Grade Ten History and Social Science: World History since ...€¦ · from charts and maps and manifestations of culture. SS5: Analyzing and evaluating trends in human movement

Grade Ten History and Social Science: World History since 1500 CE

Grade 10 World History Curriculum for Loudoun County Public Schools Ashburn, Virginia, 2018

This curriculum document for 10 P

thP Grade Social Science is organized to help teachers plan and carry out their instruction conceptually,

so that students can see patterns and connections among and between ideas and points of information. In this document: • Each unit’s learning outcomes or objectives are listed first. SOL connections are listed in red on the “Objectives” page for all

units. • The objectives are followed by a conceptual mind map connecting the content. The mind maps also list specific SOLs that are

included in that element of content. • Following the mind map in each unit is a more linear and traditional textual outline with references to points of content that

students must learn in World History II. Each section of this unit outline is framed by important conceptual questions that serve as a foundation for the teaching and learning of that section. All conceptual questions appear in italics.

• Following the outline in each unit, the Virginia Standards of Learning and the LCPS curriculum skills are listed explicitly. There are seven units in this curriculum. Please note that within each unit in this document, recommendations are made for teachers to focus on particular academic skills. An entire list of the LCPS Social Science Skills we expect students to master by the end of 10P

thP grade

appears at the very end of this document. We hope teachers find that the 10P

thP Grade concepts contained and explained in this document serve as a productive mental framework for

students and for themselves. This instructional layout and approach offers cognitive structures that are essential to the solid comprehension of our curriculum content.

U

Social Science & Global Studies Patricia Coggins, Instructional Supervisor 571-252-1370

Grade 10 World History Unit I: The Setting in 1500 CE Virginia Standards WHII.1b,e,f; WHII.2a,c,d,e

At the end of this unit, students will be able to: 1. List and describe the major states and empires of the world in 1500 CE, and locate them on a map. (Includes: WHII.1b; WHII.2a) 2. Describe the ways in which a state’s geography influenced its economy and cultural characteristics in 1500 CE. (Includes: WHII.1b; WHII.2c) 3. Describe the forces that affected world trade patterns in 1500 CE, and how they did so. (Includes: WHII.1e,f; WHII.2d) 4. Explain specifically how the science and technology of 1500 CE affected the trading patterns at that time—in both the substance of what

was traded, and the actual practice of engaging in trade relationships. (Includes: WHII.2e) Suggested skills to emphasize in this unit: SS3-Using maps, globes, artifacts, etc.; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; All Cognitive Skills (“CS”), with stress on CS19-Understanding sentences that deal with scientific ideas.

THE SETTING: THE GLOBAL CONTEXT OF LIFE IN 1500 CE

A. MAJOR STATES AND EMPIRES OF THE WORLD (WHII.2A; WHII.1D) WHAT BROUGHT THESE STATES AND EMPIRES TO THEIR CURRENT (1500) STATUS? LOCATION? RESOURCES?

A.1 GEOGRAPHY AND CULTURE (WHII.1B,C)

A.1.1 Major Religions (WHII.2c)

A.2 NATURAL RESOURCES

A.3 POLITICAL SURROUNDINGS

B. TRADE PATTERNS (WHII.2D) WHAT FORCES, IN ECONOMY, SOCIETY, OR TECHNOLOGY, HELPED ESTABLISH THE TRADING PATTERNS IN 1500 CE?

B.1 HUMAN MOVEMENT (WHII.1E)

B.2 ECONOMIC FORCES (WHII.1F)

B.3 INTERCHANGE OF TECHNOLOGY AND SCIENCE (WHII.2E)

SOLs and Skills Forming the Content of this Unit: WHII.1b,e,f b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D.

(C.E.); e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500

A.D. (C.E.). WHII.2a,c,d,e The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by a) locating major states and empires. Major states and empires in the Eastern Hemisphere • England • France • Spain • Russia • Ottoman Empire • Persia • China • Mughal India • Songhai Empire Major states and empires in the Western Hemisphere • Incan Empire • Aztec Empire c) describing the distribution of major religions. Location of world religions in 1500 A.D. (C.E.) • Judaism: Concentrated in Europe and the Middle East • Christianity: Concentrated in Europe and the Middle East • Islam: Parts of Asia, Africa, and southern Europe • Hinduism: India and part of Southeast Asia • Buddhism: East and Southeast Asia d) analyzing major trade patterns. Traditional trade patterns linking Europe with Asia and Africa • Silk Routes across Asia to the Mediterranean basin • Maritime routes across the Indian Ocean • Trans-Saharan routes across North Africa

• Northern European links with the Black Sea • Western European sea and river trade • South China Sea and lands of Southeast Asia Importance of trade patterns Exchange of products and ideas e) citing major technological and scientific exchanges in the Eastern Hemisphere. Advancements exchanged along trade routes • Paper, compass, silk, porcelain (China) • Textiles, numeral system (India and Middle East) • Scientific knowledge—medicine, astronomy, mathematics

SS3: Using maps, globes, artifacts and pictures to interpret the past, analyze the physical and cultural landscape as well as changes to that landscape, and identify important geographic features

Recognize the potential information that can be gathered from each type of source; practice map and globe skill such as direction, using a key, latitude & longitude

Use geographic information to interpret cultures and events; recognize the connection between geographical features (climate, landforms, etc.) and culture

Analyze artifacts and pictures to make predictions/generalizations about the cultures of past and current societies; see connections between information gathered from charts and maps and manifestations of culture.

SS5: Analyzing and evaluating trends in human movement

Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations.

Compare and contrast, and analyze the causes and effects of different global migrations.

Describe the causes and effects of the trends of human movement. Predict problems that will be faced due to the trends of human movement.

WH1: Identify and analyze global patterns over time and connect local and global patterns.

Describe the characteristics of a pattern or trend. Identify a local trend and a global trend.

Find supporting evidence of local and global trends. Explain causal connections between evidence and the trends.

Compare and contrast local and global trends and changes in the trends over time. Explain why global and local trends may differ.

CS19: Understanding sentences that deal with scientific ideas

Memorize scientific vocabulary. Use scientific terms in speech and writing.

Explain scientific theories and conclusions in students’ own words.

World History II Standards

SOL Strand and Bullet: WHII 1.a-f: The student will improve skills in historical research and geographical analysis by:

a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500 A.D. (C.E.)

Example Context for Language Use: Students will analyze historical, cultural, and geographic events, impacts, and trends using primary and secondary sources of information, including maps, globes, artifacts, and pictures. These strands can be modified for use during any topic of study in WHII. COGNITIVE FUNCTION: Students at all levels of English proficiency will ANALYZE historical resources (e.g. maps, primary and secondary sources, etc…)

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Match information from oral descriptions regarding resources, places and products to maps, globes, artifacts and pictures with a partner and a graphic organizer

Match or classify oral descriptions of resources, places and products to maps, globes, artifacts and pictures using a graphic organizer

Categorize content-based oral descriptions that illustrate resources, places and products associated with maps, globes, artifacts and pictures with a partner

Compare traits from oral descriptions of resources, places and products related to maps, globes, artifacts and pictures using specific and some technical language in a small group

Interpret cause and effect scenarios from oral descriptions of resources, places, products related to maps, globes, artifacts and pictures in a small group

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Name pre-taught vocabulary regarding the impact of economic forces using the L1

Describe the impact of economic forces using a graphic organizer

Sequence processes, cycles, procedures or events regarding the impact of economic forces using a graphic organizer

Analyze and share pros and cons of the impact of economic forces with guided questions in a small group

Give multimedia oral presentations about the impact of economic forces using the Internet or software programs

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Respond to WH- questions (e.g., What is the main idea?) regarding primary and secondary sources in a small group

Locate main ideas in a series of sentences from primary and secondary sources with a partner

Answer questions about explicit information in primary and secondary sources using visual supports

Compare and contrast authors’ points of view, information and events from primary and secondary sources using a Venn diagram

Draw conclusions from different sources of primary and secondary informational text in small groups

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Label maps, globes, artifacts or pictures regarding human migration, cultural interaction and economic trends from word/phrase banks with a partner

