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9th GradeGlobal History

Curriculum Map

Greenburgh School DistrictWoodlands HSMs. Henriquez

9th Grade GLOBAL HISTORY AND GEOGRAPHY

UNIT ONE: Methodology of Global History and Geography (Early Sept-Late Sept) Essential Question: How do people attempt to make sense of the world around them?

Essential Understandings The social sciences consist of various subject areas, such as history, economics, political science, sociology, geography, archeology and anthropology. People and civilizations are influenced by their environment. History is subject to interpretation and analysis. Students should be able to describe and explain some of the skills and understandings essential for a successful study of Global History, including: o The ability to investigate competing interpretations of history, and to hypothesize why interpretations change over time. o The ability to explain the importance of historical evidence, including artifacts and primary source documents. o An understanding of, and ability to use, time frames and periodization. o An understanding of human and physical geography, including the ability to define world regions and explain why geography impacts human activities such as trade and migration. o An emphasis on asking and answering critical thinking questions. o The ability to describe major economic concepts such scarcity, resources, and supply and demand. o An understanding of the interdependence of economics. o An understanding of the purposes of government. o The ability to explain political concepts such as the need for law and how views of the rights and responsibilities of citizens change over time and space.

Note: These skills and understandings are not limited to this one introductory unit but must continue to be infused into the body of the course over the entire two year sequence. Themes: Human/Physical Geography; Movement of People and Goods; Needs and Wants; Interdependence; Culture Essential Vocabulary Archeology Secondary Source Continent Social Culture Economics Era Geography Political Primary Source

Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words.

Suggested Documents: Timelines, photographs and/or models of temples, pictures of artifacts, palaces, and Neolithic villages; record-keeping systems; creation stories such as The Epic of Gilgamesh Sample Regents Questions 1. What is a major feature of a traditional economy? (1) nationalizing foreign-owned businesses (2) determining prices using a free market (3) establishing quotas based on five-year plans (4) bartering for goods and services 2. An economist is a social scientist who focuses on the study of the (1) development of spiritual practices (2) establishment of legal systems (3) creation and implementation of social class systems (4) production and exchange of goods and services 3. The term subsistence farming is best defined as (1) redistributing farmland (2) producing only enough crops to meet family needs (3) irrigating farmland (4) exchanging farm products for money

UNIT TWO: The Rise of Civilization (4,000 BC-1,000 BC) (Late September-Late October)

Essential Question: How does when and where I live influence how I live?

Essential Understandings: The effects of the Neolithic Revolution represent one of the great turning points in human history. As agricultural societies developed and grew their way of life continued to change, leading to the rise of the world’s first civilizations. Civilizations are characterized by a set of common factors, including complex social institutions, some form of writing, and an advanced science and technology. The world’s first civilizations developed in river valleys. Students should be able to explain the nature of the relationship between early peoples and their environment. o What reasons can you pose to explain why early peoples migrated from place to place? Students should understand the concept of critical turning points in history, and how people are affected by technological change. o Example: Neolithic Revolution When studying early river civilizations students should investigate at least two civilizations in depth. It is not necessary that all civilizations be addressed to the same extent. The following model can be used in the study of any early civilization: o Why was the introduction of agriculture referred to as the Neolithic Revolution, and why was this a turning point? o What political systems developed in early river civilizations? o How was the rise of cities related to the Neolithic Revolution and the development of early civilizations? Themes: Human/Physical Geography; Movement of People and Goods; Urbanization

Essential Vocabulary Agriculture Irrigation Artifact Migrate Barter Neolithic Revolution Cause and Effect Nomad Civilization Polytheism Culture Primary Source Economics River Valley Civilization Geography Secondary Source Timeline Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes.

Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words

Sample Regents Questions 1. One similarity found in both Egyptian and Sumerian civilizations is that each developed a (1) monotheistic religion (3) ziggurat (2) compass (4) written language

2. Which name identifies the region located between the Tigris and Euphrates rivers? (1) Cape of Good Hope (3) Mesopotamia (2) Sinai Peninsula (4) Horn of Africa

3. What was an important result of the Neolithic Revolution? (1) Food supplies became more reliable. (2) New sources of energy became available. (3) People became more nomadic. (4) Populations declined.

4. One way in which the Huang He, the Indus, and the Nile civilizations were similar is that they each (1) flourished by trading salt and gold (2) developed monotheistic religions (3) suffered repeated invasions (4) originated in river valleys

5. The study of culture primarily involves a) observing the physical environment of people b) learning why various peoples live as they do c) understanding the technology of modern machinery d) analyzing the personalities of children in the same family

5. The invention of writing systems and the growth of cities occurred only in civilizations a) originated in south Asia c) developed complex institutions b) developed matriarchal leadership d) borrowed heavily from the Greeks and Romans

6. One result of the Neolithic Revolution was a) an increase in the number of nomadic tribes b) a reliance on hunting and gathering for food c) the establishment of villages and the rise of governments d) a decrease in trade between cultural groups

7. Which geographic factor was most important to the development of the early river valley civilizations? a) fertile soils c) vast deserts b) high mountains d) smooth coastlines

UNIT THREE: Classical Civilizations (Late October-Late November) Essential Question Why do civilizations rise and fall?

Essential Understandings Students should be able to explain the contributions of military power, and transportation to the development of large empires. Students should be able to identify the cultural accomplishments of these civilizations. o How are contemporary democratic governments rooted in classical traditions? o How did geography affect the rise of city-states in Greece and the rise of the Roman Empire? Students should be able to explain the factors contributing to the collapse of these civilizations. Students should be able analyze the parallel development of classical civilizations. o What have been the contributions of classical civilizations? o What forces caused the rise and fall of classical civilizations? o How are contemporary democratic governments rooted in classical traditions? o How did geography affect the rise of city-states in Greece and the rise of the Roman Empire

Themes: Human/Physical Geography; Movement of People and Goods; Urbanization; Technology; Justice and Law; Culture and Intellectual Life Essential Vocabulary Athens City-State Democracy Direct Democracy Senate Patrician Plebian Sparta Twelve Tables Republic Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words. 28

Suggested Documents: Suggested Documents: Hammurabi’s Code, Hebrew law, the Twelve Tables of Rome (http://members.aol.com/pilgrimjon/private/LEX/12tables.html), the Golden Rule, The Odyssey, Ptolemaic maps, for Ashoka of the Maurya Empire see http://www.fordham.edu/halsall/india/ashoka-edicts.html Photographs of Gupta, Tang, and Song arts; remains of material culture; timelines; and maps Sample Regents Questions 1. The Code of Hammurabi and the Twelve Tables were designed to (1) create a stable society (2) promote peaceful relations with other cultures (3) provide a framework for the development of democracy (4) emphasize the importance of life after death

2. How did the geography of the Italian peninsula influence the development of the Roman Empire? (1) The unnavigable rivers in the northern part of the peninsula protected the Romans from their neighbors. (2) The harsh climate prevented agricultural production on the Italian peninsula. (3) The lengthy, rugged seacoast encouraged frequent invasions of the Italian peninsula. (4) The location of the peninsula contributed to Roman control of the Mediterranean region.

3. What was one cause of the development of many small independent city-states in ancient Greece? (1) Greece and Rome were often at war. (2) The mountainous terrain of Greece resulted in widely scattered settlements. (3) Military leaders found small Greek settlements easy to control. (4) The Greek people had many different languages and religions.

4. An important factor that prevented the ancient Greek city-states from uniting to form a single nation was the (1) lack of a common language (2) size of the desert regions (3) mountainous topography of the region (4) cold, hostile climate

5. One of the greatest contributions of Greek and Roman civilizations to world culture was: a) The first alphabet c) The decimal system b) Monotheistic religion d) Innovations in government and law

6. In both ancient Babylon and in the Roman republic, an important development was: a) A codified set of laws c) Social and political equality for all b) Aqueducts to provide water d) Acceptance of Christianity

7. Ancient Egyptian, Greek, and Roman civilizations were all similar in that each of these civilizations: a) Failed to develop a system of writing c) Established industrial economies b) Extended control over nearby people d) Adopted democratic government

UNIT FOUR Belief Systems (Late November-Late December)

Essential Question: How does religion influence both the individual and society?

Essential Understandings When analyzing the world’s major religions and philosophies it may be best to suspend a strict adherence to chronology in favor of comprehensively exploring belief systems as a theme. This study involves learning about the important roles and contributions made by individuals and groups. It is important to make linkages to the present. Questions to consider: o In what ways are these belief systems similar and different? o How do these belief systems affect our lives today? o What individuals, groups, and regions are associated with the world’s major religions? With what holy books are they associated? o How did the expansion of Buddhism, Christianity, Confucianism, and Islam encourage the encounter and exchanges of peoples, goods, and ideas? Belief Systems to address: o Animism o Hinduism o Buddhism o Chinese Philosophies (Confucianism, Daoism) o Judaism o Christianity o Islam o Shintoism All societies have some form of religious belief. Because these belief involve what people think life itself is about, religion often as a major impact on people’s behavior. Religion has been one of the most powerful influences on human history and culture. Religions can have either monotheistic or polytheistic beliefs. Each new religion has borrowed beliefs from the religion out of which it grew.

Themes: Belief Systems; Conflict; Diversity; Cultural and Intellectual Life Essential Vocabulary Animism Caste ConfuciusPilgramage Five Pillars of Islam Four Noble Truths Kami Karma Koran Mohammed Monotheism Nirvana Polytheism Reincarnation 31

Themes: Human/Physical Geography; Cultural/Intellectual Life; Political Systems; Decision Making/Citizenship Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words.

Suggested documents: Maps showing spread of religions, Old Testament, Torah, New Testament, the Lawbook of Manu: the Caste System, the Bhagavad-Gita, Life of Buddha, the Analects, Daoist poems, the Koran (Qur’an), Confucius, Analects http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/confucius.html

Sample Regents Multiple Choices 1.) Which practice is most closely associated with a person of the Islamic faith? a) refraining from eating meat on Fridays c) following the Eightfold Path b) praying five times a day d) worshipping many gods

2.) Which action is most closely associated with polytheism? a) praying in a synagogue c) worshipping many gods b) accepting the Eightfold Path d) reading the Koran 3.) In China, the development of civil service examinations and a belief in filial piety reflect the influence of a) Shinto c) Confucianism b) Jainism d) Buddhism

4.) Which belief system is most closely associated with the terms Eightfold Path, Four Noble Truths, and nirvana? a) Buddhism c) Judaism b) Christianity d) Shinto

5.) Confucianism had a strong impact on the development of China mainly because this philosophy a) established a basic structure for military rule b) provided a basis for social order c) contained the framework for a communist government d) stressed the importance of the individual

6.) Which belief is most closely associated with the philosophy of Confucianism? a) nirvana c) prayer b) reincarnation d) filial piety

8.) The caste system in India was characterized by a) toleration for various religious beliefs b) equality between men and women c) a lack of social mobility d) the right of people to choose their occupations

UNIT FIVE: Expanding Zones of Exchange and Encounter (500-1200) (Early January-Early March)

Note: The purpose of this study is to demonstrate the development of civilizations. Each of these individual civilizations should not be taught in great depth. Rather, the focus should be on enabling students to view similarities. The Byzantine Empire is particularly suited to this approach because it encompasses lands from more than one region. Questions to consider include: o What role did the Byzantine Empire play in the preservation and transmission of Greek and Roman knowledge, concept of law, and culture? o How did the Byzantine Empire impact on the development of Russia? o How did Constantinople’s location make it a crossroads of Europe and Asia? o How was Western Europe impacted by the fall of Constantinople?

