Social Studies Curriculum – High School
Modern European History
Mission Statement:
The Social Studies Department at Alton High School is a professional learning community of teachers/scholars united by a common goal to enhance the knowledge and understanding of the world. They work to communicate that knowledge to the students as well as create an appreciation for World History and a critical understanding of how lives, institutions, and events played an integral part in the evolution of global culture.
Essential Question:
How have 19th and 20th century European politics helped to shape present global realities?
These essential skills prompts will be utilized to determine student mastery through use of conventional questions and advanced essay questions utilizing who, what, when where, and why.
The following items are used as essential skills prompts:
1. Summarize the causes for the French Revolution and how these causes altered the fate of Europe. 2. Compare and Contrast European Industrialization to American Industrialization. 3. Trace the way Imperialism can be exercised in different societies. 4. Explain how the aftermath of World War I leads to global conflicts during the 20th century.
Adopted 2012 Social Studies Curriculum – High School
Chapter 19 – An Age of Exploration and Isolation
Vocabulary:
Bartolomeu Dias Manchus Prince Henry Qing Dynasty Vasco de Gama Kangxi Treaty of Tordesillas Daimyo Dutch East India Company Oda Nobunaga Ming Dynasty Toyotomi Hideyoshi Hongwu Tokugawa Shogunate Yonglo Kabuki Zheng He Haiku
Essay:
What problems did Europeans have to overcome in order to find an all-water route to Asia?
Adopted 2012 Social Studies Curriculum – High School
Chapter 20 – The Atlantic World
Vocabulary:
Christopher Columbus New Netherland Colony French and Indian War Hernando Cortes Metacom Conquistadors Atlantic slave trade Montezuma II Triangular trade Francisco Pizarro Middle passage Mestizo Columbian Exchange Encomienda Commercial Revolution New France Capitalism Jamestown Joint-stock company Pilgrams Mercantilism Puritans Favorable balance of trade
Essay:
How did the English gain control of Dutch and French interests in North America, and why did England want to gain control of that land?
Adopted 2012 Social Studies Curriculum – High School
Chapter 22 – Enlightenment and Revolution
Vocabulary:
Scientific Revolution Montesquieu Nicolaus Copernicus Separation of powers Heliocentric theory Jean Jacques Johannes Kepler Rousseau Galileo Galilei Mary Wollstonecraft Scientific method Salon Francis Bacon Baroque Rene Descartes Neoclassical Isaac Newton Enlightened despot Enlightenment Catherine the Great Social contract Declaration of Independence John Locke Thomas Jefferson Natural rights Checks and balances Philospophe Federal system Voltaire Bill of Rights
Essay:
What is the scientific method? How does it differ from the methods used by scholars in medieval times?
Adopted 2012 Social Studies Curriculum – High School
Chapter 23 – The French Revolution and Napoleon
Vocabulary:
Old Regime Plebiscite Estate Lycee Louis XVI Concordat Marie Antoinette Napoleonic Code Estates-General Battle of Trafalgar National Assembly Blockade Tennis Court Oath Continental System Great Fear Guerilla Declaration of the Rights of Man Penninsular War Legislative Assembly Scorched-earth policy Émigrés Waterloo Sans-culottes Hundred Days Guillotine Congress of Vienna Maximilien Robespierre Klemens von Metternich Committee of Public Safety Balance of power Reign of Terror Legitimacy Napoleon Bonaparte Holy Alliance Coup d’etat Concert of Europe
Essay:
Why did the people of the Third estate revolt?
Adopted 2012 Social Studies Curriculum – High School
Chapter 24 – Nationalist Revolutions Sweep the West
Vocabulary:
Peninsulares The Balkans Creoles Louis-Napoleon Mulattos Alexander II Simon Bolivar Camillo di Cavour Jose de San Martin Giuseppe Garibaldi Miguel Hidalgo Red Shirts Jose Morelos Otto von Bismarck Conservatives Realpolitik Liberals Kaiser Radicals Romanticism Nationalism Realism Nation-state Impressionism
Essay:
In the first half of the 1800s, what three groups struggled to gain a political advantage in European societies? Define each group.
Chapter 25 – The Industrial Revolution
Vocabulary:
Industrial Revolution Laissez faire Enclosure Adam Smith Crop rotation Capitalism Industrialization Utilitarianism Factors of Production Socialism Factory Karl Marx Entrepreneur Communism Urbanization Union Middle class Collective bargaining Corporation Strike
Essay:
What were some economic, social, and political effects that the Industrial Revolution had on Great Britain?
