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Feudalism and the Church in the Mimle Ages DOCUMENT RESUME ED 064 259 SP 007 355 AUTHOR Waldner,- Patrick TITLE World History. A Program for Senior Iligh School Social Studies. INSTITUTION Bloomington Public Schools, Minn. PUB DATE 69 NOTE 105p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Curriculum Guides; *High School Curriculum; *Senior High Schools; *Social Studies; *World History ABSTRACT GRADES OR AGES: Senior higb school. SUBJECT MATTER: World history. ORGANIZATION AND PHYSICAL APPEARANCE: The guide covers ten units:1) Perspective--Man in Pre-histGric and Ancient Times; 2) Feudalism and the Church in the MiMle Ages; 3) Renaissance and Reformation; 4) Tne Emergenc2 of Nationalism--Its Cause and Effects; 5) Revolutions of Rising E;.:pectationsAgricultural, Industrial, Political; 6) World Conflic,_s in the 20th Century; 7) The Arab WorldNorth Africa and the Middle East; 8) Africa South of the Sahara; 9) Asian CivilizationIndia, Southeast Asia, China and Japan; and 10) Latin America--Amerind CivilizationLatin-Amerind Civilization. The guide is lithographed and spiral bound with a soft cover_ OBJECTIVES AND ACTIVIT ES:General objectives are given at the beginnblg of each unit. Detailed objectives and activities are set out in columns for each unit. INSTRUCTIONAL MATERIALS: Detailed resource references are given for each unite covering texts, filmstrips, transparenciesfilms and pictures. There is also a bibliography listing library resources for each unit. STUDENT ASSESSMENT: (MBM) A,programfor senior hi. h school social studies Or° 04,41, 1101.1=1101.1 flft,t ft-sS . t'S3V1.4 4 ' 41,7.4 ^ *-4,-Yr" -L, 4Vs'IN 113'40. 401111 , S OFPARTMENT OF HEALTH. -EDUC,ATION & WELFARE OFFICE OF EDUCATION TH., DOCUMENT HAS BLEN REPRO PHCED EXACTLY AS RECEIVED FROM THE PERSON OP ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NEU SS NE1Y REPRESENT OT FICIAt OF I ICE OT FOG CATION POSITION OP P(ii ICY v- BLOOMINGTON PUBLIC SCHOOLS INDEPENDENT SCHOOL DISTRICT NO. 271 BLOOMINGTON, MINNESOTA MR. FRED M. ATKINSON Superintendent of Schools Mr. P. Arthur Hoblit Mr. Bernard Larson Assistant Superintendent Assistant Superintendent in charge of in charge of Secondary Education Elementary Education Mr. Stanley Gilbertson Director of Curriculum K-12 Mr. Robert Timpte Coordinator of Social Studies K-12 CURRICULUM PLANNING COMMITTEE WRITING PERSONNEL 1968-1969 June, 1969 Mr. Pclald Chase Mr. Patrick Waldner Mr. Patrick Waldner Mr. Robert Timpte BOARD OF EDUCATION Mr. Luther Ford Mr. Richard A. Fisher Mr. James D. Kempf Mr. Earl Fischer Dr. Harley J. Racer Dr. Robert G. Rainey TABLE OF CONTENT Page Introduct ion . Texts for World History . Unit I Perspective - Man in Pre-historic and Ancient Times . a. Unit II Feudalism and the Church in the Middle Ages. 13 Unit III Renaissance and Reformation. 21 Unit IVThe Emergence of Nationalism - Its Cause and Effects. 27 Unit VRevolutions of Rising Expectations Agricultural, Industrial, Political. 35 Unit VI World Conflicts in the 20th Century . 51 Unit VIIThe Arab World - North Africa and the Middle East . 67 Unit VIII Africa South of the Sahara. 77 Unit IX Asian Civilization India, Southeast Asia, China and Japan . I 0 . 89 Unit X Latin America - Amerind Civilization - Latin-Amenind Civilization. .111 INTRODUCTION TO THE COURSE The initial planning of this guide and the identification of new texts for th: course were accomplished during several afternoons of released time with Mr. Donald Chdse and Mr. Pat-f,ick Waldnerduring the school year 1968-1969 and the guide was writtkal byr. Waldner in June of 1969. The committee decided that any guide developed should reflectthe position that the course is not to be a survey in the traditional sense, that areas should be identified for studies in depth and thatvarious opt_Lcns snould be open for these studies. Since other world-based courses may be elected by students to replaceworld history as a requirc- ment, it was decided that course content should not berestricted by other world based studies but could be a motivating factortoward individual student participation in the other courses as a secondelective. The chronological organization of the course has beenretained but with an increased emphasis upon contemporary affairs inAsia, Africa, and Latin America. Attention to pre-history and ancient times willbe limited. Since we are retaining the chronlogical historical methodfor this course, the cultural approaches should bedeveloped within the chronological framework and not be purely a contemporary regional type of areastudy. Humanities should be brought into the course as much astime allows for in-depth treatment. The guide identifies goals in terms of concepts andactivities for in-depth study. Effort has been made to identify the major purposefor each activity and