World Regions/Cultures. Dependents Schools (DOD), W - ERIC

DOCUMENT RESUME

ED 269 325 SO 017 122

TITLE Social Studies Curriculum Guide: WorldRegions/Cultures.

INSTITUTION Dependents Schools (DOD), Washington, D.C.REPORT NO DS-Manual-2110-9PUB DATE Aug 84NOTE 164p.; For related documents, see SO 017 113-125.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Area Studies; Behavioral Objectives; Concept

Formation; *Cross Cultural Studies; CurriculumGuides; *Geographic Regions; High Schools; LearningActivities; Outcomes of Education; SequentialApproach; Skill Development; *Social Studies; Unitsof Study

IDENTIFIERS Dependents Schools

ABSTRACTAn outline of the knowledge and skills to be taught

in a high school world regions course in order to meet the Departmentof Defense Dependents Schools (DoDDS) social studies objectives isprovided. Material is divided into three parts. Following anintroduction, a one pave description overviews the curriculum topicfor high school world regions, and specifies the major subject areasto be covered within the topic, time allotment, and other classroomspecifics. A list of acknowledgments contains names ar.3 addresses ofall educators contributing to the curriculum guide. The bulk of thedocument consists of a detailed outline of content and objectives tobe covered. The information, provided in matrix form, is divided bymarking period and includes suggested time frame and a list of areasof study, each tagged to learning objectives, suggested activities,and page correlations with several widely used social studiestextbooks. For world region, the areas of study covered are:geography skills; the purpose of cultural studies; the Middle East;Northern Africa; Asia, including Japan, China, Southeast Asia and theIndian Subcontinent; the Soviet Union; and Eastern Europe. (LP)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

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INTRODUCTION

The Department.of Defense Dependents Schools (DoDDS) Social Studies Guides have been developed for the purpose of providing theclassroom teacher with an outline of knowledge and skills which are to be taught at each grade level in order to meet the DoDDSsocial studies objectives.

As these guides are being used, it is requested that suggestions and recommendations for changes be submitted to the regionalsocial studies coordinators. These guides will be reviewed and revised in accordance with the DoDDS Curriculum DevelopmentPlan.

Steve MottaDeputy Director

5

WORLD REGIONS/CULTURES

Recent world events have shown that an understanding and appreciation of other cultures is essential for students to understand the globalcommunity in which they live.

To develop skills necessary to analyze change as it relates to the world today, and to continue the study of cultures begun in the sixth grade,and geography in the seventh grade, this course includes a 6-week overview of physical geographic concepts and skills, mapping techniques,climates, population distribution, land-forms, and natural resources followed by a 3-week survey of culture and cultural components. The coursecontinues with emphasis on the following cultural areas of the world: Middle East and Northern Africa (7 weeks); Asia, Japan, China, andSoutheast Asia (6 weeks); Indian subcontinent (4 weeks); and the Union of Socialist Soviet Republics and Eastern Europe (5 weeks).

As a framework for looking at each culture and as a basis for comparing cultures the following questions are used:

1. How do the geographic features affect the lives of the people?2. How has a particular region developed historically?3. How have people evolved an economic system?4. How have governments developed politically and culturally?

Our students should have numerous opportunities to experience cultural diversity through this course of study. It is strongly recommended thathost nation comparisons and parallels be incorporated in the core content as much as possible.

The activities suggested can also be expanded for gifted and talented students. Many activities can also be altered to fit the needs of studentswith learning disabilities.

APPROVED TEXTBOOKS

Ginn: Exploring World CulturesHolt, Rinehart, Winston: World Geography TodayMacmillan: Global GeographyMerrill: Global Insights: People and CulturesScholastic: Scholastic World Culture Series

The following educators assisted in

ACKNOWLEDGEMNT

the development of the Social Studies Guides and Syllabi for the Department of Defense Dependents Schools:

Linda J. Armstrong Michael Duff Tom Lloyd Elaine E. VardakisRoyal Oaks Elementary School Illesheim Elementary School Hahn High School Iraklion Elementary/APO New York 09283 APO New York 09140 APO New York 09109 Junior High School

APO New York 09291

Ralph Blake Emma Espioza Robert Lykins Leland WalbruchWoodbridge High School Fairford American School DoDDS-Germany Pirmasens Middle SchoolAPO New York 09405 APO New York 09125 APO New York 09633 APO New York 09189

