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Unit 1 Global Encounters

Unit 2 World Religions

Unit 3 Revolutions

Unit 4 The Industrial Revolution

Unit 5 Nationalism & Imperialism

Unit 6 World War I

Unit 7 Between the Wars

Unit 8 World War II

Unit 9 Holocaust & Genocide

Unit 10 The Cold War

Unit 11 20th Century Conflicts

Unit 12 20th Century Issues

Course Proficiencies

Core Standards:

6.3:9,11,12,13,14

6.4:9,12,13

6.5:13,14,15,16

6.6:11,12,13

6.7:11,12

6.8:16,17

Suggested Time: 2 weeks for Exploration

Objectives:

• Analyze the origins, motives, and development of European overseas expansion in the 15th and 16th centuries.
• Identify the achievements and contributions of the major European nations and in exploration and discovery.
• Compare and contrast the colonization of the New World by the Spanish, English and French.
• Explain the consequences of exploration and colonization on Native Americans, Africans, and the environment.
• Identify the impact/influence of indigenous peoples on European life and society. 

Core Information:

Christianity

Caravel Ships

Astrolabe

Compass

Conquistadors

Prince Henry

Ottoman Empire

Diaz

Da Gama

Cabral

Columbus

Vespucci

Verrazano

Marco Polo

Magellan

Cortes

Ponce De Leon

Cartier

Cabot

Hudson

Pizarro

Aztecs

Inca

China Markets

Potosi

Indies

Native Americans

DeLas Casas

Jamestown

Roanoke

Plymouth

Encomienda

Mestizzo

Mercantilism

Demarcation Line &Treaty of Tordesillas

Middle Passage

• Have a group of 2-4 students pick an area of the world they think they would have liked to live.
• Each group will have to research, list, and rate (1-5) the characteristics of their geographic area. (Outside sources may have to be used.)
• The group will be responsible for illustrating their key findings on poster paper and presenting to the class, which will be taking notes. They can also be responsible for writing their findings in a concise paper.
• SW be responsible for covering the following topics:

  Religion Economic

  Government Culture

  Social Problems

  Accomplishments

NB: This can be done in a chart format

• Geographic areas to be covered are:

  Western Europe &emdash; Spain, France, Britain, Portugal, Russia, Italy (pg 248-267)

  • Americas &emdash; Inca, Aztec (pg 330-335)

  Asia; China Ming Dynasty (pg 287-290), Japan (291-297)

  Middle East, Ottoman Empire (pg 195-197, 399, 452)

  Africa; Songhai, West Africa (pg 320-325)

  India; Mughal dynasty (pg 304-308)

   

• Evaluation: Students, using their notes in class, will evaluate the countries presented and rank what they think are the top four. Their rankings will have to be supported with details.
• Alternative assignment: Have a chart listed with all the characteristics of the geographic area filled in but omitting the name of the region. (Characteristics will have to a bit more ambivalent.)

Have the students choose their favorite area and then later tell them the names of the area. They will still have to support the reason for their choice.  

Resources:

• Perspectives on the Past pg 358-369 
• History of Western Society pg 477-489 
• "Origins of Mexican Civilization" (IH) &emdash; supplemental reading 
• "Ten Who Dared" Pizarro and Conquest of Inca
• Excerpts of slave trade "Roots" "Amistad"
• World Map
• Columbian Exchange Chart (US News article)
• Primary source of "Columbus arrives in West Indies"
• Pictures of slave ships

http://home.ici.net/customers/panther/francis/columbus.html (primary source readings)

http://www.acs.ucalgary.ca/HIST/tutor/eurvoya/index.html (maps, pictures, biographies)

http://www.floridahistory.com/inset11.html (Native Am. Perspective)

http://www.win.tue.nl/cs/fm/engels/discovery/index.html (excellent links and resources)

http://www.acl.lanl.gov/GrandChal/GCM/currents.html (map of ocean currents/voyages)

http://www.cc.ukans.edu/carrie/docs/texts/hakluyt.html (reasons for exploration)

Writing Activities:

	Spain	England	France	Portugal	Netherlands
Explorers
Countries claimed & explored
Impact (disease, food, religion, goods, ideas)

Write a "Taking a Point of View" essay answering: Why do you think the age of European exploration and discovery of new lands was a turning point in world history?

Activities:

• Expansion of Europe word puzzle
• Worksheet of Encomienda system
• Jamestown Play handout
• Survival sheet handout &emdash; what would you do on a deserted island?
• Complete a world map on exploration
• Figure the current value of the gold and silver extracted by Spain in the early years of Spanish exploitation of the Americas. Based on 18,600 tons of silver and 200 tons of gold.

Ramapo Indian Hills High School District

World Civilizations

Topic: World Religions & Philosophy

 

Core Standards:

6.4:9,10

6.5:13,14,16

Suggested Time: 2 weeks

Objectives:

• Explain the major beliefs and practices of Judaism, Christianity, Hinduism, Buddhism, and Islam.
• Explain how and why these religions spread to other areas of the world and their influence on other cultures.
• Explain the teachings of the Asian philosophies of Confucianism, Taoism, and Legalism.

Core Information:

Abram

Siddhartha Gautama

Buddha

Ashoka

Lao Tzu

K'ung Fu

 

Upanishads

Analects

Zen Buddhism

Nirvana

Paul

Constantine

Theodosius

Council of Nicea

Bhramins

Dharma

Prince Rama

Muhammed

Mecca

Medina

Koran

Kaaba

Ramadan

Jesus

Miracles

Peter

Roman Catholic

Moses

 

Holy Bible

 

Commandments

Torah

Israel

Dome of the Rock

• Which philosophy, Confucianism, Daoism, or Legalism, would have the best chance of ending the era of warring states in the Chou dynasty?
• How did the teachings of dharma, the Four Noble Truths, and the Five Pillars influence the social life and culture of people living in India, China, and/or Egypt?
• How did Christianity become a major world religion?

