it are they? Why or why
evidence, and say? not?
four pieces of
evidence?
MODE RN WOR LD
HISTORY
AFRICA
Subject Area: Social Studies Course: Modern World CRN:2707
History
Unit Title: Modern Africa
relationships.
MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments
in different spheres of human activity (i.e. economic, social, political, cultural).
MWH.8 - Hypothesize why places and regions are important to human identity and serve as
result in changes to population of cities, countries, or regions.
MWH.10 - Determine how human modification of the physical environment in a place affects
both that place and other places.
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key
terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing
patterns and trends.
Key Vocabulary:
Social Development
Nationalism
Colonialism
Imperialism
Physical Environment
Political Development
Economic Development
Indigenous Populations
Students will understand…
How does physical geography impact the
The impact of European colonialism and development of a region?
imperialism on modern Africa.
Do the former colonial powers owe modern
The motives behind European Africa?
colonialism/imperialism.
How did the notions of Race play into the
consolidation of power by the Europeans
Were any of the motives for imperialism/

colonization justified?
How will the critical issues facing modern

African nations best be resolved?

I will know how to read map of Africa Students will access prior knowledge and
and locate key features such as clarify key terms
countries.
Identify key geographic features in the
I will know the laws that created South continent of Africa and recognize their
African Apartheid. impact.
I will know the causes and effects of Compare and contrast the diversity of pre-
colonialism and imperialism. colonial African societies.
I will know the different styles of Explore the motives behind European
colonial control/management. colonialism in Africa.
I will be able to show how the Evaluate the different colonial governing
Transatlantic slave trade impacted methods (direct/indirect rule) and show how
African society. they impacted African society.
I will know the different motives for Evaluate the impact of the Transatlantic slave
European colonization in Africa. trade on both the enslaved and African
society.
I will be able to show how Africans
resisted European colonization. Recognize the cause and effect of European
incursion into Africa and the African
I will be able to show how African resistance to it.
societies changed over the course of
pre-colonial through post-colonial eras. Analyze the societal and historical “arc” of
pre-colonial through post-colonial African
I will be able to formulate and defend a societies.
thesis involving events in modern
Africa. Understand the cause and effect relationship
between colonialism and the issues facing
African nations today.
Analyze key events/movements by evaluating

opposing claims and formulating a thesis.
Apply learning through communication and

problem solving skills.
Culminating Assessment: Choose from Other Evidence:

the following. NOTE: This unit offers • Pre-assessment
many different opportunities to assess KWL on African geography
student learning as they are learning. KWL on African history/culture
To assume that a single post-unit KWL on colonialism and imperialism
assessment truly measures student
growth is questionable. That being said,
here are the culminating assessment
opportunities. sn
1.Document-based essay: Document 6

on page 80 and Documents 2-6 on
pages 90-94 in the McDougal Littell
Document Based Questions
supplement.
2. Create a Political Cartoon that
accurately depicts the relationship
between The legacy of European
colonialism and the troubles faced by
modern African nations.
3. Write an essay in support or
opposition of proposals to forgive the
debt of economically fragile African
nations. Support your views with the
historical perspective of European
colonialism and its impact on the
development of modern Africa.
Lesson Plans
1. Explore the African Map 1-2 days
2. The Quest for Empire: Analyzing European Motives 2 days
3. Creating Illustrated Spoke Diagrams of pre-colonial Nigeria 2-3 days
4. Transatlantic Slave Trade/Amistad 2-3 days
5. Major Events in South Africa 1-2 days
6. Apartheid 4-5 days
7. Facing Colonialism: How would you Respond ? 2 days
8. A Conference on Independence: Planning Nigeria’s Future 2-4 days
9. Additional Resources/Case studies
10. Post-assessment
23 days plus assessment. 5 weeks