Yvonne Bolling Larry Getz Karen Metrogen Glenda WernerDoDDS-Mediterranean Schwaebisch Hall Elementary School Schwaebisch Hall Elementary School Wurzburg High SchoolAPO New York 09283 APO New York 09025 APO New York 09025 APO New York 09810

Betsy Broyles George Grantham Marilyn Newman Gary WesthusinCurundu Elementary School DoDDS-Germany John O. Arnn Elementary School Ansbach High SchoolAPO Miami 34002 APO New York 09633 APO San Francisco 96343 APO New York 09326

Patsy Coats Dorothy Hauser Diana F.C. Palmer Sam D. WrightPatch High School Fort Gulick Elementary School Munster Elementary School Balboa High SchoolAPO New York 09131 APO Miami 34005 APO New York 09078 APO Miami 34002

Alice Craft Anastasia Kapituli.k Deborah Pitts Anne YoungChelveston Elementary School Fort Gulick Elementary School Soesterberg Elementary School Munich Elementary SchoolAPO New York 09238 APO Miami 34005 APO New York 09292 APO New York 09184

Emanuel Davatelis Marvin G. Kurtz Virginia RevelleRamstein Junior High School Office of Dependents Schools Bitburg High SchoolAPO New York 09012 Alexandria, Virginia 22331 APO New York 09132

John P. Dawson William LaClair Mary P. ShortKadena High School Kaiserslautern Elementary School #2 Howard Elementary SchoolAPO San Francisco 96239 APO New York 09012 APO Miami 34001

Donald E. Denmead Robert L. Lowry Ton TobiasonLily Hill Middle School Seoul High School Giessen Elementary SchoolAPO San Franciaco 96274 APO San Francisco 96301 APO New York 09169

9

Grade Level: World Regions/Cultures

Marking Period: 1st

Suggested Time Frame: 6 weeks for I

AREA OF STUDY/CONTENT OBJECTIVES GINN

HOLT/RINE-HART MACMIL- SCHOL-WINSTON LAN MERRILL ASTIC ACTIVITIES

I. Geographic skills*

A. Introduction

1. Earth's plat;: withinthe universea. In relation to

other planetsb. Shape

2. Early man's concept(geocentric vs.heliocentric)

3. 20th centuryexplorationa. Outer spaceb. Polar regionsc. Earth's core

1. Know physical concepts of earthmovement, solar system, and maps,and features through study ofseasons. (GEOGRAPHY)

X**

Illus

P 9

Ch 1

Map

P 6

Ch 2

p 6

pp 1-5 XMapSkills

Sec. 14-25

pp 6-25 XMap

X

X

Students can construct a model or mobileor draw two diagrams of the earth inrelationshir to the sun. By means ofarrows, the earth's movements can beshown which result in day and night andthe various seasons. The polar regionsand the equator can be labeled.

*Note: Textbooks other than Holt and McDougal will need supplemental sources to cover much of the geographic skills. Examples of supplemental sources

would be SRA kits, map skills kits, atlases or gecgraphic textbooks.

**X = indicates no material on this topic


Marking Period: 1st

Suggested Time Frame: 6 weeks

AREA OF STUDY/CONTENT OBJECTIVES

B. The Earth and itsmotions

1. Motions of theEartha. Rotationb. Orbit

2. Locationa. Longitude and

latitudeb. Zonesc. Equatord. Hemispheres

3. Seasonsa. Differences

according tohemisphere

b. Latitude4. Time

a. Time zones(rotation)

b. Internacionaldate line

12

2. Know physical concepts of Earthmovement and features throughstudy of seasons, solar systems,and maps. (GEOGRAPHY)

3. Recognize map symbols as represen-tations of natural or artificalobjects on physical, political,and land-use maps.(GEOGRAPHY)

GINN

X


Map

pp 6, 7

2

p 328p 329Map

pp 2,3 2. Use an Atlas to study various typesof maps to acquaint the student withthe symbols used to show physicalfeatures, elevation, lines oflongitude and latitude, and thescale.

3. S.O.S. Game: Locations of studentsare given in degrees of longitude andlatitude with the preface S.O.S. Thestudents then proceed to locate and"save" the individual who is lost.