Essential Question: Why/how do cultures borrow from each other?

Essential Understandings: The collapse of the Roman Empire and the fall of the Han Dynasty, both due to nomadic invaders, led to a period of great turmoil. Much of this period was spent trying to rebuild systems of law and order and preserve cultural heritage. In contrast to Western Europe, Golden Ages were experienced in other areas of the world, such as the Byzantine Empire, the Islamic world, and China. Students should be able to explain the concept of interdependent economies. Students should be able to trace both maritime and overland trading routes that linked civilizations and led to interdependence and cultural diffusion. o Points to Cover: Phoenician trade routes Silk Road Maritime and overland trade routes Linking Africa and Eurasia Linking China, Korea and Japan Students should be able to analyze the rise and spread of Islam, its impact on very diverse populations, and its role in cultural innovation and trade. Typical questions to consider include: o How did Islamic culture contribute to global history? o How did Islam link Eastern and Western culture? o How did Islamic missionaries help spread Islam in Africa and other regions? o How did Islamic art and architecture reflect a blend of many different cultures? Students should be able to describe the feudal system and evaluate the role of religion in medieval life, in addition to analyzing the causes and impacts of the Crusades. They should be able to explain why diverse groups have different viewpoints of this period, as well as to appreciate that one dimension of a society’s growth is its connection to neighboring and competing societies. They should also explore how places such as Jerusalem have taken on a symbolic meaning throughout history. o Medieval Europe

Human and physical geography Charlemagne

Feudalism: social hierarchy and stratification; role of men and women Spiritual and secular role of the Church Monastic centers of learning Art and architecture o Crusades Causes Impacts on Southwest Asia, Byzantium, and Europe Perspectives Key Individuals: Pope Urban II and Saladin Students should be able to analyze the cause and effects of the Crusades and their impact on European society. They should understand the diverse ways Muslims, Byzantines, and Christians viewed this period. They should appreciate that one dimension of a society’s growth is its connection to neighboring and competing societies. Students should explore how places have taken on symbolic meaning throughout history, e.g., Jerusalem as a holy city. Students should be able to analyze and evaluate the contributions to human history made by the Gupta Empire, Tang and Song Dynasties, Byzantine Empire, and early Russia. These understandings may be demonstrated by the ability to interpret and analyze documents and artifacts, the creation of graphic organizers, etc.

Themes: Human and Physical Geography/ Cultural and Intellectual Life/Interdependence Diversity/Justice/ Belief Systems/Economic Systems and Technology/Movement of People and Goods/Conflict Essential Vocabulary: Byzantine Empire Charlemagne Crusades Dynasty Feudalism Justinian Code Golden Age Gupta Empire Manor Middle Ages Medieval Serf Tang/Sung Dynasties Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words. Suggested documents: Justinian Code, pictures of Hagia Sophia, mosaics, reservoirs, etc. Maps showing trade in and around the Indian Ocean and Central Asia, Islamic art and architecture, and calligraphy. Photographs and architectural drawings, details of paintings showing everyday life, diagrams and charts of monasteries and manors, and diagrams of social pyramids

Sample Regents Multiple Choice 1) One similarity between the Gupta Empire and the Arab dynasties of the Islamic Golden Age is that they a) made advances in mathematics and literature b) gained wealth by obtaining gold from the Americas c) stressed the importance of dharma and karma d) controlled territories around the Mediterranean seacoast

2) • Cyrillic alphabet adopted for use in Russia. • Russians accepted the teachings of the Orthodox Christian Church. • Onion-shaped domes dotted the skyline of Kievan Russia.

Which term is most closely associated with these statements? a) ethnocentrism c) cultural diffusion b) interdependence d) colonialism

3) The early Russian civilization adopted the Eastern Orthodox religion, the Cyrillic alphabet, and different styles of art and architecture through contact with a) traders from China c) Vikings from northern Europe b) conquering Mongol invaders d) missionaries from the Byzantine Empire

4) Technological achievements made during the Tang and Song dynasties were important because they a) were used to defeat Kublai Khan b) contributed to economic growth and cultural advancement c) increased contact with the Americas d) led to social equality between men and women

5) Which political system is best described in the outline below? I.___________________________ A. Decentralized government B. Based on loyalty and service C. Code of chivalry D. Military elite a) oligarchy c) feudalism b) absolutism d) democracy 37

UNIT SIX: Global Interactions (1200-1650) (Early March-Late April)

Essential Question: Is it better for individuals and societies to isolate themselves or interact with others?

Essential Understandings While the Sahara served as a barrier separating the people of sub-Sahara Africa from the Mediterranean world and Eurasia, a rich gold-salt trade developed, and West Africa witnessed the rise of a series of powerful kingdoms. In Eurasia Genghis Khan united the Mongol and created an empire extending from Russia to Iraq to China. Trade was promoted throughout the empire. In Europe, the Crusades led to the decline of feudalism and the start of the Renaissance, leading to urbanization and an increase in commerce and trade. In Japan, a system of feudalism, similar to that of Europe, served to keep it isolated. Martin Luther’s challenges to the Catholic Church resulted in political and social changes. Students should be able to compare and contrast the social, political, and economic dimensions of the Japanese and European feudal systems. They should understand the impact of cultural diffusion on Japanese culture. The study of early Japanese history and feudalism must include: o Japan’s human and physical geography o Early traditions (Shintoism) o Ties with China and Korea: cultural diffusion, Buddhism, and Confucianism o Tokugawa Shogunate o Social hierarchy and stratification o Comparison to European feudalism Students should be able to comprehend the rise and fall of the Mongols and analyze their impact on Eurasia. o How did geography contribute to the success of the Mongols? o What forces led to the rise and fall of the Mongols? o How were a nomadic people able to conquer more advanced civilizations? o How did the Mongols impact the rise of Moscow? o How did the Mongols interact with the West and global trade (eg, Marco Polo) Students should be able to trace the rise and evolution of capitalism as an economic system. They should be able to explain that capitalism was made possible by changes within the European economic system and by overseas expansion. Content to cover: o The Resurgence of Europe Hanseatic League and Italian city-states Trade fairs and towns Medieval guilds Commercial Revolution o Major Trading Centers: Nanjing/MogadishuVenice o Ibn Battuta o Expansion of the Portuguese spice trade to Southeast Asia and its impact on Asia and Europe. o Questions to consider: What was the relationship between the rise of capitalism and the decline of feudalism? What role did a class of merchants and bankers play in the rise of capitalism? In a market economy, how does the system determine what goods and services are to be produced and in what quantities, and for whom?

How did a capitalist economy change the way men and women worked? Why did cities like Venice and Mogadishu become trading centers? What were the major land and sea trade routes of the early 1400s, and what goods were being traded? Students should be able to explain the development and interactions of social/cultural/political/economic/religious systems in different regions of the world. o What role did African kingdoms play in overland and maritime trade routes of the era? o What impact did Islam have on these kingdoms? What was the impact of Mansa Musa? o What forces contributed to the rise and fall of African kingdoms? How did they compare with the rise and fall of other empires? o How did traditional art reflect the beliefs of African kingdoms? Students will be able to analyze and evaluate the role played by the plague in major demographic and social shifts in Eurasia and Africa.

Students should be able to explain that the Renaissance represented a shift from the emphasis on spiritual concerns in the medieval period to more secular ones. Humanism emphasized the importance of individual worth in a secular society.

Themes: Human and Physical Geography/Change/Political Systems/Cultural and Political Life/Belief Systems/Economic Systems/Conflict/Movement of People and Goods Essential Vocabulary Marco Polo Humanism Sunni Ali Genghis Khan Renaissance Mali Mansa Musa Protestant Reformation Songhai Gold-Salt Trade Martin Luther Commercial Revolution 95 Theses Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words.

Suggested Documents: The Way of Samurai, and other literary works; materials on Kabuki theatre; Japanese wood-block prints; diagrams of the social system. Descriptions of Mongols by such travelers as Marco Polo (see http://www.fordham.edu/halsall/source/mpolo44-46.html) and others; visuals, maps. Leo Africanus; Description of Timbuktu from The Description of Africa see http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/leo_africanus.html Maps showing the global spread and extent of the plague, written accounts by Europeans and others (Jean deVenette; Ibn al-wardi; Giovanni Boccaccio, The Decameron) Diagrams of the printing press; nautical devices; maps and historical atlases—the historic maps of Ptolemy, Abraham Ortelius, Gerardus Mercator, Johann Blaeu, Georg Braun, and Franz Hogenberg; Renaissance art; excerpts from Renaissance literature; Machiavelli, The Prince; works by Dante, Cervantes, and Shakespeare, The Merchant of Venice; Martin Luther, The Ninty-five Theses, Loyola, Spiritual Exercise

Sample Regents Multiple Choice Questions 1) Humanism during the Italian Renaissance was focused on a) the affairs of the church b) self-sufficiency c) the importance of the individual d) political theories

2) What was a major characteristic of the Renaissance in Europe? a) secular achievements were emphasized. b) suffrage was granted to men and women. c) most literature was written in Arabic. d) most ancient Greek and Roman ideas were rejected

3) What was one cause of the Protestant Reformation? a) revolt by the Moors in Spain b) passage of the Act of Supremacy in England c) call for the Council of Trent by Pope Paul III d) corruption among high officials of the Catholic Church

4) Martin Luther was primarily dissatisfied with the Roman Catholic Church because he a) thought the church lacked structure b) disagreed with the sale of indulgences c) blamed the church for not curing people who had the plague d) believed that kings should have more power to appoint clergy

Unit Seven: The First Global Age (1450-1770) (Late April-End)

Essential Question: Does cultural diffusion change things for better or worse?

