10 t h Grade World History: 1500 to the Present Road Map

This course focuses on major themes, events and people in world history from roughly 1500 to the present. Topics include the development of early modern empires in Asia, Africa and European, the Age of Exploration and impact of colonization, imperialism, and industrialization, and the growth of powerful nation states and clashes among them through 2 world wars and the Cold War. Also emphasized is the gradual push for expanding rights for more people around the world through the Age of Revolutions, colonial revolutions, and decolonization/ independence movements in the 20th century with a specific focus on India and South Africa. Students practice the skills of historians in interpreting and analyzing multiple types of primary source documents in order to answer the overarching questions that frame each unit of study in this course. In addition, students practice analyzing the historical roots of contemporary world issues, particularly during second semester. In doing so, students take on historical problems and issues throughout modern world history and explore ramifications of this history for our world today.

Core Text
Beck, R. B. et. al. (2005) Modern World History: Patterns of Interaction. McDougal Littell.

10 Grade World History: 1500 to the Present - Road Map

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2010-11

FIRST MARKING PERIOD

UNIT KEY CONCEPTS FOCUS CONTENT AND SKILLS

Unit 1: Why Study World History?

How can studying history help us understand the way different nations connect and the issues confronting these nations?
PACING

Module 1 ! Why should we study world history? What can we learn from history? Module 2 ! How is the world interconnected today? What issues are important in this changing global order?

Focus Content ! Interpretation of primary source documents ! Constructing an account of what happened from multiple first-hand accounts ! Globalization and its impact on economics and trade ! The role and function of the G-20 ! Rising powers in todays world Skills ! Interpret primary and secondary sources to create an understanding of an event. ! Explain why we need to study history ! Discuss how to interpret documents ! Connect understanding the present through understanding the past ! Describe the concept of globalization ! Explain how the world is interconnected ! Analyze and interpret data ! Explain the function of international organizations like the G-20 ! Research and analyze the roles different nations play in world affairs Student Products ! Complete graphic organizer analyzing two secondary sources ! Complete graphic organizer analyzing differing accounts of a fictional football game ! Complete two Current Events Briefings ! Module Assessment: write a response to the overarching questions for this module ! Define globalization ! Produce a world map using data on natural resource production/ consumption ! Define key terms used to discuss the global economy ! Complete graphic organizer on the G20 ! Complete web-quest questions on Rising Powers

Suggested Pacing: 3 Weeks Grading Period 1 Weeks 1 - 3

Culminating Project Students will write a multiparagraph essay that answers the following questions based on the overarching question: ! How can studying and understanding history help us to understand the way different nations connect, and the issues confronting those nations? Students should use evidence from at LEAST three of the lessons from the unit. It is suggested that they use evidence from one lesson in Module 1 and evidence from two lessons in Module 2.

10 Grade World History: 1500 to the Present - Road Map

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2010-11

FIRST MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT AND SKILLS

Unit 2: Early Modern Empires

What affect did the large empires of Afroeurasia have on the people, the culture and the political and economic systems of those regions during the period 1400 1650?

Module 1 ! What were the features of early modern Muslim empires in Turkey, Persia, and India? What forms of government evolved and how did leaders of these governments maintain their power? What affect did these governments have on the daily lives of people? What led to the fall of these empires? Module 2 ! What were the features of the West African empires of the early modern period? What features did these empires share? Module 3 ! What were the features of the last Chinese dynasties in the modern period? What features did these dynasties share? In what ways were these dynasties not prepared for connections being made in the modern period?

Focus Content ! Early modern empires in Turkey, Persia, India, West Africa and China ! Flourishing of culture in art, architecture, and science in India, Persia and China ! Trade and expansion of early modern empires Skills ! Utilize secondary sources to describe the origins, expansion & achievements of early modern empires ! Analyze Mughal art ! Compare and contrast the features of the early modern empires ! Analyze travelers narratives (primary source accounts) to determine what life was like in the early modern world Student Products ! Guided Questions on the tenets of Islam ! Complete a graphic organizer on the rise of the Ottoman, Mughal, and Safavid Empires ! Analysis of Mughal art ! Quiz on Islam and Muslim empires ! Graphic Organizer on West African empires ! Travelers Narrative analysis of a visit to West Africa ! Summary paragraph on similarities and differences between 3 Muslim empires ! Graphic Organizer on late Chinese dynasties ! Travelers Narrative analysis of a visit to China ! Essay comparing and contrasting two Afroeurasian empires

PACING

Suggested Pacing: 3 Weeks Grading Period 1 Weeks 4 - 6

Culminating Project Students will write a multiparagraph essay comparing two of the empires that they have studied these past few weeks using the empire maps created and the materials from the unit. Select two empires studied in the unit. Choose no more than one from each column. The two empires MUST come from different parts of the world.

