Houghton Mifflin Harcourt Modern World History: Patterns of Interaction © 2012 correlated to the Tennessee Social Studies Curriculum Standards (2014-15), World History and Geography: The Industrial Revolution to the Contemporary World Standards Page References World History and Geography: The Industrial Revolution to the Contemporary World Course Description: Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will examine the origins and consequences of the Industrial Revolution, nineteenth century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, the Great Depression, the Cold War, and the Russian and Chinese Revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Relevant Tennessee connections will be part of the curriculum, as well as appropriate primary source documents. Students will explore geographic influences on history, with attention given to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will study aspects of technical geography such as GPS and GIS, and how these innovations continuously impact geopolitics in the contemporary world. Age of Revolution 1750-1850 Students compare and contrast the Glorious Revolution of England, the American Revolution, the Spanish American Wars of Independence, and the French Revolution, and their enduring effects on the political expectations for self-government and individual liberty. W.1 Compare the major ideas of philosophers and their SE/TE: 24–28, 29 (#2, #4, #6, #7), 30 (#1), 195–198, 200 (#2, #3, effects on the democratic revolutions in England, the #4, #6, #9), 207– 208, 209, 231, 243, 248–249, 250, 277 United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean- Jacques Rousseau, Simón Bolívar, Toussaint L’Ouverture, and Thomas Jefferson. (C, H, P) Houghton Mifflin Harcourt Modern World History: Patterns of Interaction © 2012 correlated to the Tennessee Social Studies Curriculum Standards (2014-15), World History and Geography: The Industrial Revolution to the Contemporary World Standards Page References W.2 Analyze the principles of the Magna Carta (1215), SE/TE: 19–20, 23, 26, 28, 30 (Critical Thinking, #4), 183, 185, the English Bill of Rights (1689), the American 207–208, 222, 275 Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. (H, P) W.3 Conduct a short research project summarizing the SE/TE: Opportunities to address this standard may be found on important causes and events of the French pages 210, 214–215, 217–221, 221 (#2, #7, #9), 222–227, 228, Revolution including Enlightenment political 229–233, 234–237, 242, 243 (Focus on Writing), 272, 274, 276, thought, comparison to the American Revolution, 277 economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoléon. (C, E, H, P) W.4 Draw evidence from informational texts to explain SE/TE: 218–219, 220, 222–227, 228, 229–231, 242, 243 (Interact how the ideology of the French Revolution led with History, Focus on Writing), 272, 274, 276, 277 France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. (C, H, P) W.5 Describe how nationalism spread across Europe with SE/TE: 238–241, 258–263 Napoléon then repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. (C, H, P) Primary Documents and Supporting Texts to Read: excerpts from The Magna Carta (1215) SE/TE: 19-20, 23 excerpts from The English Bill of Rights (1689) SE/TE: 23, 183, 185, 275 The American Declaration of Independence (1776) SE/TE: 26, 107-208 excerpts from “The French Declaration of the Rights SE/TE: 222 of Man and the Citizen” (1789) Houghton Mifflin Harcourt Modern World History: Patterns of Interaction © 2012 correlated to the Tennessee Social Studies Curriculum Standards (2014-15), World History and Geography: The Industrial Revolution to the Contemporary World Standards Page References Primary Documents and Supporting Texts to Consider: excerpts from Mary Wollstonecrafts’ “Vindication SE/TE: Opportunities to address this standard may be found on of the Rights of Women” page 199 excerpts from Montesquieu’s “Spirit of the Law” SE/TE: 197 excerpts from Immanuel Kant’s “Critique of Pure Reason” excerpts from John Locke’s Second Treatise of SE/TE: Opportunities to address this standard may be found on Government page 24-25 excerpts from Jean Jacques Rousseau’s “The Social SE/TE: 25, 197 Contract” Industrial Revolution 1750-1914 Students analyze the emergence and effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. W.6 Describe the growth of population, rural to urban SE/TE: 280–281, 288, 289–290, 292, 293, 294, 295–296, 308, migration, and growth of cities. (G) 309 TE Only: 279D W.7 Explain the connections among natural resources, SE/TE: 283–288, 289–294, 295–299, 308, 309 entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. (E, G, H) W.8 Write an informative piece analyzing the emergence SE/TE: Opportunities to address this standard may be found on of capitalism as a dominant economic pattern and pages 139, 297, 299, 300-304, 306 (#2, #3, #4, #7, #9), 307, 308, the responses to it, including Utopianism, Social 309 (Focus on Writing) Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. (C, E, H, P) TE Only: 301 W.9 Evaluate multiple sources presented in diverse media SE/TE: 264–265, 267 (#3, #6), 268–269, 270 (Main Ideas, #18, or other formats describing the emergence of #19, #20) Houghton Mifflin Harcourt Modern World History: Patterns of Interaction © 2012 correlated to the Tennessee Social Studies Curriculum Standards (2014-15), World History and Geography: The Industrial Revolution to the Contemporary World Standards Page References Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe. (C) W.10 Explain how scientific and technological changes SE/TE: 280–281, 284, 285, 286, 287–288, 295–296, 308, 309 and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. (C, E, G, H) W.11 Analyze the evolution of work and labor including SE/TE: 282, 283–284, 285, 286, 290–291, 292, 293, 294, 296– the work of William Wilberforce and the demise of 297, 304–306, 307, 308, 309 the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. (E, H, P) W.12 Participate effectively in collaborative discussions SE/TE: Opportunities to address this standard may be found on explaining the vast increases in productivity and pages 289–290, 292, 293, 294, 297, 299, 300–301, 307, 308 wealth, growth of a middle class, and general rise in the standard of living and life span. (C, E) TE Only: 287, 291, 292 Primary Documents and Supporting Texts to Consider: excerpts from John Stuart Mill’s “On Liberty” SE/TE: Opportunities to address this standard may be found on page 301 excerpts from Charles Darwin’s “Origin of Species” SE/TE: Opportunities to address this standard may be found on pages 331, 332 excerpts from Louis Blanc’s “Organization of Work” excerpts from Karl Marx’s and Frederick Engel’s SE/TE: 302-304 “Communist Manifesto” Houghton Mifflin Harcourt Modern World History: Patterns of Interaction © 2012 correlated to the Tennessee Social Studies Curriculum Standards (2014-15), World History and Geography: The Industrial Revolution to the Contemporary World Standards Page References excerpts from Adam Smith’s “Wealth of Nations” SE/TE: Opportunities to address this standard may be found on pages 300-301 excerpts from Thomas Malthus’ “Essays on SE/TE: Opportunities to address this standard may be found on Principle of Population” pages 300-301 Unification and Imperialism 1850-1914 Students analyze patterns of global change in the era of 19th-century European imperialism. Students describe the independence struggles of the colonized regions of the world redistribution of power, armed revolution, and cultural clashes. W.13 Summarize the causes, course, and consequences of SE/TE: 260–263, 270 unification in Italy and Germany including the role of Giuseppe Garibaldi and Otto von Bismarck. (G, H, P) W.14 Cite strong and thorough textual evidence to support SE/TE: 336–337, 339–344, 345, 346, 347–250, 351 analysis of the causes of 19th century European imperialism, the role of Social Darwinism, the desire TE Only: 335D for increased political power, and the search for natural resources and new markets as prelude to the Berlin Conference. (C, E, G, H, P) W.15 Describe the Berlin Conference and the rise of SE/TE: 342, 344, 345–350, 351, 357–361, 362–365, 366, 367, modern colonialism in the 19th century and describe 382–387, 394 the impact of locale of colonies on indigenous population by such nations as England, France, Germany, Italy, Spain, and the United States. (C, G, H, P) W.16 Analyze the political, social, and industrial SE/TE: 376–379, 394, 395 revolution in Japan (Meiji Restoration) and its growing role in international affairs.