Essential Understandings: Students should be able to analyze the achievements of China under the Ming Dynasty and evaluate the impact of its image as the ―Middle Kingdom‖ on its political, economic, and social relationships with other societies, particularly the West. Additionally, students should analyze the reasons why China moved away from expeditions of trade and exploration and towards self-imposed isolation. Students should have a clear understanding of the extent of the Ottoman Empire at its height. They should investigate the factors that brought about change within the Ottoman Empire and its long term impacts on global history. Questions to consider: o How did Suleiman I compare to other absolute rulers such as Akbar, Louis XIV, Peter the Great)? o To what extent was the fall of Constantinople to the Ottomans a major turning point in global history? Students should be able to analyze the complexity of Mesoamerican society before the Encounter with European society. o How did Aztec and Incan civilizations exhibit the characteristics of a civilization? Students should be able to explain what Spain and Portugal were like on the eve of the Encounter, ie, the drive for political and religious unity as exemplified by the expulsion of the Moors and Jews. Students should be able to analyze reasons for Spanish and Portuguese voyages of exploration, and why 1492 was a turning point in global history. o What impact did the Encounter have on demographic trends in the Americas, Africa, and Europe? o How did life change as a result of this encounter? o What technologies made European overseas expansion possible? Students should understand the encounters between peoples in the 15th and 16th centuries had a tremendous impact upon the exchange of flora, flauna, and diseases. o What impact did European technology, food, and disease have on the Americans? o What impact did mercantilism have on European colonies? On Europe? Students should understand that in the 16th and 17th centuries, the monarchies of Western Europe sought to centralize political power. Political absolutism supported that trend. Students should be able to compare and contrast absolutism in Europe with absolutism in Asia and Africa. The tradition of sharing political power and natural law had its roots in Greek and Roman practice and was expressed in documents that limited royal power such as the Magna Carta and English Bill of Rights.

Essential Vocabulary Absolute Monarch Aztecs Divine Right Incas Magna Carta Mayas English Bill of Rights Conquistadors 43

Columbian Exchange Peninsular Mestizo Criollo Encomienda System Zheng He Vocabulary Expectations: Students will be able to Define each essential vocabulary word. Analyze each essential word through the application of who, what, when, why, and how questions. Provide at least two examples of essential words, when appropriate. Apply essential words to their relevant themes. Apply essential words to other historical eras, when appropriate. Apply definitions/concepts to Regents based questions. Define and use other appropriate words.

Suggested documents: Photographs of blue and white porcelain, map showing voyages of Zheng He; excerpts from the novel Journey to the We s t; Matteo Ricci, T h e Art of Printing http://academic.brooklyn.cuny.edu/core9/phalsall/texts/ric-prt.html Maps of Russian expansion, other political maps; Extracts f rom Bossuet’s Work on Kingship, http://history.hanover.edu/early/bossuet.htm Maps of transatlantic trade showing the exchange of goods; various diaries; Bartolomé de las Casas, The General History of the Indies Sample Regents Multiple Choice Questions Base your answer to question 1 on the passage below and on your knowledge of social studies. 1) “. . . (It) brought the potato, the pineapple, the turkey, dahlias, sunflowers, magnolias, maize, chillies and chocolate across the Atlantic. On the other hand, tens of millions died in the pandemics of the 16th century, victims of smallpox, measles and the other diseases brought by Europeans (and don’t forget that the African slave trade was begun by the Europeans, to replace the work force they had decimated).”. .

— Michael Wood, BBC History Which historical development is being described in this quotation? a) establishment of the line of Demarcation b) creation of the Hanseatic League c) Columbian exchange d) Glorious Revolution

2) The social class system in Latin America during the 16th and 17th centuries reflects the a) dominance of Spanish-born nobility b) emerging equality between classes c) influence of mestizo economic power d) increasing social mobility of Native American Indians 44

3) Which statement best describes a result of the encounter between Europeans and native populations of Latin America? a) Native societies experienced rapid population growth. b) European nations lost power and prestige in the New World. c) large numbers of natives migrated to Europe for a better life d) plantations in the New World used enslaved Africans to replace native populations

4) DEO REX, A REGE LEX —―the king is from God, and law is from the king.‖ — James I This quotation best reflects the concept of a) constitutional monarchy c) equal representation b) separation of powers d) divine right rule

Base your answer to question 5 on the passage below and on your knowledge of social studies.

5) . . . I conclude, therefore, with regard to being feared and loved, that men love at their own free will, but fear at the will of the prince, and that a wise prince must rely on what is in his power and not on what is in the power of others, and he must only contrive to avoid incurring hatred, as has been explained. . . incurring hatred, as has been explained. . .

This passage is most closely associated with the ideas of a) Pope Urban II c) John Calvin b) Niccolò Machiavelli d) Thomas Malthus

6) During the Ming dynasty, why did China stop investing in overseas naval expeditions? a) many foreigners were imitating Chinese culture. b) Chinese leaders saw little value in exploration. c) people disagreed with Confucius’s demand for more territory. d) Chinese merchants were threatened by foreign competition.

7) A major reason for Zheng He’s voyages during the 15th century was to a) promote trade and collect tribute b) establish colonies in Africa and India c) seal off China’s borders from foreign influence d) prove the world was round

8) One way in which Sulieman the Magnificent, Akbar the Great, and Louis XIV are similar is that each was a) an important religious reformer b) a supporter of laissez-faire practices c) a leader of independence movements d) an absolute monarch

9) A major impact of the Columbian exchange on western Europe was the introduction of a) Christianity that led to the rise of the Catholic Church b) new food crops that improved the European diet c) new military technology that weakened local rulers d) diseases that drastically reduced the population of Europe

10th Grade

Global History

Curriculum Map

Greenburgh School District

Woodlands HS

Ms. Henriquez

Order of topics in 10th grade Global History and Geography

Unit 1- THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT

Unit 2- THE FRENCH REVOLUTION/LATIN AMERICAN INDEPENDENCE MOVEMENTS

Unit 3- GROWTH OF NATIONALISM

Unit 4- THE INDUSTRIAL REVOLUTION

Unit 5- IMPERIALISM

Unit 6- WORLD WAR ONE AND THE RUSSIAN REVOLUTION

Unit 7- RISE OF FASCISM AND WORLD WAR TWO

Unit 8- THE COLD WAR

Unit 9- THE COLLAPSE OF IMPERIALISM

Unit 10- CONFLICTS IN THE MIDDLE EAST

Unit 11- THE END OF THE COLD WAR AND SPREAD OF DEMOCRACY

Unit 12- THE WORLD TODAY

10th GRADE GLOBAL HISTORY AND GEOGRAPHY UNIT ONE: THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT

(September)

ESSENTIAL QUESTION

What causes change?

ESSENTIAL UNDERSTANDINGS

The Scientific Revolution, with its emphasis on observation, experimentation, investigation, and speculation, represented a new approach to problem solving.

The Scientific Revolution led to conflict between its proponents, and proponents of traditional ways of viewing the world.

The philosophy and techniques of the Scientific Revolution became synonymous with modern thought.

The Scientific Revolution represents a change in how the natural world was viewed. This change carried over to all intellectual thought, so that people also began questioning long held beliefs about the nature of government and society (the Enlightenment.)

STATE CORE CURRICULUM

The development of scientific methods (Standard 2)

The Scientific Revolution represents a rejection of traditional authority. (Standard 2)

During the Enlightenment, Europeans moved towards new assumptions regarding power, authority, governance, and law. (Standard 5)

REGENTS THEMES

Science and Technology

Change

Conflict

Political Systems

Cultural and Intellectual Life

Citizenship

ESSENTIAL VOCABULARY:

Revolution Social Contract

Copernicus

Galileo

Heliocentric

Geocentric

Absolute Monarch

Divine Right

Enlightenment

Locke, John

Natural Rights

Rousseau, Jean

VOCABULARY EXPECTATIONS: Students will be able to

Define each essential vocabulary word.

Analyze each essential word through the application of who, what, when, why, and how questions.

Provide at least two examples of essential words, when appropriate.

Apply essential words to their relevant themes.

Apply essential words to other historical eras, when appropriate.

Apply definitions/concepts to Regents based questions.

Define and use other appropriate words.

SAMPLE REGENTS MULTIPLE CHOICE QUESTIONS

1)Which statement about the Scientific Revolution in Europe is accurate?

a) the existence of natural laws was rejected.

b) scientists questioned traditional beliefs about the universe.

c) new ideas supported the geocentric theory of Ptolemy.

d) the Bible was used to justify new scientific findings.

2) Seventeenth-century scholars Galileo Galilei and René Descartes faced serious challenges to their scientific theories because their ideas

a) were based on the Bible

b) contradicted traditional medieval European beliefs

c) relied only on teachings from non-Christian cultures

d) were not supported by scientific investigations

UNIT TWO: THE FRENCH REVOLUTION/LATIN AMERICAN INDEPENDENCE MOVEMENTS (Late September-Mid- October) ESSENTIAL QUESTION

What is meant by a ―turning point‖?


As was the case with the American Revolution, the French Revolution was a direct result of the questions raised by Enlightenment thinkers.

The long term causes of the French Revolution are the same long term causes students will see in other revolutions in their study of Global Three and Four. These long term causes include:

o A high degree of inequality (social, political, economic) o A period of unrest during which people’s concerns regarding this inequality increases (for example, a war or time of especially severe economic hardship.) o A government deemed as being incapable of addressing the root causes of this inequality, or unresponsive to the people’s needs and concerns.

The Reign of Terror was a betrayal of the ideals of liberty, equality, and fraternity.

Napoleon’s rise can be viewed within a context of the excesses of the Revolution.

For the same reasons Napoleon was viewed as a hero in France, he was viewed as a threat outside of it.

Just as the Scientific Revolution was a catalyst for the French Revolution, so was the French Revolution a catalyst for Latin American independence movements. These independence movements were based on concerns similar to the French.

The Congress of Vienna represents the last great reactionary attempt to stop the spread of the ideals of the Revolution.

The French Revolution can be viewed as a catalyst for the growth of nationalism, and as a major step towards the defeat of remaining vestiges of feudalism such as divine right.

Note to the teacher: As indicated by the bullets above, this lesson places a strong emphasis on cause and effect.