• Create a spreadsheet or matrix identifying the basic beliefs and teachings of each world religion.
• Visit a mosque, temple, cathedral, and/or speak with a community religious leader about the practices and teachings of a major world religion.
• Examine the influence of the major world religions on art, architecture, and literature.
• Hold a breakfast simulation with the founders of the major religions and philosophies and discuss how they would respond to contemporary issues. (role of women, crime, school violence, disrespect, music, movies, pollution, etc.

Topic: English, French, Latin American Revolutions (1600-1800)

Core Standards:

6.1:10

6.2:9,11

6.3:9,10,11,12,13,14

6.4:10,11,12,13

6.5:17

6.6:11,13,14,15

Suggested Time: 4 weeks

Objectives:

• Why were the English Civil War, the French Revolution, and Latin American Revolutions turning points in world history?
• What were the causes, major events, results and significance of the English Civil War, French Revolution and Latin American Revolutions?

Core Information:

Civil War

absolutism

divine right

constitutional monarchy

Parliament suffrage

franchise

House of Commons

House of Lords

Stuart dynasty

James I

Charles I

Oliver Cromwell

Puritans

Cavaliers

Roundheads

Irish conquest

Habeas Corpus

Restoration

Glorious Revolution

Petition of Rights

Bill of Rights

Estates General

Louis XVI

Old Regime

National Assembly

Great Fear

Jacobins

Tennis Court Oath

Versailles

Bastille

Rights of Man

The Republic

Robespierre

National Convention

Reign of Terror

Comm. Public Safety

Napoleon Bonaparte

The Directory

Coup d’ etat

Battle of the Nile

Battle of Trafalgar

Battle of Austerlitz

Battle of Moscow

Battle of Waterloo

Elba

Congress of Vienna

Metternich

Balance of power

territorial exchange

Simon Bolivar

Miranda

Creoles

Touissant L’Ouverture

San Martin

Mestizos

Hidalgo

Caudillos

Monroe Doctrine

Resources:

•  
• Perspectives on the Past pages 430-437; 482-499; 526-531; 531; 535-540.
• History of Western Society pages 542-548; 698-723.
• Bastille, and Robespiere ( Ramapo Video 594)
• Battle of the Nile ( IHHS Video)
• Napoleon (Biography) ( IHHS Video)
• Battles that Changed the World: Battle of Austerlitz (IHHS Video)
• Battles that Changed the World: Battle of Moscow (IHHS Video)
• England: English Civil War (IHHS Video)
• Documents: American Bill of Rights and Constitutional Amendment
• Internet : http://people.csnet.net/dpost/; www.powerup.com.au/~rdale/rev.htm
• DBQ: The Great Fear

Writing Activities:

Read a Document Based Essay on the Great Fear Period of the French Revolution and answer the following essay question: Analyze the nature and causes of the Great Fear in the French Revolution of 1789, and assess the validity of the following statement about the Great Fear.

"The Great Fear can be explained by the economic, social, and political circumstances prevailing in France in 1789. (It) gathered the peasants together, allowed them to achieve full realization of their strengths and reinforced the attack already launched against feudalism….It played its part in preparation for the (revolution) and on these grounds alone must count as one of the most important episodes in the history of the French Revolution." &emdash;Georges Lefevre, The Great Fear of 1789.

Why was the English Civil War an important period for the so-called "Rights of Englishmen.?"

Write a position paper from a point of view (French, Cavalier, merchant, etc.) on one of the following topics:

• The English should never have executed King Charles II of England
• Cromwell was correct in executing the King of England
• Cromwell’s rule was a disaster for the people of England

Activities:

• Compare the rights gained by Englishmen during the Period of the English Civil war from James I through rule of William and Mary with the rights found in the American Bill of Rights and the Amendments found in the American Constitution. What new rights have been gained since the English Civil War?
• Show video: English Civil War
• Prepare a political cartoon on the Period of the English Civil War or during the Period of the French Revolution &emdash; Present or take a position as if you were a cartoonist making a political cartoon during the English Civil War or French Revolution.
• Do an extra credit Word Puzzle on the French Revolution

• Tests on the English Civil War and French Revolution
• Grading of Political Cartoon
• Grading of DBQ on the Great Fear Essay

Topic: Industrial Revolution

Core Standards:

 

6.2: 9

6.3:9,10,12,13

6.4: 10,11,12

6.5:14, 18

6.6:11,13,14,15,16

 

Suggested Time: 2 weeks

Objectives:

• Understand the evolution of economic changes from cottage industries to the factory system.
• Explain the impact of technology on production, transportation, and communication.
• Analyze the living and working conditions of laborers in factories."
• Evaluate the quality of life for people living during this period.
• Compare and contrast the different reforms to improve and protect workers.
• Understand and explain the impact of classical economists and reformers and evaluate their impact on the economy and social conditions. (Ricardo, Smith, Malthus, Marx, Owen, Fourier, Blanc)

Core Information:

Enclosures

Crop Rotation

Seed Drill

Jethro Tull

Samuel Crompton

James Watt

George Stephenson

James Hargreaves

Factory System

Entrepreneur

Canals

McAdam roads

Bessemer Process

Urbanization

Reform Bill 1832

Factory Act 1833

Labor Unions

Great Exhibition 1851

Corporation

Electricity

Samuel Morse

Oil

Socialism

Utopian Socialism

Robert Owen

Louis Blanc

Karl Marx

New Lanark, Scotland

Bourgeoiseie

Charles Dickens- Hard Times

Resources:

Writing Assignments:

Activities:

Topic: Nationalism/Imperialism

Core Standards:

 

6.3:9,10,12,13

6.4:12,13

6.5:17

6.6:11,12,13

6.7:11

6.8:16,17

 

Suggested Time: 2 weeks

Objectives:

• Relate the concept of nationalism to the outcomes of the Congress of Vienna.
• Identify the basis of the nationalist movements in Latin America.
• Explain the concept of a "global economy."
• Explain why the European powers competed for overseas colonies.
• Compare and contrast views on imperialism as a means of advancing civilization.
• Identify the causes and consequences of the Spanish-American War.

