Professional Documents
Culture Documents
This course focuses on major themes, events and people in world history from roughly 1500 to the present. Topics include the development of early modern empires in Asia, Africa and European, the Age of Exploration and impact of colonization, imperialism, and industrialization, and the growth of powerful nation states and clashes among them through 2 world wars and the Cold War. Also emphasized is the gradual push for expanding rights for more people around the world through the Age of Revolutions, colonial revolutions, and decolonization/ independence movements in the 20th century with a specific focus on India and South Africa. Students practice the skills of historians in interpreting and analyzing multiple types of primary source documents in order to answer the overarching questions that frame each unit of study in this course. In addition, students practice analyzing the historical roots of contemporary world issues, particularly during second semester. In doing so, students take on historical problems and issues throughout modern world history and explore ramifications of this history for our world today.
Core Text
Beck, R. B. et. al. (2005) Modern World History: Patterns of Interaction. McDougal Littell.
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2010-11
Module 1 ! Why should we study world history? What can we learn from history? Module 2 ! How is the world interconnected today? What issues are important in this changing global order?
Focus Content ! Interpretation of primary source documents ! Constructing an account of what happened from multiple first-hand accounts ! Globalization and its impact on economics and trade ! The role and function of the G-20 ! Rising powers in todays world Skills ! Interpret primary and secondary sources to create an understanding of an event. ! Explain why we need to study history ! Discuss how to interpret documents ! Connect understanding the present through understanding the past ! Describe the concept of globalization ! Explain how the world is interconnected ! Analyze and interpret data ! Explain the function of international organizations like the G-20 ! Research and analyze the roles different nations play in world affairs Student Products ! Complete graphic organizer analyzing two secondary sources ! Complete graphic organizer analyzing differing accounts of a fictional football game ! Complete two Current Events Briefings ! Module Assessment: write a response to the overarching questions for this module ! Define globalization ! Produce a world map using data on natural resource production/ consumption ! Define key terms used to discuss the global economy ! Complete graphic organizer on the G20 ! Complete web-quest questions on Rising Powers
Culminating Project Students will write a multiparagraph essay that answers the following questions based on the overarching question: ! How can studying and understanding history help us to understand the way different nations connect, and the issues confronting those nations? Students should use evidence from at LEAST three of the lessons from the unit. It is suggested that they use evidence from one lesson in Module 1 and evidence from two lessons in Module 2.
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2010-11
Module 1 ! What were the features of early modern Muslim empires in Turkey, Persia, and India? What forms of government evolved and how did leaders of these governments maintain their power? What affect did these governments have on the daily lives of people? What led to the fall of these empires? Module 2 ! What were the features of the West African empires of the early modern period? What features did these empires share? Module 3 ! What were the features of the last Chinese dynasties in the modern period? What features did these dynasties share? In what ways were these dynasties not prepared for connections being made in the modern period?
Focus Content ! Early modern empires in Turkey, Persia, India, West Africa and China ! Flourishing of culture in art, architecture, and science in India, Persia and China ! Trade and expansion of early modern empires Skills ! Utilize secondary sources to describe the origins, expansion & achievements of early modern empires ! Analyze Mughal art ! Compare and contrast the features of the early modern empires ! Analyze travelers narratives (primary source accounts) to determine what life was like in the early modern world Student Products ! Guided Questions on the tenets of Islam ! Complete a graphic organizer on the rise of the Ottoman, Mughal, and Safavid Empires ! Analysis of Mughal art ! Quiz on Islam and Muslim empires ! Graphic Organizer on West African empires ! Travelers Narrative analysis of a visit to West Africa ! Summary paragraph on similarities and differences between 3 Muslim empires ! Graphic Organizer on late Chinese dynasties ! Travelers Narrative analysis of a visit to China ! Essay comparing and contrasting two Afroeurasian empires
PACING
Culminating Project Students will write a multiparagraph essay comparing two of the empires that they have studied these past few weeks using the empire maps created and the materials from the unit. Select two empires studied in the unit. Choose no more than one from each column. The two empires MUST come from different parts of the world.
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2010-11
Module 1 ! What scientific and technological changes occurred that promoted world travel? What compelled explorers to go out into the unknown world? Module 2 ! Why did Europeans travel to North and South America? What did they find there? What were the results of contact with Native Americans? Module 3 ! How did the Atlantic Slave trade evolve and how did it transform the lives of those involved? Module 4 ! In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 1700?