Explore the Map of Africa: Lesson #1

CRN: 2707
Unit: Africa
Title: Explore the Map of Africa
Time Frame: 1-2, 45 min. class periods
Learning Target(s): MWH.8
The student will see the visual of the size of the African continent.
The student will learn the names and locations of the countries of Africa
Indigenous populations
The student will fill in the names of each African Country on a blank continent map.
(Blank Africa Outline Map, Political)
Write in name of colonizing country on the current African Continent Map
Procedures:
To show the size of the African Continent Go to:
http://strangemaps.wordpress.com/2006/11/20/35-the-size-of-africa/
It is suggested that you compare this map, showing the size of Africa, to the world map on pg 29
in the PETHES World Atlas, where Africa appears to be much smaller.
Hand out a blank map of the continent of Africa pg 15 Outline Maps from MWH Geography
Skills and Outline Maps source. (Blank Africa Outline Map, Political) Take student to a
computer lab and have students go to:
http://www.yourchildlearns.com/mappuzzle/africa-puzzle.html where the student will fill in the
name of the country into the blank map. At the same time the student will place the outline of
the country into the correct location on the map. The name of the country is visual when placed
correctly on the map. Also, at the end of the activity, the time is shown on the screen for how
long it took for the student to complete.
Day 2:
Have students work with a partner to compare this current map of Africa with the African map in
the MWH book on pg 337, Colonial Claims. Label the map with the colonizing country from the
1900s. Suggested Questions that could be used by the teacher:
What is the difference between the Colonial Map and your political map?
Can we predict anything from these maps?
MODERN WORLD HISTORY: MODERN AFRICA
The Quest for Empire: Analyzing European Motives: Lesson #2

CRN: 2707
Unit: Modern Africa
Title: The Quest for Empire: Analyzing European Motives
Time Frame: Two 50-minute class periods
Learning Target(s):
To understand and assess the motives behind European colonization of Africa
Imperialism, Colonialism, Social Darwinism, Berlin Conference, “Scramble for Africa”

Completed chart on European motives
Procedures:
1. Use political cartoon “The Mad Scramble for Africa” by David Bainbridge to discuss
imperialism and the Berlin Conference.
2. Compare maps of Imperialism in Africa, 1878 and 1913 on p. 343 of MWH textbook. Discuss
how the maps changed and have students come up with a list of possible reasons for the
expansion of colonialism in Africa.
3. TCI Activity 3.2 from Western Europe in the Modern World.
Additional resources:
Chapter 11-1 The Scramble for Africa from MWH textbook, pp. 339-344 (suggested notes on p.
344)
“To the Person Sitting in Darkness,” Mark Twain
“On Colonies and Colonization,” John Stuart Mill (compare and contrast Twain’s and Mill’s views
on colonialism)
Excerpts from the Berlin Conference
“The White Man’s Burden”, Rudyard Kipling
“The Black Man’s Burden,” Edward Morel
This Magnificent African Cake, video from PPS Multimedia Library
Creating Illustrated Spoke Diagrams of Pre-colonial Nigeria: Lesson #3

CRN: 2707
Unit: Modern Africa
Title: Creating Illustrated Spoke Diagrams of Pre-colonial Nigeria
Time Frame: 2-3 45 min. class periods
Learning Target(s):
relationships.
result in changes to population of cities, countries, or regions.
Compare and contrast the diversity of pre-colonial African societies.
Social Development

Successful completion of the spoke diagram activity and Venn diagram.
Procedures: Follow instructions for activity 2.1 in the TCI Modern Africa lesson guide.
MODERN WORLD HISTORY: Modern Africa
The Transatlantic Slave Trade and La Amistad: Lesson #4

CRN: 2707
Unit: Modern Africa
Title: The Transatlantic Slave Trade and La Amistad
Time Frame: 2-3 45 minute class periods
Learning Target(s):
relationships.
Explore the motives behind European colonialism in Africa