13


Marking Period: 1st



HOLT/RINE-HART MACMIL- SCHOL-

GINN WINSTON LAN MERRILL ASTIC ACTIVITIES

C. Earth's surface 4. Know concepts of spacialrelationships and topography.

1. Composition of (GEOGRAPHY)Eartha. Crustb. Mantlec. Outer cored. Inner core

2. Shaping of Earth's 5. Identify cause and effectsurface relationships. (SKILLS)a. Glacial activityb. Continential driftc. Volcanic and

earthquake activity(1) Faults(2) Rifts(3) Tectonic plates

3. Land forms defineda. Topography -

(1) Equator(2) Mountains(3) Cape(4) Plateaus(5) Peninsula(6) Valleys(7) Fjords, etc.

Mapp 598

Ch 3 pp 6-7 Xp 21Chart

VeryLimitedSources

X 4. Give students any map and have themuse the scale to measure distancesfrom given points.

5. Have students use a world map tomeasure the distance from theirhometown in the United States totheir duty station.

6. With the help of the media specialistlocate movies or film strips on glacialactivity and/or earthquakes. Thestudents can then write a short paperwith illustrations (sketches or cutpictures) showing cause and effect ofthese activities.


Marking Period. 1st





b. Alluvial fansc. Deltasd. Dust Bowlse. Dunes

4. Nature's effecton land formsa. Weatheringb. Tidal activityc. Windd. Water

D. Elements of weatherand climate

1. Definitionsa. Climateb. Weatherc. Atmosphere

2. Climatic andweather controlsa. Seasonal

changesb. Winds

(1) Pressuresystems

(2) Types:equatorial,prevailing

16

6. Exhibit knowledge of political,physical and climatic features of agiven location by making reasonablepredictions on agriculturalproduction, economic development,and cultural identities of thepopulation. (GEOGRAPHY)

7. Identify cause and effectrelationships. (SKILL)

Map Ch 2 Ch 3598 Map and

Chartpp 12-13

Charts Chartpp 182- p 9

184

252-

255

4

X X

X MiddleEastp 13

No No

sources sourceson ongeog- geog-raphy raphy

7. Have students research and construct aclimate chart which includes climatezone and climate description for theculture regions which will be studiedthis year.

8. Students can draw a sketch showing thesteps of the Hydrological Cycle. Theyshould label each step.

17


Marking Period: 1st



MOLT/RINE-HART MACMIL- SCHOL-


c. Water 8.

(1) Hydrologean(2) Ocean currents

d. Solar(1) Greenhouse

effecte. Altitude

(1) Effects onclimate

(2) Effects on

Recognize the value of scientificmethod of approaching a problem.(DECISIONMAKING)

weather 9. Participate in a task-oriented(3) Precipitation project. (DECISIONMAKING)

(a) Leeward(b) Windward

185

Mapp 15

Ch 3 X X 9. Discuss the steps of the scientificmethod and have students reach thelogical conclusion as to why thismethod could be used to approach allproblems, including those encounteredin world regions. (As an example,students could use the method for asimple exercise, such as, weatherprediction, etc.)

10. As a culminating activity in thisarea, assign group projects. Thegroups can construct models, charts.or any other visual aid on one thefollowing topics:

a. Greenhouse effect

b. Vertical geography (the variousclimate regions and vegetationon a high mountain)

c. Precipitation - and the effect ofmountains (leeward and windward)

d. Monsoons

e. Global climates

19


Marking Period: 1st



HOLT/

RINE-HART MACMIL- SCHOL-


E. Distribution ofglobal climates

1. General climatetypes

a. Polarb. Middle

latitudesc. Tropical

latitudes2. Variations

a. Monsoonsb. Maritimec. Continental

zonditions(moisture)

20

10. Read and write outlines. (SKILLS) Map ch 2 ch 3p 598 pp 10-

11

Chartp 182

6

10. Review with students the form foroutlines which will be used all yearon chapters. Emphasize use of mainideas and pertinent detail.

21_


Marking Period: First





F. Maps and their use

1. History ofmapmaking

2. Purposea. Relationship to

Man and his worldb. Locationsc. Distanced. Physical features

3. Advantages of maps 12. Identify the concept of political Xand globes borders. (POLITICAL SCIENCE)a. Various types for

various concepts4. Disadvantages

a. Current emergenceof new nationsand boundaries

b. Conflicts inmental andvisual images

11. Ret.ognize map symbols as represen-tations of natural or artificialobjects on physical, political, andland use maps. (GEOGRAPHY)

X Ch 6 pp 1-5 XCharts

PP 39,42-43

Def.