Take notes about human migration, cultural interaction and economic trends from visually supported presentations using graphic organizers or models

Outline ideas and details about human migration, cultural interaction and economic trends using graphic organizers and a model

Summarize content-related notes about human migration, cultural interaction and economic trends from lectures, text, or video clips in a small group

Create an original piece explaining the cause and effect or proving a relationship regarding human migration, cultural interaction and economic trends with mentors

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TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: harbor, peninsula, straits, alliance, trade, colonization, primary source, secondary source, taxation, human migration, resources, trade, political boundary/boundaries, empire, kingdom, agriculture, commerce, barter, mountainous terrain, arable land, artifacts, sea-borne commerce, maritime routes, monotheistic religion, polytheistic religion, theology, theological, revolution, rebellion, doctrine, secularism, individualism, religious tolerance, explorers, conquistadors, indigenous, settlement patterns, cultural diffusion, colony, colonized, colonization,

class system, slavery, plantation system, coastal trade, trade patterns, nationalism, humanitarian initiatives, natural resource, climate, religious/ethnic persecution, genocide, customs, traditions, diversity, absolute monarchy, spheres of influence, colonized peoples, missionary, Imperialism, civil war, isolationism, pacifism, North Atlantic Treaty Organization (NATO), free enterprise, dictatorship, communism, mercantilism, liberalism, conservatism, urbanization, socialism, capitalism, refugees, famine, compare, contrast, change over time, impact, economic forces, describe, sequence, process, cycle, procedure, analyze, pro, con, respond, locate, main idea, details, explicit, implicit, implied, point of view, draw conclusions, label, cultural interaction, economic trend, outline, summarize, create, original, prove, relationship, match, classify, categorize, interpret, cause, effect, places, products, maps, globes, artifacts

Grade 10 World History Unit II: Global Trade After 1500 CE: Increasing Interactions Virginia Standards WHII.1f; WHII.5a, b, c, d

At the end of this unit, students will be able to: 1. Describe the ways in which global trade affected the status of regional civilizations such as the Ottomans, the Mughals, the Chinese and

Japanese domains, and African kingdoms. (Includes: WHII.1f; WHII.5a-d) 2. Explain how trade and trade patterns affected societies in eastern Asia, east Africa, Mughal India, and the Ottoman Empire. (Includes: WHII.1f;

WHII.5a-d) Suggested skills to emphasize in this unit: SS3-Using maps, globes, artifacts, etc.; SS4- Identifying and comparing political boundaries with historical predecessors; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; All Cognitive Skills (“CS”).

GLOBAL TRADE AFTER 1500 CE: INCREASING INTERACTIONS

A. OTTOMANS (WHII.5A) HOW DID THE LOCATION OF THE OTTOMAN EMPIRE AFFECT ITS ECONOMIC DEVELOPMENT?

A.1 THE EAST

A.2 EUROPE

B. MUGHAL INDIA (WHII.5B) WHAT ROLE DID COASTAL TRADE PLAY IN THE FUNCTIONING OF MUGHAL SOCIETY?

B.1 INDIAN OCEAN

B.2 TRANS ASIAN

C. EAST ASIA (WHII.5C) HOW DID THE ECONOMIC INTERACTIONS OF CHINA AND JAPAN UNDER THE SHOGUNS AFFECT EACH SOCIETY?

C.1 CHINA

C.2 JAPAN

D. AFRICA (WHII.5D) HOW AND WHY DID AFRICAN KINGDOMS INCREASE THEIR INVOLVEMENT IN GLOBAL TRADE?

D.1 INDIAN OCEAN

D.2 ATLANTIC AND THE AMERICAS

D.3 THE MEDITERRANEAN AND EUROPE

E. EUROPE DID TRADE CONTRIBUTE TO THE GROWTH AND DEVELOPMENT OF EUROPEAN NATIONS? IF SO, HOW?

E.1 ATLANTIC

E.2 AFRICA AND ASIA

SOLs and Skills Forming the Content of this Unit: WHII.1 The student will improve skills in historical research and geographical analysis by f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500

A.D. (C.E.). WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by a) describing the location and development of the Ottoman Empire. Original location of the Ottoman Empire • Asia Minor Expansion and extent of the Ottoman Empire • Southwest Asia • Southeastern Europe, Balkan Peninsula • North Africa Development of the Ottoman Empire • Capital at Constantinople renamed Istanbul • Islamic religion as a unifying force that accepted other religions • Trade in coffee and ceramics b) describing India, including the Mughal Empire and coastal trade Location of the Mughal Empire • North India Contributions of Mughal rulers • Spread of Islam into India • Art and architecture: Taj Mahal • Establishment of European trading outposts) • Influence of Indian textiles on British textile industry Trade with European nations • Portugal, England, and the Netherlands competed for the Indian Ocean trade by establishing coastal ports on the Indian sub-continent. • Southern India traded silks, spices, and gems. c) describing East Asia, including China and the Japanese shogunate. China • Creation of foreign enclaves to control trade • Imperial policy of controlling foreign influences and trade • Increase in European demand for Chinese goods (tea, porcelain)

Japan • Characterized by a powerless emperor controlled by a military leader (shogun) • Adopted policy of isolation to limit foreign influences d) describing Africa and its increasing involvement in global trade. African exports • Slaves (triangular trade) • Raw materials (ivory, gold) African imports • Manufactured goods from Europe, Asia, and the Americas • New food products (corn, peanuts)





SS4: Identifying and comparing political boundaries with historical predecessors

Commit to memory the current political boundaries of relevant world regions. With each unit, commit to memory the historical boundaries of global regions.

Draw analytical comparisons between political boundaries historical regions and their current configurations.

Identify the historical changes that create new political boundaries. Evaluate the impact of the boundary changes.









World History II Standards

SOL Strand and Bullet: WHII 1.a-f: The student will improve skills in historical research and geographical analysis by:



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Grade 10 World History Unit III: Europe’s Expansive Model—1500 to 1650 CE Virginia Standards WHII.1a, b, c, e, f; WHII.2b; WHII.3a, b, c; WHII.4a, b, c, d, e; WHII.5e

At the end of this unit, students will be able to: 1. Explain multiple ideas driving the European Renaissance. (Includes: WHII.1a; WHII.2b) 2. Describe the people and events of the Protestant Reformation in Europe, as well as the Catholic Counter Reformation. What conflicts and

resolutions emerged between people and countries during the Reformation? (Includes: WHII.1a; WHII.3a,b,c) 3. Explain how the Reformation served as a catalyst for European expansion. (Includes WHII.4b) 4. Explain the role of economics in Europe’s expansion. (Includes WHII.1a,b,c,e,f; WHII.4a,c,d,e; WHII.5e)

Suggested skills to emphasize in this unit: SS3-Using maps, globes, artifacts, etc.; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; WH2- Comparing societies; All Cognitive Skills (“CS”).

EUROPE'S EXPANSIVE MODEL: A GROWING HEGEMONY, 1500 TO 1650 CE

A. FOUNDATIONS: WHAT EVENTS, IDEAS, AND POLITICAL REALITIES DROVE THE EUROPEANS TO EXPLORE, DISCOVER, COLONIZE, AND MIGRATE?

A.1 RENAISSANCE (WHII.1A; WHII.2B)

A.1.1 Liberating, Driving Ideas

A.2 REFORMATION (WHII.1A)

A.2.1 People (WHII.3a)

Luther

Calvin

Henry VIII

Elizabeth I

A.2.2 Events (WHII.3b)

Wars

The Inquisition

Catholic Reformation

A.2.3 Culture & Invention (WHII.3c)

A.2.4 Competition for "Truth" (WHII.4b)

Catholic vs. Protestant

A.3 COMPETITION FOR POWER

A.3.1 Exploration and Discovery (WHII.1c,b; WHII.4a)

Mercantilism and Trade (WHII.1f; WHII.5e)

Migration (WHII.1e; WHII.4c)

Triangle Trade and Colonial Possessions (WHII.4d,e)

SOLs and Skills Forming the Content of this Unit: WHII.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500

A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D.