Core Information:

diplomacy

conservatism

liberalism

radicalism

romanticism

nationalism

Bismarck

Count Cavourt

Mazzini

Garibaldi

Red Shirts

Sardinia

Victor Emmanuel II

Kulturkampf

"Blood and Iron"

Franco-Prussian War

 

Ems Telegram

Zollverein

Kaiser Wilhelm I

Kaiser Wilhelm II

peninsular

creole

mestizo

caudillo

racism

imperialism

protectorate

cash crops

extraterritorial rights

sepoy

sphere of influence

Monroe Doctrine

Open-door policy

annexation

Commodore Perry

Congress of Vienna

balance of power

Roosevelt Corollary

Resources:

Perspectives on the Past Chp 23-25 pg 526-589

Map pg 573 of Imperialism in Africa

World Map

Writing Assessment:

• Ask students to explain why a balance of power is desirable and difficult to maintain.
• Write an essay on how the American and French Revolutions influenced Latin American independence.
• Have students write a paragraph explaining how advances in transportation and communication helped foster a global economy.
• Write a newspaper editorial defending or attacking imperialism and self-determination.

Activities:

Topic: World War I

Core Standards:

6.2:9,11

 

6.3:9,10,11,12,13,14

6.4:9,11

6.6:15

6.6;11,12

Suggested Time: 3 Weeks 

Objectives:

• Identify the underlying causes of WWI.
• Describe the series of events that provided the spark that ignited World War I.
• Specify where and how WWI was fought.
• Summarize the events that led to the Russian Revolution.
• Explain the consequences of Treaty of Versailles.

Core Information:

Terms

Nationalism

Militarism

Imperialism

Propaganda

Trench Warfare

New Weapons

Alliance System

Anglo-Japanese

Sarajevo Affair

Schlieffen Plan

Communism

Tsar

Armistice

Provisional Government

Reds and Whites

Convoy

Fourteen Points

Treaty of Versailles

Paris Peace Conference

Lusitania

Belligerent

War of Attrition

Contraband

Reparation

Mandate

The Zimmerman Telegram

Key People

Woodrow Wilson

Winston Churchill

Lenin

Otto von Bismarck

Franz Ferdinand

William II

Nicholas II

Kerensky

Trotsky

George Clemenceau

David Lloyd George

Kaiser Wilhelm

Ottoman Turks

 

Places

Western Front

Eastern Front

Home Front

Russia

Paris, France

Germany

Austria-Hungary

Serbia

Verdun

Somme

Marne

Resources:

Literature

• All Quiet on the Western Front, Enrich Maria von Remarque 

   

• The Communist Manifesto

Movies

• All Quiet on the Western Front

   

• African Queen

   

• Legends of the Fall

   

• Paths of Glory

   

• Sergeant York 
  Primary Sources
• Fourteen Points
• The Treaty of Versailles 
  Internet Resources

World War I Propaganda

http://www.history.sfasu.edu/BaylorExhibit.html

Treaty of Versailles

www.lib.byu.edu/~rdh/wwi/versailles.html

World War I; Trenches on the Web

www.worldwar1.com

Versailles Treaty; Full text of the treaty, related maps, pictures and cartoons with suggested readings

http://history.Acused.edu/gen/text/versaillestreaty/vercontents.html

World War I Document Archive

www.lib.byu.edu/~rdh/wwi/

The Great War 

www.pbs.org/greatwar/

Cold War Museum &emdash; Art of the 1^st World War (tours of European Museums) 

www.art-ww1.com/ 

 

Textbook Pages

• World History - Perspectives of the Past, Chapter 27, Page 620 &emdash; 651.

Writing Assessment:

• Country Profile &emdash;With your group research one of the countries involved in WWI. Develop a position paper individually on the country your group is assigned. You must include in your paper the following information:
  • Alliances/counties they are affiliated with
  • Geographical profile including detailed map
  • Economic, political and social profile
  • Historical conflicts with other countries
• Type of government and brief history, including rulers
• What is your country’s position on entering the war?

• Literature Activity (Preparing a book report)
• Read one of the following novels, Ernest Hemingway’s A Farewell to Arms, Willa Cather’s One of Ours.
  • In a formally written book report (1 page, typed) note the author’s point of view on the war. How does it compare with the idealism expressed by President Wilson at the start of World War I? (i.e. have students read and analyze Wilson’s Neutrality Speech as a point of comparison).

• Closing Assessment (Analyzing Ideas) &emdash; Do you consider WWI a major turning point in world history? Use information from the chapter, handouts, and Internet sources provided to support your answer. Be sure to cite your sources (parenthetical citations).

Activities:

• Power Point Presentation of Resumes on Key People &emdash; With a partner create a resume on one of the key people involved in World War I. You must include in your resume:
  • Brief biographical details
  • Positions held
  • Position during World War I
  • Famous quote by or about the individual
  • Accomplishments and Achievements
• Create a poster with a partner, which will be presented to the class, on one of the following topics:
  • Cause of the War - Nationalism
  • Cause of the War - Militarism
  • Cause of the War - The Alliance Systems
  • World War I Weaponry
  • Trench Warfare
  • The Three Fronts
  • Sinking of the Lusitania
  • Propaganda
  • Paris Peace Conference
  • The Treaty of Versailles
  • The Schlieffen Plan
  • The Zimmerman Note
  • Russian Revolution
  • Fourteen Points

• Using the example below, create a chart detailing three major battles of World War I. The three major battles were the Marne (1914), Verdun (1916), and the Marne (1918). 