22

7

Midi4le

Eastpp 13,15, 17

11. Discuss various types of maps. Havethe class observe similarities anddifferences as they pertain to thevisual shapes of continents andpolitical borders of countries.Note that some may seem distorted.Discuss reasons for these differencesand how these could affect one'sconcept.

12. Through class discussion compare pastand present political boundaries ofgiven countries and discuss thedifferences.

23


Marking Period: 1st





5. Map projectsa. Types

(1) Grid(2) Mercator(3) Globe(4) Polyconic(5) Stereographic(6) Azimuthal

equidistanceprojection

b. Specific variations(1) Topographic(2) Elevation(3) Cross section(4) Rainfall(5) Population

k, (6) Communication6. 'Symbols

a. Legendb. Scalec. Directional

Indicators

24

13. Demonstrate various listening anddiscussion skills. (SKILLS)

14. Explore population, economic, andsocial problems related tophysical geography of countries/areas. (GEOGRAPHY)

X Charts pp 4-5 X Xpp 42- Maps

43

8

p 39 pp 8-9 NoDefini- sourcestion on maps

13. Discuss and review with the class thevarious uses of maps and map skills.Stress the importance of these skillsriot only for this course, but in thethe future.

14. Through the use of a current worldatlas and/or world almanac thestudent can study the populationdensity of given regions. Bystudying the physical landscape ofthis region the student can makean assumption on whether an area isdensely populated or overpopulatedand give reasons for the assumption.

25


Marking Period: 1st





G. Distribution of world 16. Identify cause and effect relation-population ships. (SKILLS)

1. Concept in numbersa. Population densityb. Overpopulation

2. Patterns ofdistributiona. Geographicalb. Availability of

natural resources3. Reasons for 17.

distributiona. Agricultural

Revolution 18.

b. IndustrialRevolution

c. Urban Revolution4. Changes and Future

a. Food supplyb. Changes in

populationc. Longevitye. Shortages in

resources

Map Very p 27p 600 limited

sources

Mapp 35

Communicate effectively in groups. pp 12-14(SKILLS)

Demonstrate generalization skillsand recognize hypotheses, theories,and laws. (SKILLS)

26

p 14

9

X MiddleEastp 17

Nosources

15. Given a set of maps showing reliefand natural resources, the studentshould make a hypothesis on where thepopulation has settled and shouldbe able to state the reasons forthe settlement.

16. Following the previous map activity,the student can discss his findingsto the class in articulate manner.


Marking Period: 1st




H. Distribution andutlization ofnatural resources

1. Vegetationa. Geographical

locationb. Climatic conditionsc. Conservationd. Reforestation

2. Soila. Compositionb. Top soil and

subsoilc. Conservationd. Reforestation

3. Wildlifea. Extinct speciesb. Conservation

4. M4r.eral

a. World distributionand availability

28

19. Exhibit knowledge of political, Very Ch. 4physical, and climatic features of a Limited Mapgiven location by making reasonable Sources p. 26predictions on agricultural production, Ch. 54-economic development, and culturalidentities of the population.(GEOGRAPHY)

10

Ch. 4 XMapspp. 76-

77,

55 p. 79

Maps Chartpp 490- p. 83

491 Mapsp. 508 pp. 84-

85

MiddleEastp. 15

17. Have students research the physicalfeatures and climate of the host nationand from this research predict what agri-cultural products are grown and whatindustry might be present. Correlatefindings with those of other class membersand check to see validity of choices.

29


Marking Period: 1st


AREA OF STUDY /CONTENT OBJECTIVES



b. Mineraluses

c. Exploitation -colonialignorance

d. Flow resourcese. Fund resourcesf. Future

substitutes(1) Nuclear(2) Solar(3) Geothermal

5. Watera. Shortagesb. Flood and

droughtcontrol

c. Pollution andcauses

6. Aira. Pollution and causes

20. Describe the economic significance ofgeographic features. (ECO1UMICS)

21. Compare and contrast an urban societywith an agricultural one.(ANTHROPOLOGY)

22. Communicate effectively in groups.(SKILLS)

30

11

Verylimitedresources

18. Discuss the inappropriateness incertain regions for certain economicactivities. For example: Mountainsand industry; cattle grazing, anddesert farming in marshes. They canshow exceptions made by technology,irrigation, and reclaimed land.