Evaluate the impact of the Transatlantic slave trade on both the enslaved and African society
Recognize the cause and effect of European incursion into Africa and the African resistance to it
Colonialism
Imperialism
Students will write a “letter” to McDougal Littell (the publishers of our textbook) opposing or
supporting their decision to omit any mention of the Amistad Slave Revolt.
Procedures:
1. Brainstorm what students know about the Atlantic slave trade
2. Introduce the textbook reading pages 132-136. Have the students complete the reading
and pull out five key details from the reading. Or use Guided Reading Atlantic Slave
Trade
3. Handout reading The Life of Olaudah Equiano (Unit 1 in-depth resources page 92)
4. Have students reflect on how Equiano’s account deepened their understanding of the
slave trade.
5. Introduce the case study of the Amistad slave revolt. Interestingly, our text does not
mention the event. Luckily, you can find plenty of info at www.amistad.mysticseaport.org
and www.archives.gov/education/lessons/amistad Visit these sites beforehand and cull
the resources you would like to use. In addition, United Streaming has a very good video
titled Slave Ship that is 52 minutes long. This video can be shown in its entirety or in
segments.
6. Students should take notes using either Cornell notes or Levels of Questioning to bolster
their understanding of the event.
7. Question to the class “Should the Amistad Slave Revolt have been mentioned/included
in the Atlantic Slave Trade section of the text?” Have students brainstorm their reasons
in support or opposition to the lack of inclusion.
8. Students will choose a side and write a letter of no less than 150 but no more than 300
words to the publisher detailing their support or opposition their decision to omit the
story of the Amistad Slave Revolt from the text. Persuasive Essay Rubric
There are great strategies and graphic organizers in the TCI Writing Toolkit.
Major Events in South African History: Lesson 5

CRN: 2707
Unit: Modern Africa
Title: Major Events in South African History
Time Frame: 1-2 class periods
Learning Target(s):
relationships.
Evaluate the impact of the Transatlantic slave trade on both the enslaved and African
society.
Recognize the cause and effect of European incursion into Africa and the African
resistance to it.
Explore the motives behind European colonialism in Africa
Colonialism
Imperialism
Political development

Successful completion of the short essay.
Procedures:
Photocopy Student Handout 3.2A (pages 100-102 in TCI Modern Africa Guide). The TCI lesson
provides students the opportunity to finish each of the illustrations before each event. You can
break students into six groups (one for each of the major events) and have them create a
poster/overview of their Major Event and present it to the class. You could also just have
students read in pairs or alone and then complete a brief write-up addressing the following
prompt “Which of the Major Events in South African History had the greatest impact on its
history?” or “Compare and contrast two of the major events in South African history.”
Apartheid: Lesson #6

CRN: 2707
Unit: Africa
Title: Apartheid
Time Frame: 4-5, 45min. class periods
Learning Target(s): MWH.1
The student will reconstruct and interpret the laws that form apartheid in South Africa
The student will use the S.O.A.P.S. Document form to research and to take notes on laws
The student will experience discrimination by participating in the experiential exercise in TCI.
Apartheid, Colonialism, Political Development
The student will research pre-apartheid Laws and complete the S.O.A.P.S. Document Response
Form.
The student will take notes on laws presented by other students and complete same form
Participation in the TCI experiential exercise 3.1
Procedures: Assign one of the following laws for teams of students to research. The student
should use the S.O.A.P.S. Document Response Form:
The Population Registration Act of 1950
Prohibition of Mixed Marriages Act of 1949
Group Areas Act of 1950
The Bantu Authorities Act of 1951
The Reservation of Separate Amenities Act of 1953
The Suppression of Communism Act of 1958
Promotion of Black Self-Government Act of 1958
The Bantu Investment Corporation Act of 1959
The Bantu Education Act
The Black Homeland Citizenship Act of 1970
The Afrikaans Medium Decree of 1974
Have the students share out what they learned from their research and other students take
notes from all presentations.
Teacher will project a map showing Racial Concentrations and Homelands based on the 1970
census found at: http://www.lib.utexas.edu/maps/africa/south_africa_racial_1979.jpg
Suggested questions while students are viewing this map could be:
Can someone point to the area of South Africa where the Indians were given?
Can you find where the Bophuthatswana are?
Where are the Whites?
Which group has the ideal locations?
DAY 2: Understanding the System of Apartheid. TCI Experiential Exercise, pg 80-89 see
procedures in TCI book.
DAY 3: Student Handout 3.1E An Overview of Apartheid. Have the students pair and share
what they understand from the reading. TCI Activity 3.3 pg 103-112 Writing Songs of
Resistance to Apartheid, writing for understanding. Handout: Pg 108, Timeline of Resistance to
Apartheird Pg 110-111 Brainstorming Lyrics for a Song of Resistance, 3.3C + 3.3D Directions.
DAY 4: Have students present their songs.
Facing Colonialism: How Would You Respond? Lesson #7