The American, French, and Latin American Revolutions were turning points in global history. Students should be able to identify the long term causes of these turning points and the changes they brought about. (Standards 1-5)

Students should engage in analysis of the impact of the Enlightenment on the American and French Revolutions, and on the similarities and differences between the two. They should not engage in an in-depth analysis of the American Revolution. (Standards 1-5)

Students should be able to explain the importance of nationalism in both Europe and Latin America during this time period. (Standards 1-5)

Students should be able to explain the Congress of Vienna as a reaction to democratic movements, and compare it to democratic movements of today. (Standards 1-5)

REGENTS THEMES

Change

Conflict

Political Systems

Economic Systems

Nationalism

Factors of Production

Human Rights

Geography

ESSENTIAL VOCABULARY

Absolute Monarch

Aristocracy

Bolivar, Simon

Congress of Vienna

Democracy

Divine Right

Encomienda System

Estates (Three)

Louis XIV

Metternich

Napoleon

Nationalism

Sun King

VOCABULARY EXPECTATIONS: Students will be able to









1) Under the Old Regime in France, the burden of taxation fell mostly on the

a) monarchy c) nobles

b) clergy d) commoners

2) One way in which Robespierre and Napoleon are similar is that they both

a) played an important role at the Congress of Vienna

b) increased their power during the French Revolution

c) were executed for treason by French monarchs

d) led armies against the Haitians

UNIT THREE: GROWTH OF NATIONALISM (Late October- Early November)

ESSENTIAL QUESTION

Has nationalism been more of a positive or negative force in world history? Why?


The French Revolution ignited the spirit of nationalism throughout Europe by declaring that government should be based on the will of the people. Napoleon’s conquests caused resentment and fueled nationalism among the conquered.

After the Congress of Vienna many Europeans continued to live in multi-ethnic states (Austria-Hungary, Ottoman Empire, Russia.)

Bismarck in Germany and Cavour in Italy led unification movements to unite their respective peoples.

Zionism was developed in response to the desire for a Jewish homeland.

As was the case in Europe, people in other areas of the world began to express a stronger sense of nationalism (Indian National Congress, Young Turks.)

This growing sense of nationalism helped pave the way for future conflict.


Nationalism as an outgrowth of human and physical geography.

Nationalism as a force for unity and self-determination.

o Unification of Italy and Germany o Asian and Middle Eastern nationalism o Zionism

Nationalism as a force leading to conflict

o Balkans and Austria-Hungary o Ottoman Empire

REGENTS THEMES

Geography

Nationalism

Change

Conflict


Ataturk

Bismarck

Cavour

Garibaldi

Nationalism

Zionism

VOCABULARY EXPECTATIONS Students will be able to:









1.) ―A country is not merely a geographic territory. A country is also the idea given birth by the geographic territory. A country is a sense of love that unites, as one, all the sons and daughters of that geographic territory.‖

World History, A Story of Progress

This quotation supports the idea of

a) Totalitarian rule b) Absolute monarchy c) Mercantilism d) Nationalism

2.) In a number of European countries in the 1800’s, which situation occurred as a result of the influence of the French Revolution? a) Increase in religious conflict b) Rise of nationalistic movements c) Decentralization of governmental power d) Economic depression

3.) Nationalism is most likely to develop in an area that has a) Land suited to agriculture b) Adequate industry to supply consumer demands c) A moderate climate with rivers for irrigation d) Common customs, language, and history

4.) The best example of the success of nationalism in Europe is the a) Development of socialism in France b) Industrial Revolution in Great Britain c) Establishment of the Common Market d) Unification of Germany

5.) Nationalism is best defined as a) The achievement of world peace and global understanding b) The desire to take over other societies by force c) A method of solving basic economic problems of the society d) The loyalty of a people to their values, traditions, and a geographic region

UNIT FOUR: THE INDUSTRIAL REVOLUTION (Mid- November –Late November) ESSENTIAL QUESTION

Is technology a blessing or a curse?


The Agrarian and Industrial Revolutions, like the Neolithic and Scientific Revolutions before them, led to radical economic, social, and political change.

The Industrial Revolution began in Great Britain as the result of geographic and economic reasons.

The radical changes brought about by the Industrial Revolution had both positive and negative effects.

The process of industrialization is still occurring in developing nations today.


Agrarian Revolution

The Industrial Revolution in Great Britain

o Capitalism and a market economy o Factory system o Shift from mercantilism to laissez-faire economics o Changes in social classes o Changing roles of men, women, and children o Urbanization o Mass starvation in Ireland led to global migration

Responses to Industrialization

o Karl Marx and The Communist Manifesto o The Sadler Report o Unions and legislative reforms

REGENTS THEMES

Geography

Change

Economic Systems

Urbanization

Factors of Production

Human Rights


Agrarian

Bourgeoisie

Communism

Factory System

Industrialization

Marx, Karl

Natural Resoucres

Proliteriat

Raw Materials

Urbanization

VOCABULARY EXPECTATIONS Students will be able to









Base your answer to question 1 on the passage below and on your knowledge of Social Studies.

. . . The factory owners did not have the power to compel anybody to take a factory job. They could only hire people who were ready to work for the wages offered to them. Low as these wage rates

were, they were nonetheless much more than these paupers could earn in any other field open to them. It is a distortion of facts to say that the factories carried off the housewives from the nurseries and the kitchens and the children from their play. These women had nothing to cook with and [nothing] to feed their children. These children were destitute [poor] and starving. Their only refuge was the factory. It saved them, in the strict sense of the term, from death by starvation. . . .

1) Which statement summarizes the theme of this passage?

a) factory owners created increased hardships.

b) factory owners preferred to use child laborers.

c) the factory system allowed people to earn money.

d) the factory system created new social classes.

2) In England, which circumstance was a result of the other three?

a) availability of labor

b) abundance of coal and iron

c) waterpower from many rivers

d) start of the Industrial Revolution

UNIT FIVE: IMPERIALISM (End November –Mid December)

ESSENTIAL QUESTION

Why do people seek control of others?


The Industrial Revolution led Europeans to seek new markets and sources of raw materials.

Imperialism was the result of several factors, particularly the Industrial Revolution coupled with other political, social, and economic factors (White Man’s Burden, Social Darwinism, nationalism.)

Europeans and those colonized had different viewpoints regarding the nature of imperialism.

Depending on the European power involved and the colonized nation’s response to imperialism, different nations/areas had different experiences with imperialism.

The European competition for colonies led to competition in other areas as well (such as military strength.)


Reasons for imperialism (nationalistic, political, economic)

The British in India

o British East India Company o Sepoy Mutiny

British, French, Belgians, and Germans in Africa

o Divide and Conquer o Congress of Berlin

European Spheres of Influence in China

o Opium Wars o Boxer Rebellion

Multiple Perspectives towards Imperialism

o Immediate and long term changes made under European rule o Long term in effects in Europe and the rest of the world

Japan and the Meiji Restoration

o The opening of Japan o Modernization and industrialization of Japan

Japan as an imperialist power

REGENTS THEMES

Geography

Change

Conflict

Nationalism

Imperialism



Berlin Conference

Boxer Rebellion

Imperialism

Meiji Restoration

Nationalism

Natural Resources

Opium Wars

Raw Materials

Sepoy Mutiny

VOCABULARY EXPECTATIONS Students will be able to:









1) Which statement best expresses the Western perspective regarding Rudyard Kipling’s ―white man’s burden‖?

a) Europeans should preserve traditional cultures in Africa and Asia.

b) Europeans must protect existing African and Asian economies.

c) Europeans suffered great hardships in exploring new trade routes to Asia.

d) Europeans had a duty to introduce the benefits of their civilization to non-European

peoples. forcefully end the war.‖ . . .

2) The Portuguese control of Macao and the British control of Hong Kong in China are

examples of

a) collectivization c) self-determination

b) imperialism d) containment

3) During the 19th century, European nations established spheres of influence in China mainly

to

a) profit from the ivory trade

b) introduce Islam to the Chinese people

c) gain commercial advantages in China

d) obtain human rights for Chinese citizens

UNIT SIX: WORLD WAR ONE AND THE RUSSIAN REVOLUTION (Mid-Dec to Early January)

ESSENTIAL QUESTION

Are war and conflict inevitable?


WW I was the result of long simmering resentments between European nations. Long term causes include militarism, the system of alliances, imperialism, and nationalism.

The war’s short term cause was the assassination of the Archduke Franz Ferdinand, itself a reflection of nationalist conflicts.

The system of existing alliances drew all of the major European powers into the war.

The US entered the war in 1917 with the stated purpose of ―making the world safe for democracy.‖ Other reasons for our entry are still debated by historians.

The war was a direct catalyst for the Russian Revolution. Lenin and the Communists gained the support of many as a result of their promise of ―Peace, Bread, and Land.‖

Joseph Stalin turned the Soviet Union into an industrialized nation, but at the cost of an enormous loss of life. Stalin represents the rise of totalitarian dictatorships.

The war’s end saw the reshaping of the map of Europe and the fall of major European monarchies. Although seen as the ―war to end all war‖, the peace created by the Treaty of Versailles actually laid the groundwork for WW II.


Causes of WW I

Effects of technological advances on warfare

Armenian Massacre

The war as catalyst for the Russian Revolution

o Russia under Czar Nicholas II o The Appeal of Lenin and the Bolsheviks o Lenin’s Russia

Bolshevik Agenda NEP

Stalin and the rise of the modern totalitarian state

o Five Year Plans o Collectivization o Ukrainian Famine o Purges

REGENTS THEMES

Conflict

Turning Points

Nationalism

Human Rights

Political and Economic Systems



Archduke Franz Ferdinand

Five Year Plan;

Lenin, Vladimir

MAIN (Militarism, Alliances, Imperialism, Nationalism)

Stalin, Joseph

Treaty of Versailles

VOCABULARY EXPECTATIONS









Telegram to Wilhelm II, July 29, 1914, 1:00 A.M.

Am glad you are back. In this most serious moment, I appeal to you to help me. An

ignoble [despised] war has been declared upon a weak country [Serbia]. The indignation [resentment] in Russia, shared fully by me, is enormous. I foresee that very soon I shall be overwhelmed by the pressure upon me, and be forced to take extreme measures which will lead to war. To try and avoid such a calamity [disaster] as a European war, I beg you in the name of our old friendship to do what you can to stop your allies from going too far.

— Nicky

1) Which conclusion is best supported by this telegram?

a) Russia started to mobilize for war against Serbia.

b) Nicholas II condemned the efforts of Wilhelm II.

c) Russia supported the use of extreme measures.

d) Nicholas II hoped diplomacy would prevent war.

2) Which war is most closely associated with the telegram Nicholas II sent to Wilhelm II?

a) the Franco-Prussian War c) World War I

b) the Russo-Japanese War d) World War II

3) The Triple Alliance and the Triple Entente contributed to the start of World War I by

a) failing to include Germany and France as members

b) threatening countries in the Western Hemisphere

c) allowing Japanese aggression in Korea

d) increasing tensions between European nations

UNIT SEVEN: RISE OF FASCISM AND WORLD WAR TWO (Mid- January to Early Feb)

ESSENTIAL QUESTION

Does history repeats itself?