10 Grade World History: 1500 to the Present - Road Map

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2010-11

FIRST MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT AND SKILLS

Unit 3: Age of Exploration

In what ways did European exploration transform global interactions between 1450 and 1700?
PACING

Module 1 ! What scientific and technological changes occurred that promoted world travel? What compelled explorers to go out into the unknown world? Module 2 ! Why did Europeans travel to North and South America? What did they find there? What were the results of contact with Native Americans? Module 3 ! How did the Atlantic Slave trade evolve and how did it transform the lives of those involved? Module 4 ! In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 1700?

Focus Content
! ! ! ! ! ! ! Trans-Atlantic Slave Trade European Age of Exploration Aztec Civilization Early North American colonization Early modern African Empires Global trade Columbian Exchange

Suggested Pacing: 4 Weeks Grading Period 1 Weeks 7 9 Grading Period 2 Week 1

Skills
! Compare and contrast the motivations of different Spanish & Portuguese explorers in the colonization of the Americas Read and analyze multiple secondary source descriptions of the Triangle Trade and its effects Analyze primary source documents depicting first contact, middle passage & slavery Analyze art depicting the effects of colonization in Latin America Assess the impact of the Columbian exchange on the early modern world

Culminating Project: Select a document (any document). Look at the corresponding graphic organizer for that document. Select a couple of items from the document/graphic organizer that help you respond to the overarching question. Then demonstrate how the document you selected helps to show the transformation. This unit extends into the next marking period.

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Student Products
! ! ! ! ! ! ! ! ! ! Graphic organizers on technological th advances, 15 century explorers, and trade/exchange of products Essay comparing two voyages Travelers analysis tool (Cortes meets Montezuma) Art analysis of Castas paintings Summary paragraph on the impact of Spanish exploration in the Americas Graphic organizer/ questions analyzing two secondary sources on the Triangle Trade Compare and contrast three primary sources on the effects of and rational for slavery Summary Paragraph explaining how slaves were dehumanized by the slave trade Guided questions on the impact of spread of pathogens Guided questions on the impact of global trade on the world Map depicting the journey of three items of exchange

10 Grade World History: 1500 to the Present - Road Map

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2010-11

SECOND MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 4: Social, Political, and Industrial Revolutions

Suggested Pacing: 4 Weeks Grading Period 2 Weeks 2-5

PACING

Culminating Project Students will write a multiparagraph essay in response to the following prompt:

Module 1 ! In what ways did revolutionary ideas of the 15th to 18th centuries propose new ways of thinking about the world and question authority? ! How did these ideas challenge how people viewed their relationship to the rules that had governed their lives? Module 2 ! To what extent did the political revolutions of the late 18th and early 19th centuries alter peoples relationship to their government? How successful were these political revolutions in changing society? Module 3 ! In what ways were societies and individuals revolutionized by industrialization? In what ways was the Industrial Revolution both progressive and tragic?

Focus Content
! ! ! ! ! ! ! ! Renaissance and Reformation in Europe Divisions within Christianity The Scientific Revolution Features of Revolution Atlantic Revolutions (France, Haiti, Venezuela) Industrial Revolution in Europe Analyze Renaissance art and Revolutionary art Interpret primary source documents on Renaissance political theory and the impact of the Industrial Revolution on British workers Analyze secondary accounts on cause and effects of various revolutions Compare and contrast views and methodologies of various Enlightenment thinkers Create and defend a historical argument on the impact of political, economic and social revolutions

Skills

How did revolutions in ideas, politics, and economics alter peoples lives in Europe, Haiti, and Latin th America during the 16 th through 19 centuries?

In their response students will use at least two pieces of evidence from each of the three modules.

Student Products ! Complete an Art Analysis tool ! ! ! ! ! ! ! !

on Renaissance paintings and depictions of Revolution Complete a graphic organizer analyzing excerpts from The Prince Answer guided questions on Martin Luther reading & scientific advances reading Complete a graphic organizer on Enlightenment Ideas using reading from the text Complete graphic organizer comparing 3 political revolutions (secondary source readings) Comparison/ summing up activity on political revolutions Complete graphic organizer on the beginnings of the Industrial Revolution in Europe Analysis of primary sources on impact of industrialization on British workers Essay on the Industrial Revolution 5

10 Grade World History: 1500 to the Present - Road Map

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2010-11

SECOND MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 5: European Colonialism & Imperialism

PACING

Suggested Pacing: 4 Weeks Grading Period 2 Weeks 6 9

Module 1 ! Why did Europeans pursue colonies in Africa and why were they successful? What was the impact of imperialism on Africa? Module 2 ! How does literature reflect the attitudes of colonial powers and the people called on to enforce the colonial powers rule? Module 3 ! How and why did the British establish a colony in India? How did Indians protest and resist British imperialism before World War I?