CRN: 2707
Unit: Modern Africa
Title: Facing Colonialism: How Would You Respond?
Time Frame: two 45 minute class periods
Learning Target(s):
relationships.
Explore the motives behind European colonialism in Africa.
Evaluate the different colonial governing methods (direct/indirect rule) and show how
they impacted African society.
Colonialism
Imperialism
Successful completion of the Critical-Thinking questions that follow each of the five scenarios.
These questions might work well in a Socratic Seminar setting.
Procedures:
Follow the procedures for Activity 2.2 in the TCI Modern Africa lesson guide. If time is a
constraint, this lesson can be modified to not include the transparency images section and to
focus just on the five scenarios. In addition, further information for Jaja of Opobo can be found
online.
A Conference on Independence: Planning Nigeria’s Future: Lesson # 8

CRN: 2707
Unit: Modern Africa
Title: A Conference on Independence: Planning Nigeria’s Future
Time Frame: 2-4 class periods
Learning Target(s):
Analyze the societal and historical “arc” of pre-colonial through post-colonial African societies
Understand the cause and effect relationship between colonialism and the issues facing African
nations today
Colonialism
Nationalism

Successful completion of the Experiential Exercise & “Plan for Independent Nigeria”
Procedures:
Follow the procedures for Activity 2.3 listed on pages 52-66 in the TCI Modern African lesson
guide
Additional Resources

CRN: 2707
Unit: Modern Africa
Title: Additional Resources
Time Frame: To round out the curriculum
Learning Target(s):
The resources listed below represent a small portion of what is available through district or local
sources. These resources will undoubtedly help students meet all of the standards adopted by
the state. Due to the limited nature of the district adopted materials (TCI Modern Africa and
McDougal MWH text), this list of additional resources play extremely well to SSA.2 Acquire and
organize information by investigating multiple sources and recognizing patterns and trends
and SSA.4 Apply learning through communication and problem solving skills in order to
contribute to the betterment of personal, community and global circumstances.
Imperialism
Colonialism
Social Development
Economic development
An array of opportunities to be determined by the classroom teacher

Additional Procedures/Resources that are readily available throughout the district:
Guns,Germs, and Steel DVD disc 2 Into the Tropics. This DVD details European incursion into
Africa and how Africans resisted. The DVD also explores issues facing modern African societies.
Strangers in their Own Land, curriculum on South Africa by Bill Bigelow
Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob Peterson.
Sarafina (Film) The story of a young girl growing up during Soweto riots against Apartheid.
Wonders of the African World, series with Henry Louis Gates Jr.
CONGO: WHITE KING, RED RUBBER, BLACK DEATH DVD describes how King Leopold II of
Belgium turned Congo into its private colony between 1885 and 1908.
MODERN WORLD
HISTORY
THE MIDDLE EAST
Subject Area: Social Studies Course: Modern World History CRN: 2707
Unit Title: THE MIDDLE EAST

MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments,
and narratives from history.
relationships.
MWH.5 Recognize, assess, and interpret relationships among events, issues, and developments in
different spheres of human activity (i.e. economic, social, political, cultural).
MWH.7 Interpret and evaluate information using complex geographic representations
MWH.8 Hypothesize why places and regions are important to human identity and serve as symbols
to unify or fragment society.
MWH.10 Determine how human modification of the physical environment in a place affects both
that place and other places
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns
and trends.
SSA.4 Apply learning through communication and problem solving skills in order to contribute to the
betterment of personal, community and global circumstances.

Students will understand that… Is peace possible in the Middle East?
The Middle East is a region of geographical
importance.
The Middle East is the birthplace of three

major world religions: Christianity, Islam, and
Judaism.
The Middle East is a complex region where