In addition to Stalin’s dictatorship in the USSR, the 1920’s and 1930’s witnessed the rise of dictatorships in Italy and Germany as well. Germany in particular would join the USSR as a totalitarian state.

Despite major differences in Communist and Nazi ideology, the tenets of totalitarianism were the same for both.

The Versailles Treaty led to economic chaos and widespread resentment in Weimar Germany. Hitler and the Nazis capitalized on this by promising vengeance for the humiliation of Versailles.

The League of Nations was helpless in preventing Nazi aggression, as was the British and French policy of appeasement. Simultaneously, Japan began a policy of military aggression in Asia.

The US entered the war two years after it started, in response to Pearl Harbor. The war ended with the dropping of the atom bomb on Hiroshima and Nagasaki.

Nazi ideology culminated in the Holocaust.


Treaty of Versailles/League of Nations.

Reasons for the rise of Fascism in Italy and Nazism in Germany

Japanese militarism and imperialism

The Munich Pact and the policy of appeasement

Germany as a totalitarian state

Key individuals

o Mussolini o Hitler o Stalin o Churchill o Roosevelt

The Holocaust

The war’s end

REGENTS THEMES

Conflict

Human Rights

Political Systems


Appeasement

Churchill, Winston

Fascism

Genocide

Holocaust

Hitler, Adolph

Munich Pact

Mussolini, Benito

Nazi

Reparations

Totalitarianism

Weimar Republic

VOCABULARY EXPECTATIONS Students will be able








SAMPLE MULTIPLE CHOICE QUESTIONS

1) The 1930s depression in Germany contributed to the rise of the Nazi Party because

a ) economic hardships increased political instability

b) five-year plans of the communists failed

c) the Reichstag nationalized private property

d) the Weimar Republic imposed totalitarianism

2) Which statement about both the Bolshevik Revolution in Russia and the rise of fascism

in Germany and Italy is accurate?

a) economic conditions led to political change.

b) industrialization hindered national development.

c) goals were achieved by peaceful means.

d) Communist ideals fueled both movements.

3) What was one similarity between France during the 1790s and Germany during the

1920’s?

a) Severe inflation contributed to the rise of radical political groups.

b) Scientific developments improved the standard of living.

c) Widespread intolerance of the Huguenots led to human rights abuses.

d) Military successes eliminated tensions with neighboring countries

4) The annexation of Korea and Japan’s invasion of Manchuria were attempts by Japan to

a) spread Shinto beliefs

b) protect human rights

c) acquire natural resources

d) establish theocratic governments

UNIT EIGHT: THE COLD WAR (Mid- Feb to End February)

ESSENTIAL QUESTION

Is the enemy of my enemy my friend?


The end of WW II witnessed attempts undertaken to prevent such future wars and human rights violations (founding of UN, Nuremburg Trials.)

The US and USSR emerged from WW II as the two world superpowers. Ideological rivalries and the threat of communist expansion increased tensions. This tension led to the division of Berlin, Germany, and Europe.

The US undertook a series of steps to prevent the spread of communism (Marshall Plan, Truman Doctrine, Berlin Airlift, NATO.)

The US and USSR engaged in proxy wars (Korea, Vietnam) but also recognized each other’s area of influence (Soviet backed down during Cuban Missile Crisis; US did not intervene in Hungary or Czechoslovakia.)

US-Soviet rivalry also extended to the arms and space races.

The US and USSR sought to extend their influence in non-aligned and/or developing nations.

The attempt at democratic reform in China failed and it too became a communist nation. US support for Taiwan increased Cold War tensions, as did rivalry between the USSR and China.


Occupation of Germany and Japan

o Adoption of democratic systems of rebuilding o Economic rebuilding

Emergence of the superpowers

Political climate of the Cold War

o Marshall Plan o Truman Doctrine o Berlin and a divided Germany o NATO

o Hungarian revolt o Soviet invasion of Czechoslovakia o Nuclear weapons and space race o Surrogate rivalries o Role of nonaligned nations

Communist Rise to Power in China

o Chaing kai-Shek o Communism under Mao Zedong

Great Leap Forward Cultural Revolution

REGENTS THEMES

Change

Conflict

Decision Making



Berlin Airlift

Berlin Wall

Cold War

Cultural Revolution

Domino theory

Iron Curtan

Marshall Plan

Mao Zedong

Long March

NATO

Non-aligned nation

Truman Doctrine

Warsaw Pact










1) The Marshall Plan was designed to stop the spread of communism by providing

a) government housing to refugees

b) military assistance to Vietnam

c) funds for economic recovery in war-torn European nations

d) nuclear weapons to North Atlantic Treaty

2) The purpose of the Marshall Plan after World War II was to

a) promote the spread of militarism

b) force the losing nations to help areas destroyed in the war

c) rebuild national economies to stabilize governments

d) strengthen the alliances that had won the war

UNIT NINE: THE COLLAPSE OF IMPERIALISM (Beg March- Mid -March)

ESSENTIAL QUESTION

How does the past affect the future?


One of the most significant impacts of World War II was the end of European imperialism. Several factors contributed to imperialism’s end, including:

o The aggressive ambitions of Germany and Japan discredited imperialist beliefs. o Having fought for democracy in Europe, democracy could not be denied to the peoples of Asia and Africa. o Most European nations did not have the resources or will to maintain colonial rule.

The end of imperialism brought new political/social/economic challenges to newly independent nations.


India-independence and partition

o Hindu/Muslim conflicts/India-Pakistan o Role of Mohandas Gandhi and Jawaharlal Nehru o Nonalignment o Kashmir and Punjab

African independence movements and Pan Africanism

o Changing political boundaries (Nigeria, Ghana, Kenya) o Role of Jomo Kenyatta and Kwame Nkrumah o Economic links to former colonial powers o Apartheid o Political and economic instability o Ethnic tensions

Southeast Asia

o Vietnam/Ho Chi Minh o Cambodia/Pol Pot/Khmer Rouge

REGENTS THEMES

Change

Imperialism

Nationalism

Conflict

Geography

Human Rights


Apartheid

Civil disobedience

Decolonization

Developing nations Gandhi, Mohandas Kenyatta, Jomo Mandela, Nelson Nkrumah, Kwame Passive Resistance Salt March

VOCABULARY EXPECTATIONS









1)World War II was a turning point for many European colonies in Africa and Asia

because the war led to

a) the occupation of most European colonies by United Nations troops

b) increased efforts by these colonies to gain independence

c) the expansion of European imperialism

d) decreased friction between the Europeans and their colonies

2) Mohandas Gandhi’s protests during India’s independence movement were often

successful because of his application of

a) an appeasement policy c) traditional caste beliefs

b) civil disobedience d) divide and conquer principles

c) traditional caste beliefs

3) Mohandas Gandhi’s protests in India were a response to Great Britain’s

a) support of Zionism c) introduction of socialism

b) practice of humanitarianism d) policy of colonialism

4) Mohandas Gandhi is most closely associated with the

a) support of violence and terrorism to end British rule

b) desire to strengthen the caste system

c) use of civil disobedience to gain political freedom

d) establishment of a national religion in India

5) Between 1945 and 1947, the differences between the Hindus and the Muslims in India

led to the

a) Sepoy Mutiny c) policy of nonalignment

b) Salt March d) partitioning of the subcontinent

UNIT TEN: CONFLICTS IN THE MIDDLE EAST (mid-March - End March)

ESSENTIAL QUESTION

From whose perspective is history told?


Due to both geographic location, natural resources, and religion and culture the Middle East is a crucial area of the world, yet has been the scene of enduring conflicts.

The creation of the state of Israel after WW II led to war and tensions between Israel and its neighbors. The US, UN, and Middle East nations such as Egypt have all attempted to resolve this conflict.

Conflict between Israel and its neighbors resulted in the use of terrorism as a tool for attempting to bring about political change.

In addition to the Arab-Israeli conflict religious fundamentalism also has led to an increase in tensions in the region, as have wars between Iran and Iraq and Iraq and the US.


Creation of the State of Israel and conflict with its Arab neighbors

Role of individuals/groups

o Golda Meir o Yasir Arafat o Anwar Sadat o PLO

Arab-Israeli wars and treaties

The Iranian Revolution

o Causes and impact

Invasion of Kuwait and the Persian Gulf War

Islamic fundamentalism in Iran


Ayatollah Khomeini

Arafat, Yasir

Gaza Strip

Hamas

Hezbollah

Hussein, Saddam

Intifada

Meir, Golda

PLO

Sadat, Anwar

West Bank









SAMPLE MULTIPLE CHOICE QUESTIONS

“A Jewish State Is Created”

“Six-Day War Results in Major Arab Losses”

“Withdrawal Begins from West Bank”

1.) Which situation is referred to in these headlines?

a) Persian Gulf War c) conflict between Israelis and Palestinians

b) scramble for Africa d) collapse of the Ottoman Empire

2) Since 1948, a major reason for the conflict between Arabs and Israelis is that each side

a) wants the huge oil reserves that lie under the disputed land

b) believes that the United States favors the other side in the conflict

c) claims sovereignty over the same land

d) seeks to control trade on the eastern end of the Mediterranean Sea

UNIT ELEVEN: THE END OF THE COLD WAR AND SPREAD OF DEMOCRACY (Beg. April – Mid- April)

ESSENTIAL QUESTION

Will democracy always triumph over dictatorship?


Gorbachev’s attempted reforms led to the peaceful collapse of communism in the USSR and Eastern Europe.

The collapse of communism in Eastern Europe led to the breakup of some former Eastern bloc nations, sometimes accompanied by human rights violations.

In China, Communists retained a monopoly of political power but introduced free market measures.

Apartheid ended in South Africa.


Economic and social problems in the USSR in the 1970’s and 1980’s

Solidarity and Lech Walesa

Mikhail Gorbachev

Fall of the Berlin Wall and the reunification of Germany (causes and impact)

Ethnic conflicts in former satellite states, eg, Kosovo, Bosnia

Changing political boundaries

Challenges faced by post-communist Russia

Chinese Communism and economic reforms under Deng Xiaoping

Tiananmen Square

Return of Hong Kong

Nelson Mandela and the end of apartheid

REGENTS THEMES

Change

Human Rights

Nationalism

Political Systems


African National Congress

Apartheid

Glasnost

Gorbachev, Mikhail

Mandela, Nelson

Perestroika

Solidarity

Tiananmen Square

Walesa, Lech

VOCABULARY EXPECTATIONS : Students will be able to









1.) The South African government’s policy of racial separation between 1948 and 1994 was

called

a) Pan-Africanism c) apartheid

b) democratization d) suffrage

2.) Which country is most closely associated with the terms pass laws, homelands, and white

minority rule?

a) El Salvador c) Iran

b) South Africa d) Israel

Base your answers to questions 3 and 4 on the passage below and on your knowledge of Social Studies.

