The purpose of this survey course is to help students gain an understanding of themselves as members of a global community. Through the examination of diverse world cultures, students will come to appreciate both their heritage and that of other peoples. By studying the past, with emphasis on major themes and developments in history, students will gain a clearer understanding of the present day, and make educated and responsible decisions for the future.
1. To understand and apply social studies skills i.e., spatial, communication,
interpretation, reading, data collection, critical thinking, higher order problem solving
and process writing.
2. To explain and evaluate political, social, and economic institutions, as well as
geographic concepts which shape the world.
3. To analyze, explain, and evaluate the chronological order of historical events, and to
recognize the complexity of historical cause and effect.
4. To compare and contrast, and show an empathetic appreciation of diverse world
cultures, as well as individual and societal roles and responsibilities in today’s global
community.
The universal patterns of development and uniqueness of individual cultures will be explored through thematic analysis of three major questions…
· Politics/leadership
· Technology
· Economic development
· Military power/might
· Arts/culture/religion and philosophy
English, American, French, Latin
American, Industrial
World History: Patterns of Interaction, published by McDougal Littell
World History: The Human Odyssey, Jackson Spielvogel
In addition to these texts, numerous primary source documents are given to students on handouts. These primary sources include written documents, photographs, paintings, cartoons, and artifacts, and are drawn from a variety of sources. Outside book reading is also assigned for subject enrichment.
COURSE ASSESSMENTS and EVALUATION
TIME PERIOD OF STUDY :
REVOLUTIONARY IDEAS INTO
REALITIES: (1640-1825)
UNITS OF STUDY: THE ENGLISH CIVIL WAR,AMERICAN
REVOLUTION,FRENCH REVOLUTION,NAPOLEONIC ERA, LATIN AMERICAN REVOLUTION
Unit Themes:
·
Shifting political, social and economic power
·
The Middle Class as catalysts for change
·
Putting
theories into practice
·
Essential Guiding Questions:
·
How did the Enlightenment influence revolutionary
ideas?
· Are these revolutions truly revolutionary ?
·
What are the political, social and economic causes
and effects of revolution?
Student Learning Outcomes:
1. List the steps taken by Parliament to
limit the power of an absolute monarch.
2. Explain the link between
increasing economic prosperity and the drive for political
power.
3. Compare and contrast the
impact of the English Civil War and the Glorious Revolution
on enlightenment
thinkers.
4. Compare and contrast the
growth of constitutional democracy in
5. Analyze how the development
of the U.S. Constitution is a direct reflection of
enlightenment
ideas.
6. Explain the causes and
effects of the American Revolution.
7. Apply Brinton’s
model for revolution to the French Revolution.
8. Explain the political,
social, and economic situation in
Revolution.
9. Compare and contrast how
effective the
their
revolutionary goals.
10. Evaluate Napoleon’s place in history either as a tyrant or revolutionary.
11. Understand the events surrounding the rise and fall of Napoleon.
12. Explain the
legacies of the Napoleonic Era on 19th century
13. Compare and contrast the outcome of the Latin American Revolutions to both the
American and French Revolutions.
14. Analyze the connections between the French and Haitian
Revolutions.
15. Explain the political, economic, and social forces for
revolution in
Curriculum
Framework Connections:
Concepts and Skills: H,C, E, G
Learning Standards: WH II.2 A-B; WH II.3 A-D and A-G; WH II.4 A-D;
WH II.16 A-E.
Resources:
· The Napoleon Unit Activity
· Brinton’s Stages of Revolution
·
· Primary Sources of Western Tradition
Napoleon, Simon Bolivar, The
French Revolution, The American Revolution.
TIME PERIOD OF STUDY:
THE WHEELS OF CHANGE:
(1750-1914)
Unit Themes:
Essential Guiding
Questions:
Student Learning
Outcomes:
1. Explain the forces that brought about the onset of the Industrial Revolution.
2. Identify the changes and advances in transportation, technology, and communication
during the Industrial Revolution.
3. Compare and contrast the impact of the Industrial Revolution on various classes in
society.