Battles	Objectives	Main Events	Outcomes
Marne (1914)
Verdun (1916)
Marne (1918)

 

• As a closing activity, create a graphic organizer or mind map detailing, in your opinion, the top five causes and effects of World War I. Be Prepared to support your position.
• Time Line Activity on the Soviet Union &emdash; To help students better understand the economic and political development of the Soviet Union unde communism in the 1920’ and 1930’s, have students create a timeline, chronologically listing the important events relating to this period. Students will answer the following questions:
  • Were any of the events on the timeline causes or results of the other events? How?
  • Which events on the timeline do you thin brought the greatest change? Why?
  • What change did each event bring?

Topic: Between the Wars

Core Standards:

 

6.3:9,11,12,13,14

6.4:9,10,11,13

 

6.5:17

6.6:11,14

Suggested Time: 3 Weeks

Objectives:

Core Information: 

Resources: 

Movies

• Triumph of the Will, Leni Riefenstahl 

   

• The Great Dictator, Charlie Chaplin

   

• Tea With Mussolini

Primary Sources

Mein Kampf, Adolph Hitler 

Textbook Pages

• World History &emdash; Perspectives of the Past, Chapter 30, page 687-703

Writing Assessment:

• Explain in paragraph format, the reasons for the rise of fascism in the early 1930’s. From your list of reasons, develop a hypothesis about the rise of fascism, with major facts to support it.
• In paragraph format, write what "easy answers" did Hitler and Mussolini offer? Why are such answers appealing in a time of crisis? How can voters avoid being misled by such tactics?
• Write a comparison essay of the rise of Hitler and the Nazi party with the rise of Mussolini and Fascism. Make sure your conclusion states which person and group you feel had more power/control within their country.

Activities:

• Comparison Chat &emdash; Using the chart below, compare the rise of totalitarianism in Germany, Italy and Japan. After the chart is complete answer the following questions:
• Identify which of these conditions listed below you believe to be the most significant for each country. Make sure you use examples from the chart to support your answer.
  • Totalitarianism is government control over every aspect of life. Compare totalitarianism in nazi Germany to that, until recently found in the Soviet Union. Compare the differences.

Group	Germany	Italy	Soviet Union	Japan
Economic Conditions in the 1920’s &emdash; 30’s
Social Conditions in the 1920’s &emdash; 30’s
Political Conditions in the 1920’s &emdash; 30’s
Leading political figures in the 1930’s
Chief means of Totalitarian control
Leader’s reasons for declaring war

• Divide the class into four groups. Assign one of the following to each group: Mussolini’s takeover of power in Italy, Hitler’s ascent to the position of Chancellor of Germany, Japan’s invasion of Manchuria, United States recognition of the Soviet Union. Have each group work to create a news item for a television news broadcast covering the event.
• Choose one of the following leaders: Adolf Hitler, Benito Mussolini, Joseph Stalin, Hideki Tojo, Winston Churchill, and Franklin Roosevelt and create a resume for him.
• Have students work in pairs to create posters illustrating the rise of dictatorship in 1930’s. Have students include reasons why dictators gained power, and title them. Display posters.
• Note the physical sizes of Italy, Germany, and Japan and then list the reasons why those countries were interested in territorial expansion.

Topic: World War II 

Core Standards:

6.1:13

 

6.2:9,10,11

6.3:9,10,11,12,12,14

6.4:10,12,13

6.5:18

6.7:11,12

6.8:14

Suggested Time: 3 Weeks

Objectives:

1. Explain in what sense World War II was a product of World War I.

• Describe how Hitler took over most of Europe and how Great Britain and the United States responded to German expansion.
• Identify the major leaders and groups of World War II.
• Explain the major events leading to war in Europe.
• Describe how the Soviet Union and the United States entered World War II.
• Demonstrate how the geographical locations affected the war.
• Explain how the tide of war turned in favor of the Allied during 1942 and 1943.
• Understand how new technology affected the conduct and outcome of World War II.

Core Information:

Key Terms

 

Causes

Effects

Atomic Bomb

Super Powers

New Weapons

Nonaggression Pact

Blitzkrieg

Battle of Dunkirk

Battle of the Bulge

Battle of Stalingrad

D-Day

Maginot Line

Berlin Blockade

Appeasement

Atlantic Charter

Yalta Conference

Potsdam Conference

Land &emdash;Lease Act

Marshall Plan 

 

Key People

 

Adolf Hitler

Joseph Stalin

Franklin Delano Roosevelt

Winston Churchill

Harry S. Truman

General Douglas MacArthur

General Charles de Gaulle 

 

Places

 

Germany

Japan

United States

Great Britain

Pearl Harbor

Russia

Hiroshima

Berlin

Normandy

Omaha

Manchuria

Rhineland

 

 Resources:

Literature

• Hiroshima, John Hersey  
  Movies
• In Love and War

   

• Saving Private Ryan

   

• The Life of Adolph Hitler (101 minutes) #IH1384 

   

• Faces of the Enemy Hitler’s Masterpiece (30 minutes) #IH255 

   

• The Twisted Cross &emdash; The Rise and Fall of Hitler’s Nazi Germany #IH10 

   

• WWII &emdash; The Nazi’s: A Warning From History #IH1443 

   

• WWII &emdash; A Summary of the War in Europe #IH1443

• World History &emdash; Perspectives of the Past, page 687-703

Writing Assessment: 

• What can happen to a society if the idea that" all men are created equal" is rejected?

