Grade 10: Global History and Geography II SEMESTER ONE
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Grade 10: Global History and Geography II –SEMESTER ONE
10.1 THE WORLD in 1750: ((((4-5 Lessons))))) The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. (Themes: ID, GEO, GOV, EXCH)
10.1a Powerful Eurasian states and empires faced and responded to challenges ca. 1750. Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity. Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate. Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
10.1b Perceptions of outsiders and interactions with them varied across Eurasia. Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions. Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750. Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.
NEED LESSONS: Mughal Empire, Ottoman Empire, Tokugawa 1750–1914: An Age of Revolutions, Industrialization, and Empires 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: ((((15-16)))) The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements. (Themes: MOV, TCC, GEO, SOC, GOV, CIV)
10.2a Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens. Students will examine at least three Enlightenment thinkers, including John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works. 10.2b Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots. Students will explore the influence of Enlightenment ideals on issues of gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce. Students will examine enlightened despots including Catherine the Great.
10.2c Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas. Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte. Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.
10.2d Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states. Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.
Aim: Was the Enlightenment a result of the Scientific Aim: Can an international organization provide Revolution? stability and peace? OR Did the Congress of Vienna Identify/Define: philosophies, Age of Enlightenment, lay the foundation for world stability? OR Can a natural law, natural rights, separation of powers, balance of power maintain world peace? checks and balances, tyranny, Age of Reasons, Identify/define: conservative, reactionary, physiocrats, civil liberties, laissez-faire. liberalism, balance of power, legitimacy, Discuss the main ideas of the writings of the compensation, Concert of Europe, Congress of Vienna, Enlightenment: Voltaire, Rousseau, Montesquieu. holy Alliance, Quadruple Alliance, nationalism. Explain the main ideas of the Enlightenment. Explain how the territorial changes made at the Evaluate whether the ideas of the Enlightenment Congress of Vienna violated the principle of apply in today’s society. nationalism. Evaluate whether the Enlightenment was a belief or Explain how the Congress of Vienna tried to bring an idea. about a balance of power. List and explain the methods used by Metternich Aim: Did the Enlightenment change people’s views of and his allies to suppress nationalistic and democratic government? ideas: (a) military power, (b) alliances, (c) censorship Identify/define: Rousseau’s Social Contract, Diderot’s and spies. Encyclopedia, Montesquieu’s The Spirit of Laws, John Evaluate whether a balance of power can exist in Locke’s Two Treatises of Government, Thomas a revolutionary world. Hobbes’ The Leviathan, Adam Smith’s The Wealth of Evaluate the extent to which an international Nations, democracy, nationalism. organization can provide stability and peace. Discuss and analyze the impact of the Enlightenment on the development of democracy in Europe. Aim: Do revolutions have a global impact? OR Did Evaluate the effect of the Age of Enlightenment on the French Revolution plant the seeds for future ruling monarchs. revolutions? Describe and analyze the effects of the Enlightenment Show examples of spreading nationalism in other on 18th century Europe. European nations as well as Latin American nations Evaluate the extent to which the Enlightenment arising from the French Revolution: (a) Latin American changes people’s views of government. Revolutions from 1810-1832, (b) Revolutions of 1830 – 1832 in France, Belgium, Italy, and Poland: (c) Aim: Was France under the old regime ripe for Revolutions of 1848 in France, the Austrian Empire, revolution? OR Did the Enlightenment provide Italy and Germany fertile ground for revolution in France? OR Were Evaluate the impact of the French Revolution on the fires of discontent in France fueled by the revolutionary movements throughout Europe and Enlightenment ideas? Latin American during the Age of Democratic Identify/define: First, Second, and Third Estates, Revolution. tithe, taille, gabelle, Old Regime, peasantry, Discuss the extent to which the French Revolution aristocracy, clergy, established church, Estates overturned the balance of power which previously General existed in Europe. Describe and analyze the political, economic, and Evaluate Metternich’s statement: “When France social conditions in France under the Old Regime. sneezes, all Europe catches cold.” Discuss this Explain and analyze the grievances of the Third statement in light of the conditions and events in Estate in France. 1830 and 1848. Describe and analyze the powers and privileges Evaluate whether or not the Metternich System granted to the First and Second Estates in France. was effective in stopping the spread of European Explain the criticisms of the Old Regime made by nationalism. philosophers and writers of the Enlightenment and evaluate the extent to which these ideas inspired the Aim: Did the Latin American revolutions against French Revolution. colonial rule bring about social change? OR Do Evaluate whether or not France sunder the Old revolutions create social change? Regime was ripe for Revolution. Identify/define: peninsulares, Creoles, mestizos, nationalism, social revolution, political revolution. Aim: should the French have been satisfied with Discuss the impact of the French and American the changes enacted by the National Assembly Revolutions on the Latin American independence (after the Fall of the Bastille)? OR did the National movements. Assembly satisfy the needs of the people? Analyze the roles and perspectives of the various Identify/define: feudalism, assignats, abolition, social classes on the revolutions in Latin American: (a) émigrés, limited monarchy, legislative assembly land-holding elite, (b) Creoles, (c) Mestizos, (d) native Explain how the following reforms enacted by the peoples, (d) slaves National Assembly “changed” the conditions that Discuss the role of the Church and the military in existed under the Old Regimes: (a) abolition of the revolutions in Latin America. feudalism and special privileges, (b) Declaration of Evaluate the role of nationalism in the Latin the Rights of Man, (c) Seizure of Church lands, (d) American revolutions,. Civil Constitution of the clergy, (e) reform of local Analyze the difference between a political and government, (f) Constitution of 1791. social revolution and evaluate whether the Latin Discuss the extent to which the government’s American revolutions were social or political policies reflected Enlightenment ideas. revolutions. Assess the extent to which the National Assembly Evaluate whether or not the Latin American met the needs of each class in society. revolutions significantly changed Latin American Evaluate whether or not the French should have society for the better. been satisfied with the changes enacted by the National Assembly to reform the Old Regime. Aim: Were the leaders of the Latin American independence movements true revolutionaries? Aim: Was the Reign of Terror an effort to preserve Identify/define: Father Hidalgo, Padre Jose national security? OR Should freedom be limited to Morelos, Augustin de Iturbide, Simon Bolivar, preserve national security? Toussaint L’Ouverture, Jose de San Martin, Bernardo Identify/define: Danton, Marat, Robespierre, O’Higgins, gruto de Delores. Committee of Public Safety, Jacobins, Girondists, Describe the role of Toussaint L’Ouverture and “Liberty, Fraternity, Equality”, National Convention, discuss how Haiti achieved independence Directory Describe how Simon Bolivar, Jose de San Martin, Explain why each of the following was either and Bernardo O’Higgins ended Spanish rule. satisfied or unsatisfied with the results of the Analyze how Bolivar’s ideas on Latin American Revolution of 1791: (a) émigrés, (b) churchmen, (c) independence and government reflect Enlightenment radicals, (d) monarchs of Europe, (e) peasant, (f) thought. bourgeoisie. Explain the role of Father Hidalgo, Padres Jose Explain how the National Convention “protected” Morelos, the Native Americans, and the mestizos in and “promoted” the French Revolution. Mexican independence. Describe the causes and the effects of the Reign Compare and contrast the liberation of Brazil with of Terror in France. that of the other Latin American nations. Assess whether or not the French Revolution Discuss the positive and negative effects of significantly improved the lives of the French people independence on the people of Latin America. and changed France for the better and/or whether the Evaluate whether or not the leaders of the Latin Reign of Terror went too far to preserve the French American independence movements were true Revolution. revolutionaries.