Adopted 2012 Social Studies Curriculum – High School
Chapter 26 – An Age of Democracy and Progress
Vocabulary:
Suffrage Manifest destiny Chartist movement Abraham Lincoln Queen Victoria Secede Third Republic U.S. Civil War Dreyfus affair Emancipation Proclamation Anti-Semitism Segregation Zionism Assembly line Dominion Mass culture Maori Charles Darwin Aborigine Theory of evolution Penal colony Radioactivity Home rule Psychology
Essay:
What led to the self-rule for the British colonies in Canada, Australia, and New Zealand, and what form did their governments take?
Chapter 27 – The Age of Imperialism
Vocabulary:
Imperialism Crimean War Racism Suez Canal Social Darwinism Sepoy Berlin Conference 1884-85 “Jewel in the crown” Shaka Sepoy Mutiny Boer Raj Great Trek Pacific Rim Boer War King Mongkut Paternalism Emilio Aguinaldo Assimilation Annexation Menelik II Queen Liliuokalani Geopolitics
Essay:
What were the causes of European imperialism in Africa?
Adopted 2012 Social Studies Curriculum – High School
Chapter 28 – Transformations around the Globe
Vocabulary:
Opium War Jose Marti Extraterritorial rights Spanish-American War Taiping Rebellion Panama Canal Sphere of influence Roosevelt Corollary Open Door Policy Antonio Lopez de Santa Anna Boxer Rebellion Benito Juarez Treaty of Kanagawa La Reforma Meiji era Porfirio diaz Russo-Japanese War Francisco Madero Annexation Francisco “Pancho” Villa Caudillo Emiliano Zapata Monroe Doctrine
Essay:
What were the differences between Benito Juarez and Porfirio Diaz? Contrast both their ideas and their actions.
Chapter 29—The Great War
Vocabulary:
Militarism Total war Triple Alliance Rationing Kaiser Wilhelm II Propaganda Triple Entente Armistice Schlieffen Plan Woodrow Wilson Central Powers Georges Clemenceau Allies David Lloyd George Western Front Fourteen Points Trench warfare Self-determination Eastern Front Treaty of Versailles Unrestricted submarine warfare League of Nations
Essay:
What were the reasons for the extensive loss of life and property damage in World War I?
Adopted 2012 Social Studies Curriculum – High School
Chapter 30 – Revolution and Nationalism
Vocabulary:
Pogrom Kulak Trans-Siberian Railway Great Purge Bolsheviks Socialist realism V. I. Lenin Kuomintang Duma Sun Yixian Rasputin Mao Zedong Provisional government May Fourth Movement Soviet Long March Joseph Stalin Mohandas K. Gandhi Totalitarianism Civil disobedience Command economy Mustafa Kemal Collective farm
Essay:
How did India go about resisting foreign control after World War I? what do you think caused the independence movement to ultimately succeed?
Adopted 2012 Social Studies Curriculum – High School
Chapter 31 – Years of Crisis
Vocabulary:
Albert Einstein Fascism Theory of relativity Benito Mussolini Sigmund Freud Adolf Hitler Existentialism Nazism Friedrich Nietzsche Mein Kampf Surrealism Lebensraum Jazz Appeasement Charles Lindbergh Axis Powers Coalition government Francisco franco Weimar Republic Isolationism Great Depression Third Reich Franklin Roosevelt Munich Conference New Deal
Essay:
What conditions and situations helped Fascists come to power in Italy and Germany in the 1920s and 1930s?
Adopted 2012 Social Studies Curriculum – High School
Chapter 32 – World War II
Vocabulary:
Nonaggression pact Kristallnacht Blitzkrieg Ghettos Charles de Gaulle “Final Solution” Winston Churchill Genocide Battle of Britain Erwin Rommel Atlantic Charter Bernard Montgomery Isoroku Yamamoto Dwight Eisenhower Pearl Harbor Battle of Stalingrad Battle of Midway D-Day Douglas MacArthur Battle of the Bulge Battle of Guadalcanal Kamikaze Aryans Nuremberg Trials Holocaust Demilitarization
Essay:
How did World War II affect civilians around the world?
Adopted 2012 Social Studies Curriculum – High School
Chapter 33 – Restructuring the Postwar World
Vocabulary:
United Nations Vietcong Iron curtain Vietnamization Containment Khmer Rouge Truman Doctrine Third World Marshall Plan Nonaligned nations Cold War Fidel Castro NATO Anastasio Somoza Warsaw Pact Daniel Ortega Brinksmanship Shah Mohammed Reza U-2 incident Ayatollah Ruholla Khomeini Mao Zedong Nikita Khrushchev Jiang Jieshi Destalinization Commune Leonid Brezhnev Red Guards John F. Kennedy Cultural Revolution Lyndon Johnson 38th Parallel Détente Douglas MacArthur Richard M. Nixon Ho Chi Minh SALT Domino theory Ronald Reagan Ngo Dinh Diem Star Wars
Essay:
In what ways did the histories of the two superpowers affect their outlooks, goals, and fears about the postwar world?
Adopted 2012