4. Compare and contrast the theories of capitalism, socialism, and Marxism.
Curriculum
Framework Connections:
Concepts and Skills: H, E, G.
Learning Standards: WH II.5 A-D; WH II.6 A-D; WH II.7; WH
II.9 A-B.
UNIT OF STUDY: NATIONALISM
Unit Themes:
Essential Guiding
Questions:
Student Learning
Outcomes:
1. Compare and contrast the Unification of Germany and
2. Analyze the impact of German Unification on 19th
century
3. Give examples of how nationalism was used as a tool for
oppression ie;
4. Explain the impact of growing national identities in
decaying empires.
Curriculum
Framework Connections:
Concepts and Skills: H, C, G.
Learning Standards: WH II.10 A-B.
UNIT OF STUDY: IMPERIALISM
Unit Themes:
Essential Guiding
Questions:
Student Learning
Outcomes:
1. Explain the forces that motivated European imperialism.
2. Compare and contrast various non-western reactions to European intrusions.
3. Evaluate how European imperialism redefined political, social, and economic
institutions
in
4. Analyze and evaluate the positive and negative implications of imperialism on both
European
and non-European societies.
Curriculum
Framework Connections:
Concepts and Skills: H,C, G, E
Learning Standards: WH II.11 A-B; WH II.12 A-C; WH.13 A-G; WH II.14 A-D; WH II 15 A-C.
Resources:
Industrialization
§
Internet Modern History Sourcebook, Kevin
O’Reilly’s materials on Industrialization comparing
Resources:
Nationalism
·
AP exercise on differences between Liberalism,
Conservatism, Republicanism
·
Visual Worksheet-Steps to Unification
·
19th Century as seen by the
Media-Political Cartoons
·
Internet Modern History Sourcebook
·
Current day articles on national events in the
Balkans
·
McDougall –Littell
Sourcebooks
·
Prentice Hall Sourcebooks
· Research and Roleplay Activity-Russian Czars Autocracy/Nationalism
·
Videos
19th Century Nationalism
Age of Revolutions
Resources: Imperialism
·
Things
Fall Apart, Chinua Achebe
·
“The Kola Nut in Traditional Ibo Society”
·
Paper on Things Fall Apart-Was the destruction
of Umulfia inevitable?
·
King Leopold’s Ghost
·
Debate-positive and negative effects of
Imperialism
·
Project for Africa/Asia-Student’s choice;
children’s book, portfolio of political cartoons, series of paintings,
scrapbook, video production skit, meeting of the minds-interview with
imperialist figures, series of poems with illustrations
·
Jigsaw Activity-Asia and
·
African exercise –simulation carving up
·
Point of View Exercise- “ That was No
Welcome”/”That was no Brother”
·
Baranga Simulation
·
Speaker from Hamill
Gallery on Art of the Ibo and Effects of Imperialism on African Art
·
Word Splash on Imperialism in
·
Primary Source
“ White Man’s Burden” Rudyard Kipling
“ The Pros and Cons of British Rule”-Naoroji
A Close Up-Response Paper-Mohandas Gandhi
Ch’ien Lung’s Letter to King George
Lin Tse-hsu’s
letter to Queen
Treaties of
Indian and British reaction to Sepoy Rebellion
McDougall-Littell Sourcebooks
Internet Modern History Sourcebook
·
Videos
The Bible and the Gun
This Magnificent African Cake
The Genius that was China Part III
Gandhi
Imperialism
East Meets West-Meiji Restoration Slide Set-(Spice)
TIME PERIOD OF STUDY:
THE WORLD IN CONFLICT: (1914-1945)
UNIT OF STUDY: WORLD WAR I
Unit Themes:
· The Clash of “ISMS”
· The Fall of Empires
Essential Guiding
Questions:
· How did the forces of nationalism, militarism, imperialism, and entangling alliances all serve as a catalyst for World War I?
· How did new technology and mass media during World War I help to determine the course of the war?
· How did the Treaty of Versailles plant the seeds for future conflicts?
Student Learning
Outcomes:
1. Explain the connections between imperialism, nationalism, and militarism, as
contributing factors for World War I.