Activities: 

• Create a flow chart of Axis actions and Allied and American responses from 1935 - 1941.
• Investigate the French Resistance Movement.
• Who was Charles de Gaulle and how did he liberate France?
• Investigate the Battle of Dunkirk.
• How important was the evacuation in Britains struggle against Hitler?
• Research who the main Generals were during the Normandy invasion.
• How did General Eisenhower use Ultra during D-Day?
• Who were the partisans? Research their role in World War II.

Topic: Holocaust and Genocide

Core Standards:

6.2:9

6.3:9,12,13,14

6.4:12,13

6.5:14,17

Suggested Time: 2 Weeks

Objectives: 

• To reflect on the issues of prejudice, racism and the importance of human life and rights in the study of the Holocaust
• To understand the value and dignity of every human being regardless of ethic, religious, or racial, differences and to reject stereotyping o groups of people.
• To know the importance of every citizen in safeguarding the rights of all citizens.
• To recognize that tolerance is an essential ingredient in our multicultural society.

Core Information:

Key Terms

Genocide

Scape Goat

Concentration camps

Holocaust

Kristallnact

Anti-Semitism

Racism

Nuremberg laws

Irish Famine

 

Key People 

Adolph Hitler

Nazi

Anne Frank

 

Places 

Germany

Auschwitz

 

Resources:

Literature

• Diary of a Young Girl, Anne Frank

   

• Night  
  Movies
• Shindler’s List

   

• Life is Beautiful
• The Holocaust Living Witness Series: The guilty are tries (38 Minutes)
• The Shadow of Hate  
  Primary Sources

    

  Internet Resources 

United States Holocaust Memorial Museum

http://www.ushmm.org/

From Ashes to Life (book) details the demanding physical labor, frequent beatings, meager food rations, and frightful living conditions Lucille Eichengreen endured in the Lodz Ghetto, and later in the concentration camps. 

http://www.webtran.com/lucille/

Shoah: Journey from the Ashes ; (book) Auschwitz survivor Cantor Leo Fettman’s tale of survival. By Paul M. Howey 

http://www.fivestarsupport.com/shoah/

Aushwitz; photographs, stories, and pictures o survivors stories.

http://shrike.depaul.edu/~lhandzli/auschwitz/ 

The Holocaust History Project - a free archive of documents, photographs, recordings, and essays regarding the Holocaust. 

http://www.holocaust-history.org/

 

 

Textbook Pages

• World History &emdash; Perspectives of the Past, Chapter 31, page722 - 727

Writing Assessment:

Activities: 

• Power Point Tribute;

  Step One &emdash; Read (via Internet and other library resources &emdash; check resource list provided) about the contributions made to this world by survivors of the Holocaust. Compile a list of these people and their accomplishments (must have a minimum of ten people).

  Step Two &emdash; Create a Power point tribute to these people (minimum of 14 slides) &emdash; including both clipart and Internet pictures). Tribute should be done in the form of a reflective book that includes Holocaust poetry and pictures with the profiles of the individuals.

  Step Three &emdash; Answer the following questions and creatively include them into your power point presentation:

• What lessons have the survivors of the Holocaust and other genocide’s studied taught you?
• What lessons can we learn from them?  

• Ditto "And Then They Came for Me: Remembering the World of Anne Frank" &emdash; Historical background on the rise of Nazism through the eyes of Anne Frank, Eva Schloss, and Ed Silverberg. There are questions students can answer after the reading plus an additional activity on interviewing someone who has lived through this time period.

Topic: Cold War

Core Standards:

6.3:9,10,11,12,12,14

6.4:9,10,11,12,13

6.5:13,16,18

6.6:11,13,14

6.7;11,12

6.8:16,17

Suggested Time: 4 weeks

Objectives:

• Analyze the causes that led to the Cold War and how the United States and Soviet Union competed for power and influence in Europe.
• Analyze the significance of international crisis such as the Berlin Blockade, Korean War, and the Cuban missile crisis.
• Explain the role of the United Nations during this period and assess its success and failures.

Core Information:

Ideologies of communism and capitalism

Warsaw Pact

Brinkmanship

Detente

Marshall Plan

SEATO

Domino Theory

Missile Defense

Nationalism

State of Israel

Josef Stalin

Ronald Reagan

Iron Curtain

Space Race

Nikita Krushchev

Nixon Doctrine

NATO

Nuclear Weapons

Fidel Castro

Hot Line

John Kennedy

Berlin Wall

Point Four Program

Vietnam War

Nixon Doctrine

Resources:

Writing Assessment:

Develop a case study for a major Cold War conflict and explain the developments leading to the conflict, how the competition between the superpowers led to a crisis, and the international significance of the event. (Korean War, Suez Crisis, Berlin Blockade, Berlin Wall, Vietnam, Middle East, Cuban missile crisis, Soviet invasion of Afghanistan.

Activities:

PowerPoint of Hypertext Project

Web Page Timeline of Cold War Events

Summit Meeting Simulations

Model United Nations (Cuban Crisis)

Write a book for children comparing Soviet and American views

Video documentary of a cold war crisis

Oral/video history interviews

Analysis of music, literature, art relating to Cold War events

Topic: 20^th Century Issues (Africa, Middle East, Latin America, Asia)

Core Standards:

6.3:9,11,12,13,14

 

6.4:10,11,12,13

6.5:13,14,18

6.6:16,6.7:11,12

6.8:14,15,16,17

6.9:6,7

Suggested Time: 3 weeks

Objectives: 

• Analyze the evolutionary historical and political changes in Africa (Ghana, South Africa, Kenya), the Middle East (Israel and Arab Palestinian autonomy), Latin America (Chile, Cuba, Mexico), and Asia (Vietnam, India, Pakistan) 
• Explain how the population explosion, environmental change, and health issues have impacted the quality of life around the world.
• Demonstrate how prejudice, racism, ethnic divisions, and conflict have resulted in terrorism and genocide in the contemporary world.