31


Marking Period: 1st





I. Man's economicactivity

1. Hunting andgatheringa. Locations of

early culturesb. Customs and

traditions ofearly huntersand gatherers

c. Migration forsurvival(NeolithicRevolution)

2. Subsistanceagriculturea. Limited land

surfaceb. Overcropping and

overgrazing3. Pre-industrial

a. Paleolithicb. Neolithicc. Urban revolution

4. Industriala. Revitalizationb. Computer age

32

Map Ch 5, Ch 2, Xp 12 56 5

p 16

p 13

Ch 2 Very Ch 2 Xpp 10- limited12 re-

sources

12

19. After reviewing the text and viewingfilmstrips and/or any other visualmedia, the student can write a briefpaper comparing the activities of ahunting and gathering society with anearly agricultural society.

20. Have the students discuss theirfindings of the above task with theclass.


Marking Period: 1st & 2nd

Suggested Time Frame: 3 weeks for II


HOLT/RINE-HART MACMiL- SCHOL-

GINN WINSTON LAN MERRILL AST1C ACTIVITIES

II. Purpose of cultural 1. Explore reasons for culturalstudies

A. Evolution of culturaldevelopment

1. Culture and societya. Definition of 2.

termsb. Cultural norms

(1) Customs(2) Folkways

(3) Moresc. Lawd. Ethnocentrisime. Racism - Apartheid

2. Evolution of early 3.

mana. Ages

(1) Paleolithic(2) Neolithic 4.

(3) Mesolithicb. Types and cultural

achievements

diversity. (ANTHROPOLOGY)Ch 1 Ch 5, Ch 1, X No

56 6 No over-sources view

Know that a society's norms and mores p 8greatly influence the development of p 161its laws. (ANTHROPOLOGY)

Know that humans use the study ofhistory to explain the significanceof a particular culture. (HISTORY)

Use library media facilitieseffectively. (SKILLS)

34

Ch 2 Very Xlimitedresources

13

1. After the class has mastered thedefinitions of cultural norms asdefined in the text, the class canparticipate in a group discussiongiving examples of these norms andand comparing them with the norms ofof other cultures with which they arefamiliar.

2. Following the conclusions formulatedby the above discussicn, have theclass make predictions as to whichlaws would be passed and appropriatefor that particular culture; e.g.,

Apartheid - South AfricaAmish - PennsylvaniaJews - Nazi GermanyYour host nation

3. Have students use the media centerfor research to write a short researchreport tracing the history andevolution of early man and hisaccomplishments.

35







(1) Homo HablisZinjanthropus

(2) Homo ErectusNeanderthalCro-magnon

(3) Homo Sapiensmodern man

c. Migrations ofearly man

d. Current discov-eries(1) Johanson(2) Leakey

3. Effects on 5. Delineate priorities of cultureculture groups based on language, religion,a. Agricultural family, and nation. (SOCIOLOGY)

revolution(1) Surplus crops(2) Specializa- 6. Demonstrate how ser roles are

tion of labor determiners in culture.b. Urban revolution (SOCIOLOGY)

(1) End of

nomadic life 7. Describe the development of social(2) Structures systems including family, tribe, clan,

required - and nation. (SOCIOLOGY)civilizationbegins

36

Ch 3Mapp 12p 16

14

Very Ch 6 Xlimitedre-

sources

4. As a culminating activity on culturalcomponents, the class can be assignedthe following activity which shouldtake about a week.

The class can be divided into groupsand each group can be given a closedpackage which contains the followingitems:

a. A piece of paper upon which asketchy map is drawn of animaginary area. Physical featuresand climate of this imaginary areashould be given

37




AREA OF STUDY /CONTENT OLJECTIVES



c. Industrial Revo-lution: technolo-gical changes

4. Social and culturalchangea. Define termsb. Cause of change

(1) Invention orinnovation

2) Diffusion3) Revitalizatiot

c. Cultural lag

B. Cultural uniformitiesand variety

1. Universal culturalpattern'a. Social institutions

(1) Familystructure(a) Extended(b) Nuclear

38

15

X X

b. an "artifact"c. a bit of clothing (picture or

fabricd. an odd shaped rocke. an object for means of exchangef. an object showing some form of

communicationg. an object which could suggest

transportationh. any other miscellaneous objectsi. a "shard"

The groups can then create a cultureand report on that culture in anymanner they wish. However, culturalareas that must be covered are:

39







(2) Marriage(a) Polygamy(b) Polyandry(c) Polygyny

(3) Familyauthorty(a) Matriarchal(b) Patriarchal

(4) Language develop-ment according toneed(a) Rebus

Principle(b) Hieroglyphics(c) Cuneiform(d) Alphabet

b. Political

(1) InstitutionsClan - kinshipgroup

(2) Tribe

(3) Nation: Require-ments of nationstate

40

Ch 3 Very No Nolimited sources sourcesre-

sources

X

X

16

a. Marriageb. Family structurec. Place of womend. Languagee. Educationf. Religiong. Community organizationh. Laws and punishmentsi. Mythsj. Customsk. Government

Following completion of this activity,the class can listen to a reading of"Digging the We'Uns."