. . . Above all, we want equal political rights, because without them our disabilities will be

permanent. I know this sounds revolutionary to the Whites in this country, because the majority

of voters will be Africans. This makes the White man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement [right to vote] of all will result in racial domination. Political division, based on colour, is entirely artificial and, when it disappears, so will the domination of one colour group by another. The ANC [African National Congress] has spent half a century fighting against racialism. When it triumphs it will not change that policy. . .

— Nelson Mandela, Speech at Rivonia Trial, 1964

3) This passage describes the opposition of the African National Congress to the

a) revival of colonialism c) practice of apartheid

b) rivalries between tribes d) introduction of a coalition government

4) Which generalization can be supported by this passage?

a) racism has disappeared in South Africa.

b) the African National Congress has changed its social goals.

c) giving the vote to black Africans will result in racial domination.

d) Nelson Mandela opposed political division based on color.

UNIT TWELVE: THE WORLD TODAY (Mid- April to End of April)

ESSENTIAL QUESTION

Does the past repeat itself?


Note to Teacher: This unit contains a number of areas of focus, including:

Environmental Concerns

o Desertification o Deforestation o Global Warming

The Technological Revolution

Terrorism

Human Rights

o Ethnic o Religious o Gender o Global Poverty

Recent and Current World Conflicts

Recent and Current World Trends

Due to its fluid nature this unit of the curriculum can be the most challenging to teach. One suggestion for doing so is to give an overview of all topics above while focusing on key vocabulary for all topics and a more in-depth analysis of two or three. The concentration on vocabulary will prepare students for multiple choice questions based on this unit while the concentration on two or three topics provides preparation for an essay. Two typical Essential Understandings for this unit would be:

The spread of democracy helped move some age-old problems closer to resolution while new problems-often fueled by ancient ethnic and religious hatreds-have appeared.

In an age of global interdependence people depend more than ever on goods, services, and ideas from other countries. Barriers to world trade have been coming down.


The state core curriculum focuses most heavily on the following:

Population pressures and poverty

o China: One couple, one child policy o India: Green Revolution; Mother Theresa o Cycle of poverty and disease

Migration

o Urbanization as result of technological advances, rural poverty, search for jobs. o Global Migrations. Examples include:

Migrations to Western European nations Latin American and Asian migration to US Refugees as migrants

Tradition vs. Modernization

Scientific and technological advances, particularly in areas of fighting disease and increasing agricultural production, and the relationship between such advances and increases in the standard of living and life expectancy.

Status of Women and Children

o Economic issues such as child labor o Social/Political issues such as access to education and civil rights

Ethnic/Religious Tensions

o Balkans o Middle East o Northern Ireland o India-Pakistan

Economic Issues

o North/South Dichotomy o World hunger o Interdependence

o Examples of ―economic miracles‖

Terrorism

REGENTS THEMES

Global interactions

Movement of people and goods

Human rights

Change

Science and technology

Conflict

Decision making


Al-Qaeda

Deforestation

Desertification

European Union

Green Revolution

Interdependence

Migration

NAFTA

One couple, one child

OPEC

Refugee

Scarcity

Suffrage

Taliban

Technology

Urbanization









1 In Africa, a key factor that has led to desertification is the

(1) loss of animal species

(2) burning of fossil fuels

(3) disposal of toxic waste

(4) overgrazing of livestock

2. A goal of modern-day religious fundamentalism is to

(1) combine the religious teachings of Islam and Christianity

(2) maintain traditional religious values in society

(3) encourage the practice of other religions

(4) adopt secular attitudes instead of religious beliefs

3. What have members of the European Union (EU) and countries of the North American Free Trade

Agreement (NAFTA) both attempted to do?

(1) reduce regional trade barriers

(2) monopolize iron and steel production

(3) establish collective farms

(4) seize control of the production and distribution of resources

Greenburgh School DistrictWoodlands High School

United States History and Geography Teacher: Veronica HenriquezHANDOUT #1

Unit 1: Geography and the Development of the United States

Aim: How have the nation’s systems of mountains and waterways influenced the development of the United States?

Do Now: Answer the following questions1. Where is New York located in relation to Florida? ______________________________________________

2. Where is New York located in relation to California? ____________________________________________

3. What two foreign countries share their borders with the United States? ____________________________

Key Words:1. Geographers2. Midwest3. Mississippi River4. Appalachian Mountains5. Rocky Mountains

Lesson: The United States is located in the ________________________ and _________________________ Hemispheres. With the exception of Hawaii, the country is located on the continent of __________________________________. The country is bordered by the _________________________________________________________ on the east and the _____________________________________________________________ on the west.

Physical characteristics include landforms, water bodies, vegetation, and climate. Because of its size, the United States has a wide variety of landforms. As the map shows, the _________________________________ and the ___________________________________ occupy the central regions of the country, also known as the ______________________________. The rich soils and climate of the Midwest encouraged Americans to move to these regions, where they could acquire inexpensive farmland. The ______________________________________ cuts through the Central Plains as it flows south to the Gulf of Mexico. Boats traveling along the Mississippi allowed farmers and traders to transport their goods to markets throughout the country.

Two mountain ranges run from north to south on either side of the Central Plains region. In the east are the _________________________________________________. In the west are the ____________________________________________________________________________________________.

Map Skills: Label regions discussed during the lesson, as follows: Green Crayon: Midwest RegionOrange Crayon: Northeast RegionYellow Crayon: Pacific Northwest RegionRed Crayon: SouthBlue Crayon: RiversBrown Crayon: Mountain Ranges

Homework: Choose three states for each answer the following:

State Flower State Bird State Capital Interesting Fact



Unit 2: Origins of a New SocietyChapter 1: The Atlantic World

Aim: Describe how humans settled the Americas and adapted to a variety of environments in North America.

Do Now: How did the earliest humans reach the Americans? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Key Words:1. Asia2. Bering Strait3. Native American

Lesson: Settlement of the Americas:The first humans to the Americas came from the ______________________________________________________North America and Asia are separated by the _____________________________________________, a water way off Alaska’s west coast. During the last Ice Age, glaciers trapped much of Earth’s ocean water, causing global sea levels to drop. This exposed a “land bridge.” Most experts believe that Asians, following the migrating herds of big game animals, walked across this bridge to North America.

The ancient Americans and their descendants are called _______________________________________________.

Discuss Native American legends on love, moon, and wolves.

Homework: Dream Catcher

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The Boy Who Became Strong

In the beginning a woman was walking along with her boy. They came where a bi-colored ribbon lay on a tree. " I am going to take it," the boy said to his mother. " No, you must not," she told him, " it belongs to someone." When they had walked on a little way the boy asked his mother to go on ahead as he wished privacy for a moment. When she was out of sight he hurried back, took the ribbon, cut off a piece two yards long and tied it around his waist. Because of that ribbon he became very strong so that he was able to tear up even large trees by the roots. His mother who did not know the source of his strength wondered how he could do this. They went along in this manner until they came where two man- eating giants lived. There was much human flesh hanging in the house. When they went in the boy was not afraid of the giants but looked around at everything in the house. "Feed us," said one of the giants to the boy. He took up a knife as if he were about to kill him, but the boy was not frightened. He began to handle all the implements and then the giants began to be afraid and let him alone. The mother married one of the giants but the boy lived by himself near by. He stayed there a long time making all sorts of things and the giants were afraid of him because he was so strong.

After a time his mother became sick. When she had been ill some time and it seemed she could not live the boy came to her and said, "Mother what can I do so that you may live? " The mother replied, " Way over there are many good berries. If I could eat them I might live." "Then I will get them for you," the boy replied. He started out, and when he had gone many miles found some good berries which he thought must be the ones his mother meant. He found one hundred large panthers guarding them. The panthers were all asleep and he stepped along among the sloughs until he came within a mile when one of the panthers woke. " A boy is stealing our berries," he called to the others. Then the boy seized one of the panthers and with it as a club killed all the others. Taking the berries, he went back to his mother who recovered after having eaten them. The boy lived outside as he had done before. After a long time his mother fell sick again. She lost flesh so that it seemed she could not live. The boy came to his mother again and asked her what had happened. "Son, I shall not live," she replied. "Mother, what can I do that you may live?" he asked her. "Way over there is some water which smells a little. If you could bring me some of that I might live," she told him. He started after it and found water that smelled a little hanging in the top of a tree near a house which was standing there. The boy began to climb after it, but when he was half way up a mean man came out of the house. " Boy, you will die. You are stealing my water," he said. He was carrying a huge iron cane. The boy came down the tree, took the cane from him and struck him on the crown of his head with it, killing him. He then went in the house and looked all around. When he went upstairs he saw a young woman sitting there. "Why do you sit here?" he asked. "A mean man stole me, and I had a child for him long ago," she replied. " Well, go to your home wherever it is. I have killed the man who held you a prisoner. Do not be afraid," he told her. He took some of the water and carried it back to his mother. He gave her some of it and she recovered. The boy lived outside as before. Again after a long time the boy's mother was dangerously sick. The boy said, "Mother, what is the one thing I can do so that you may live?" " My son, it is something difficult," she said. "I must know what is the source of your strength, on that condition only may I live." "Then you are planning my death," replied the boy. " I took that ribbon which we passed long ago and tied it around me. I am strong by means of that." He gave the ribbon to his mother saying, "Now do whatever you intend." When the woman had tied the ribbon around her waist she became strong. " My son, let us walk over there," she proposed to her son. She began to pull up trees, even large ones. They came to a very large spruce. " Climb this one," she said to the boy. The boy began climbing it with his mother behind him. She pricked his eyes out and left him.

The boy, blind and helpless, started off alone. He soon heard a sledge coming, drawn by dogs. He could hear

the bells and knew someone was approaching. When they came up to him, one of the men said, "This is the sort we are looking for. We are taking the unfortunate with us." They brought him to the settlement and gave him into the care of an old man. This old man, who was cook for the big chief, loved the boy. He lived with him a long time.

This big chief, for whom the old man was cook, sent out invitations to bring about the marriage of his daughters. The men were to gather and the daughters were to make their own selections. On the day the selections were to be made, the old man who was the cook said to the blind young man, "My grandchild, let us go over there where the chief's daughters are to be married and see the people." "Grandfather," the young man replied, " it is no use for me to go. I cannot see anything and the people will just make fun of me." "Oh, that does not matter," said the old man, " we will go anyway." The young man finally consented and the old man led him to the house and gave him a seat on the floor just inside the door.