Core Information:

Jomo Kenyatta

African National Congress

Sanctions

Yasir Arafat

Org. of African Unity

Sharpeville Massacre

Desmond Tutu

Manachem Begin

Developing Nations

Soweto

F.W. deKlerk

Intifada

Homelands Policy

Nelson Mandela

P.L.O.

Saddam Hussein

Afrikaners

Segregation

Anwar Sadat

Kurds

Boers

World Health Organization

David Ben-Gurion

Suez Crisis

Munich Olympics

Golan Heights

Gaza Strip

West Bank

Persian Gulf War

Salvadore Allende

Gen. Pinochet

P.R.I. (Mexico)

Zapatista Movement

Fidel Castro

Batista

Bay of Pigs

Cuban Missile Crisis

Nehru

Indira Gandhi

Rajiv Gandhi

Sikhs

Kashmir

Gulf of Tonkin

Viet Cong

Ho Chih Minh

Khmer Rouge

Pol Pot

Boat People

Resources:

Textbook:: Chapters 33,34,35

Media:

The Africans (R1047) Africa: Rise of Nation. (IH868) Cambodia-Vietnam Today

Apartheid (R105) Rwandan Ethnic Conflict (IH1166) Genocide (IH74)

Arabs & Jews (R119) Amazon (IH470) Desert Storm (IH1442)

Arafat/Rabin Peace (R557) Apartheid (IH 288) Israel & Palestinians

Cambodia (R285) Sadaam Hussein (IH 1162) Killing Fields (IH 599)

Cuban Missile Crisis (R429) Fidel Castro (IH1321) Latin America: Population

My Lai (R236) Bosnian Conflict (IH1005) Israel: A Nation is Born

Quiet Revolution: (R240) Vietnam: Chronicle of a War (R188)

Writing Assessment:

Write an essay/editorial about one issue relating to a world regional health and a environmental issue in two of the areas studied.

Explain the historical and political changes in either Africa, Latin America, the Middle East, or Asia by one of the following:

• Write a script for a dramatic scene
• Role play your findings in a TV talk show
• Write a newsletter which includes the evolution of historical developments and political changes, current issues that need to be addressed, social problems and developments, and predictions for the future.

Activities:

• Use the web to research health issues and possible solutions (malaria, AIDS, cholera, smallpox, etc.) in Africa, the Middle East, Latin America, and Asia.
• Use the web to research environmental problems (deforestation, desertification, population, freshwater resources, and pollution)
• Develop a timeline of apartheid in South Africa. Show video clips of genocide in Cambodia and Rwanda and analyze the underlying causes for genocide.
• Complete a matrix about the following areas of genocide and/or conflict:

Topic	Kurds	Cambodia	Rwanda	Bosnia
Causes Political Ethnic Religious
Outside Intervention
UN Definition of Genocide
Strategies for Human Survival

Topic: 20^th Century Economy (Technology, Consumerism, Media)

Core Standards:

6.3:12

6.4;11,12

6.5;17,18

6.6:11,12,13,14,15,16

6.8:14,15,16

6.9:6,7,8

Suggested Time: 3 weeks

Objectives: 

• Describe the major technological innovations of the postwar decades and assess their impact on global trade and the standard of living.
• Analyze how the revolutions in communication, information technology, and marketing have contributed toi the rise of a "global culture."
• Explain the impact of space exploration and biotechnology on human society.

Core Information:

Satellite

Microtechnology

Palm Pilots

Human Genome System

Sputnik

Transistors

HD Television

Oil Crisis 1973

Challenger

Silicon chips

Robotics

OPEC

Space Shuttle

Fiber Optics

Superconductors

Free Trade

Concorde

Gigabits

DNA

European Community

Neil Armstrong

Cell Phone

VCR

World Bank

IMF

NAFTA

GATT

Developing Nations

Resources:

Textbook:: Chapter 36, 37 (Sec. 3,4)

Media:

Writing Assessment:

Research the debts of developing countries by using the information provided by the World Bank (www.worldbank.org) and write a two page position paper that includes the economic problems of a specific developing country and your position on forgiving the debt, rasing taxes to pay the debt back, or increasing trade with other countries.

Activities:

• Use the Internet to find multinational corporations with global markets and broadcast schedules of American programs in other countries or world areas.
• List ten technology/electronic consumer items that you consider important for living in today’s society. Determine their approximate costs, maintenance fees, and the resources used to build or operate them. Would people living in other world areas select the same items?
• Assume the role of the President or Chairman of a major corporation and select a developing country in the world where you want to recommend the construction of a multi-billion dollar plant. Explain to your shareholders the advantages and disadvantages of the impact of your recommendation.