Aim: Was Napoleon the right man to rule France? Aim: Was nationalism a positive, unifying force in Identify/define: Directory, coup d’etat, plebiscite, the 19th century? the Consulate, sister republics. Identify/define: Mazzini, Cavour, Garibaldi, Describe the conditions in France which helped to Risorgimiento, young Italy, Bismarck, blood and iron. make Napoleon’s coup d’etat possible. Compare and contrast maps of Italy and Germany Describe and analyze those traits and character both before and after unification. and personal achievement which helped Napoleon Describe and compare and contrast the methods rise to power in France. used by the Italian leaders and by Bismarck to unify Evaluate the advantages and disadvantages of their countries. one-man rule. Discuss how Cavour and Bismarck used their positions of power in Sardinia and Prussia s points of Aim: Was Napoleon a true “son of the revolution?” departure for unification. OR Can a dictator bring about democratic reform? Assess whether or not Germany and Italy OR Was Napoleon a savior or a dictator? benefited from unification. Identify/define: Confederation of the Rhine, Grand Evaluate whether the methods and efforts of Duchy of Warsaw, universal manhood suffrage, these nationalist leaders were justified. Concordat of 1801, Napoleonic Code, Continental Evaluate whether nation building can take place System, exile, the Consulate, Legion of Honor, Bank of without strong/great leaders. France. Locate on a map of Europe those areas conquered and/or controlled by Napoleonic France. List, describe and analyze Napoleon’s reforms regarding the legal system, education, taxation, money and banking, relations with the Catholic Church. Explain and analyze those Napoleonic measures which turned France into a dictatorship. Explain the reasons for Napoleon’s downfall. Evaluate whether or not napoleon was a true “son of the Revolution”. Evaluate whether Napoleonic rule preserved or destroyed the gains made by the French Revolution. Evaluate whether or not a dictator can bring about democratic reform in a society. 10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: ((((5-7)))) Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. (Themes: MOV, TCC, GEO, SOC, ECO, TECH)
10.3a Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale. Students will examine the agricultural revolution in Great Britain.
10.3b Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects. Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices. Students will examine the economic theory presented in The Wealth of Nations. Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.
10.3c Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people. Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.
10.3d Social and political reform, as well as new ideologies, developed in response to industrial growth. Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society. Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution. Aim: Is a nation’s industrial leadership due to its Aim: Was industrialization achieved on the backs people or its environment? OR Was England’s of the working class? leadership in the Industrial Revolution due to its Identify/define: Marxism, capitalism, people or its geography? OR Why did the Industrial communism, dictatorship of the proletariat, Revolution begin in England? socialism. Identify: Industrial Revolution, Agrarian Revolution, Describe the life and background of Karl Marx factory system, factors of production, industrialization. Describe the basic principles of Marxism. Evaluate the effect of the following on England in Discuss the relationship between the different aiding industrialization; geography, attitude of social classes, according to Marx and Engels. government leaders, large navy, and colonies. Assess which ideas of Marxism were a direct Evaluate the relative importance of each of the reaction to the Industrial Revolution. following in promoting industrialization: Agrarian Evaluate whether or not Marx was accurate I his Revolution (improved agricultural production), the predictions of the future. factory system, private ownership, and capitalism. Apply the formula for industrialization to England Aim: Should the government interfere in big and assess the extent to which England had these business? factors of production. Identify/define: capitalism, laissez faire, free (INDUSTRIALIZATION = LAND – LABOR – CAPITAL – market, law of supply and demand, profit motive, IDEAS) monopoly, market economy, invisible hand, Adam Smith, Thomas Malthus. Aim: Does technology benefit society? Discuss the main ideas of the economists Adam Identify/define: domestic or cottage industry Smith and Thomas Malthus. Describe the domestic or cottage industry and Assess whether the ideas of Smith and Malthus discuss its influence on pre-industrial society can create a successful economy. Analyze the reasons for the evolution of the factory Compare and contrast the basic principles of system. Marxism with capitalism. Discuss the impact of the factory system and Evaluate whether or not government should technology on society. interfere in big business. Evaluate the extent to which technological progress can be beneficial to society? Aim: Can society solve the problems of the Industrial Age? Aim: Was the Industrial Revolution a blessing or a Identify/define: collective bargaining, strike, unions, curse? suffrage, socialism, utopian reform Identify/define: urbanization, middle class Discuss the worker’s movements to unionize and Describe the social and economic effects of their reasons for unionizing. industrialization on society as assess whether these Explain the legislative reforms enacted in the mid- effects are positive or negative. 19th century and assess their effectiveness. Assess the impact of the Industrial and Revolution and Analyze the main ideas of socialist/utopian reform industrialization on the environment, the changing roles movements through an examination of the ideas of of men, women, and the family, and on European art and Robert Owen, John Stuart Mill, Charles Fourier, and literature. Saint-Simon. Suggested documents: Charles Dickens, Hard Times and Explain the connections between industrialization Oliver Twist; Emile Zola, Germinal, Friedrich Engles, The and the following reform movements: abolition of Conditions of the Working Class in England,; Joseph slavery, women’s rights, and education. Wright, Arkwrights’s Cotton Mill at Cromford, Derbyshire Evaluate the extent to which society has solved the England; Sadler Commission, Report on Child Labor. problems of the industrial age. Discuss the extent to which the Industrial Revolution is still occurring in the non-Western world. Assess the impact of the Industrial Revolution on humanity. Evaluate whether the problems of the Industrial Revolution affect contemporary society. Evaluate whether the Industrial Revolution was a blessing or a curse. 10.4 IMPERIALISM: ((((7-8)))) Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world. (Themes: MOV, TCC, GEO, GOV, EXCH) 10.4a European industrialized states and Japan sought to play a dominant role in the world and to control natural resources for political, economic, and cultural reasons. Students will explore imperialism from a variety of perspectives such as those of missionaries, indigenous peoples, women, merchants/business people, and government officials. Students will trace how imperial powers politically and economically controlled territories and people, including direct and indirect rule in Africa (South Africa, Congo, and one other territory), India, Indochina, and spheres of influence in China.