(C.E.); c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.); e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500

A.D. (C.E.). WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by b) describing artistic, literary, and intellectual ideas of the Renaissance. Renaissance • “Rebirth” of classical knowledge; “birth” of the modern world • Spread of the Renaissance from the Italian city-states to northern Europe Contributions of the Renaissance • Accomplishments in the visual arts: Michelangelo, Leonardo da Vinci • Accomplishments in literature (sonnets, plays, essays): Shakespeare • Accomplishments in intellectual ideas (humanism): Erasmus WHII.3 The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I.

Conflicts that challenged the authority of the Church in Rome • Merchant wealth challenged the Church’s view of usury. • German and English nobility disliked Italian domination of the Church. • The Church’s great political power and wealth caused conflict. • Church corruption and the sale of indulgences were widespread and caused conflict. Martin Luther (the Lutheran tradition) • Views: Salvation by faith alone, Bible as the ultimate authority, all humans equal before God • Actions: 95 theses, birth of the Protestant Church

John Calvin (the Calvinist tradition) • Views: Predestination, faith revealed by living a righteous life, work ethic • Actions: Expansion of the Protestant Movement King Henry VIII • Views: Dismissed the authority of the Pope in Rome • Actions: Divorced; broke with Rome; headed the national church in England; appropriated lands and wealth of the Roman Catholic Church in England Queen Elizabeth I • Anglican Church • Tolerance for dissenters • Expansion and colonialism • Victory over the Spanish Armada (1588) b) describing the impact of religious conflicts, the Inquisition, and Catholic Reformation on society and government actions. Reformation in Germany • Princes in Northern Germany converted to Protestantism, ending the authority of the Pope in their states. • The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church. • Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War). Reformation in France • Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes (later revoked). • Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious to a political conflict. Catholic Reformation • Dissenters prior to Martin Luther: Jan Huss, John Wycliffe • Counter-Reformation:

The Council of Trent reaffirmed most Church doctrine and practices. The Society of Jesus (The Jesuits) was founded to spread Catholic doctrine around the world.

-The Inquisition was used to reinforce Catholic doctrine. c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press. Changing cultural values, traditions, and philosophies • Growth of secularism • Growth of individualism • Eventual growth of religious tolerance Role of the printing press • Growth of literacy was stimulated by the Gutenberg printing press. • The Bible was printed in English, French, and German.

• These factors had an important impact on spreading the ideas of the Reformation and the Renaissance. WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles and economic motivations of explorers and conquistadors. Factors contributing to the European discovery of lands in the Western Hemisphere • Demand for gold, spices, and natural resources in Europe • Support for the diffusion of Christianity • Political and economic competition between European empires • Innovations of European and Islamic origins in navigational arts • Pioneering role of Prince Henry the Navigator Establishment of overseas empires and decimation of indigenous populations • Portugal: Vasco da Gama • Spain: Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan • England: Francis Drake • France: Jacques Cartier b) describing the influence of religion Means of diffusion of Christianity • Migration of colonists to new lands • Influence of Catholic and Protestant colonists, who carried their faith, language, and cultures to new lands • Conversion of indigenous peoples c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas. Americas • Expansion of overseas territorial claims and European emigration to North and South America • Demise of Aztec and Inca Empires • Legacy of a rigid class system and dictatorial rule in Latin America • Forced migration of Africans who had been enslaved • Colonies’ imitation of the culture and social patterns of their parent countries Africa • European trading posts along the coast • Trade in slaves, gold, and other resources Asia • Colonization by small groups of merchants (India, the Indies, China) • Influence of trading companies (Portuguese, Dutch, British) d) describing the Columbian Exchange, including its impact on native populations.

Columbian Exchange • Western Hemisphere agricultural products, such as corn, potatoes, and tobacco, changed European lifestyles. • European horses and cattle changed the lifestyles of American Indians. • European diseases, such as smallpox, killed many American Indians. Impact of the Columbian Exchange • Shortage of labor to grow cash crops led to the use of African slaves. • Slavery was based on race. • European plantation system in the Caribbean and the Americas destroyed indigenous economics and damaged the environment. e) mapping and explaining the triangular trade; The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by e) describing the growth of European nations, including the Commercial Revolution and mercantilism. Terms to know • mercantilism: An economic practice adopted by European colonial powers in an effort to become self-sufficient; based on the theory that colonies existed for the benefit of

the mother country Commercial Revolution • European maritime nations competed for overseas markets, colonies, and resources. • A new economic system emerged:

- New money and banking systems were created. - Economic practices such as mercantilism evolved. - Colonial economies were limited by the economic needs of the mother country.













WH2: Comparing Societies Identify essential elements in a social order.

Compare aspects of a social order which either support or work against its maintenance.

Explain why some societies have different components or essential elements.

World History II Standards SOL Strand and Bullet: WHII 1.a-f: The student will improve skills in historical research and geographical analysis by:



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Grade 10 World History Unit IV: An Era of Change: Social, Economic, and Political Revolutions--16, 17, and 1800s Virginia Standards WHII.6a, b, c, d, e, f; WHII.7a, b, c, d; WHII.8a, b, c, d; WHII.9a, b, c, d, e

At the end of this unit, students will be able to: 1. Explain why and how European Absolutism was connected to the social and political “status quo.” (Includes: WHII.6b) 2. Explain how the people and ideas of the Scientific Revolution had an influence on the people and ideas of the European Enlightenment.

(Includes: WHII.6a,f) 3. Explain and show how the ideas of the European Enlightenment came to political reality in Britain, America, and France. (Includes

WHII.6a,c,d,e) 4. Explain how the Industrial Revolution was connected to both the Enlightenment and the Scientific Revolution. (Includes WHII.9a) 5. Describe the social and economic conditions that emerged from the Industrial Revolution. (Includes WHII.9a,b,c) 6. Explain how the Industrial Revolution contributed to Imperialism and Colonialism. (Includes WHII.9d,e) 7. List the various “revolutions” of the Americas in the 1700s and 1800s, and explain how they were connected to or affected by the colonial

systems in existence in the Americas, and other revolutions of the 1700s and 1800s. (Includes WHII.7a,b,c,d) 8. Show how Nationalism was connected to revolutions using the examples and events of multiple European countries. (Includes WHII.8a,b,c,d)

Suggested skills to emphasize in this unit: SS2-Using documents, other primary data….form generalizations; SS3-Using maps, globes, artifacts, etc.; SS4-Identifying and comparing political boundaries…; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; WH2- Comparing societies; WH3-Recognizing universal commonalities…; All Cognitive Skills (“CS”).

AN ERA OF CHANGE: SOCIAL, ECONOMIC, AND POLITICAL REVOLUTIONS--16, 17, AND 1800S

A. FORCES OF POLITICAL STATUS QUO: ABSOLUTISM (WHII.6B) WHAT WERE THE POLITICAL INTERESTS OF LOUIS XIV AND PETER THE GREAT? EXPLAIN.

A.1 LOUIS XIV

A.2 PETER THE GREAT

B. FORCES OF CHANGE HOW DID THE FORCES OF SCIENCE, THE ENLIGHTENMENT, AND INDUSTRY INTERACT TO BRING ABOUT MASSIVE CHANGES IN VARIOUS SOCIETIES AND COUNTRIES?

B.1 SCIENCE (WHII.6A)

B.1.1 People (WHII.6f)

Bacon

Newton

Copernicus

Harvey

Galileo

B.1.2 Enlightenment

People (WHII.6f)

Descartes

Locke

Hobbes

Rousseau

England (WHII.6c)

Parliamentary Power

Civil War

Bill of Rights

United States (WHII.6d)

Jefferson

Franklin

France: 1789! (WHII.6e)

B.1.3 Technology and the INDUSTRIAL REVOLUTION (WHII.9a)

Social Change (WHII.9a,c)

Cities

Families

Capitalism (WHII.9b)

Imperialism (WHII.9d)

Colonialism (WHII.9e)

C. REVOLUTION'S RIPPLE EFFECT (WHII.7B) HOW WERE REVOLUTIONS IN EUROPE USED TO JUSTIFY REVOLUTIONARY MOVEMENTS ELSEWHERE? WHAT PRINCIPLES BEING APPLIED—AND WAS THIS LOGICALLY JUSTIFIABLE?