Course Proficiencies

World Civilizations BP

KNOWLEDGE

The student will be able to…

1. Identify the origins, motives, and development of Euroepan exploration. NJ 6.3

2. Explain the consequences of exploration and colonization on Native Americans, Africans, and the environment. NJ 6.3

3. Understand the major beliefs and practices of Judaism, Christianity, Hinduism, Islam, and the philosophies of Confucianism, Daoism, and Legalism. NJ6.5

4. Compare the changes in Europe and the world as a result of the English, French, Russian, and Latin American Revolutions. NJ 6.3

5. Identify the characteristics of the agricultural and industrial revolutions in the 18th and 19th centuries. NJ 6.6

6. Demonstrate understanding of the causes and consequences of European, American, and Japanese expansion in the 19th century. NJ 6.3

7. Identify the multiple causes of World War I , the impact of the Treaty of Versailles, and the rise of dictatorships. NJ 6.3

8. Explain the global causes and consequences of the Great Depression. NJ 6.6

9. Explain the motives for German, Italian, and Japanese drives for empires in the 1930s and evaluate the debates among historians. NJ 6.3

10. Demonstrate an understanding of the multiple causes of World War II. NJ 6.3

11. Demonstrate an understanding of the global power shifts that took place during the Cold War. NJ 6.3

12. Demonstrate an awareness of the causes of the Holocaust and genocide. NJ 6.3

13. Explain the dismantling of the apartheid system in South Africa and the influence of human rights movements. NJ 6.4

14. Explain how the population explosion, environmental change, and health issues have impacted the quality of life around the world. NJ 6.9

15. Describe the major technological innovations of the 20th century and assess their impact on global trade and the standard of living. NJ 6.6

ATTITUDES

The student will be able to…

1. Recognize the importance of historical perspective when analyzing issues affecting the human experience.

2. Recognize that while history records the wars, disasters, plagues and famines that have affected human civilization, history also shows that people are capable of acting with courage, kindness, wisdom, and brillance.

3. Understand that the present is often the product of past experiences.

4. Understand that effective decision-making in the contemporary world requires and understanding and respect for the geographical, historical, political, economic, and cultural traditions of others.

5. Recognize that intolerance is based on ignorance of the common cultural origins shared by humankind.

6. Resepct the importance of caring for the environment in maintaining a sustainable quality of life in a civilized world.

7. Recognize that an understanding of how people interact with the environment is an essential for continued progress and well being.

8. Recognize that statements reflect value judgments.

9. Recognize that while war is a part of history, it is not an inevitable part of human nature.

10. Appreciate the contributions of all cultures in the areas of art, literature, music, architecture, philosophy, and religion.

11. Recognize the contributions of women in the development of world civilizations.

SKILLS

The student will be able to…

1. Identify terms/and or phrases related to the Social Sciences and World History.

2. Differentiate between statements of fact and opinion.

3. Analyze cause-and-effect relationships and multiple causation.

4. Draw upon visual data in historical maps, charts, tables, art, and other graphic organizers.

5. Interpret data presented in timelines and understand the relationship between historical events.

6. Identify issues and problems in the past and formulate a position or course of action for them.

7. Formulate historical questions and obtain historical data to investigate them.

8. Recognize the difference between primary and secondary sources and evaluate their validity.

9. Integrate technology into the learning experience in research, writing, and presentations.

10. Debate controversial issues and propose solutions.

11. Demonstrate the ability to work cooperatively.

12. Research and write cause/effect, point of view, and problem / solution essays about historical events.

13. Address issues and problems in the world and contribute ideas and possible solutions.

14. Use visual data, literature, musical sources, and historical narratives as a way of understanding history.

15. Use the Internet and World Wide Web to access historical documents and evaluate the validity of the information.

16. Demonstrate the ability the take notes, summarize information, and document information in written reports.

17. Demonstrate competency in reading and interpreting documents by answering a document based question.

Attendance

The student will be able to…

1. Meet the Board of Education policy requirements on attendance as part of the criteria for the successful completion of this course.

World Civilizations CP

KNOWLEDGE

The student will be able to…

1. Analyze the origins, motives, and development of European exploration. NJ 6.3

2. Analyze the consequences of exploration and colonization on Native Americans, Africans, and the environment. NJ 6.3

3. Understand the major beliefs and practices of Judaism, Christianity, Hinduism, Islam, and the philosophies of Confucianism, Taoism, and Legalism. NJ6.5

4. Compare the changes in Europe and the world as a result of the English, French, Russian, and Latin American Revolutions. NJ 6.3

5. Identify the characteristics of the agricultural and industrial revolutions in the 18th and 19th centuries and evaluate the impact upon society. NJ 6.6

6. Demonstrate understanding of the causes and consequences of European, American, and Japanese expansion in the 19th century. NJ 6.3

7. Explain the multiple causes of World War I, the impact of the Treaty of Versailles, and the rise of dictatorships. NJ 6.3

8. Analyze the global causes and consequences of the Great Depression and evaluate the relationship to economic theory. NJ 6.6

9. Explain the motives for German, Italian, and Japanese drives for empires in the 1930s and evaluate the debates among historians. NJ 6.3

10. Demonstrate an understanding of the multiple causes of World War II. And evaluate the foreign policy of the major world powers. NJ 6.3

11. Demonstrate an understanding of the global power shifts that took place during the Cold War. NJ 6.3

12. Demonstrate an awareness of the causes of the Holocaust and genocide and analyze the role of the United Nations in addressing these problems. NJ 6.3

13. Explain the dismantling of the apartheid system in South Africa and the influence of human rights movements. NJ 6.4

14. Explain how the population explosion, environmental change, and health issues have impacted the quality of life around the world. NJ 6.9

15. Describe the major technological innovations of the 20th century and assess their impact on global trade and the standard of living and speculate as to the advantages and disadvantages for the future. NJ 6.6

ATTITUDES

The student will be able to…

1. Recognize the importance of historical perspective when analyzing issues affecting the human experience.

2. Recognize that while history records the wars, disasters, plagues and famines that have affected human civilization, history also shows that people are capable of acting with courage, kindness, wisdom, and brilliance.

3. Understand that the present is often the product of past experiences.

4. Understand that effective decision-making in the contemporary world requires and understanding and respect for the geographical, historical, political, economic, and cultural traditions of others.

5. Recognize that intolerance is based on ignorance of the common cultural origins shared by humankind.

6. Respect the importance of caring for the environment in maintaining a sustainable quality of life in a civilized world.