10.4b Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success. Students will investigate one example of resistance in Africa (Zulu, Ethiopia, or Southern Egypt/Sudan) and one in China (Taiping Rebellion or Boxer Rebellion and the role of Empress Dowager CiXi). Students will investigate how Japan reacted to the threat of Western imperialism in Asia.
10.4c International conflicts developed as imperial powers competed for control. Claims over land often resulted in borders being shifted on political maps, often with little regard for traditional cultures and commerce (e.g., Berlin Conference) the changes and continuities of ethnic groups and regions, African states, and European claims.
Aim: Was nationalism or industrialism the major Aim: Should the Europeans be ashamed of their cause of European imperialism? imperialist past? OR Have conquered peoples Identify/define: imperialism, nationalism, “white benefitted from imperialism? man’s burden”. Identify/define: imperialism, nationalism, cash-crop Discuss the economic interests that motivated the economy new European imperialism from 1870 – 1914 Discuss the short and long term effects of the including the need for resources, markets and “divide and conquer” tactics on the colonies: i.e., the materials resulting from the Industrial Revolution. Hindu/Muslim conflict in India today and the ongoing Explain the political and military interest civil wars in Africa. Europeans sought to fulfill through imperialism. Describe the social, political and economic effects, Discuss the humanitarian and religious goals of both positive and negative, or imperial rule on Africa, European imperialism. India, and China. Assess the extent of the relationship between Evaluate the extent to which imperialism stunted nationalism, industrialization, and imperialism. economic growth and prevented political development Evaluate whether nationalism or industrialism was in Africa, India, and China. the major cause of European imperialism. Evaluate whether the Europeans should be ashamed of their imperialist past. Aim: Has the theory of evolution positively or negatively impacted society? Aim: Did westernization save Japan from foreign domination? OR Was the westernization of Japan Identify/define: racism, Social Darwinism, survival forced or voluntary? OR Was the westernization of of the fittest, natural selection Japan inevitable? Discuss the main scientific and biological ideas of Identify/define: westernization, modernization, Charles Darwin. Matthew Perry, Tokugawa Shogunate, Meiji Analyze how Europeans used Social Darwinism to Restoration, zaibatsu, Constitution of 1867, Treaty of justify empire building. Kanagawa. Evaluate the impact of Darwinism and Darwin’s Explain the social and economic situation in ideas on Western civilization Japan at the time of Matthew Perry’s expedition in Evaluate the extent to which scientific ideas can 1853. be used to justify ideas of racial, ethnic, or national Compare and contrast the situation in Japan at superiority. the time of the Meiji Restoration with china during the Evaluate whether the Theory of Evolution has same period. positively or negatively impacted society. Discuss the reasons for Japan’s decision to “open to the west” and explain the consequences of Aim: Were the European methods of conquest this decision. justified? Explain the results of the Meiji Restoration, Identify/define: Scramble for Africa, Berlin modernization, and westernization on Japan. Conference, divide and conquer, Boer Way, The White Describe the characteristics of Japanese Man’s Burden. society in 1867-68 and the subsequent changes made Assess the extent of the relationship between from 1869 to 1912. industrialization and imperialism especially with regard Evaluate whether the westernization of Japan to superior weaponry. was forced or voluntary. Discuss the European methods of conquest and Evaluate whether westernization saved Japan evaluate whether they were justified from both points from foreign domination (imperialism). of view. (Discussion should include: divide and conquer tactics and the use of natives in colonial armies). Aim: Does industrialization cause imperialism? OR Evaluate whether the European methods of Was Japan forced to become an imperialist nation? conquest were justified. Identify/define: imperialism, Sino-Japanese War (1894)95), Russo-Japanese War, Annexation of Korea, Aim: Was Chinese nationalism a response to militarism. European Imperialism? Determine the causes of Japanese Identify/define: spheres of influence, Boxer expansionism/imperialism and compare them with Rebellion, Taiping Rebellion, Opium Wars. western imperialism. Discuss the Chinese peoples’ reactions to European Evaluate the statement “Japan chose to imperialism (spheres of influence and the Boxer become a victor rather than a victim of imperialism.” Rebellion) Assess the effects of nationalism, militarism, Assess the extent to which China’s internal industrialization, and feudal values on Japan’s policies weaknesses contributed to the development of Chinese of expansion. nationalism including the weakness of the Qing Deduce the reasons for Japan’s victory against (Manchu) Dynasty, poverty, illiteracy, the idea loss of Russia and China, and the world’s reaction to the the Mandate of Heaven, and the Taiping Rebellion. Japanese victories over the Russian and the Chinese. Evaluate whether the Qing Dynasty would have Evaluate whether military aggression and been overthrown even without European imperialism. imperialism were a natural result of Japan’s Evaluate whether Chinese nationalism developed industrialization. as a result of internal conditions or as a response to Analyze the effects of Japanese imperialism on European imperialism. Japan’s relations with her Asian neighbors today. Evaluate whether industrialization causes imperialism. 10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): ((((18-20)))) World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. (Themes: TCC, GEO, GOV, CIV, TECH, EXCH) 10.5a International competition, fueled by nationalism, imperialism, and militarism along with shifts in the balance of power and alliances, led to world wars. Students will compare and contrast long- and short-term causes and effects of World War I and World War II.
10.5b Technological developments increased the extent of damage and casualties in both World War I and World War II. Students will compare and contrast the technologies utilized in both World War I and World War II, noting the human and environmental devastation.
10.5c The devastation of the world wars and use of total war led people to explore ways to prevent future world wars. Students will examine international efforts to work together to build stability and peace, including Wilson’s Fourteen Points, the Treaty of Versailles, the League of Nations, and the United Nations.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars. Students will examine the Russian Revolution and the development of Soviet ideology and nationalism under Lenin and Stalin. Students will examine the role of nationalism and the development of the National Socialist state under Hitler in Germany. Students will examine the role of nationalism and militarism in Japan. Students will investigate the causes of the Great Depression and its influence on the rise of totalitarian dictators and determine the common characteristics of these dictators.
10.5e Human atrocities and mass murders occurred in this time period. Students will examine the atrocities against the Armenians; examine the Ukrainian Holodomor, and examine the Holocaust.