Focus Content ! ! ! !
European Imperialism in Africa Scramble for Africa Literature of imperialism th British Imperialism in India, late 19 century

Skills ! Analyze primary source documents

on Imperialism, the Berlin Conference, and Indian resistance to Imperialism Utilize graphic organizers and 2column notes to structure note-taking Analyze poetry and narrative literature to assess the impact of imperialism Analyze maps depicting the progress of colonial rule in India Assess the impact of imperialism on Africa and India

Culminating Project IMPERIALISM: Similarities and Differences Chart Create a chart or a diagram that depicts the similarities and differences in the colonial experience of TWO countries. Your chart/ diagram must address the following four areas for EACH country: Reasons why Europeans wanted this country as a colony Methods they used to go about establishing a colony in this country Resistance to imperialism by the people who were already living there Impact of imperialism on the native people of the region

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Student Products ! Two column notes comparing source ! ! ! ! ! ! ! ! ! ! ! !

and text explanations of driving forces of imperialism Analyze 3 primary source documents on rational for colonies Write about similarities and differences between British, German and French imperialism in Africa Analyze the Berlin Conference Act (primary source) Complete case studies of 2 West African colonies (graphic organizer) Write a multi-paragraph essay on the impact of imperialism on Africa Venn diagram to compare and contrast writers ideas Answer questions on early Indian history and the coming of the British Outline chapter 11, section 4 Complete a chart on the impact of colonialism on India Complete a timeline of Indian resistance to colonial rule Analyze 2 primary source documents and a photograph representing cultural imperialism Write a two-paragraph response to the overarching questions for this module. 6

10 Grade World History: 1500 to the Present - Road Map

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2010-11

THIRD MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 6 Causes and consequences of World War I

PACING

Module 1 ! What were the long and short-term causes of the First World War?

Focus Content
! ! ! World War I and the Treaty of Versailles Wartime experience of soldiers, homefront Technology of World War I

Suggested Pacing: 3 Weeks Grading Period 3 Weeks 1-3

Module 2 ! In what ways were societies and individuals affected by the technology (weaponry) of World War I? Module 3 ! What did the Treaty of Versailles resolve and leave unresolved? What potential problems did it sow?

Skills ! Analyze multiple secondary

sources on causes of WW I, life on the Homefront Analyze multiple perspectives on an event Analyze primary sources (Treaty of Versailles, Wilsons 14 points) Analyze photographs of battle conditions for soldiers Analyze data on casualties Interpret poetry

Culminating Project Option 1: Students should collect all written essays from the three modules covered in this unit to create a Historians Notebook, in which they describe the three phases of the war and its impact on those who fought it (the causes of the War, the conduct of the war, and the Treaty that ended the war). Students should describe how the war and its consequences influenced the lives of individuals and societies. Option 2: Students will design a poster on one of the following topics: ! Impact of wartime technology ! The fate of Germany after World War I ! A teacher- approved topic

! ! ! ! !

Student Products
! ! Complete a chart on the causes of WW I. Describe causes of the war and the role that leaders played in the start of WW I. Analyze multiple accounts of the assassination of Franz Ferdinand Analyze photographs depicting fighting conditions to learn about the experience of war. Analyze data on deaths and casualties. Describe technological advancements in weaponry. Interpret selected poems describing the impact of war on individuals. Analyze primary sources depicting life on the Home Front for women. Complete timeline chart on the end of WW I. Complete questions and analysis of primary and secondary sources on the Treaty of Versailles. Complete questions on the treaty and Wilsons 14 points.

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10 Grade World History: 1500 to the Present - Road Map

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2010-11

THIRD MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS & STUDENT PRODUCTS

Unit 7 Rise of totalitarianism and World War II

PACING

Module 1 ! Why did Czarist Russia explode into revolution during the First World War and then evolve into a totalitarian state during the 1930s?

Focus Content Russian Revolution Communism World War II Rise of fascism in Italy, Germany & Japan ! Totalitarianism ! Holocaust ! ! ! ! Skills ! Analyze causes and effects of the Russian Revolution ! Compare and Contrast features of fascist regimes in Germany, Italy and Japan ! Understand chronology of the development of anti-Semitism in Europe ! Analyze photographs of Holocaust victims ! Analyze primary source accounts - interviews Student Products ! ! ! ! Graphic organizer on causes of the Russian Revolution Summary of causes of the Russian Revolution Note-taking chart describing features of fascist regimes Analysis of primary source documents to assess the impact of fascist policies on the lives of citizens of Italy, Germany and Japan Comprehension review of the history of anti-Semitism in Europe Describe victims of past antiSemitic discrimination Analyze photographs and written profiles of victims and perpetrators of the Holocaust Analysis of actions take by the Righteous during World War II Analyze primary source accounts of escape and survival during the Holocaust

Suggested Pacing: 4 Weeks Grading Period 3 Weeks 4-7

Module 2 ! Why did extreme forms of government (e.g. totalitarianism, fascism, militarism) develop in the 1920s & 30s?