to state as many activities aspossible in behavioral terms. Instructional resources for both teachers and ctudents have been identified and include both print and non-printmaterials so as to facilitate a truly multi-media program. TEXTS FOR WORLD HISTORY AS IDENTIFTED FOR PURCHASE BY THE WORLD HISTORY CURRICULUM PLANNING COMMITTEE Petrovich, Curtin. The Human Achievement. Silver Burdett Company, 460 South Northwest Highway, Park Ridge, Illinois, 60068, 1967. $5.40 net. Good, John. The Shaping of Western Society, An Inquiry Approach. (IJIlton Series) Holt, Rinehart, and Winston, 645 No,-th Michigan Avenue, Chicago, Illinois, 60611, 1968. $4.96 net. Ford, Richard B. Tradition and Change In Four Societies, An Inquiry Approach. (Fenton Series) Holt, Rinehart, and Winston, Inc., 1968. $4.96. vii Unit I - PERSPECTIVE MAN IN PRE-HISTORIC AND ANCIENT TIMES ratherexperienceIntroducticnThe than basic weparticipation. cannot aim of have this ourselves. unitNevertheless, is to Thisexamine it experience enables that period usis toindirect. ofmake history better Itthat decisionscomes will through provide about knowledge event-us with ourmoreattitudes,affecting own. successfully our interests lives with in and thesocieties values present ofof and theother future;society peoples itwe shouldwholive have in; help interestsit usmakes to understand itand possible values more differentfor clear75; us tc fromdeal Objectives:1. The student should understand man's origin and development and how early man lived. 2.3. thatcivilizationsThe studentallowed should Egypthad in andknowhave common. the wherean civilizationsappreciation civilization forof began thethe Fertile importanceand what Crescent characteristics of geographical to become the successful.locations earliest .5.4. bothTheThe studentstudentthe rise should and fall beappreciate ableof Middle to theidentify Eastern marvels those Empires. of thehistorical Aegean Civilization.causations that brought forth 7.6. notThe onlystudent toshouldtheir subjectsrealizeappreciate thatbut the tomilitE=1,11 thebenefits ruling dictatorshipsof groups democracy themselves. basedsuCh asupon Sparta a study are aof menace Athenian 8. democracy.literature.The studentshould appreciate Greek cultural development in philosophy, art, and 9. theThe formationstudent should of the understand Hellenistic how world. Greece's weaknesses and Alexander's strength explain 11.10. Theto astudent republic should and then understand an empire. the importancesequential ofsteps Roman by lawwhich and Rome its grewimpact from upon a tinywestern village, man. 13.12. Theanddecline studentits ofimpact the should Romanupon bedetect westernEmpire. aware what civilization.of thelessons birth the of modernChristianity world canduring learn the from Roman the Empire reasons period for the K.) TheObjectives student should understand ActivitiesRead in text about ancient man. Petrovich,Instructional Human Resources Achievemen- man'sand how.early origin andman developmentlived. Show filmstrip and discuss origin of man. Filmstripspp.FS-913-M,Man 14-36 Inherits B-131 the Earth FS-913.03-Di,FS-270-Ea,The.DawnK, L ofB-135 ReligionB-136 FS-913.35-Co,The.ComingK,culture Discovery of Civilization B-138 of Agri- typesShow transparencyof man and their - Species diversity of Man today.and discuss TransparencySpeciesK, L of Man K, L civilizationTheciviliZationscharacteristics stu4ent shouldbegan had the in andknow earliestcommon. what where Use transparency to identify cradles of civilzation. IMCTR9038 - TransparenCy - CradlesCivilization of World Show filmstrip on Sumer. FilmstripEpicSumerFS-9I3-35-Su,:B-132liZation of ManFirstGreat SeriesK, L (Life) Civi- Objectives ActivitiesHave student structure a map of the areadepicting Instructional Pesour Thezationsallowedofappreciation geographicalstudeLt ofEgypt theshould for andFertile locations thethe have importancecivili- an that different civilizations in Egypt and the FertileCrescent. causationsidentifyTheCrescent student tothose thatbecomeshould historicalbrought successful.be able forth to ofBulletincontributions the Fertile board madeCrescentdisplay by Egyptians byto studentsWestern and depictingCivilization.Civilizationsbasic :i4WitiaiWisbothMiddle the.rise Eastern shouldof and Empires.the fall appreciateAgean of ofRead Greek in textcivilization. and related books about thedevelopment Petrovich, pp. 37-69 Rogers,Good,Society,of Nations,the Adams, Shaping pp. pp.Brown,3p-77 of72-111 Westerr Story suchthat.m4itaryTbe Student as:Sparta should dittatorships are realizea menace Show film an Ancient Greece. IMCFI057 - Film - LifeGreece in Ancien'J bUtnbtthemselVes. toonIy-to the ruling their groupssubjects Show filmstrips on ancient Greekcivilization. FilmstripsFS-913.3'-Fi,Firsttion: EuropeanCrete B-141 Civilizd-
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