They found the house already full. There were many minor chiefs there. The big chief had three daughters two of whom had already chosen rich men for their husbands. The remaining daughter chose the blind young man. She was the girl he had rescued many years before when his mother had sent him for the water. When he killed the mean man and sent her home, she had made a vow that if she ever saw him again she would marry him. As soon as he came into the house she recognized him. Her father was very angry and said, " My daughter, because you have chosen to marry a blind man I will not keep you. Go away from me to-day somewhere where I will never see you again." Then he gave her much money and provided her with a large boat and servants.

They went away in the boat. The young man was not happy although he was married, for he thought she had taken him because he was unfortunate and she pitied him, but his wife loved him to the limit of her ability and kissed him. When it was noon and they were stopping to eat she proposed to her blind husband that while the servants were making tea they should go to a neighboring hill. "No," the young man said, "you are only planning to take me there to desert me. I will not walk with you." "Oh, no," his wife replied, " I have loved you for a long time because you saved my life. It is only on that account I wish to lead you there." "Well," consented the blind man, "Lead me there." They started up the hill and soon came to a large lake. A large moose was approaching feeling its way along as if searching for something. "A blind moose is coming this way," said the wife to her husband. "It acts as if it were searching for something." "Let us watch it," said the man. When the moose came to the water it waded in, put its head under water and held it there some time. When it raised its head, it looked about. It put its head down again and held it under the water. When it raised its head its eyes were all right again. Then the woman said, "The moose put its head in the water and its eyes became good again. You do that." " I will not do it," replied the man. "It is because you wish me to drown you say that." "No," said the woman, "the moose's eyes are certainly good. You do that too, and the same thing will happen to you." "Well, I will do it," he said. The woman lead him to the lake. When he had held his head in the water some time he raised it again, "Well, your eyes seem a little improved," his wife said. "You look like a small woman," he told her. "Well, do it again," she advised him. He put his head in the water again. When he raised his head he said, " I can certainly see."

Then they went back to their servants. The young man said, "I will go where my mother is." He started toward his mother's house accompanied by the servants but without his wife. When he came near to the place where he used to live he went close and saw that the ribbon was indeed lying there. At night they went into the house. He took the ribbon and tied it on again. The next night when the sun had set he went there again and killed his mother and his two fathers.

Then he went again to his wife and they returned to her father's house. When they came there his father-in-

law saw his eyes were good again. He welcomed him gladly, and urged him to live with him and promised he should have all he possessed. The young man did so and became a great chief.

The Loyal Sweetheart

Long ago, in a village beside a river, there lived a beautiful girl whom many a young man wished to marry. But she smiled on all alike and encouraged no one. Her name was Blue Flower. Among her admirers was a young man who was especially skilled in hunting. For many moons he looked upon the girl with longing, but without any hope that he could win her favour. At last, one autumn, she gave him reason to hope. And so he dared to consult the old woman of the village who carried proposals of marriage. He wanted to know his chances before he departed on the winter's hunt. To the young man's great joy, the marriage-maker brought back a favourable reply from both the girl and her father. The message made him determined to win even greater fame as a hunter. He wanted to prove to the girl's father that he was indeed worthy of so beautiful a daughter. "Will you wait for me until we return from he winter's hunt?" he asked her. The girl gave her consent to his plan and her promise to remain true to him, whatever happened. She added the promise, "If you do not return, I will remain a maiden all my life. I will never marry any other man." So the young man completed his plans to join the others of the village on the long winter's hunt. On the evening before their departure, he and the girl had a final canoe ride on the river. Then he sang his farewell in this love song of his people:

Often on a lonely day, my love,You look on the beautiful riverAnd down the shining stream.

When last I looked upon you,How beautiful was the stream,How beautiful was the moon

And how happy were we!Since that night, my fair one,I have thought of you always.

Often on a lonely day, my love,You look on the beautiful riverAnd down the shining stream.

When we paddled the canoe togetherOn that beautiful water,

How fair the mountains lookedHow beautiful the red leaves

As the gentle wind whirled them!

After the winter snows,When spring has come once more

We will paddle again together.Then the leaves will be green,The mountains fresh and fair.

Often on a lonely day, my love,Look on the beautiful river,Down the shining stream,

And know that spring will come.

Next day, the hunters departed. The old men, the women, and the children settled down to finish the autumn's work of preparing for the winter.

Not many days afterward, a war party attacked the village and destroyed it. They carried away as prisoners all the young girls. Among them was the promised bride of the hunter. When the warriors reached their home territory, they persuaded, or forced, many of the young women to become their wives. But Blue Flower refused to submit. The warriors threatened to burn her alive. Still she refused. She preferred death to breaking her promise to her sweetheart.

The warriors complained to their chief and asked that she be burned at the stake. But he would not listen to the cruel counsel of his men. Instead, he gave the girl a longer time in which to make up her mind. Her bravery greatly impressed him. He would save her life now, he thought, and marry her later to one of his best warriors, in order that their children might become a race of heroes.

Weeks passed, and the hunters returned. When they found their village in ashes, they knew which war party had struck. The young hunter, singing his vengeance song, gathered a host of warriors and started northward. They surprised the largest village of their enemy, killed many people, and took others as prisoners.

When the fighting was over, the victors and their friends who had been held captive by the enemy were reunited. There was great rejoicing. Perhaps happiest of all were the young hunter-warrior and Blue Flower, who had remained true to him in spite of threats and promises.

The young man, still thirsting for revenge, wanted to torture and burn the enemy that had been taken prisoners. But his sweetheart stopped him. She reminded him that they had not treated her cruelly.

She was a gentle and peace-loving girl, as well as a loyal sweetheart. In a short time, she became a loyal wife.

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Unit 1: Origins of a New SocietyChapter 2: The European World

Aim: Analyze the changes brought about by the Renaissance

Do Now: Define the Renaissance

Key Words: 1. Renaissance2. Humanism3. Reformation4. Rise of Nation States5. Age of Exploration

Lesson:The Renaissance is a French word meaning _________________________. The Renaissance was a quest for knowledge in nearly every field of study: art, literature, science, philosophy, economics and political thought. The Renaissance was born amid the ruins of ancient Rome in Italy. The core philosophy of the period id called ____________________________.

How did the Renaissance contribute to the Age of Exploration? _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________.

Printing Press: In medieval times, books were rare, and most dealt with religious topics. Christian monks carefully copied each one by hand. Then, as Renaissance writers were putting new ideas onto paper, a German man figured out how to put them into print. In 1455, _______________________________ produced a Bible made on a ____________________________________________________. The words were set in moveable metal type. Books could then be printed over and over.

The Reformation: New ideas now traveled rapidly in print. The Bible circulated among a widening audience. The printing revolution occurred at a time when critics, were calling for reform of the Church. In 1517, criticism flared into a revolt known as the Reformation. It was led by _____________________________________, a German

monk who declared that the Bible, not the Church, was the true authority. His followers called themselves Protestants, because they protested Church authority.

How did the Reformation contribute to the Age of Exploration? _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________.

The Rise of Nations: During the Renaissance, government by local nobles and the Church gradually declined. Instead monarchs began to combine smaller areas into the larger nation states of Europe that we know today. For the first time, Europeans thought of themselves as members of nations such as France, England or Portugal.

Seafaring Technology: The young nations soon started to compete with one another for the highly profitable Asian Trade. With the invention of new technology by Renaissance, sailors could use a compass to determine direction when neither the coastline nor the sun was visible.

How did the Rise of Nation States contribute to the Age of Exploration? _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________.

Portugal and Spain Take to the Seas: In 1418, Prince Henry of Portugal, later called ______________________________________________, established a mariners’ school at Sagres, on the southwestern tip of Portugal. In 1469 two strong Christian monarchs, _____________________________________ and ______________________________________________________ were married. Uniting their kingdoms into what is now Spain.



Unit 1: The Atlantic WorldChapter 3: The World of the West Africans

Aim: Describe the initial meeting between West Africans and Europeans

Do Now: Define Slavery and Slave Trade

Key Words:

Lesson:West Africans and Europeans first met in ancient times, when a wide trading network of land and sea routes. Africans’ concept of slavery differed from slavery as it developed in the Americas. In Africa, for example, slaves became adopted members of the kinship group that enslaved them. Frequently they married into a lineage, even into the high ranks of society. Slaves could move up in society and out of their slave role. In the 1500s, Europeans began to exchange valuable goods, such as guns, for slaves sold by coastal societies. The Africans obtained advanced technology and the Europeans obtained labor for use in large farming operations in the Americas. As time wore on, the Europeans demanded more and more slaves. Those who resisted dealing in the human cargo became themselves the victims of bloody slave raids.

Answer the questions using the map

WorksheetThe Transatlantic Slave Trade

Directions: Study the Map of the Transatlantic Slave Trade. Then answer the following questions.

1. From what continent were enslaved people taken?

2. What was the destination of the highest number of captive Africans?

3. What was the destination of the second highest number of captives?

4. According to the map, about what percentage of captive Africans was brought to the United States?

5. According to the map, where else were African people brought as slaves?



Unit 1: The Atlantic WorldChapter 4: Transatlantic Encounter

Aim: Columbus’s voyages set off a chain of events that brought together the peoples of Europe, Africa and the Americas.

Do Now: Where did Columbus believe he had landed?

Key Words:

Lesson:Columbus Crosses the Atlantic

On August 3, 1492, the Nina, Pinta, and Santa Maria slid quietly out of a Spanish port. On October 12, 1492, a lookout aboard the Pinta caught sight of two white sand dunes, he shouted. “Tierra! Tierra!”

Answer the following question based on the quote in Columbus: The Great Adventure.

“It would be unnecessary to build a fort here because these people are so simple in deeds of arms…If Your Highnesses order either to bring all of them to Castile or to hold them as captives on their own island it could easily be done, because with about fifty men you could control and subjugate them all, making them do whatever you want.

How did Christopher Columbus view the natives? How did he advice the King and Queen of Spain to proceed with the conquest of America?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

The Impact on Native Americans Reasons for Exploration : All of the European nations ( ________________, ________________, ________________, and the Netherlands) came to America for the same 4 major reasons: ________________& power, ________________, ________________, and the _______________________spirit of curiosity and adventure. Europeans hoped to acquire wealth and power through reaching the continent of _______________ and trading. Even after learning that America was a new continent; explorers kept looking for a _________________________ Passage to Asia. In the meantime, Europeans looked for wealth by finding _______________ and silver, engaging in the ________________trade, and claiming land & _____________________. France, Spain, and the Netherlands also wanted to convert Native Americans to the

________________ _____________________church. The English came to have freedom of religion in many different __________________________ churches. The English were also the only country to allow explorers and colonists to come to America who were in ________________with their government, coming to America to live differently than they could in Europe.