C.1 COLONIAL SYSTEMS IN AMERICA (WHII.7A)

C.1.1 US Assertiveness: 1812 and Monroe (WHII.7d)

C.1.2 Toussaint L'Ouverture (WHII.7c)

C.1.3 Simon Bolivar (WHII.7c)

C.2 NAPOLEON AND THE AFTERMATH (WHII.8A)

C.3 EUROPE: 1830S AND 1848 (WHII.8B)

C.4 NATIONALISTIC MOVEMENTS

C.4.1 Italy (WHII.8c)

C.4.2 Germany (WHII.8d)

SOLs and Skills Forming the Content of this Unit: WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects. Pioneers of the scientific revolution • Nicolaus Copernicus developed heliocentric theory. • Johannes Kepler discovered planetary motion. • Galileo Galilei used telescope to support heliocentric theory. • Isaac Newton formulated law of gravity. • William Harvey discovered circulation of the blood. Importance of the scientific revolution • Emphasis on reason and systematic observation of nature • Formulation of the scientific method • Expansion of scientific knowledge b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great. Characteristics of absolute monarchies • Centralization of power • Concept of rule by divine right Absolute monarchs • Louis XIV of France: Palace of Versailles as a symbol of royal power • Peter the Great of Russia: Westernization of Russia c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy. Development of the rights of Englishmen • Oliver Cromwell and the execution of Charles I • The restoration of Charles II • Development of political parties/factions • Glorious Revolution (William and Mary) • Increase of parliamentary power and decrease of royal power • English Bill of Rights of 1689 d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States. The Enlightenment • Applied reason to the human world, as well as to the rest of the natural world • Stimulated religious tolerance • Fueled democratic revolutions around the world

Enlightenment thinkers and their ideas • Thomas Hobbes’ Leviathan: Humans exist in a primitive “state of nature” and consent to government for self-protection. • John Locke’s Two Treatises on Government: People are sovereign and consent to government for protection of natural rights to life, liberty, and property. • Montesquieu’s The Spirit of Laws: The best form of government includes a separation of powers. • Jean-Jacques Rousseau’s The Social Contract: Government is a contract between rulers and the people. • Voltaire: Religious toleration should triumph over religious fanaticism; separation of church and state. Influence of the Enlightenment • Political philosophies of the Enlightenment fueled revolution in the Americas and France. • Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas. • The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas. e) describing the French Revolution. Causes of the French Revolution • Influence of Enlightenment ideas • Influence of the American Revolution Events of the French Revolution • Storming of the Bastille • Reign of Terror Outcomes of the French Revolution • End of the absolute monarchy of Louis XVI • Rise of Napoleon f) describing the expansion of the arts, philosophy, literature, and new technology. Representative composers, artists, philosophers, and writers • Johann Sebastian Bach: Baroque composer • Wolfgang Amadeus Mozart: Classical composer • Voltaire: Philosopher • Miguel de Cervantes: Novelist • Eugène Delacroix: Painter (transition to the Romantic School of the nineteenth century) New schools of art and forms of literature • Painting depicted classical subjects, public events, natural scenes, and living people (portraits). • New forms of literature evolved, such as the novel (e.g., Cervantes’ Don Quixote). Technologies • All-weather roads improved year- round transport and trade. • New designs in farm tools increased productivity (agricultural revolution). • Improvements in ship design lowered the cost of transport.

WHII.7 The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by a) describing the colonial system as it existed by 1800. Characteristics of the colonial system • Colonial governments mirrored the home governments. • Catholicism had a strong influence on the development of the colonies. • A major element of the economy was the mining of precious metals for export. • Major cities were established as outposts of colonial authority.

- Havana - Mexico City - Lima - São Paulo - Buenos Aires

Rigid class structure • Viceroys / colonial officers • Creoles • Mestizos b) identifying the impact of the American and French Revolutions on Latin America. Influence of the American and French Revolutions on Latin America • Slaves in Haiti rebelled, abolished slavery, and won independence. • Father Miguel Hidalgo started the Mexican independence movement. • French, Spanish, and Portuguese colonies gained independence. Selected countries that gained independence during the 1800s • Mexico • Haiti • Colombia • Venezuela • Brazil c) explaining the contributions of Toussaint L’Ouverture and Simón Bolivar. Contributions of Toussaint L’Ouverture • Former slave who led Haitian rebellion against French • Defeated the armies of three foreign powers: Spain, France, and Britain Contributions of Simón Bolivar • Native resident who led revolutionary efforts • Liberated the northern areas of Latin America

d) assessing the impact of the Monroe Doctrine. Impact of the Monroe Doctrine • The Monroe Doctrine was issued by President James Monroe in 1823. • Latin American nations were acknowledged to be independent. • The United States would regard as a threat to its own peace and safety any attempt by European powers to impose their system on any independent state in the Western

Hemisphere. WHII.8 The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815. Conflicts that challenged the authority of the Church in Rome Legacy of Napoleon • Unsuccessful attempt to unify Europe under French domination • Napoleonic Code • Awakening of feelings of national pride and growth of nationalism Legacy of the Congress of Vienna • “Balance of power” doctrine • Restoration of monarchies • New political map of Europe New political philosophies (liberalism, conservatism) b) describing unsuccessful revolutions on the continent and political reform in the United Kingdom. National pride, economic competition, and democratic ideals stimulated the growth of nationalism. The terms of the Congress of Vienna led to widespread discontent in Europe, especially in Italy and the German states. Unsuccessful revolutions of 1848 increased nationalistic tensions. In contrast to continental Europe, the United Kingdom expanded political rights through legislative means and made slavery illegal in the British Empire. c) explaining events related to the unification of Italy and the role of Italian nationalists; Unification of Italy • Count Cavour unified Northern Italy. • Giuseppe Garibaldi joined southern Italy to northern Italy. • The Papal States (including Rome) became the last to join Italy. d) explaining events related to the unification of Germany and the role of Bismarck. Unification of Germany • Otto von Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings. • Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power. • The Franco-Prussian War led to the creation of the German state. WHII.9 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

Industrial Revolution • Originated in England because of its natural resources (e.g., coal, iron ore) and the invention and improvement of the steam engine • Spread to Europe and the United States • Role of cotton textile, iron, and steel industries • Relationship to the British Enclosure Movement • Rise of the factory system and demise of cottage industries • Rising economic powers that wanted to control raw materials and markets throughout the world Technological advances that produced the Industrial Revolution • Spinning jenny: James Hargreaves • Steam engine: James Watt • Cotton gin: Eli Whitney • Process for making steel: Henry Bessemer Advancements in science and medicine • Development of smallpox vaccination: Edward Jenner • Discovery of bacteria: Louis Pasteur Impacts of the Industrial Revolution on industrialized countries • Population increase • Increased standards of living for many but not all • Improved transportation • Urbanization • Environmental pollution • Increased education • Dissatisfaction of working class with working conditions • Growth of the middle class b) explaining the emergence of capitalism as a dominant economic pattern, and the subsequent development of socialism and communism. Capitalism • Adam Smith’s The Wealth of Nations • Role of market competition and entrepreneurial abilities • Impact on standard of living and the growth of the middle class • Dissatisfaction with poor working conditions and the unequal distribution of wealth in society Socialism and communism • Karl Marx’s The Communist Manifesto (written with Friedrich Engels) and Das Kapital • Response to the injustices of capitalism

• Importance to communists of redistribution of wealth c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave

trade, and the labor union movement. The nature of work in the factory system • Family-based cottage industries displaced by the factory system • Harsh working conditions with men competing with women and children for wages • Child labor that kept costs of production low and profits high • Owners of mines and factories who exercised considerable control over the lives of their laborers Impact of the Industrial Revolution on slavery • The cotton gin increased demand for slave labor on American plantations. • The United States and Britain outlawed the slave trade and then slavery. Social effects of the Industrial Revolution • Women and children entering the workplace as cheap labor • Introduction of reforms to end child labor • Expansion of education • Women’s increased demands for suffrage The rise of labor unions • Encouraged worker-organized strikes to demand increased wages and improved working conditions • Lobbied for laws to improve the lives of workers, including women and children • Wanted workers’ rights and collective bargaining between labor and management d) explaining the rise of industrial economies and their link to imperialism and nationalism; Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences. Forms of imperialism • Colonies • Protectorates • Spheres of influence Imperialism in Africa and Asia • European domination • European conflicts carried to the colonies • Christian missionary efforts • Spheres of influence in China • Suez Canal • East India Company’s domination of Indian states • America’s opening of Japan to trade

e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the

responses of colonized peoples. Responses of colonized peoples • Armed conflicts (e.g., events leading to the Boxer Rebellion in China) • Rise of nationalism (e.g., first Indian nationalist party founded in the mid-1800s)

SS2: Using documents, other primary data and secondary sources to identify and analyze viewpoint, context, change over time, bias, and main idea as well as to interpret and form generalizations.