history, religion, politics, oil, and water all set
the stage for potential conflict.
The names of countries located in the Middle Locate countries in the Middle East on a map.
East. Compare and contrast the three major religions in the
The similarities and differences between Middle East: Judaism, Christianity, and Islam.
Christianity, Islam, and Judaism. Explain how western European colonial powers
The history of the Arab-Israeli conflict. shaped the Middle East after World War I.
Analyze key events in the formation of Middle Eastern
states.
Understand the roots and development of the Arab-
Israeli conflict.
Explain the importance of natural resources in the
Middle East.
Create a visual metaphor of the Middle East • Pre-assessment
(TCI Culminating project in History Alive: • Map test
Modern Middle East) • Reading response journals
Lesson Plans
1. Geography of the Middle East – 3, 45 min. periods
2. Natural Resources in the Middle East - 2, 45 min. periods
3. Religion in the Middle East – 2, 45 min. periods
4. State Formation in the Middle East - 2, 45 min. periods
5. Key Events in the Formation of States in the Middle East – 2, 45 min. periods
6. Israeli-Palestinian Conflict - – 6, 45 min. periods
7. Culminating Project- Visual Metaphor of the modern Middle East - 3, 45 min. periods
Approximately 4 weeks
Resources:
MWH textbook
TCI History Alive: Modern Middle East (Available online CLICK HERE)
Geography of the Middle East Lesson #1

CRN: 2707
Unit: Modern Middle East
Title: Geography of the Middle East
Time Frame: Two to Three 50-minute class periods
Learning Target(s):
MWH.7 Interpret and evaluate information using complex geographic representations
To locate countries in the Middle East on a map
Middle East, geo-political, demographics, physical environment
• Entry page for Geographic Handbook
• *Map test
Procedures:
1. Pre-assessment to see if students know the location of the countries in the Middle East.
http://www.rethinkingschools.org/just_fun/games/mapgame.html
2. The Middle East as a crossroads: discuss geographic significance of the Middle East
(display a map of the Middle East)
http://www.pbs.org/wgbh/globalconnections/mideast/themes/geography/index.html
3. Activity: (computer lab, The World Factbook, www.cia.gov web site)

a) In pairs, students will research a country in the Middle East to learn about the country’s
demographics—GDP, oil wealth per capita, language, life expectancy, literacy rate,
population density, religion, and urbanization.
b) Write an entry summarizing the information you learned about your assigned country for a
Geographic Handbook on the Middle East. Provide information about how it compares to
other countries in the region. Include a map or graph illustrating one of the demographic
categories.
c) Students will share findings and compare demographic data among Middle Eastern
countries.
4. Closure/Wrap up:
a) What did you learn about the Middle East that you did not know before? What
relationships do you see between categories?
b) Create your own simile or metaphor (like the crossroads) for the Middle East. The Middle
East is (like) __________ because________.
*Post-assessment can include a map test.

MWH textbook, A40-41 (map)
Perthes World Atlas
Natural Resources in the Middle East: Lesson #2

CRN: 2707
Title: Natural Resources in the Middle East
Learning Target(s):
To explain the importance of natural resources and its role on politics and economy in the
Middle East
MWH.5 Recognize, assess, and interpret relationships among events, issues, and
physical environment, geo-political, economic development, political development, Organization
of Petroleum Exporting Countries (OPEC)
Will vary
Procedures: There are a variety of lessons available to teach students about the role of natural
resources in the Middle East. Here are some possible activities:
1. Compare Energy Resources and Energy Consumption maps on page 57 of Perthes
World Atlas.
2. TCI History Alive: Modern Middle East Activity 2.3, “Negotiating for Oil: Who Will Profit?”
3. Visit
http://www.pbs.org/wgbh/globalconnections/mideast/educators/resource/lesson3.html
and follow instructions for lesson “Oil Crisis: What would you do?”
4. Visit
http://www.pbs.org/wgbh/globalconnections/mideast/educators/resource/lesson2.html
and follow instructions for lesson “Got Water?”
The Middle East in Transition curriculum by Southern Center for International Studies
The Middle East: The Story of Oil - Chief Economic Resource, PPS Multimedia Library
Smith, Donald. “Water and Peace in the Middle East.” National Geographic. July 14, 2000.
Water Issues in the Middle East, http://www.waternet.be/middle_east/
Religion in the Middle East: Lesson #3

CRN: 2707
Title: Religion in the Middle East
Time Frame: One or Two 50-minute class periods
Learning Target(s):
To compare and contrast the three major religions in the Middle East: Christianity, Judaism, and
Islam.
relationships.
MWH.8 Hypothesize why places and regions are important to human identity and serve as
Christianity, Islam, Judaism