Aim: Were the Balkans the “powder keg” of Aim: Should individual freedom be sacrificed in Europe? OR Can nationalism lead to international order to achieve industrial growth? conflict? Identify/define: Five Year Plans, collectivization, Identify/define: Balkans, Balkan Wars, powder kulaks, command economy. keg, nationalism. List and explain the major accomplishments of Locate and identify the Balkan countries on both Stalin’s early rule in Russia. pre-World War I and modern maps. Compare and contrast Stalin’s policies with those Describe the nationalist movements that arose in of Lenin (i.e. the N.E. P. vs. Stalin’s Five Year Plans). the Balkans as result of colonial rule. Compare and contrast the Soviet system under Analyze the role that nationalist movements, such Stalin with that of the Romanov political system, i.e. as the Black Hand, played in furthering tensions autocracy, the nature of bureaucracy, the importance between the major European powers. of the secret police, censorship and Russification of Assess the role of religious and ethnic diversity in nationalism. the Balkans as a source of continuing conflict until Evaluate the extent to which Stalin was successful today. in modernizing and industrializing the Union of Soviet Evaluate the following statement and assess why Socialist Republics (USSR). students agree or disagree; “The century opened with a war in the Balkans and will end with a war in the AIM: Does economic hardship lead to dictatorship? Balkans.” OR Was Hitler’s rise to power inevitable? Evaluate whether the Balkans are the powder keg Identify/define: Treaty of Versailles, Great of Europe and assess the extent to which nationalism Depression, inflation, hyperinflation, Weimar Republic, can lead to a world war. Dawes Plan, dictatorship, Adolf Hitler, Reichstag Fire, Brownshirts, Enabling Acts. Aim: Could World War I have been avoided? OR Explain the provisions of the Treaty of Versailles. Was World War I inevitable? Discuss the extent to which the provisions of the Identify/define: militarism, nationalism, Treaty of Versailles contributed to Germany’s imperialism, alliance system, Triple Entente, Triple economic problems. Alliance, Archduke Ferdinand, Zimmerman Note. Describe how the political climate and the Discuss the political, economic, and social economic conditions of the Weimar Republic affected environment of Europe before 1914. the German people. Identify and explain the immediate and Evaluate the impact of the Great Depression on “underlying” causes of World War I: militarism, Germany. alliance system, nationalism, international anarchy, Evaluate the extent to which this economic and colonialism (MANIAC). climate contributed to the rise of Hitler and the Nazis Describe the opposing alliance system and how in Germany. this balance of power escalated global tensions. Evaluate whether economic hardship leads to Analyze the actions of each of the nations dictatorship or whether Hitler’s rise to power was involved to determine if the war could have been inevitable. avoided. Defend or refute the statement that war was the AIM: Should the German people have accepted only solution to world tensions. Hitler’s rule? Identify/define: Adolf Hitler, nazism, National Aim: Did World War I revolutionize the world? Socialist German Workers’ Party, Gestapo, Hitler Identify/define: mustard gas, trench warfare, no youth, concentration camps, Auto bon, Volkswagen, man’s land, industrial production. economic prosperity Mein Kampf, propaganda. Assess the effectiveness of trench warfare as a List and discuss the aims of the Nationalist military strategy. Socialist German Workers’ Party. Discuss the positive and negative effects of Discuss and evaluate the extent to which Hitler’s technological advancements on a society’s ability to economic and political policies alleviated the win a war. problems in Germany. Determine the extent to which World War I Evaluate how Hitler used Germany’s problems to revolutionized the world. gain the support of the German people. Evaluate how Hitler used mass media and Aim: Should people die willingly for their nation? propaganda to further his political power and Identify/define: propaganda, Western Front, popularity. trench warfare, “no man’s land”, trench warfare, Analyze how Hitler’s ideas/values as expressed in stalemate, conscription, mobilization, gas warfare. Mein Kampf impacted the social, political, and Discuss the European governments’ use of economic climate of Germany. propaganda to create nationalism and a glorified Evaluate whether Hitler’s rule was good for image of war. Germany. Compare and contrast this picture with the actual conditions the soldiers faced and endured during AIM: Is appeasement a wise policy? OR Should the World War I. Allies have appeased Hitler to avoid war? Evaluate the extent to which propaganda and Identify/define: appeasement, pacifism, nationalism can influence soldiers and civilians during militarism, Munich Pact, territorial concessions. a time of war. Describe the events of the Munich Conference Evaluate whether or not the soldiers who died in and subsequent German moves. World War I readily died willingly. Describe Hitler’s military campaigns and explain how they led to the actions of Britain and France. Aim: Are the arts affected by warfare? OR Did the Evaluate the actions of Britain and France th art of the early 20 century reflect the turmoil of considering the sentiments of Europeans at the time. the times? Evaluate the effects of the Munich experience on Identify/define: Fauvism, Expressionism, Futurism, the thinking of later leaders of government. and Cubism. Compare and contrast the major characteristics of Evaluate whether appeasement is a wise policy. Fauvism, Expressionism, Futurism, and Cubism. Identify, describe, and analyze the major artworks Aim: Could the Holocaust have prevented? OR of Henri Matisse, “The Red Room”, Nevinson, “Return Were Jews forewarned of the Holocaust? OR Should to the Trenches”, Edvard Munch, “The Scream””, Otto the Jews have realized Hitler’s plans? OR Should Dix, “Self Portrait as a Soldier”, Kirchner, “Berlin world have intervened before the Holocaust? Street Scene” and “Portrait as a Soldier”, and Pablo Identify/define: Nuremberg Laws, boycott, Picasso, “Guernica”. Kristallnacht, Ghetto, Aryan, non-Aryan, scapegoats. Evaluate the extent to which these works of art Describe the status of Jews in Germany before expressed the feeling of the early 20th century. 