Be able to identify type, main idea, and the context of the source being used

Be able to identify point of view of a source, and put it into student’s own words

Be able to form generalizations and categorize contexts and biases to analyze and characterize changes over time in student’s own words.




















WH3: Recognizing universal commonalities without erasing cultural uniqueness

Identify environmental and historical determinants of culture.

List reasons for why some cultures have similar characteristics or features.

Understanding the underlying causes for similarities and difference among societies (wealth, geography, etc.) Give reasons for why cultures that have commonalities developed differently.

Grade 10 World History Unit V: Crisis and Global War—1900 to 1945 Virginia Standards WHII.10a, b, c; WHII.11a, b, c; WHII.12a, b, c

At the end of this unit, students will be able to: 1. Explain the economic and political factors that led to World War I. (Includes: WHII10a) 2. Describe the most significant events of World War I. (Includes: WHII.10a) 3. Explain the impact of World War I on the people and nations of the globe. Did the end of the war lead to an effective and lasting world system?

(Includes WHII.10b) 4. Explain how and why the Russian Revolution took place, and describe its immediate effects on the world political situation? (Includes WHII.10c) 5. Explain how the settlements signed at the end of WW I dealt with colonial “possessions.” (Includes WHII.11a) 6. Show how the economic effects of the Great Depression contributed to resentment and anger in world politics. (Includes WHII.11b,c) 7. Explain the economic and political factors that allowed tyranny and totalitarianism to arise in multiple countries. (Includes WHII.11c) 8. Describe the ways in which economic and political factors left unsettled by, or created by, WW I, contributed to World War II. (Includes WHII.12a) 9. Explain the significance of the major events of World War II, including the Holocaust. (Includes WHII.12a,b) 10. List and describe the significant outcomes of WW II in Europe and Asia. (Includes WHII.12c) 11. Explain why and how international agreements emerged from WW II, and analyze their effectiveness in light of conflicts and genocidal actions that

came later in the 20P

thP Century. (Includes WHII.12b,c)

Suggested skills to emphasize in this unit: SS1-Constucting and evaluating arguments; SS2-Using documents, other primary data….form generalizations; SS3-Using maps, globes, artifacts, etc.; SS4-Identifying and comparing political boundaries…; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; All Cognitive Skills (“CS”)—especially CS1, CS4.

CRISIS AND GLOBAL WAR: 1900-1945

A. WORLD WAR I – WHAT WERE THE MAJOR POLITICAL AND ECONOMIC ISSUES THAT LED TO WW I? WERE THEY RESOLVED AT THE END OF THE WAR BY THE NATIONS INVOLVED?

A.1 CAUSES (WHII.10A)

A.1.1 Economic Competition

A.1.2 Arms Race

A.2 EFFECTS

A.2.1 International Agreements (WHII.10b)

Versailles

League of Nations

Mandates

A.2.2 Devastation (WHII.11a)

Depression: Economic and Political

Problems of the Depression (WHII.11b)

Rise of Totalitarian Powers (WHII.11c)

USSR

Germany

Italy

Japan

A.2.3 Russian Revolution (WHII.10c)

International Marxism

B. WORLD WAR II – WHAT HAS BEEN THE LEGACY OF WW II? WHAT EVENTS DURING THE WAR AND AT ITS CONCLUSION MADE THE WORLD A DIFFERENT PLACE—DIFFERENT FROM WHAT IT HAD BEEN IN 1939?

B.1 CAUSES (WHII.12A)

B.1.1 Depression

B.1.2 International Political Failures of WWI

Rise of Dictators and Dictatorial Ideologies

Fascism

Nazism

Communism

B.2 MAJOR FIGURES (WHII.12A)

B.2.1 FDR

B.2.2 Truman

B.2.3 Eisenhower

B.2.4 MacArthur

B.2.5 Marshall

B.2.6 Churchill

B.2.7 Stalin

B.2.8 Hitler

B.2.9 Tojo

B.2.10 Hirohito

B.3 THE HOLOCAUST (WHII.12B)

B.3.1 Genocide

B.4 THE NEW SETTING IN 1945 (WHII.12C)

B.4.1 War Crime Tribunals

B.4.2 "2 Camps" - Capitalism and Socialism

B.4.3 Reconstruction

B.4.4 United Nations and the UDHR

SOLs and Skills Forming the Content of this Unit: WHII.10 The student will demonstrate knowledge of the worldwide impact of World War I by a) explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and

Kaiser Wilhelm II; Causes of World War I • Alliances that divided Europe into competing camps • Nationalistic feelings • Diplomatic failures • Imperialism • Competition over colonies • Militarism Major events • Assassination of Austria’s Archduke Ferdinand • United States enters the war • Russia leaves the war b) explaining the outcomes and global effect of the war and the Treaty of Versailles. Outcomes and global effect • Colonies’ participation in the war, which increased demands for independence • End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires • Enormous cost of the war in lives, property, and social disruption Treaty of Versailles • Forced Germany to accept responsibility for war and loss of territory and to pay reparations • Limited the German military • League of Nations c) citing causes and consequences of the Russian Revolution. Causes of 1917 revolutions • Defeat in war with Japan in 1905 • Landless peasantry • Incompetence of Tsar Nicholas II • Military defeats and high casualties in World War I Rise of communism • Bolshevik Revolution and civil war • Vladimir Lenin’s New Economic Policy

• Joseph Stalin, Lenin’s successor WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by a) describing the League of Nations and the mandate system. League of Nations • International cooperative organization • Established to prevent future wars • United States not a member • Failure of League because it did not have power to enforce its decisions The mandate system • During World War I, Great Britain and France agreed to divide large portions of the Ottoman Empire in the Middle East between themselves. • After the war, the “mandate system” gave Great Britain and France control over the lands that became Iraq, Transjordan, and Palestine (British controlled) and Syria and

Lebanon (French controlled). • The division of the Ottoman Empire through the mandate system planted the seeds for future conflicts in the Middle East. b) citing causes and assessing the impact of worldwide depression in the 1930s. Causes of worldwide depression • German reparations • Expansion of production capacities and dominance of the United States in the global economy • High protective tariffs • Excessive expansion of credit • Stock Market Crash of 1929 Impact of worldwide depression • High unemployment in industrial countries • Bank failures and collapse of credit • Collapse of prices in world trade • Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and

identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. U.S.S.R. during the Interwar Period — Joseph Stalin • Entrenchment of communism • Stalin’s policies: Five-year plans, collectivization of farms, state industrialization, secret police • Great Purge Germany during the Interwar Period — Adolf Hitler • Inflation and depression

• Democratic government weakened • Anti-Semitism • Extreme nationalism • National Socialism (Nazism) • German occupation of nearby countries Italy during the Interwar Period — Benito Mussolini • Rise of fascism • Ambition to restore the glory of Rome • Invasion of Ethiopia Japan during the Interwar Period — Hirohito and Hideki Tojo • Militarism • Industrialization of Japan, leading to drive for raw materials Invasion of Korea, Manchuria, and the rest of China WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt,

Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Economic and political causes of World War II • Aggression by the totalitarian powers of Germany, Italy, Japan • Nationalism • Failures of the Treaty of Versailles • Weakness of the League of Nations • Appeasement • Tendencies towards isolationism and pacifism in Europe and the United States Major events of the war (1939–1945) • German invasion of Poland • Fall of France • Battle of Britain • German invasion of the Soviet Union • Japanese attack on Pearl Harbor • D-Day (Allied invasion of Europe) • Atomic bombs dropped on Hiroshima and Nagasaki Major leaders of the war • Franklin D. Roosevelt: U.S. president • Harry Truman: U.S. president after death of President Roosevelt • Dwight D. Eisenhower: Allied commander in Europe