Completion of Venn diagram
Procedures:
1. *Pre-assessment (Worksheet 1: Introduction to Christianity, Islam, and Judaism,
http://www.southerncenter.org/Middle_East_Activity.pdf)
2. TCI Activity 1.2: Modern Middle East (available online, PPS Instructional Resources)
*You might want to give the pre-assessment as a post-assessment.
MWH textbook, pp. 704-705, 708-711, 714
Mystic Lands: Jerusalem: Mosaic of Faith, United Streaming video
State Formation in the Middle East: Lesson #4

CRN: 2707
Title: State Formation in the Middle East
Learning Target(s):
To learn how western European colonial powers shaped the Middle East after World War I.

Ottoman Empire, sultan, millet system, colonialism, imperialism

• Maps
• Group and whole-class discussion
Procedures:
TCI Activity 2.1 (available online, CLICK HERE)
1. The present-day map of the Middle East was shaped by the events of World War I after the
fall of the Ottoman Empire. (show map of Ottoman Empire)
a. Read about Ottoman Empire and its Fall (Student Handout 2.1A)
b. Discuss accomplishments of the Ottoman Empire (make sure to point out
harmony of diverse ethnic and religious groups)
2. Complete map activity (Student Handouts 2.1B and 2.1C; Directions 2.1D)
3. Post maps. Students will look at maps and record one strength and one weakness for each
map based on potential areas of conflict.
4. Closure/wrap up: “Connecting the Experience with History” from TCI Activity 2.1 on pp. 3-4.
Ch. 2-1 The Muslim World Expands in MWH textbook, pp. 73-77
Key Events in the Formation of States in the Middle East: Lesson #5

CRN: 2707
Title: Key Events in the Formation of States in the Middle East
Learning Target(s):
MWH.5 Recognize, assess, and interpret relationships among events, issues, and
To analyze key events in Middle Eastern state formation
Balfour Declaration, Sykes-Picot Agreement, mandate, Palestine Partition Plan, Arab
nationalism

• Illustrated timeline
• Response journal
Procedures:
1. Background info: After the British and the French gained control of the region, they created
new borders for six nations after the Ottoman Empire fell at the end of World War I. The
British and French signed a secret agreement called the Sykes-Picot Agreement in which
they divided the region into British and French mandates and protectorates. (show map-
http://www.npr.org/templates/story/story.php?storyId=3860950) The new nations- Iraq,
Jordan, Kuwait, Lebanon, Palestine, and Syria- were formed based on British and French
interests in the region which included access to oil, military bases, and trade routes.
2. TCI Activity 2.2 (available online, CLICK HERE)
3. Response journal: Write a one-paragraph response to this prompts: What if France and
Britain had never been involved in the Middle East? How might it be different? Similar?
Israeli-Palestinian Conflict: Lesson #6

CRN: 2707
Title: Israeli-Palestinian Conflict
Time Frame: 5-7, 50-minute class periods
Learning Target(s):
To understand the roots and development of the Arab-Israeli conflict.
MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and
narratives from history.
MWH.3 Recognize and interpret continuity and/or change with respect to particular historical developments in
the 20th century.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a
thesis.
Israel, Palestine, Jerusalem, Zionism, Holocaust, Balfour Declaration, Palestine Partition Plan, Arab Revolt,
Six-Day War, Intifada, Palestinian Liberation Organization, Oslo Accords
Evidence of Student Learning: Group responses and discussion
Procedures:
Day 1:
1. Introduction questions: What do you know about the Israeli-Palestinian conflict? What are your sources of
information? What do you think you know but aren’t sure about?
2. TCI Activity 3.1 Jeds/Pads()—students assume roles of Jews and Palestinians to understand how Jewish
immigration into Palestine between 1918 and 1948 affected each group.
3. Background reading: Ch. 18-4, Conflicts in the Middle East, in MWH textbook, pp. 583-589. Students will
develop Levels of Questions from the reading. Use the student-generated questions for a class discussion.
Day 2:
1. Modern Middle East TCI Activity 3.2: United Nations Responses to the Arab-Israeli Conflict
Days 3-4:
1. Modern Middle East TCI Activity 3.3: Attending a Conference on the Israeli-Palestinian Conflict
All resources for available onlinefor TCI activities in ch.3 CLICK HERE
Dav 5:
1. Divide class into groups. Each group will be assigned a Middle East peace proposal such as 2001 Taba
summit, 2003 Geneva Accord, or 2003 Road Map for Peace. Groups will read a summary of the proposal and
discuss the strengths and weaknesses of the proposal.
2. Each group will present the pros and cons of the proposal.
3. As a class, discuss which proposal shows the most promise.
4. Closure/wrap-up: Do you think a solution can be achieved? If not, do you think any of the issues can be
resolved?
Possible Extensions:
Come up with a peace proposal of your own.
Create a political cartoon depicting your thoughts on peace between Arabs and Israelis.
Create a conversation between a Palestinian and an Israeli working towards peace.
Days 6-7 (optional):
Show the 2001 documentary film Promises (106 minutes).
United Streaming video: Israel and the Mideast Conflict (31 minutes)
Film: Promises, 2001
The Middle East in Transition curriculum by Southern Center for International Studies
Culminating Project
Visual Metaphor of the Modern Middle East