1930. Analyze the reasons given by the Nazis for Aim: Is it possible to establish peace without persecuting the Jews and other groups. victory? Discuss the Nazi ideas of anti-Semitism and racial Identify/define: President Wilson, Fourteen points, superiority of the Aryans. Lloyd George, Clemenceau Discuss the effect s of Nazi persecution of the Analyze Wilson’s “Fourteen Points’ to determine Jews. the extent to which they would help prevent future Discuss the different reactions of Jews to Nazi wars in Europe. persecution and what constitutes resistance. Discuss the reactions of Britain’s Lloyd George Evaluate the value of “scapegoating” in helping a and France’s Clemenceau to Wilson’s “Fourteen regime retain power. Points.” Analyze the statement: “Guilt must be shared by Assess whether Wilson’s “Fourteen Points” were a all the partied concerned.” viable plan to establish a fair and lasting peace in Europe. Evaluate whether the Holocaust could have been prevented and whether the Jews should have realized Evaluate whether it is possible to establish peace Hitler’s plan. without victor. Application: Is it possible for the Holocaust to Aim: Was the Treaty of Versailles a treaty of peace happen again? or revenge? OR Did the Treaty of Versailles create a lasting peace or provoke a future war? OR Should Aim: To what extent can the human spirit survive treaties be used to punish nations? in adversity? OR How did Germany implement the final solution to the Jewish question? Identify/define: Treaty of Versailles, League of Nations, reparations, Big Four, armistice, self- Identify/define: Concentration camps, ghetto, determination. extermination camps, dehumanization, genocide, Eichman, Mengele, Himmler Explain the needs and desires that Britain, France, and Italy brought to the peace table. Discuss the reasons for the development and use of ghettos and their effect on Jews. Evaluate the terms of the Treaty of Versailles as an effective method of securing a lasting peace – Discuss the Nazi persecution of non-Aryans: Jews, establishment of the League of Nations, self0- Slavs, Gypsies, and Jehovah’s witnesses. determination. Describe the conditions of the labor and death Analyze the German reaction to the war guilt camps. clause, reparations, limited arms, and loss of territory. Analyze examples of poetry, art, and literature of Evaluate whether the Treaty of Versailles was a victims and survivors, (ex. Night by Elie Wiesel, I treaty of peace or a treaty of revenge. Never Saw Another Butterfly (poems and drawings by children in Terezin) Aim: Was the czar responsible for his own Determine how the Nazis undertook a policy of downfall? genocide towards the Jews from Europe. Identify/define: Bloody Sunday, Duma, Czar Analyze how individuals and groups preserved Nicholas II. Russo-Japanese War, Rasputin their traditions while being persecuted by the NAZIS. Discuss the problems facing Russia in the early Evaluate the extent to which the human spirit can 20th century. survive in adversity. Analyze the role of the Russo-Japanese War, Bloody Sunday, and WWI in bringing about revolution AIM: Could war in the Pacific have been avoided? in Russia. OR Who was more responsible for war in the Pacific Evaluate whether Czar Nicholas II could have - The U.S. or Japan? OR Were the Japanese justified in attacking Pearl Harbor? dealt with these problems more effectively. Evaluate whether Czar Nicholas II was responsible Identify/define: Pearl Harbor, Japanese Expansion, for his own downfall. trade embargo, Rome-Berlin-Tokyo AXIS Describe Japan’s industrial and military growth Aim: Could democracy have survived in Russia? through 1930. Identify/define: Alexander Kerensky, Lenin, Explain the role of the military in the pre-war “Peace, bread, and land.” Japanese government. Analyze the program of Alexander Kerensky and Explain Japanese reasons for, and evaluate the the provisional government (March-November, 1917) impact of Japanese expansion in Asia. in Russia. Analyze maps to describe and explain the Assess the impact upon Russia of Kerensky’s territorial moves made by the Japanese before World decision to continue World War I. War II. Analyze Lenin’s Bolshevik program of “Peace, Discuss the reasons for, and impact of the U.S. Bread, and Land” and to compare it with Keresnky’s trade embargo on Japan. attempts to establish democracy in Russia. Evaluate the reasons why Lenin’s program and Discuss the reasons for, and impact of the the organization of the communists were able to gain Japanese attack on Pearl Harbor. control of the Russian government. Evaluate whether or not war in the Pacific could Determine if the promise of food or freedom is have been avoided. more important to a society lacking in democratic tradition. AIM: Should atomic bombs have been dropped on Japan? OR Should atomic bombs have been Aim: Should Lenin be considered a hero of Russia? dropped on Japan? OR Was Harry Truman a war Identify/define: N.E.P., Treaty of Brest-Litovsk, criminal? OR Should nations have nuclear weapons? Cheka Identify/define: Kamikaze, Hiroshima, Nagasaki, Analyze the methods used by Lenin to bring Hiroshima Peace Park Memorial Museum change to Russian society. Analyze the reasons why the U.S. used atomic List and explain the changes implemented by the weapons on Hiroshima and Nagasaki to end the war Communist government immediately following the with Japan October Revolution. Use accounts of the atomic bombings to assess Assess the extent to which Lenin changed the short and long term effects of the bombings on ideology to meet the changing needs of the victims and on Japanese society. Russian/Soviet society. Evaluate how the invention and implementation of these weapons began in nuclear age. Evaluate whether Harry Truman was justified in dropping two atomic bombs on Japan. Evaluate whether nations should have nuclear weapons.
NEED LESSONS: ARMENIANS AND UKRAINIAN HOLODOMOR
Grade 10: Global History and Geography II –SEMESTER TWO
10.6 20th century was shaped by the Cold War, a legacy of World War II. ((((7-8)))) The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition. (Themes: TCC, GOV, ECO, TECH, EXCH) 10.6a The Cold War originated from tensions near the end of World War II as plans for peace were made and implemented. The Cold War was characterized by competition for power and ideological differences between the United States and the Soviet Union. Students will compare and contrast how peace was conceived at Yalta and Potsdam with what happened in Europe in the four years after World War II (i.e., Soviet occupation of Eastern Europe, Truman Doctrine, Berlin blockade, NATO).
10.6b The Cold War was a period of confrontations and attempts at peaceful coexistence. Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives. Students will examine the new military alliances, nuclear proliferation, and the rise of the military-industrial complex. Students will examine the reasons countries such as Egypt and India chose nonalignment. Students will explore the era of détente from both American and Soviet perspectives.
10.6c The end of the Cold War and the collapse of the communist bloc in Europe had a global impact. Students will investigate the political reforms of glasnost and economic reforms of perestroika. Students will examine the impacts of those reforms within the Soviet Union, on the Soviet communist bloc, and in the world.