• Douglas MacArthur: U.S. general • George Marshall: U.S. general • Winston Churchill: British prime minister • Joseph Stalin: Soviet dictator • Adolf Hitler: Nazi dictator of Germany • Hideki Tojo: Japanese general • Hirohito: Emperor of Japan b) examining the Holocaust and other examples of genocide in the twentieth century. Terms to know • genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group Elements leading to the Holocaust • Totalitarianism combined with nationalism • History of anti-Semitism • Defeat in World War I and economic depression blamed on German Jews • Hitler’s belief in the master race • Final solution: Extermination camps, gas chambers Other examples of genocide • Armenians by leaders of the Ottoman Empire • Peasants, government and military leaders, and members of the elite in the Soviet Union by Joseph Stalin • Artists, technicians, former government officials, monks, minorities, and other educated individuals by Pol Pot in Cambodia • Tutsi minority by Hutu in Rwanda c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948). Outcomes of World War II • Loss of empires by European powers • Establishment of two major powers in the world: The United States and the U.S.S.R. • War crimes trials • Division of Europe, Iron Curtain • Establishment of the United Nations • The Universal Declaration of Human Rights • Marshall Plan • Formation of North Atlantic Treaty Organization (NATO) and Warsaw Pact Efforts for reconstruction of Germany • Democratic government installed in West Germany and West Berlin • Germany and Berlin divided among the four Allied powers • Emergence of West Germany as economic power in postwar Europe

Efforts for reconstruction of Japan • United States occupation of Japan under MacArthur’s administration • Democracy and economic development • Elimination of Japanese offensive military capabilities; guarantee of Japan’s security by the United States • Emergence of Japan as dominant economy in Asia International Cooperative Organizations • United Nations • North Atlantic Treaty Organization (NATO) • Warsaw Pact The Universal Declaration of Human Rights • Established and adopted by members of the United Nations • Provided a code of conduct for the treatment of people under the protection of their government

SS1: Constructing and evaluating arguments.

Identifying the argument and supporting examples.

Students model the identified structure to organize their own arguments and pieces of evidence.

Students evaluate the success and effectiveness of arguments.





















CS1: Understanding main ideas.

Identify the main idea. Identify subordinate and supporting ideas.

Add supporting ideas to enhance the main idea. Describe connections between them.

CS4: Understanding the use of examples.

Identify the evidence used to support a point/argument/main idea.

Explain the reason that particular information was used to explain the point/argument/idea.

Contribute additional examples to an existing argument or main idea.

Grade 10 World History Unit VI: Cold War and the Liberation of Colonies—1945 to 1989 Virginia Standards WHII.13a, b, c, d; WHII.14a, b, c.

At the end of this unit, students will be able to: 1. Define the “Cold War” and give examples of conflicts that fit the definition. (Includes: WHII13a) 2. Compare the political and economic systems of communism and capitalism, and explain the reasons for the economic difficulties of the USSR. (Includes:

WHII.13a) 3. Explain how the existence of nuclear weapons affected the relationship between the US and the USSR, as well as world politics generally. (Includes

WHII.13b) 4. Explain the causes and the effects of the process of de-colonization. What were some of the revolutionary movements that succeeded—and why did

they succeed? (Includes WHII.13c; 14a, b, c) 5. List and describe some of the major reform movements in developed and developing countries in the second half of the 20P

thP Century. Who were their

leaders and what were their achievements? (Includes WHII.13d) Suggested skills to emphasize in this unit: SS2-Using documents, other primary data….form generalizations; SS3-Using maps, globes, artifacts, etc.; SS4-Identifying and comparing political boundaries…; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; WH2-Comparing Societies; WH3-Recognizing universal commonalities…All Cognitive Skills (“CS”)—especially CS3, CS4.

COLD WAR AND THE LIBERATION OF COLONIES: 1945-1989

A. KEY EVENTS OF THE US-SOVIET RIVALRY (WHII.13A) – WHAT WERE THE REASONS FOR THE US-SOVIET RIVALRY, AND WHY DID IT NOT RESULT IN DIRECT ARMED CONFLICT?

A.1 BERLIN

A.2 EASTERN EUROPE

A.3 CHINA 1949

A.4 KOREA

A.5 VIETNAM

A.6 DEVELOPING WORLD

A.7 PEOPLE

A.7.1 Truman

A.7.2 JFK

A.7.3 Khrushchev

A.7.4 Nixon

A.7.5 Brezhnev

A.7.6 Reagan

A.7.7 Gorbachev (WHII.13d)

A.8 SOVIET COLLAPSE 1989

B. NUCLEAR WEAPONS (WHII.13B) – WHAT IS “DETERRENCE” AND WHAT DOES IT HAVE TO DO WITH THE COLD WAR?

B.1 A-BOMB AND H-BOMB

B.2 SPUTNIK AND SPACE RACE

B.3 CUBAN CRISIS

B.4 TEST BAN TREATY

B.5 SALT

C. LIBERATION OF COLONIES (WHII.13C,D; WHII.14A,B,C) – WHAT WERE SOME OF THE IDEOLOGIES THAT INSPIRED DE-COLONIZATION EFFORTS, AND WHAT WERE SOME OF THE PRACTICAL ADVANTAGES OF THE PEOPLE FIGHTING FOR THE END OF COLONIZATION?

C.1 CHINA

C.1.1 Mao

C.1.2 Chiang Kai Shek

C.1.3 Deng Xiaoping

C.2 INDIA

C.2.1 Gandhi, M.

C.2.2 Gandhi, I.

C.3 VIETNAM

C.3.1 Ho Chi Minh

C.4 KENYA

C.4.1 Kenyatta

C.5 SOUTH AFRICA

C.5.1 Mandela

C.6 MIDDLE EAST MANDATES END

C.6.1 Meier

C.6.2 Nasser

SOLs and Skills Forming the Content of this Unit: WHII.13 The student will demonstrate knowledge of major events in the second half of the twentieth century by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes

of the collapse of communism in the Soviet Union and Eastern Europe; Beginning of the Cold War (1945–1948) • The Yalta Conference and the Soviet control of Eastern Europe • Rivalry between the United States and the U.S.S.R. • Democracy and the free enterprise system vs. dictatorship and communism • President Truman and the Policy of Containment • Eastern Europe: Soviet satellite nations, the Iron Curtain Collapse of communism in the Soviet Union and Eastern Europe • Soviet economic collapse • Nationalism in Warsaw Pact countries • Tearing down of Berlin Wall • Breakup of the Soviet Union • Expansion of NATO b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945. Characteristics of the Cold War (1948–1989) • North Atlantic Treaty Organization (NATO) vs. Warsaw Pact • Korean War • Vietnam War • Berlin and significance of Berlin Wall • Cuban Missile Crisis • Nuclear weapons and the theory of deterrence c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e., Mao Tse-

tung (Zedong), Chiang Kai-shek, and Ho Chi Minh. Terms to know • containment: A policy for preventing the expansion of communism Conflicts and revolutionary movements in China • Division of China into two nations at the end of the Chinese civil war • Chiang Kai-shek (Jiang Jieshi): Nationalist China (island of Taiwan) • Mao Tse-tung (Mao Zedong): Communist China (mainland China) • Continuing conflict between the two Chinas • Communist China’s participation in Korean War

Conflicts and revolutionary movements in Vietnam • Role of French Imperialism • Leadership of Ho Chi Minh • Vietnam as a divided nation • Influence of policy of containment • The United States and the Vietnam War • Vietnam as a reunited communist country today d) describing major contributions of selected world leaders in the second half of the twentieth century, including Indira Gandhi, Margaret Thatcher,