7. Recognize that an understanding of how people interact with the environment is an essential for continued progress and well being.

8. Recognize that statements reflect value judgments.

9. Recognize that while war is a part of history, it is not an inevitable part of human nature.

10. Appreciate the contributions of all cultures in the areas of art, literature, music, architecture, philosophy, and religion.

11. Recognize the contributions of women in the development of world civilizations.

SKILLS

The student will be able to…

1. Identify terms/and or phrases related to the Social Sciences and World History.

2. Differentiate between statements of fact and opinion.

3. Analyze cause-and-effect relationships and multiple causation.

4. Draw upon visual data in historical maps, charts, tables, art, and other graphic organizers.

5. Interpret data presented in timelines and understand the relationship between historical events.

6. Identify issues and problems in the past and formulate a position or course of action for them.

7. Formulate historical questions and obtain historical data to investigate them.

8. Recognize the difference between primary and secondary sources and evaluate their validity.

9. Integrate technology into the learning experience in research, writing, and presentations.

10. Debate controversial issues and evaluate the major debates among historians.

11. Demonstrate the ability to work cooperatively.

12. Write essay s, position papers, document based questions and prepare historical research project.

13. Address issues and problems in the world and contribute ideas and possible solutions.

14. Use visual data, literature, musical sources, and historical narratives as a way of understanding history.

15. Use the Internet and World Wide Web to access historical documents and evaluate the validity of the information.

16. Demonstrate the ability the take notes, summarize information, and document information in written reports.

Attendance

The student will be able to…

1. Meet the Board of Education policy requirements on attendance as part of the criteria for the successful completion of this course.

World Civilizations H

KNOWLEDGE

The student will be able to…

1. Analyze the origins, motives, and development of European exploration. NJ 6.3

2. Analyze the consequences of exploration and colonization on Native Americans, Africans, and the environment. NJ 6.3

3. Understand the major beliefs and practices of Judaism, Christianity, Hinduism, Islam, and the philosophies of Confucianism, Taoism, and Legalism. NJ6.5

4. Compare the changes in Europe and the world as a result of the English, French, Russian, and Latin American Revolutions. NJ 6.3

5. Identify the characteristics of the agricultural and industrial revolutions in the 18th and 19th centuries and evaluate the impact upon society. NJ 6.6

6. Demonstrate understanding of the causes and consequences of European, American, and Japanese expansion in the 19th century. NJ 6.3

7. Explain the multiple causes of World War I, the impact of the Treaty of Versailles, and the rise of dictatorships. NJ 6.3

8. Analyze the global causes and consequences of the Great Depression and evaluate the relationship to economic theory. NJ 6.6

9. Explain the motives for German, Italian, and Japanese drives for empires in the 1930s and evaluate the debates among historians. NJ 6.3

10. Demonstrate an understanding of the multiple causes of World War II. And evaluate the foreign policy of the major world powers. NJ 6.3

11. Demonstrate an understanding of the global power shifts that took place during the Cold War. NJ 6.3

12. Demonstrate an awareness of the causes of the Holocaust and genocide and analyze the role of the United Nations in addressing these problems. NJ 6.3

13. Explain the dismantling of the apartheid system in South Africa and the influence of human rights movements. NJ 6.4

14. Explain how the population explosion, environmental change, and health issues have impacted the quality of life around the world. NJ 6.9

15. Describe the major technological innovations of the 20th century and assess their impact on global trade and the standard of living and speculate as to the advantages and disadvantages for the future. NJ 6.6

ATTITUDES

The student will be able to…

1. Recognize the importance of historical perspective when analyzing issues affecting the human experience.

2. Recognize that while history records the wars, disasters, plagues and famines that have affected human civilization, history also shows that people are capable of acting with courage, kindness, wisdom, and brilliance.

3. Understand that the present is often the product of past experiences.

4. Understand that effective decision-making in the contemporary world requires and understanding and respect for the geographical, historical, political, economic, and cultural traditions of others.

5. Recognize that intolerance is based on ignorance of the common cultural origins shared by humankind.

6. Respect the importance of caring for the environment in maintaining a sustainable quality of life in a civilized world.

7. Recognize that an understanding of how people interact with the environment is an essential for continued progress and well being.

8. Recognize that statements reflect value judgments.

9. Recognize that while war is a part of history, it is not an inevitable part of human nature.

10. Appreciate the contributions of all cultures in the areas of art, literature, music, architecture, philosophy, and religion.

11. Recognize the contributions of women in the development of world civilizations.

SKILLS

The student will be able to…

1. Identify terms/and or phrases related to the Social Sciences and World History.

2. Differentiate between statements of fact and opinion.

3. Analyze cause-and-effect relationships and multiple causation.

4. Draw upon visual data in historical maps, charts, tables, art, and other graphic organizers.

5. Interpret data presented in timelines and understand the relationship between historical events.

6. Identify issues and problems in the past and formulate a position or course of action for them.

7. Formulate historical questions and obtain historical data to investigate them.

8. Recognize the difference between primary and secondary sources and evaluate their validity.

9. Integrate technology into the learning experience in research, writing, and presentations.

10. Debate controversial issues and evaluate the major debates among historians.

11. Demonstrate the ability to work cooperatively.

12. Write essay s, position papers, document based questions and prepare historical research project.

13. Address issues and problems in the world and contribute ideas and possible solutions.

14. Use visual data, literature, musical sources, and historical narratives as a way of understanding history.

15. Use the Internet and World Wide Web to access historical documents and evaluate the validity of the information.

16. Demonstrate the ability the take notes, summarize information, and document information in written reports.

Attendance

The student will be able to…

1. Meet the Board of Education policy requirements on attendance as part of the criteria for the successful completion of this course.