AIM: Could the Cold War have been avoided? AIM: Should the U.S. have fought the Korean war? Identify/define: communism, capitalism, OR Should the spread of communism have become totalitarianism, democracy, cold War, Iron Curtain, a global conflict? Eastern Bloc, Western Bloc, buffer zone, Yalta and Identity/define: 38th parallel, containment, limited Potsdam Conferences. war, and total war. Discuss the impact of WWI and WWII on the Discuss how WWII affected Korea. Soviet Union Assess the competing interests of the U.S. and Discuss the major agreements of the Yalta nod Soviet Union in Korea an discuss reasons for US Potsdam Conferences. involvement in Korea. Analyze the major reasons for the post war Discuss how Cold War tensions contributed to the tensions and struggles between the US and the Soviet division of Korea. Union and explain their opposing aims and views. Explain the role of the UN in the Korean conflict. Evaluate whether the Cold War was inevitable. Evaluate the military policies advocated by Suggested documents: Churchill’s Iron Curtain President Truman (limited War) and General speech, geopolitical maps. MacArthur (Total War – use of nuclear weapons). Evaluate whether the spread of communism AIM: Did the United States overreact to the spread should have become a global issue. of communism in Eastern Europe? Identify/define: containment, Marshall Plan, Aim: Was the breakup of the Soviet Union Truman Doctrine, Berlin Airlift, Berlin Blockade, NATO, inevitable? Or “Was the collapse of communism in Warsaw Pact. the Soviet Union a ‘turning point’ in world Discuss and analyze the economic and political history?” conditions in post war Europe. Identify/define: détente, “Star Wars”,. Mikhail Evaluate the attempts of the US to “contain” Gorbachev, glasnost, perestroika, Boris Yelstin, communism in Europe after WWII by analyzing the “August Coup”. effects of the Marshall Plan, Truman Doctrine, NATO Berlin Blockade, and the Berlin Airlift. Describe the economic and social reforms of glasnost Evaluate the USSR’s response to containment, whether the US was successful in containing Describe the economic reforms of perestroika. communism, and whether the US overreacted to the Evaluate the changes in Soviet foreign policy spread of communism in Europe. under Gorbachev. Suggested documents: geopolitical maps Evaluate the extent to which the breakup of the showing division of NATO/Warsaw Pact nations; Soviet Union was due to internal or external forces. excerpts of the Truman doctrine; documents related Assess the impact of the collapse of communism to civil war involving communism in Europe (i.e. in the Soviet Union on nations of the world. Greece) Evaluate whether the collapse of communism in the Soviet Union was a ‘turning point’ in world history. AIM: Did the superpower rivalry help or hurt the global community? Aim: Is a strong, democratic Germany the key to a Identify/define: Fidel Castro, Bay of Pigs, John F. stable Europe? or “Can a reunified Germany Kennedy, Khrushchev, Sputnik, Cuban Missile Crisis, overcome its problems?’ détente, peaceful co-existence. Identify/define: Berlin Wall, Willy Brandt, Discuss the effect of Sputnik on US-Soviet Ostpolitik (eastern policy), Helmut Kohl. relations (Space Race) Describe how Germany achieved reunification. Discuss the outcome and impact of the Cuban Revolution on US-Soviet relations. Discuss the problems of integrating the East Germans into the new Germany. Explain US and Soviet interest in Cuba. Assess Germany’s problems: unemployment, Assess the impact of the spread of communism in immigration, xenophobia, welfare state, political Cuba on Cold War tensions. corruption, neo-Nazism, and providing economic aid Explain the events of the Cuban missile Crisis. to the former East Germany. Evaluate other actions Kennedy could have taken Explain the role of a united Germany as the to deal with the Soviet missiles in Cuba. leader of the European Union. Evaluate whether the superpower rivalry helped or hurt the global community. Evaluate whether or not Germany will be able to remain a stable democracy and whether a strong, Suggested documents: communications between democratic Germany is the key to a stable Europe. JFK and Khrushchev, or JFK and his advisors. NEED LESSONS: VIETNAM AND AFGHANISTAN 10.7 DECOLONIZATION AND NATIONALISM (1900–2000): ((((15-16 Lessons)))) Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose. (Themes: TCC, GEO, SOC, GOV, CIV,) 10.7a Independence movements in India and Indochina developed in response to European control. Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent. Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.
10.7b African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful. Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
10.7c Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism. Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism. Students will examine the creation of the State of Israel and the Arab-Israeli conflict.
10.7d Nationalism in China influenced the removal of the imperial regime, led to numerous conflicts, and resulted in the formation of the communist People’s Republic of China. Students will trace the Chinese Civil War, including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communist run People’s Republic of China and a nationalist-run Taiwan. Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.
Aim: Does imperialist rule cause the growth of Aim: Who are the Real Victims of the Arab-Israeli nationalism? Or Did British rule plant the seeds for Conflict? growth of Indian nationalism? Identify/define: Intifada, refugees, Gaza Strip, Identify/define: imperialism, nationalism, Amritsar West bank, Golan Heights, occupied territories, massacre, Gandhi, Sepoy Rebellion, Salt March stereotype, terrorism, Israeli Arab. Discuss and evaluate the impact of British Describe the effects and consequences of the imperial rule on India (i.e., the establishment of Arab Israeli Wars on Palestinian Arabs, Arab settlers in English as the official language, development of an the Israeli occupied territories, the Palestinian infrastructure, such as transportation, health, legal refugees, Israeli citizens and soldiers, Jewish settlers codes and educational opportunities). in the occupied territories, and Israeli Arabs. Analyze the reason for the development of the Evaluate the statement “Military preparedness Indian nationalist movement. requires a heavy price.” Discuss the goals and activities of the Indian Explain how each of the above groups have nationalist movement under the leadership of become victims of the Arab-Israeli conflict and assess Mohandas Gandhi. the legitimacy of their differing perspectives. Discuss Indian efforts to achieve independence (i.e., Salt march, cottage industries, revival of Indian Aim: Could China have avoided communist rule? OR textile industry, boycotts of British made goods). Was the communist victory in China due to skill or Assess the degree to which the British sowed the determination? seeds of their own downfall in Indian nationalist Identify/define: Chiang Kai Shek, Nationalists movement were achieved. (Guomindang), Mao Zedong, Communists, corruption, civil war, Long March Discuss the extent to which Chiang Kai Shek and AIM: Is non-violence an effective means of the nationalists lived up to/fulfilled the ideals of Sun achieving change? or Was Gandhi’s philosophy Yat Sen. necessary for independence? Discuss the appeal of the Communists among the Identify/define: Mohandas Gandhi, civil disobedience, Chinese peasant population. non-violence, passive resistance, Satyagraha, Assess the impact of the following on the Chinese boycott, Indian National Congress. Civil War: Japanese Policy in east Asia, WWII, and the Explain Gandhi’s philosophy and beliefs and discuss roles of the United States and the Soviet Union during the concept of no-violent protest as used by Gandhi to this period. gain Indian independence. Evaluate whether the communist victor in 1949 Discuss the influence of Gandhi on other individuals was unavoidable. and nations (i.e., Martin Luther King Jr.). Evaluate whether non-violent protest is more effective Aim: Was the Great Leap Forward a great step than violent protest or rebellion in effecting change. backwards? Identify/define: Great Leap Forward, Five Year AIM: Was partition an effective solution to India’s Plan, communes, and modernization. problems? or Was partition of the subcontinent Describe the goals of the Great Leap Forward, the best solution to the Hindu-Muslim