Focus Content
! ! ! ! ! ! ! Trans-Atlantic Slave Trade European Age of Exploration Aztec Civilization Early North American colonization Early modern African Empires Global trade Columbian Exchange
Skills
! Compare and contrast the motivations of different Spanish & Portuguese explorers in the colonization of the Americas Read and analyze multiple secondary source descriptions of the Triangle Trade and its effects Analyze primary source documents depicting first contact, middle passage & slavery Analyze art depicting the effects of colonization in Latin America Assess the impact of the Columbian exchange on the early modern world
Culminating Project: Select a document (any document). Look at the corresponding graphic organizer for that document. Select a couple of items from the document/graphic organizer that help you respond to the overarching question. Then demonstrate how the document you selected helps to show the transformation. This unit extends into the next marking period.
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Student Products
! ! ! ! ! ! ! ! ! ! Graphic organizers on technological th advances, 15 century explorers, and trade/exchange of products Essay comparing two voyages Travelers analysis tool (Cortes meets Montezuma) Art analysis of Castas paintings Summary paragraph on the impact of Spanish exploration in the Americas Graphic organizer/ questions analyzing two secondary sources on the Triangle Trade Compare and contrast three primary sources on the effects of and rational for slavery Summary Paragraph explaining how slaves were dehumanized by the slave trade Guided questions on the impact of spread of pathogens Guided questions on the impact of global trade on the world Map depicting the journey of three items of exchange
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2010-11
PACING
Culminating Project Students will write a multiparagraph essay in response to the following prompt:
Module 1 ! In what ways did revolutionary ideas of the 15th to 18th centuries propose new ways of thinking about the world and question authority? ! How did these ideas challenge how people viewed their relationship to the rules that had governed their lives? Module 2 ! To what extent did the political revolutions of the late 18th and early 19th centuries alter peoples relationship to their government? How successful were these political revolutions in changing society? Module 3 ! In what ways were societies and individuals revolutionized by industrialization? In what ways was the Industrial Revolution both progressive and tragic?
Focus Content
! ! ! ! ! ! ! ! Renaissance and Reformation in Europe Divisions within Christianity The Scientific Revolution Features of Revolution Atlantic Revolutions (France, Haiti, Venezuela) Industrial Revolution in Europe Analyze Renaissance art and Revolutionary art Interpret primary source documents on Renaissance political theory and the impact of the Industrial Revolution on British workers Analyze secondary accounts on cause and effects of various revolutions Compare and contrast views and methodologies of various Enlightenment thinkers Create and defend a historical argument on the impact of political, economic and social revolutions
Skills
How did revolutions in ideas, politics, and economics alter peoples lives in Europe, Haiti, and Latin th America during the 16 th through 19 centuries?
In their response students will use at least two pieces of evidence from each of the three modules.
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2010-11
PACING
Module 1 ! Why did Europeans pursue colonies in Africa and why were they successful? What was the impact of imperialism on Africa? Module 2 ! How does literature reflect the attitudes of colonial powers and the people called on to enforce the colonial powers rule? Module 3 ! How and why did the British establish a colony in India? How did Indians protest and resist British imperialism before World War I?
Focus Content ! ! ! !
European Imperialism in Africa Scramble for Africa Literature of imperialism th British Imperialism in India, late 19 century
Culminating Project IMPERIALISM: Similarities and Differences Chart Create a chart or a diagram that depicts the similarities and differences in the colonial experience of TWO countries. Your chart/ diagram must address the following four areas for EACH country: Reasons why Europeans wanted this country as a colony Methods they used to go about establishing a colony in this country Resistance to imperialism by the people who were already living there Impact of imperialism on the native people of the region
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2010-11
Module 1 ! What were the long and short-term causes of the First World War?
Focus Content
! ! ! World War I and the Treaty of Versailles Wartime experience of soldiers, homefront Technology of World War I
Module 2 ! In what ways were societies and individuals affected by the technology (weaponry) of World War I? Module 3 ! What did the Treaty of Versailles resolve and leave unresolved? What potential problems did it sow?