Areas Explored: Spain claimed most the southern part of the United States - ________________ , ________________ , the Southwestern U.S. as well as lands further south - Mexico, ________________ America, ________________ America and the islands of the ________________ ________________. France (looking for the Northwest Passage) explored along inland waterways: the _____________________________ River, the ________________ Lakes, and the ____________________________ River. England claimed the ________________Coast and ________________Bay in Canada. The Dutch claimed the ________________River in the state of ____________________. (This put the Dutch in the middle of the _________________ colonies.) (Think about it: Which explorer worked for the both the Dutch and the English? ________________).

Negative Consequences: All of the Europeans brought ________________ (chicken pox, measles, flu, small pox) to America which killed 90% of the Native American population. In addition, the ________________ made slaves of Native Americans, forcing them to work, to convert to the Roman Catholic religion, and give up gold and silver. The ________________did not make slaves of Native Americans, but forced Native Americans off their lands (clearing fields, building fences, and killing game). The ________________and the Dutch had friendly relationships with Native Americans, but in trading with Native Americans, they exchanged ________________ for guns, which not only led to the near extinction of certain animals in America, but also encouraged the Native Americans to engage in warfare. The ________________ in particular, used Native Americans to attack the English.

Other groups also suffered negative consequences due to European exploration and colonization of America. The Spanish and ________________ imported slaves from ________________ . The English also used ____________________ servants (African & ________________ ). Spain instituted an authoritarian government with a rigid ________________ class system (slaves and Native Americans formed the lowest class). France tried to use the ________________ system of farming where poor workers from France were sent to America to farm for rich landowners that remained in Europe. The English began the American ________________ industry. (Think about it: What problems do we face today because of this industry? _______________________________________________________ )

Positive and Lasting Contributions to American Life: All of the European countries contributed to our

language today, with ________________ being the most important. Countries gave us common words and place names. Most of the ________________ place names are found today in Florida, ________________ , and the Southwest. The ________________ place names are found along the Mississippi River and around the ________________ Lakes. The ________________ place names are still found in parts of New York. Religion is an important of American life—both the Roman Catholic Church (started by the ________________ and the ________________ ) and the many ______________________ churches (first founded by the __________________ ). All of the Europeans left a distinctive style of architecture. Here in Texas, there are many standard English style houses (sloped roof, 1 or 2 story) as well as flat-roofed, open courtyard style buildings originated by the ________________. Texas also boasts of its ________________ industry, founded by ________________ who brought the first horses and cattle to America. The Texas Rio Grande Valley orange crop is also due to the ________________ who brought the first citrus fruits to America. Our basic economic structure, with business organizations selling stock to raise money and people owning land/companies and selling products for profit were begun in America by the ________________. All of American concepts of law and government came from the ________________ colonies - people governing themselves ( ________________ ) electing ______________________ , written laws, ________________ under the law, freedom of ________________ , and the right to disagree with the ________________ . (Think about it: Which of these concepts is the most important and why? ___________________________________________________________________________________ _________________________________________________________________________________ _)

Summary: All four European countries came to America for most of the same ________________ . All of them brought negative consequences (especially to the ________________ Americans). All of them still have a lasting influence on our lives today, with the ________________ being the most important (and the ________________ being the least important). In Texas, the second most important to our lives today is the ________________. The common reasons for European exploration can be summarized in the following four symbols. What does each symbol represent?

$ - ________________________________________ - _______________________________________

- _______________________________________

? - ________________________________________



Unit 1: The Atlantic WorldChapter 4: Transatlantic Encounter

Aim: Why did European settlers increase their demand for enslaved Africans?

Do Now: Name of passage Africans crossed to arrive to the new world?

Key Words:

Lesson:Slave Trade Begins: With disease reducing the native work force, European settlers turned to Africa for slaves. In the coming years, European slave ships would haul thousands of Africans across the Atlantic to toil in the Americas.

Complete the handout the Middle Passage within a group

Homework: Complete DBQ Essay



Unit 2: The American Colonies EncounterChapter 1: An English Settlement at Jamestown

Aim: The first permanent English settlement in North America was founded at Jamestown, Virginia, in 1607.

Do Now: What ocean did the English cross to reach the new world.

Key Words: Jamestown Virginia Company Royal Charters John Smith Pocahantes

Lesson: The Business of colonization:

English colonies were originally funded and maintained by Joint stock companies. Stock companies allowed several investors to pool their wealth in support of a colony that would yield a profit. Once they had obtained a charter, or official permit, a stock company accepted responsibility for maintaining the colony, in return for which they would be entitled to receive back most of the profit that the colony might yield.

In 1606, King James I of England granted a charter to the Virginia Company. The Virginia Company sent three ships with nearly 150 passengers, that ended up on the shores of Virginia. They named the settlement Jamestown.

DBQ on Jamestown Settlement

Homework: Complete DBQ essay



Unit 2: The American Colonies EncounterChapter 1: An English Settlement at Jamestown – Economic Differences

Aim: How did the economic differences among the colonist lead to the Nathaniel Revolt?

Do Now: Do you believe that people should have political involvement based on economic status?

Key Words: Indentured Servants

Lesson: Economic Differences Split Virginia

1670’s many of the free white men in Virginia were former indentured servants. Indentured Servants were free white men from England who agreed that in exchange for passage to North America, food and shelter would work for a limited term of servitude, usually 4 to 7 years.

Former indentured servants had little money to buy land, could not vote and therefore enjoyed almost no rights in colonial society.

Hostilities Develop Virginia’s governor, Sir William Berkeley, imposed heavy taxes on the poor settlers. The money collected

was used to benefit the wealthy plantation owners not for the public good. Hostilities began to develop between the poor settlers and the Native Americans over land.

1675 in a bloody dispute the Virginia farmers murdered 14 Native Americans and 5 Chiefs. They asked Governor Berkeley for military support. Berkeley declined their request.

Bacon’s Rebellion A young planter named Nathaniel Bacon called the Native Americans wolves who preyed upon the

harmless and innocent lambs. 1676 he raised an army to fight the Native Americans. Governor Berkeley declared Bacon’s army illegal because it was formed by landless settlers and debtors. Bacon with his army stormed into town to protest. The march turned violent. Berkeley fled back to

England. Bacon died a month later from an illness. Berkeley returned to Jamestown and easily subdued the rebels. It did bring change because Berkeley’s taxation policies were questioned by the King of England. Berkeley

was called back to England but died before seeing the King.

Homework: Complete handout on Bacon’s Rebellion

Name:______________________ Date: ____________________ Per:______ Bacon's Rebellion Worksheet (3-1)

A prime example of political and economic developments in the American colonies is the rebellion in Virginia in 1676 led by Nathaniel Bacon. Tidewater planters had emerged as the economic, social, and political leaders of the colony by virtue of their larger landholdings and successful cash crops. New Virginians, poorer people, and ex-servants moved onto the Piedmont plateau, the western frontier of the colony. The tidewater planters made laws favoring themselves at the expense of the poorer Piedmont farmers. In addition, Governor William Berkeley failed to support the frontier farmers, who provoked Indian uprisings by fighting fro more land. When young Nathaniel Bacon requested the right to lead an attack against the Indians, Governor Berkeley refused to grant him permission. Bacon led some frontier farmer in an attack anyway. He denounced the governor in this “Declaration”: For having … raised great unjust taxes… for the advancement of private favorites … for having abused… the magistrates of justice, by advancing to [courts], scandalous and ignorant favorites… by assuming monopoly of the beaver trade… for having [sent back the] army of English [when they were] just upon the track of those Indians who now in all places burn, spoil, murder and when we might have with ease destroyed them... Of these aforesaid articles we accuse Ser William Berkeley as guilty of each and every one of the same, and as one who hath traitorously attempted, violated and injured his majesty’s interest here by a loss of a great part of this his colony and many of his faithful, loyal subjects, by him betrayed and in a barbarous and shameful fashion exposed to the incursions and murder of the heathen. Governor William Berkeley responded to Bacon’s “Declaration” in this way: [In] the year 1660…not only the assembly but the unanimous votes of all the country, concurred to make me governor …Since that time…I do not know of anything relative to this country wherein I have acted unjustly, corruptly or negligently in distribution equal justice to all men and taking all possible care to preserve their proprieties and defend them from their barbarous enemies. Yet, further, it is declared by this Parliament that the taking up arms for the King and Parliament is treason, for the event showed that whatever the pretence was to seduce ignorant and well affected people, yet the end was ruinous both the King and people, as this will be if not prevented. I do, therefore, again declare that Bacon, proceeding against all laws of all nations’ modern and ancient, is rebel to his sacred Majesty and this country.

1. What five grievances did Bacon list in his “Declaration”? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What responses did Governor Berkeley make to Bacon’s grievances? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. What opinion did Bacon appear to have of Indians? Explain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What was the significance of Bacon’s Rebellion? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Unit 2: The American Colonies EncounterChapter 2: The Establishment of the Massachusetts Bay Colony

Aim: English Puritans came to North America, beginning in 1620.

Do Now: What sentiments/words come to your mind when you hear the word Puritan?

Key Words: John Winthrop City upon a Hill Separatist

Lesson: Puritans create a New England

Puritans emigrated in order to create a model new society. Puritans wanted to purify or reform the Church of England.

John Winthrop, their first governor called the new society a “City upon a Hill”. They founded the Massachusetts Bay Colony.

Some Puritans felt they should remain in the Church of England and reform it from within. Other Puritans did not think that was possible, so they formed independent congregations with their own ministers. These Separatists, known today as the Pilgrims, founded the Plymouth Colony.

**Complete Escaping Persecution Handout in class group. Discuss answers.Video tapes on Anne Hutchinson and Salem Witch Trials

Homework:Worksheet on Roger Williams



Unit 2: The American Colonies EncounterChapter 3: Native Americans Resist Colonial Expansion

Aim: How did Native Americans view land treaties?

Do Now:

Key Words:

Lesson: Native Americans Resist Colonial Expansion:Disputes between the Puritans and Native Americans arose over land use. To Native Americans, no one owned the land- it was for everyone to use. Native Americans saw land treaties with Europeans as agreements in which they received gifts, such as blankets, guns, iron tools, or ornaments, in return for which they agreed to share the land for a limited time. Europeans, however, saw the treaties as a one-time deal in which Native Americans permanently sold their land to new owners.

The Pequot War The first major conflict arose in Connecticut in 1637, when the Pequot nation decided to take a stand against the colonist.The war was a massacre were hundreds of Pequot people killed.

King Philip’s War: Chief Metacom, whom the English called King Philip used hit and run tactics to burn down Puritan settlements. The Puritans killed Chief Metacom and exhibited head at Plymouth for 20 years.

Pequot War movie clip

Homework:Complete handout