Mikhail Gorbachev, and Deng Xiaoping. Indira Gandhi • Closer relationship between India and the Soviet Union during the Cold War • Developed nuclear program Margaret Thatcher • British prime minister • Free trade and less government regulation of business • Close relationship with United States and U.S. foreign policy • Assertion of United Kingdom’s military power Mikhail Gorbachev • Glasnost and perestroika • Fall of the Berlin Wall • Last president of Soviet Union Deng Xiaoping • Reformed Communist China’s economy to a market economy leading to rapid economic growth Continued communist control of government WHII.14 The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by a) describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s democracy. Regional setting for the Indian independence movement • Indian sub-continent • British India • India • Pakistan (formerly West Pakistan) • Bangladesh (formerly East Pakistan) • Sri Lanka (formerly Ceylon) Evolution of the Indian independence movement • British rule in India

• Indian National Congress • Leadership of Mohandas Gandhi • Role of civil disobedience and passive resistance • Political division along Hindu-Muslim lines — Pakistan/India • Republic of India

– World’s largest democratic nation – Federal system, giving many powers to the states

Indian democracy • Jawaharlal Nehru, a close associate of Gandhi, supported western-style industrialization. • 1950 Constitution sought to prohibit caste discrimination. • Ethnic and religious differences caused problems in the development of India as a democratic nation. • New economic development has helped to ease financial problems of the nation. b) describing Africa’s achievement of independence, including Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa. The independence movement in Africa • Right to self-determination (U.N. charter) • Peaceful and violent revolutions after World War II • Pride in African cultures and heritage • Resentment of imperial rule and economic exploitation • Loss of colonies by Great Britain, France, Belgium, and Portugal; influence of superpower rivalry during the Cold War Examples of independence movements and subsequent development efforts • West Africa: Peaceful transition • Algeria: War of Independence from France • Kenya (Britain): Violent struggle under leadership of Jomo Kenyatta • South Africa: Black South Africans’ struggle against apartheid led by Nelson Mandela, who became the first black president of the Republic of South Africa c) describing the end of the mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdul

Nasser. Mandates in the Middle East • Established by the League of Nations • Granted independence after World War II • Resulted in Middle East conflicts created by religious differences French mandates in the Middle East • Syria • Lebanon British mandates in the Middle East • Jordan (originally Transjordan) • Palestine (a part became independent as the State of Israel)

Golda Meir • Prime Minister of Israel • After initial setbacks, led Israel to victory in Yom Kippur War • Sought support of United States Gamal Abdul Nasser • President of Egypt • Nationalized Suez Canal • Established relationship with Soviet Union • Built Aswan High Dam




























CS3: Comparing and contrasting ideas presented in two passages.

Create a T-chart and list the main ideas and supporting evidence for each passage.

Create a Venn Diagram to further organize the information and identify similarities and differences.

Compare and contrast the two passages in discussion and writing.





Grade 10 World History Unit VII: Our World Today Virginia Standards WHII.15a, b; WHII.16a, b, c, d.

At the end of this unit, students will be able to: 1. Describe the beliefs and customs of five major world religions, and explain how those religions affect politics and societies both domestically and

across borders. (Includes: WHII15a,b) 2. Explain how and why populations on the globe are moving and migrating-citing the role of technology and science in global migration. (Includes:

WHII.16a) 3. Explain how economic development and the environment affect migration patterns. (Includes WHII.16b) 4. Explain the connections between economic freedom and political freedom. (Includes WHII.16b) 5. Define “globalization” and explain the role of trade agreements, international corporations and organizations in the globalizing trends. (Includes WHII.16c) 6. Describe the role that global terrorism plays in the growing interdependence of nations and people. Why is it happening? What is its impact? (Includes

WHII.16d) Suggested skills to emphasize in this unit: SS2-Using documents, other primary data….form generalizations; SS3-Using maps, globes, artifacts, etc.; SS4-Identifying and comparing political boundaries…; SS5-Analyzing and evaluating trends in human movement; WH1-Identify and analyze global patterns over time…; WH2-Comparing Societies; WH3-Recognizing universal commonalities…All Cognitive Skills (“CS”)—especially CS9, CS19.

OUR WORLD TODAY

A. DEMOGRAPHICS (WHII.16A) WHAT ARE THE REASONS FOR MIGRATIONS OF PEOPLE FROM ONE COUNTRY OR REGION TO ANOTHER? WHERE ARE THE LARGEST MIGRATIONS TAKING PLACE?

A.1 ETHNIC RIVALRIES

A.2 MIGRATIONS

B. TECHNOLOGY (WHII.16A) HOW HAVE SCIENCE AND TECHNOLOGY EITHER ENCOURAGED OR DISCOURAGED GLOBAL MIGRATION? HAVE SCIENCE AND TECHNOLOGY CHANGED MIGRATION PATTERNS?

B.1 CHEMICAL

B.2 BIOLOGICAL

C. ECONOMIC DEVELOPMENT WHAT EFFECTS DOES ECONOMIC DEVELOPMENT HAVE ON THE INTEGRATION OF PEOPLE ACROSS BOUNDARIES? WHAT TYPES OF ECONOMIC ACTIVITY OR POLICY ENCOURAGE THE INTERACTION OF PEOPLE IN DIFFERENT NATIONS?

C.1 FREE ENTERPRISE (WHII.16B)

C.1.1 China

C.1.2 India

C.1.3 Pacific nations

C.1.4 Political Implications

C.2 EFFECT ON POPULATION, ENVIRONMENT (WHII.16B)

C.3 TRADE AND INTERNATIONALISM (WHII. 16C)

C.3.1 Globalization

Multinationals

D. SECURITY THREATS WHAT MIGHT BE SOME CAUSES OF TERRORIST ACTIVITY? WHAT STEPS DO GOVERNMENTS NEED TO TAKE TO DEAL WITH THIS THREAT?

D.1 EXTREMISM AND TERRORISM (WHII.16D)

E. RELIGION: BELIEFS AND LOCATION (WHII.15A,B) HOW DO RELIGIOUS BELIEFS ACROSS THE GLOBE AFFECT HUMAN INTERACTION? DO THEY AFFECT MIGRATION? ECONOMICS? IF SO, IN WHAT GLOBAL REGION CAN WE FIND RELIGION’S STRONGEST INFLUENCES?

E.1 HINDUISM

E.2 BUDDHISM

E.3 PROPHETIC

E.3.1 Judaism

E.3.2 Christianity

E.3.3 Islam

SOLs and Skills Forming the Content of this Unit: WHII.15 The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by a) describing their beliefs, sacred writings, traditions, and customs. Judaism • Monotheism • Ten Commandments of moral and religious conduct • Torah: Written records and beliefs of the Jews Christianity • Monotheism • Jesus as Son of God • Life after death • New Testament: Life and teachings of Jesus • Establishment of Christian doctrines by early church councils Islam • Monotheism • Muhammad, the prophet • Qur’an (Koran) • Five Pillars of Islam • Mecca and Medina Buddhism • Founder: Siddhartha Gautama (Buddha) • Four Noble Truths • Eightfold Path to Enlightenment • Spread of Buddhism from India to China and other parts of Asia, resulting from Asoka’s missionaries and their writings Hinduism • Many forms of one God • Reincarnation: Rebirth based upon karma • Karma: Knowledge that all thoughts and actions result in future consequences b) locating the geographic distribution of religions in the contemporary world. Geographic distribution of world’s major religions • Judaism: Concentrated in Israel and North America • Christianity: Concentrated in Europe and North and South America • Islam: Concentrated in the Middle East, Africa, and Asia • Hinduism: Concentrated in India

• Buddhism: Concentrated in East and Southeast Asia WHII.16 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of

technology, including chemical and biological technologies. Migrations of refugees and others • Refugees as an issue in international conflicts • Migrations of “guest workers” to European cities Ethnic and religious conflicts • Middle East • Northern Ireland • Balkans • Horn of Africa • South Asia Impact of new technologies • Widespread but unequal access to computers and instantaneous communications • Genetic engineering and bioethics b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the

links between economic and political freedom. Contrasts between developed and developing nations • Geographic locations of major developed and developing countries • Economic conditions • Social conditions (literacy, access to health care) • Population size and rate of growth Factors affecting environment and society • Economic development • Rapid population growth Environmental challenges • Pollution • Loss of habitat • Global climate change Social challenges • Poverty • Poor health

• Illiteracy • Famine • Migration Relationship between economic and political freedom Free market economies produce rising standards of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent

examples include Taiwan and South Korea. c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements. Economic interdependence • Role of rapid transportation, communication, and computer networks • Rise and influence of multinational corporations • Changing role of international boundaries • Regional integration, e.g., European Union • Trade agreements, e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO) • International organizations, e.g., United Nations (UN), International Monetary Fund (IMF) d) analyzing the increasing impact of terrorism. Examples of international terrorism • Munich Olympics • Terrorist attacks in the United States (e.g., 9/11/2001) motivated by extremism (Osama bin Laden). • Car bombings • Suicide bombers • Airline hijackers Governmental responses to terrorist activities • Surveillance • Review of privacy rights • Security at ports and airports • Identification badges and photos




























CS9: Distinguish conflicting viewpoints

Be able to identify viewpoints in a reading passage.