Culminating Project Option 1: Students should collect all written essays from the three modules covered in this unit to create a Historians Notebook, in which they describe the three phases of the war and its impact on those who fought it (the causes of the War, the conduct of the war, and the Treaty that ended the war). Students should describe how the war and its consequences influenced the lives of individuals and societies. Option 2: Students will design a poster on one of the following topics: ! Impact of wartime technology ! The fate of Germany after World War I ! A teacher- approved topic
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Student Products
! ! Complete a chart on the causes of WW I. Describe causes of the war and the role that leaders played in the start of WW I. Analyze multiple accounts of the assassination of Franz Ferdinand Analyze photographs depicting fighting conditions to learn about the experience of war. Analyze data on deaths and casualties. Describe technological advancements in weaponry. Interpret selected poems describing the impact of war on individuals. Analyze primary sources depicting life on the Home Front for women. Complete timeline chart on the end of WW I. Complete questions and analysis of primary and secondary sources on the Treaty of Versailles. Complete questions on the treaty and Wilsons 14 points.
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2010-11
Module 1 ! Why did Czarist Russia explode into revolution during the First World War and then evolve into a totalitarian state during the 1930s?
Focus Content Russian Revolution Communism World War II Rise of fascism in Italy, Germany & Japan ! Totalitarianism ! Holocaust ! ! ! ! Skills ! Analyze causes and effects of the Russian Revolution ! Compare and Contrast features of fascist regimes in Germany, Italy and Japan ! Understand chronology of the development of anti-Semitism in Europe ! Analyze photographs of Holocaust victims ! Analyze primary source accounts - interviews Student Products ! ! ! ! Graphic organizer on causes of the Russian Revolution Summary of causes of the Russian Revolution Note-taking chart describing features of fascist regimes Analysis of primary source documents to assess the impact of fascist policies on the lives of citizens of Italy, Germany and Japan Comprehension review of the history of anti-Semitism in Europe Describe victims of past antiSemitic discrimination Analyze photographs and written profiles of victims and perpetrators of the Holocaust Analysis of actions take by the Righteous during World War II Analyze primary source accounts of escape and survival during the Holocaust
Module 2 ! Why did extreme forms of government (e.g. totalitarianism, fascism, militarism) develop in the 1920s & 30s?
Culminating Project Students will complete a summary reflection on "Seven Stories from Poland" - firsthand accounts of survivors of the Holocaust
Module 3 ! In what ways do people respond to the challenges presented by a government that affects a holocaust?
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2010-11
Module 1 ! How did Indians structure their quest for independence from Great Britain in the th early 20 century? What tactics did they use and why were they successful? ! What are the historical roots of the current tensions between Indian and Pakistan? What are some potential solutions that would lead to peace in the region?
Culminating Project Students will complete a multi-paragraph essay in response to the following three questions: In what ways were the independence/ freedom movements in India and South Africa similar? In what ways were they different? Which methods used by Indians and black South Africans were most effective and why?
Module 2 ! What was Apartheid? How was it established and what kind of system did it support? ! In what ways was nonviolent resistance used in South Africa? How and why did resistance to Apartheid escalate? How did Afrikaaners respond? How was Apartheid finally brought to an end? What is the state of South Africa today?
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2010-11
Unit 9
Contemporary World Issues Teachers will teach one unit of their choice from the Current Issues Series, produced by the Choices Program, Watson Institute, Brown University.
PACING
Module 1 ! What are the historical roots of current world crises? ! What are the different viewpoints on how to solve these crises? What is my viewpoint on how to solve these crises?
Focus Content ! Specific content will vary depending on unit chosen by teacher Skills ! Recognize relationships between history and current issues ! Analyze and evaluate multiple perspectives on an issue ! Understand the internal logic of a viewpoint ! Identify and weigh the conflicting values represented by different points of view ! Engage in informed discussion ! Develop and articulate original points of view on an issue Student Products Specific student products will vary depending on the unit chosen, but student work falls into the following categories: ! Gather historical background information via primary and secondary source reading & questions ! Explore policy alternatives and prepare for deliberation and debate ! Role play and deliberation about the contemporary issue ! Produce an original, coherent policy option/ solution
Culminating Project
Students will write a paper about the current issue they studied, using the following structure and questions as a guide: Historical background: how did this crisis come to be? What are 2-3 major conflicts that people in this region have had in the past? Viewpoints: what are the various viewpoints about how to resolve this issue? Describe at least 2 viewpoints and give reasons why people believe in these viewpoints. Your conclusion: What viewpoint do you agree with and why?
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2010-11
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