AREA OF STUDY/CO"TENT OBJECTIVES



(a) Housing(b) Inheritance

practices:primogeniture

(c) Economic:barter, etc.

c. Religion(1) Early forms(2) Animistic(3) Need to explain

unknown2. Social satisfaction 8.

a. Define terms(1) Class(2) Caste

b. Social mobility:open class system

3. Influences on culture 9.but not determinantsa. Geographyb. Knowledge

Know ways in which the quantityof communication among individualmembers affects the stability of agroup. (PSYCHOLOGY)

Ch 3

Study the life-time future of students Xin political, social, and economicneeds. (SOCIOLOGY)

42

17

X

No

sources8. After having completed the culture

project the class can discuss howcommunication was helpful to the groupstask and how it helped draw the grouptogether. Discuss the importance ofa group leader and leadership respon-sibilities. Relate these findingsto culture.

43





HOLT/RINE-HART MAOMIL- SCHOL-


C. Areas of cultural studies

1. Anthropology2. Archeology3. Sociology4. ?,ocial Psychology

9. If the following filmstrips areavailable in the media center, havethe class view them and discuss thevarious field as career choice:

What is History?What is Sociology?What is Anthropology?What is Psychology?What is Archeology?


Marking Period: 2nd

Suggested Time Frame: 7 weeks for III




III. Cultures of MiddleEast and NorthernAfrica

A. Physical Environment1. Location2. Political

divisions3. Major landforms

by areasa. Core area -

plateaus

b. North Africa -(1) Nile(2) Desert

c. Fertile Crescentd. Arabian Peninsula

4. Climatic influencesa. Desertb. Mountainsc. Coastlands

5. Population

distribuLiona. Affected by

climateb. Multi-ethnic

origins

1. Use library/media facilitieseffectively. (SKILLS)

2. Compare countries of Europe, Asia,and Africa by studying theirtopography, climate, resources,cultures, and contemporary events.(HISTORY)

3. Know the important events of his/herlife and how they relate to his/herpresent view of self and thesurrounding world. (HISTORY)

46

Ch 4 Ch 21 Ch 21Maps Mapspp 32- pp 164-33 165

Ch 2 Middie 1.

Maps Eastpp 3-4 pp 13,

15, 17,

23, 84

pp 170, p. 350 p 18175, Map p 29185,

192

pp 61, 2.

65, 119,

123, 159Ch 1

Ch 5 Ch 22, Ch 22 Ch 1, Ch 223, 24 Map 3, Prologue

p 357 5, p 32Very

limitedsolIrces

19

Have the media specialist review withthe class the various software andprinted material available to themfor use throughout the year which willbe helpful to them in this course.

In class discussions compare thetopography and population of theMiddle Eastern countries by studyingmaps in the text.

3. Ask students to bring in any newspaperarticle for discussion on the MiddleEastern countries. These can beplaced on the bulletin board and shouldbe kept during the entire unit.

4. Have students write a short compositionon their ethnic backgrounds, to includethe origin or birth of their parentsor ancestors. Then tabulate andcorrelate information to see from whatarea most of the students originated.Define the term multi-ethnic andstress that the United States in amulti-ethnic country.

47

.4


Marking Period: 2nd




B. Religions of the 4. Demonstrate how religion and moralityregion influence group behavior.

(SOCIOLOGY)1. Early animistic

beliefs2. Polytheism3. Beliefs influenced

by conquerorsa. Assyriansb. Persiansc. Greeksd. Romanse. Byzantines

4. Hebrews: Introductionof Monotheism 6.

5. Islama. Founding of

religionb. Political and

economic conflictsc. Life of prophetd. Religious doctrine:

5 pollars of Islam

5. Know that a society's norms and moresgreatly influence the development ofits laws. (ANTHROPOLOGY)

48

Ch 6Explain why leadership is as inherent Ch 5factor in societal development aadorganization. (ANTHROPOLOGY)

20

Very Very p 32limited limited Limitedre- re- re-

sources sources sources

5. Divide the class into three groupsand assign a major Middle Eastreligion to each group. The groupscan research the ccde of ethics forone of the religions and presenttheir findings to the class.