Identify and list specific points on which authors differ.

Apply conflicting viewpoints to the course of study, debates, and essays by making predictions and general summary statements.




Loudoun County Public Schools Skills Articulation for Grade 10 Social Science: World History, 1450/1500 to the Present Part I: Identification of skills Social Science Skills 1. Constructing and evaluating arguments 2. Using document, other primary data, and secondary sources to identify and analyze point of view, context, change over time, bias and main

idea as well as to interpret and form generalizations. 3. Using map, globes, artifacts, and pictures to interpret the past, analyze the physical and cultural landscape as well as changes to that

landscape, and identify important geographic features 4. Identifying and comparing political boundaries with historical predecessors 5. Analyzing and evaluating trends in human movement World History Skills 1. Identifying and analyzing global patterns over time as well as connect local and global patterns 2. Comparing societies 3. Recognizing universal commonalities without erasing cultural uniqueness Cognitive Skills 1. Understanding main ideas in a reading passage 2. Understanding tone 3. Comparing and contrasting ideas presented in two passages 4. Understanding the use of examples 5. Recognizing the purpose of various writing strategies 6. Applying ideas present in a reading passage 7. Determining an author’s purpose or perspective 8. Making connections between information in different parts of a passage 9. Distinguishing conflicting viewpoints

Part I: Identification of skills--Cognitive (cont.) 10. Understanding difficult vocabulary 11. Understanding how negative words, suffixes and prefixes affect sentences 12. Understanding complex sentences 13. Recognizing connections between ideas in a sentence 14. Recognizing words that signal contrasting ideas in a sentence 15. Recognizing a definition when it is presented in a sentence 16. Understanding sentences that deal with abstract ideas 17. Understanding and using a word in an unusual context 18. Choosing a correct answer based on the meaning of the entire sentence 19. Understanding sentences that deal with scientific ideas 20. Organizing and managing information to solve multistep problems 21. Being precise and clear in your writing 22. Following conventions in writing 23. Recognizing logical connections within sentences and passages

Part II: Steps for Skill Attainment: Grade 10 World History

Skill Beginning Intermediate Proficient SS1: Constructing and evaluating arguments.

Identifying the argument and supporting examples.

Students model the identified structure to organize their own arguments and pieces of evidence.

Students evaluate the success and effectiveness of arguments.




























CS1: Understanding main ideas. Identify the main idea. Identify subordinate and supporting ideas.

Add supporting ideas to enhance the main idea. Describe connections between them.

CS2: Understanding tone. Identify the author, place, and time of the writing.

Analyze and evaluate author’s word choice and order of ideas.

Explain how knowing who the author is, when he/she wrote and how he/she wrote allows us to interpret tone.

CS3: Comparing and contrasting ideas presented in two passages.

Create a T-chart and list the main ideas and supporting evidence for each passage.

Create a Venn Diagram to further organize the information and identify similarities and differences.

Compare and contrast the two passages in discussion and writing.





CS5: Recognizing the purpose of various writing strategies.

Identify purpose in various sample writings through awareness of historical context, word choice, background of author, and audience.

Understand the role of purpose in writing by deconstructing the assignment or question given.

Select appropriate writing strategy to fit the question.

CS6: Applying ideas present in a reading passage

Pick topic sentences and main ideas out of a reading passage.

Summarize main ideas and meanings

Make predictions or logical extensions based on interpreted meanings.

CS7: Determining an author’s purpose and perspective

Understand difference between primary and secondary sources

Understand bias and reasons for author bias

Make summative statements assessing authors’ views.

CS8: Making connections between information in different parts of a passage

Identify key points of a passage and specific facts cited by the author.

Categorize specific pieces of information according to the points they support.

Supply additional facts or information that would support the authors’ points.

CS9: Distinguish conflicting viewpoints Be able to identify viewpoints in a reading passage.

Identify and list specific points on which authors differ.

Apply conflicting viewpoints to the course of study, debates, and essays by making predictions and general summary statements.

CS10: Understanding difficult vocabulary

Read, pronounce and spell new and difficult words.

Define new terms in own words. Use terms correctly in arguments and writing.

CS11: Understanding how negative words, suffixes, and prefixes affect sentences.

Memorize word meanings and their opposites when suffixes, prefixes are used.

Describe similarities between word meanings that use the same suffixes, prefixes. (Categorize!)

Change meanings in assigned sentences by adding negative terms, suffixes, prefixes.

CS12: Understanding complex sentences

Define new or complex terms, identify nouns, verbs, adjectives and adverbs in a sentence.

Break sentences down into component parts. Put these parts or phrases into own words.

Rephrase complex sentences in own words

CS13: Recognizing connections between ideas in a sentence

Define key words and concepts using a source other than the teacher (dictionary, glossary, etc.)

Identify the main idea in sentences Explain the connection between main ideas in own words

CS14: Recognizing words that signal contrasting ideas in a sentence

Identify words that signal contrasting ideas such as “while,” “however,” etc.

Rephrase and rewrite sentences that include contrasting ideas, utilizing different contrast words

Write sentences (or essays) that have contrasting ideas, utilizing appropriate contrast words

CS15: Recognizing a definition when it is presented in a sentence

Identify definitions found in reading selections or textbook

Rephrase and rewrite sentence that include definitions

Write sentences that include definitions, but that are not specifically definition.

CS16: Understanding sentences that deal with abstract ideas

Distinguish between concrete and abstract vocabulary.

Explain abstract ideas in own words Develop examples that illustrate abstract ideas, such as simile, metaphor, and symbolic language.

CS17: Understanding and using a word in an unusual context

Identify words which seem inconsistent with tone or purpose of a reading passage.

Give parallel examples of the symbolic term’s meaning in another context.

Use comparative illustrative language and phrases in writing and discussion.

CS18: Choosing a correct answer based on the meaning of the entire sentence

Distinguish between different types of reading and writing: factual vs. creative vs. interpretive vs. persuasive, etc.

Identify the point of an author’s writing sample.

Rephrase reading passages and written statements into own words.




CS20: Organizing and managing information to solve multistep problems

Organize information into graphic organizers provided by the teacher. Identify key directive words and their corresponding graphic organizer.

Students create their own organizers to match the question and its sub-questions.

Categorize the information and arrange it into a sequential presentation building to a conclusion.

CS21: Being precise and clear in your writing

Understand the basic principles of grammar (subject and verbs). Use vocabulary in correct context.

Write sentences with relevant vocabulary and an economy of words.

Express thoughts in coherent, factual sentences that build upon and support each other.

CS22: Following conventions of writing

Understand the basic principles of grammar and paragraphing by outlining reading passages.

Create outlines for students’ own writing.

Internalize the core structure (thesis statement, supporting paragraphs, and a conclusion)—display understanding through organized writing.

CS23: Recognizing logical connections within sentences and passages

Explain and summarize an author’s point in a paragraph, passage, or statement based on language, structure and the reader’s content knowledge.

Make predictions about what succeeding sections of a passage will contain given previous points and ideas in earlier statements and phrases in the passage.

Write with a consistent point using non-conflicting pieces of evidence.

Documents

Grade Ten History and Social Science: World History since ...€¦ · from charts and maps and manifestations of culture. SS5: Analyzing and evaluating trends in human movement