conflict? cooperatives, communes and collectivization. Identify/define: Nehru, Muhammad Ali Jinnah, Muslim Evaluate whether Mao’s policies helped or League, Indian National Congress, partition, “divide hindered the growth of the Chinese economy and and conquer”. successfully modernized the nation. Describe the differences between Hindus and Muslims Discuss the reasons why the Great Leap Forward that led to the Hindu-Muslim hostility and the political could be considered a failure. conflict. Evaluate the extent to which the Great Leap Assess the extent to which the British policy of “divide Forward was a giant step backwards. and conquer” contributed to Hindu-Muslim hostilities. Differentiate between the different partition plans. Aim: Do revolutions promote or hinder a nation’s Discuss the rivalries and territorial claims which have progress? OR was the cultural revolution a created problems for both India and Pakistan. constructive or destructive period in China’s Assess whether the British and Gandhian “dream” of history? one united India was possible and whether partition Identify/define: Great Proletarian Cultural was the only solution to the Hindu-Muslim conflict. Revolution, Red Guards, Maoism, Little Red Book, Evaluate whether partition was an effective solution propaganda, and revolution. to India’s problems. Discuss the reasons Mao Zedong launched the Cultural Revolution in August 1866. Aim: Is imperialism the cause of Africa’s problems Describe the role and methods of the Red Guard today? OR Did the collapse of imperialism improve in furthering the Cultural Revolution. the lives of Africans? Describe the short and long term effects of the Identify/define: Pan Africanism, Organization of Cultural Revolution on the people of China. African Unity(OAU), tribalism, economic Assess the legacy of the Cultural Revolution on underdevelopment, Negritude movement, federal Chinese society today and evaluate whether it had a system, martial law, dissident. constructive or destructive impact on Chinese society. Describe the problems Africans faced in Nigeria, Evaluate whether revolutions promote or hinder a Zaire, Tanzania, and Zimbabwe after independence. nation’s progress. Assess the extent to which tribalism slowed nationalists efforts in many African nations. Aim: Can communism and capitalism co-exist in Evaluate the prospects for achieving Pan China? Africanism. Identify/define: Deng Xiao Ping, Four Evaluate whether the collapse of imperialism Modernizations, and Family Planning Policy. improved the lives of Africans. Describe Deng’s Four Modernizations. Compare Deng’s economic policies with those of Aim: To whom does the land of Israel belong: the Mao. Israelis of the Palestinians? Evaluate whether Deng’s policies are communist Identify/define: Theodore Herzl, Zionism, or capitalist. Nationalism, Balfour Declaration, refugees, mandate Assess the impact of the collapse of communism Hagannah. in Eastern Europe and the Commonwealth of Explain why Arab and Jewish nationalism are in Independent States (formerly the Soviet Union) on the conflict in Israel (Palestine). People’s Republic of China. Explain and evaluate the conflicting claims of Jews Evaluate whether communism and capitalism can and Arabs to Israel. coexist in China. Discuss the extent to which the Holocaust led to the creation of the state of Israel. Aim: Is democracy possible in China? Evaluate the role of England and the United Identify/define: human rights, Tianenmen Square, States in the creation of Israel. and “goddess of democracy”. Take and defend a position on the question of Discuss the reasons for the student protests in who owns Israel (Palestine): The Israeli’s or the Tianenmen Square that began in May 1989. Palestinians. Describe the actions taken by the Communist Suggested Sources: Balfour Declaration, UN government against the protesters during the Resolution on the partition of Palestine. ‘crackdown”. Analyze the role of the media in gaining Aim: Peace Possible Between the Israelis and The worldwide attention regarding human rights issues in Palestinian Arabs? (or Its Arab Neighbors?) or Can China. there be peace between Israel and her neighbors? Evaluate the extent to which the students’ Identify/define: Israel War for Independence, demands for democracy resulted from Deng’s Suez Crisis, Six Day War, Yom Kippur War, Gamal economic reforms. Abdel Nassar (Egypt), Golda Meier (Israel), Anwar Evaluate whether democracy is possible in China. Sadat (Egypt), King Hussein (Jordan), US President Jimmy Carter, Menachem Begin (Israel), Hosni Mubarak (Egypt), Yasir Arafat, PLO, the Intifada, Yitzak Rabin (Israel), Benjmain Netanyahu (Israel), Barak (Israel), US President Clinton, Haffez Assad (Syria), Hamas. Explain the important causes and results of the three major wars between Israel and her Arab neighbors: Suez Crisis (1956), Six Day War (1967), Yom Kippur War (1973). Examine and analyze the positions of the Israelis and Arabs in defending their actions. Analyze the Arab-Israeli peace process including the efforts of US president Jimmy Carter which produced the Camp David Accords and the efforts of US President bill Clinton. [Sec. Of State Warren Christopher, Sec. Of State Madeline Albright] which produced the Oslo Peace Agreement. Describe how terrorism has become an important weapon in the Arab-Israeli conflict. Analyze the effects of Arab (Hezbolah) and Israeli (West Bank & Golan Heights settlers) extremists on the peace process. Evaluate whether Israel should trade land for peace with its Arab neighbors. Evaluate whether a lasting peace between the Israelis and the Arabs is possible. Suggested Sources: Camp David Accords (1979), Oslo Peace Agreement (1993) Contemporary Issues 10.8 TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: ((((4-5)))) Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context. (Themes: ID, TCC, SOC, GOV, CIV, TECH) 10.8a Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met. Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g.,Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
10.8b Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions. Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs. Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g.,efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic). Aim: Has Islamic fundamentalism led to upheaval in the Middle East? or Did the Iranian Revolution improve the lives of the Iranians? LESSONS NEEDED ARE: Identify/define: fundamentalism, Shah Reza Pahlevi, Iranian Revolution (1979), Ayatollah Ruholla Urbanization and industrialization modifying the roles of social Khomeini, theocracy, secular. institutions such as family, religion, education, and government Discuss how the values and politics of Islamic by examining one case study in each of these regions: Africa fundamentalism differ from Islam. (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America Describe how the values and politics of Islamic (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, fundamentalism differ from Islam. India, Indonesia, South Korea). Compare life in Iran before and after the revolution. Explain how the Islamic Revolution in Iran affected Turkey under the rule of Kemal Atatürk women. Assess the extent to which Iran’s people are better off Modern engagement through technology between people and now than before the Iranian Revolution. government (Arab Spring). Evaluate whether Islamic fundamentalism has led to upheaval in the Middle East.
Aim: Is Islamic fundamentalism a threat to world peace? or Does Islamic fundamentalism hinder progress? Identify/define: ISF – Islamic Salvation Front (Algeria), Islamist Virtue Party (Turkey), Taliban (Afghanistan), fundamentalism, theocracy. Discuss the impact of fundamentalist rule on the peoples of Algeria, Turkey, and Afghanistan. Evaluate whether fundamentalism has hindered progress in these nations. Discuss the policies of the world community towards fundamentalist nations. Assess the extent to which the tactics used by fundamentalists threaten world peace.
10.9 GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): ((((5-6)))) Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment. (Themes: MOV, TCC, GEO, GOV, ECO, TECH, EXCH) 10.9a Technological changes in communication and transportation systems allow for instantaneous interconnections and new networks of exchange between people and places that have lessened the effects of time and distance. Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology. Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS).