6. Following the above group reports, theclass can hold an open discusssionand formulate laws which they thinkwould evolve from these ethics. Theselaws can be written down and displayedon the bulletin board.

7. Present a lecture or have a discussionon the life of the Prophet Mohammedand show how he, as a leader, was avibrant force in Arab history. Ifany films or filmstrips are available,they can be shown.

See media specialist for films orfilmstrips on Mohammed's life.exs. History & Culture Part I

Moslem World - Beginnings andGrowth

49


Marking Period: 2nd



e. Core ofculture

f. Spread ofIslam Hegira:Year 1

g. Arab conquest:Jihad toempire

h. Successor toMohammed:Abu Bakr,Caliphate

C. History of theculture

1. Ancient worlda. River Valley

`civilization(1) Mesopotamia(2) Egypt

(3) Culturalachievements

b. Jewish homeland(1) Canaanites(2) Philistines(3) Isrealites



7. Demonstrate how group behavior can Mapinfluence whole populations. p 47(SOCIOLOGY)

8. Demonstrate how religion andmorality influence group behavior.(SOCIOLOGY)

9. Know that humans use the study ofhistory to explain the significanceof a particular culture.(HISTORY)

10. Know how the lifestyle and cultureof a given region developed.(HISTORY)

11. Know that the study of historywill help an individual realizeselfhood through an awareness ofhis/her regional, national, orworld context. (HISTORY)

50

Ch 5, Ch 23, Ch 22, Ch 36 24, 25 24

Very Verylimited limitedsources sources

Ch 5

21

Ch 4,

5, 6,

9

MiddleEastp 20,Ch 2, 3,4

8. Have a class discussion about howIslam spread from a local religion,to a national force, empire, andan international belief. Thestudents could make maps showing thespread of Islam from its core toworldwide conversion.

9. Have students construct a timelineparalleling events and achievementsof the River Valley civilizations andearly Hebrews.

10. Each student can compile a chartshowing the dates, cultural contri-butions, areas, and expansion ofthe following early Arab dynasties:

51

Grade Level: World Re ions/Cultures

Marking Period: 2nd

Si.ggested Time Frame: 7 weeks


HOLT/



c. Byzantines2. Diversity of

peoplea. Arab Dynasties

(1) Umayyids(2) Abbasids(3) Almoravids(4) Seljuk Turks

b. Foreigninvasions1. Crusades2. Mongols

c. Resistance toforeigners1. Mamluk -

Egypt2. Saladin

d. Assimilationby conquerors

e. Ottomandomination

3. Conflict of regiona. Colonialism

(1) Britain(2) France

b. Arabindependence

12. Examine historical similarities a .id Ch 5,differences of cultures which grew 6

out of medieval or 'olonialexperience. (HISTORY)

13. Explore population, economic, orsocial problems, related to historyof countries/areas. (GEOGRAPHY)

Verylimitedre-

sources

Ch 1, 23, 5

a. Umayyidsb. Abbusidsc. Almoravidsd. Mamlukse. Seljuksf. Ottomans

After completion of the chart theclass can discuss the culturalachievements remaining in presentday culture.

11. Following the study of colonialism inthe region, have students write a shr7tessay comparing the similarities andthe differences of the British and theFrench colonial expansion.

12. Have a class discussion about thelasting impact of colonialism on thekz.gion and compare it to the Americanexperience.

53


Marking Period: 2nd





c. Religious 14. Study an international conflict.conflicts (DECISIONMAKING)

d. Cultural

diversities4. Nationalism

a. Definitionb. Arab statesc. Zionism -

(1) Definition(2) History of

e. Conflicts

(1) Mandate(2) Years

5. Founding of Israela. Partition of

Palestineb. Judaismc. Arab-Israeli

wars(1) 1948,

Independence(2) 1956,

Suez Canal(3) 1967, 5 Day

War(4) 1973,

Yom Kipper

15. Explore the impact of colonialismon third-world political systems. 55(POLITICAL SCIENCE)

p 54

Def.

pp 54-

16. Study international decisionmaking pp 82- p 178groups. (DECISIONMAKING) 83

54

23

Mapp 380

ch 1,

2, 3,

5

13. If available, view filmstripArabs and Jews: A Study In Crises.

Discuss and clarify the issues anidiscuss how the colonial experienceinfluenced the political systems.