Culminating Project Students will complete a summary reflection on "Seven Stories from Poland" - firsthand accounts of survivors of the Holocaust

Module 3 ! In what ways do people respond to the challenges presented by a government that affects a holocaust?

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10 Grade World History: 1500 to the Present - Road Map

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2010-11

FOURTH MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 8 Independence Movements in India & South Africa

Can non-violent protest bring about Revolution?
PACING

Module 1 ! How did Indians structure their quest for independence from Great Britain in the th early 20 century? What tactics did they use and why were they successful? ! What are the historical roots of the current tensions between Indian and Pakistan? What are some potential solutions that would lead to peace in the region?

Focus Content ! Indian Independence movement ! India-Pakistan partition and

conflict

! Modern day India/ Pakistan ! Apartheid ! South African Independence

Movement

Suggested Pacing: 5 Weeks Grading Period 4 Weeks 1 - 5

! Modern South Africa Skills ! Analyze primary source

documents on non-violent philosophy Create timelines of major events in the Indian and South African independence movements Interpret data presented in timelines and historical maps. Participate in a simulation of a debate about South African freedom movement policy Analyze the historical roots of current events in South Africa and India Make a historical argument using evidence

Culminating Project Students will complete a multi-paragraph essay in response to the following three questions: In what ways were the independence/ freedom movements in India and South Africa similar? In what ways were they different? Which methods used by Indians and black South Africans were most effective and why?

Module 2 ! What was Apartheid? How was it established and what kind of system did it support? ! In what ways was nonviolent resistance used in South Africa? How and why did resistance to Apartheid escalate? How did Afrikaaners respond? How was Apartheid finally brought to an end? What is the state of South Africa today?

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Student Products ! Responses to questions

analyzing the film, Gandhi

! Analysis of Gandhi quotes and ! ! ! ! ! ! ! ! !

secondary sources describing non-violent strategy Timeline of major conflicts between India and Pakistan Current events briefing Letter to fictional council on next steps in mediating conflict between India and Pakistan Complete 3 study guides using secondary source readings about the history of South Africa Web-quest on South Africa Timeline of events in the establishment of Apartheid Analysis of primary sources establishing formal Apartheid government Preparation for and participation in a simulation of 1961 debate Written reflection on the simulation

10 Grade World History: 1500 to the Present - Road Map

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2010-11

FOURTH MARKING PERIOD

UNIT OVERARCHING QUESTIONS FOCUS CONTENT, SKILLS AND STUDENT PRODUCTS

Unit 9
Contemporary World Issues Teachers will teach one unit of their choice from the Current Issues Series, produced by the Choices Program, Watson Institute, Brown University.
PACING

Module 1 ! What are the historical roots of current world crises? ! What are the different viewpoints on how to solve these crises? What is my viewpoint on how to solve these crises?

Focus Content ! Specific content will vary depending on unit chosen by teacher Skills ! Recognize relationships between history and current issues ! Analyze and evaluate multiple perspectives on an issue ! Understand the internal logic of a viewpoint ! Identify and weigh the conflicting values represented by different points of view ! Engage in informed discussion ! Develop and articulate original points of view on an issue Student Products Specific student products will vary depending on the unit chosen, but student work falls into the following categories: ! Gather historical background information via primary and secondary source reading & questions ! Explore policy alternatives and prepare for deliberation and debate ! Role play and deliberation about the contemporary issue ! Produce an original, coherent policy option/ solution

Suggested Pacing: 3 weeks Grading Period 4, Weeks 6-8

Choices Units (Teachers choose one): ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Conflict in Iraq: Searching for Solutions China on the World Stage: Weighing the U.S. Response Confronting Genocide: Never Again? The United Nations: Challenges and Change Shifting Sands: Balancing U.S. Interests in the Middle East The Challenge of Nuclear Weapons Dilemmas of Foreign Aid: Debating U.S. Policies U.S. Immigration Policy in an Unsettled World Global Environmental Problems: Implications for U.S. Policy International Trade: Competition & Cooperation in a Globalized World Responding to Terrorism: Challenges for Democracy Caught Between Two Worlds: Mexico at the Crossroads The U.S. Role in a Changing World Contesting Cubas Past and Future Russias Transformation: Challenges for U.S. Policy

Culminating Project
Students will write a paper about the current issue they studied, using the following structure and questions as a guide: Historical background: how did this crisis come to be? What are 2-3 major conflicts that people in this region have had in the past? Viewpoints: what are the various viewpoints about how to resolve this issue? Describe at least 2 viewpoints and give reasons why people believe in these viewpoints. Your conclusion: What viewpoint do you agree with and why?

10 Grade World History: 1500 to the Present - Road Map

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