CRN: 2707
Title: Visual Metaphor of the Modern Middle East
Time Frame: Two to Three 50-minute class periods
Learning Target(s):

• Visual metaphor project
Procedures:
1. Refer to procedures in TCI The Modern Middle East, Culminating Project, pp. 1-8.
CLICK HERE for all the resources you will need

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Modern World History

Course Reference Number: 27070

MWH.1 Reconstruct, interpret, and represent the chronology of significant events,

Social Development Chinese Revolution of 1911

1. Understanding and using basic geographic information – 2 weeks

Adopted Core Materials:

History Alive! Modern World History Program TCI

Modern World History: Pattern of Interaction –McDougal Littell-2007

Unit Title: Understanding and using basic geographic information

Stage 1 – Desired Results

Big Ideas and Enduring Understandings: Essential Questions:

Learning Target(s) Learning Target(s)

Identify the longitude and latitude of locations on

Locate major physical features on a map of the world.

Culminating Assessment: Other Evidence:

Map enlargement project Pre-Test

TEAR THE WORLD

Vocabulary –Perspective, Projection, Centrism

Time Frame: 1- 45 min. class although it is better if you have an hour.

Procedure (Teacher Instruction):

2. Get students into heterogeneous groups of 3 or 4.

3. Give direction for activity:

5. Groups work for approx. 20 minutes creating their map.

6. All groups post their maps on walls.

11. Whole class discussion based on student writing.

12. Students write and an exit ticket answering the following.

SHOW POWERPOINT AND

A. Latitude, Longitude, Distance, and Direction : Label the Following

•Compass Rose •International Dateline

C. Thematic layer (Demographic or natural feature)

First Impression (Unapologetically subjective):

1. North America ____ 12. North Sea____

22. Seattle, Washington____ A. 2oN, 45oE

28. Which of the following countries is the larger producer of “Manganese”?

31. Which of the following countries is the larger producer of Sulfer?

Modern World History

1. North America ____ 12. North Sea____

22. Tokyo, Japan A. 33oN, 139oE

29. Which of the following countries produces “Lead/zinc”?

A. Rio De Janeiro is approximately 1350 miles north of Santa Cruz.

Unit Title: European Modernization

Stage 1 – Desired Results

Culminating Assessment: Other Evidence:

Stage 3 – Learning Plan

Course: Modern World History

Students complete a SOAPS on the document for their group.

2. Read Chapter 6 Section 2 in Modern World History.

Course: Modern World History

Evidence of Student Learning:

Students complete a SOAPS on selected documents.

Course: Modern World History

Suggested changes to procedures:

Course: Modern World History

Academic/Content Vocabulary: Industrial Revolution, enclosure, crop rotation,

Evidence of Student Learning:

Course: Modern World History

Suggested changes to procedures:

Course: Modern World History

Evidence of Student Learning:

Course: Modern World History

Course: Modern World History

Evidence of Student Learning:

Course: Modern World History

1. North America 12. North Sea

1. North America 12. North Sea