2. Identify how new weapons of war and propaganda were effectively used to help
determine the course of the war.
3. Compare and contrast
4. Compare and contrast geographical maps of both prewar and
postwar
Curriculum
Framework Connections:
Concepts and Skills: H, C, G, E.
Learning Standards: WH II.17; WH II.18 A-F.
UNIT OF STUDY: THE RUSSIAN REVOLUTION
Unit Themes:
·
The Fall of Empire
·
The Rise of Totalitarianism
·
New Political Voices of Change
Essential Guiding
Questions:
·
How did 20th century revolutionaries
alter 19th century political philosophies?
·
What factors contributed to the Russian
Revolution, and to the downfall of the Romanov
Dynasty?
·
How did Stalin’s policies and programs impact
the Soviet people?
Student Learning
Outcomes:
1. Explain the political, social and economic causes of the Russian Revolution.
2. Compare and contrast Marxism to Leninism.
3. Analyze the ways in which Stalin typified the modern
totalitarian dictator.
Curriculum
Framework Connections:
Concepts and Skills: H,C, G, E
Learning Standards: WH II. 18C, WH.22 A-D.
UNIT OF STUDY: WORLD WAR II
Unit Themes:
·
The clash of “ISMS”
·
The Global Economic Crisis
·
The Rise of Totalitarianism
·
Struggling Democracies
Essential Guiding
Questions:
·
How did the problems facing new democracies and
the growing world economic crisis, pave the way for the rise of
totalitarianism?
·
What were the major ideologies of fascism?
·
What enabled fascist dictators to consolidate
power in their respective countries?
·
How did world wide appeasement during the
1930’s, lead to World War?
·
What were the human costs of World War II?
·
How does the ideological struggles between the
forces of democracy and communism shape the post-war world ?
Student Learning
Outcomes:
1. Explain the causes and effects of worldwide depression.
2. Compare and contrast the ideologies of fascism, communism, and democracy.
3. Identify and explain the steps taken by fascists leaders to consolidate power.
4. Explain the major events and turning points in the various theaters of the war.
5. Evaluate the morality and human costs of the war as a means to an end.
6. Identify the events in Post World War II Europe that laid the foundations for the Cold
War.
Curriculum
Framework Connections:
Concepts and Skills: H,G, C, E.
Learning Standards: WH. 20 A-C; WH.21; WH.23 A-C; WH II. 24 A-K;
WH II.25 A-C; WH II.26; WH II.27; WH II.28; WH II.29.
Resources: World
War I
· Videos:
Gallipoli
World War I
Treaty of
All Quiet on the Western Front
Resources: The
Russian Revolution
· Lenin, “What Is to Be Done? ”
· Letters of Nicholas and Alexandra
· Description of Bloody Sunday
· Karl Marx, “Communist Manifesto”
· Accounts of the March Revolution
· Declaration of the Provisional Government
· Impact of the Civil War
· Accounts of the Famine 1921-1922
· Stalin’s Justification of the Great Purge (from Soviet History textbook c. 1940)
· Accounts of the Great Purge
· Russian Graphic-A visual project
· Russian Skit Activity-six Russians on a train with different viewpoints
· Jack Dawes –Russian Revolution, Stalin
· Russian Propaganda Posters
· Videos:
Nicholas and Alexandra
Stalin: Man of Steel A&E
Peter Ustinov’s “
Harvest of Despair
·
How did Hitler Come to Power?
·
Mein Kampf
·
Chamberlain’s “Peace In Our Time”
·
Speeches of Winston Churchill
·
F.D.R.’S “ Day That Will Live in Infamy”
·
Holocaust Memoirs
·
Books: Maus I &
II,
·
Sources of Western Tradition
·
Center for World History Resource Book
·
“Should We Drop the Bomb?” Debate
·
McDougall –Littell
Sourcebooks
· Prentice Hall Sourcebooks
·
Videos
World War II Series-Covers all major events in collection.