10.9b Globalization is contentious, supported by some and criticized by others. Students will compare and contrast arguments supporting and criticizing globalization by examining concerns including: > free market, export-oriented economies vs. localized, sustainable activities > development of a mixed economy in China and China’s role in the global economy > multinational corporations and cartels (e.g., Organization of Petroleum Exporting Countries) > roles of the World Trade Organization, the World Bank, the International Monetary Fund, and microfinance institutions > economic growth and economic downturns (e.g., recession, depression) on a national and a global scale > economic development and inequality (e.g., access to water, food, education, health care, energy) > migration and labor > ethnic diversity vs. homogenization (e.g., shopping malls, fast food franchises, language, popular culture)
10.9c Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment. Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed. Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications). Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
10.9d Globalization has created new possibilities for international cooperation and for international conflict. Students will examine the roles of the United Nations (UN), North Atlantic Treaty Organization (NATO), the European Union, nongovernmental organizations (NGOs), and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful. Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol. Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
Aim: Do Governments Have the Right to Limit Aim: Is Science Creating Progress or Doom? Population Growth? Objectives: Students will be able to: Objectives: Students will be able to: Identify: The Green Revolution, genetically altered Identify: “two child policy”, urbanization, Malthus plants and animals, hazardous wastes, bioethics, cloning, Describe the causes of overpopulation and gene therapy urbanization Assess the effects of the Green Revolution Assess the effects of overpopulation and Assess the potential hazards of using genetically urbanization on national economics, on social altered food products. conditions, and on the environment. Assess the danger of “superweeds.” Describe the actions taken by governments to Assess the problems of hazardous waste disposal limit population growth. Assess the ethics of human cloning. Evaluate whether governments have the right to Evaluate whether modern science is creating limit population growth. progress or doom. Aim: Has the World Become a Global Marketplace? Aim: Can the United Nations handle the problems Objectives: Students will be able to: of the world peace? OR Can the United Nations Identify: command economy, market economy, mixed succeed as it was designed? economy, developed nation, developing nation, GATT, NAFTA, MERCOSUR/MERCOSUL – Southern Common Identify/define: Security Council, General Assembly Market, WTO Discuss the need for a world peace-keeping organization after WWII. Describe the reasons for worldwide acceptance Explain and discuss a chart illustrating the functions of the market-type economic system. and powers of the main parts of the United Nations Analyze the reasons businesses want to shift organization. production to developing nations. Explain how the UN is designed to keep peace. Analyze the reasons for growth of international Assess how successful the UN has been in achieving corporate mergers. its goal. (Case study: Somalia and/or Iraq) Evaluate the extent to which the world operates Evaluate the potential for success of the Security Council, as an economically interdependent entity. General Assembly, and one other important agency of the United Nations to promote and enhance world peace. Aim: Has the European Union been successful for all members? Objectives: Students will be able to: LESSONS NEEDED ARE: Causes, effects and responses to infectious diseases Identify: European Coal & Steel Community, The Threats to global security: Common Market, The European Union Terrorism, nuclear proliferation and cyber war Describe the reasons for the economic recovery of post-World War II Europe. Analyze the reason for European economic interdependence. Analyze the decision made by the EU to include many unstable members and how that has impacted the long-term viability of the European Union. Evaluate the progress of The European Union. Draw conclusions about the possibility of The European Union becoming a superpower.
10.10 HUMAN RIGHTS VIOLATIONS: ((((10-11)))) Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated. (Themes: ID, TCC, SOC, GOV, CIV) 10.10a Following World War II, the United Nations Universal Declaration of Human Rights (1948) was written. This provides a set of principles to guide efforts to protect threatened groups. Students will investigate and analyze the historical context of the Holocaust, Nuremberg Trials, and Tokyo Trials and their impacts on the UN Universal Declaration of Human Rights. Students will examine the articles contained in the UN Universal Declaration of Human Rights.
10.10b Governments, groups, and individuals have responded in various ways to the human atrocities committed in the 20th and 21st centuries. Students will explore multinational treaties and international court systems that bind countries to adhere to international human rights. Students will explore international organizations that work to maintain peace, stability, and economic prosperity, and to protect nations and people from oppressive governments and political violence.
10.10c Historical and contemporary violations of human rights can be evaluated, using the principles and articles established within the UN Universal Declaration of Human Rights. Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic in light of the principles and articles within the UN Universal Declaration of Human Rights. Students will examine and analyze the roles of perpetrators and bystanders in human rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights Students will examine the policy of apartheid in South Africa and the growth of the anti- apartheid movements, exploring Nelson Mandela’s role in these movements and in the post-apartheid period. Students will explore efforts to address human rights violations by individuals and groups, including the efforts of Mother Teresa, Aung San Suu Kyi, and the Mothers of the Plaza de Mayo.
Aim: Should nations be held responsible for “war crimes”? OR Did Justice or revenge motivate the war crimes trials? (Case study: Germany or LESSONS NEEDED ARE: Japan) Atrocities committed under: Augusto Pinochet, Identify/define: war crimes, crimes against peace, Deng Xiaoping, Slobodan Milosevic crimes against humanity, International Military Tribunal, Nuremberg Trials, Tokyo Trial, Nanjing Human Rights Violations: Cambodia, Rwanda, Massacre. Darfur Discuss the reasons the Nuremberg Trials were held after WWII ended. Individuals and Groups: Analyze the charges, verdicts, and sentences of the Mother Teresa, Aung San Suu Kyi and Mothers of Nuremberg Trials. the Plaza de Mayo Evaluate the role and responsibility of other nations in the Holocaust such as Switzerland, France, Britain, and the United States. Evaluate the role and responsibility of the individual in the Holocaust and other examples of genocide. Discuss whether Japan’s actions during WWII constitute war crimes as set forth in Nuremberg: Nanjing Massacre (Dec. 1937-Feb. 1938), enforced prostitution of “comfort women”, medical experiments, treatment of POW’s, POW labor camps, Bataan death march. Analyze the charges, verdicts, and sentences of the International Military Tribunal of the Far East. Compare the extent to which Germany has accepted responsibility for its actions to the extent to which Japan has. Evaluate whether nations have the authority and the responsibility to hold other nations responsible for their actions (Application: Indictment of Slobodan Milosevic for war crimes in June, 1999)
Aim: Should governments be able to force races to live separately? Identify/Define: Boers, “Afrikaners,” Bantus, Zulus, apartheid, African National Congress, Nationalist Party, Pass Laws, Group Areas Act, homelands, racial segregation. Describe South Africa’s polices of racial segregation and explain how these policies affected the fundamental freedoms of blacks and non-whites in South Africa. Discuss how these policies affected race relations in South Africa. Assess whether it is possible for races to live separately but equally. Evaluate whether governments should be able to force races to live separately.
Aim: Can South Africa heal the wounds of apartheid? OR Is apartheid over in South Africa? Identify/define: Nelson Mandela, Bishop Tutu, F.W. de Klerk., Inkatha Freedom Paryt, sanctions, African National Congress, Afrikaans, Black Consciousness Movement, National Party, Sharpeville Massacre, Pass Laws, Sowetto. Discuss how the black South Africans reacted to apartheid. Explain how the collapse of apartheid in South Africa was accomplished through both local and international sanctions. Assess the impact of the truth and reconciliation hearings on both races in South Africa. Discuss the challenges that lie ahead for South Africans. Evaluate whether South Africa can heal the wounds of apartheid. Evaluate whether apartheid is over in South Africa.