Saving Private Ryan (first twenty minutes)
Memory of the Camps
Schindler’s List
Triumph of the Will
Spielberg’s-Shoah “Survivor’s of the Holocaust”
TIME PERIOD OF STUDY:
THE NEW AGE OF NATIONALISM: THE TWENTIETH CENTURY
UNIT OF STUDY:
·
Gandhi’s Independence Movement
·
Problems in
Unit Themes:
·
The Search for Self Identity
·
The political, economic, and social dynamics of
change
·
Changes through nonviolent means.
Essential Guiding
Questions:
·
How have ideological differences created an
ongoing Arab/Israeli struggle in the
·
What events illustrate Gandhi’s philosophy of
passive resistance, and how effective were they in helping
Student Learning
Outcomes:
1. Evaluate how ethnic, religious, and political conflicts still plague the Indian
subcontinent today.
2. Analyze the ideological and cultural roots of conflict in
the
Curriculum
Framework Connections:
Concepts and Skills: 7C, 7H, 7J .
Learning Standards: 1-3, 5, 9, 16, 20.
UNIT OF STUDY:
·
Unit Themes:
·
The Search for Self Identity
·
The political, economic, and social dynamics of
change
·
Changes through nonviolent means.
Essential Guiding
Questions:
·
What factors led to the success of anti colonial
movements on the African continent?
·
What impact did the colonial legacy leave on
emerging independent African nations in the 20th century?
Student Learning
Outcomes:
Curriculum Framework
Connections:
Concepts and Skills: H,G, E, C .
Learning Standards: WH II.38 A-F; WH II.39 A-F.
Resources: New Age of Nationalism: 20TH Century Asia/Africa
· Resources for World History Institute The Human Record
· Internet Modern History Sourcebook
· Center for Learning World History Resources
· Writings of Gandhi: Tatyagraha, etc..
· Unit on Mao and Gandhi (Jean Johnson; U.C.L.A. files)
·
Rise of Nationalism Simulation –
· Southern Africa Dilemmas of the 20th century (U.C.L.A. files)
·
So.
·
Resources from the Center for
·
Laser disc
· Videos:
Gandhi
Cry Freedom
Mandela/Apartheid
Witness to Apartheid
The Struggle for Peace: Israelis and Palestinians
Arabs and Jews: Wounded Spirits in a Promised Land
TIME PERIOD OF STUDY:
IDEOLOGIES IN TRANSITION: (1945-PRESENT)
UNIT OF STUDY: THE COLD WAR AND BEYOND; (
Unit Themes:
· Clashing Ideologies and Global Polarization
· Geography Redefined
· Struggles from Within
Essential Guiding
Questions:
· Why was communism an attractive philosophy for people in developing nations in the 20th century?
·
How did the ideological struggles within
developing nations become part of the greater worldwide conflict between the
· How does the increasing globalization of the world’s economy serve as a catalyst for political and social change?
Student Learning
Outcomes:
1. Explain to what length Mao went in order to maintain his
ideological vision for
2. Evaluate
principles and practical reforms.
3. Analyze the forces that exacerbated the political, economic, and social problems in
4. Explain the events and ideas that led to the end of
communism in the
in
5. Analyze how the transition from communism to capitalism has led to new instabilities
and
uncertainties in
Curriculum
Framework Connections:
Concepts and Skills: H, C, G,
E.
Learning Standards: WH
II.30; WH II.31; WH II.32 A-I; WH II.33; WH II.34 A-E.
·
SPICE: Understanding China/Vietnam/Korea in the
21st century
·
SPICE: Nationalism & Identity in a European
Context
·
SPICE: Collapse of A
·
U.C.L.A. People’s Republic of
·
CHOICES:
·
CHOICES: “Cultural Conflicts” Case Studies in a
World of Change
·
CHOICES: Charting
·
Unit on
·
Unit on Human Rights in
·
World Affairs Council for Latin American
Resources
·
Primary Sources
Ten Years of Madness
Mao’s Little Red Book
Hungry Ghosts
The Human Record
Son of the Revolution
·
Videos:
Wild Swans
To Live
The Mao Years
In the Heart of the Dragon
The Great Leap Forward: Communism
in
Cold War Laser Disc
CNN’S Cold War Series
Inside Gorbachev’s U.S.S.R.