14. As a follow-up activity to the film-strip Arabs and Jews, have the classresearch and discuss the roles of theLeague of Nations and the UnitedNations in the Middle East, comparingit to the activities of the ArabLeague.


Marking Period: 2nd





d. Lebanon invasion-(1) PLO

e. Current problems(1) Negotiations(2) Terrorism,

Olympics

D. Contemporary society

1. Attitudes, values,and customsa. Class divisionsb. Family life

(1) Patriarchal(2) Courtship(3) Place of

womenc. Customse. Social reforms

(1) Religion(2) Education(3) Women

56

17. Describe the development of socialsystems including family, tribe,clan, and nation. (SOCIOLOGY)

18. Demonstrate how sex roles aredeterminers in culture. (SOCIOLOGY)

15. Have the class simulate a meeting ofthe League of Nations, the UnitedNations, or the Arab League.

Ch 6 Ch 23, Ch 22, Ch 1, Parts 16. Have students draw a series of24 23, 24 6 1, 2, sketches showing the structure ofVery Very Ch 2, 3 family life, including customs andlimited limited 6, 8, reforms, if and where applicable.sources re- 9

sources

Ch 6Ch 6,7

24

5


Harking Period: 2nd





2. Economic activities 19. Identify the relationship betweena. Agriculture political and economic systems.

(1) Limited (POLITICAL SCIENCE)vegetation

(2) Overcrowding(3) Necessity to

import foodb. Egyptian land

reform(1) Land re-

distribution(2) Single crop

economydiscouraged

(3) Irrigation -(a) Aswan(b) Russian

aidc. Limited economic

development(1) Rapid

populationgrowth

2) Overcrowdedcities

Ch 7

p 71 Ch 24 Ch 24

20. Identify local, state, national, and Ch 7international political division ofthe world. (POLITICAL SCIENCE)

5825

Ch 4, 5,6, 9

17. Have students list ways in whichchanges in the political scenechanged and/or affected economicactivity in the area.

18. Review with the class the currentpopulation maps of the Middle Eastto note concentration of populationdue to industrial growth. Compareit to an older map to understandchange.

59


Marking Period: 2nd





d. Industrialization 21. Explain the economic functions ofe. Oil tariff, embargo, and boycott.

(1) Division of (ECONOMICS)have and havenot countries

(2) Revenues 22. Explain the economic significance of Ch 8bring change women becoming an integral part of the

3. Political systems job market. (ECONOMICS)a. Nationalismb. Pan-Arabism 23.c. Monarchyd. Socialisme. Democracyf. Threat of

communism

60

Identify political systems used by Chartcountries or areas based on culture, p 84language, or economics. (POLITICALSCIENCE)

24. Justify the concept of fiscalbudgeting. (ECONOMICS)

25. Describe the structure of internationalpolitical organization. (POLITICALSCIENCE)

26. Identify ethnic political groups.(POLITICAL SCIENCE)

26

Verylimitedre-

sources

Moresourcesneeded

Moresourcesneeded

19. Have students explain the terms:tariff, embargo, and boycott andrelate these terms to the oilsituation. Check publications forarticles on oil and OPEC.

20. Discuss with students changes in theculture that would affect women'srole in the job market.

Photo-graphic 21. View filmstrips on Nationalism and

Socialism. Following the filmstrips,have students write short paragraphsdefining in simple terms.

Essays 22, Using the World Almanac, have studentsresearch the United Arab Emirates andmake a graph and/or chart to show howoil revenues have raised the standardof living and how the government hasallocated funds for this.

23. Have students research the variousArab political organizations in theMiddle East and make a chart, model,or diarama showing their function.

61


Harking Period: 2nd





4. Islam today and inthe futurea. Cultural

contributionsto world(1) Mathematics(2) Science(3) Medicine(4) Literature(5) Fine arts(6) Architecture

b. Conflict withsects: e.g.,Iran

27. Demonstrate the ability to organize Ch 9 Very More Ch 2, 3,ideas in writing. (SKILLS) limited sources 4, 5

re- needed28. Demonstrate how group behavior can p 37 sources

influence whole populations. p 67(SOCIOLOGY)

29. Demonstrate how religion and moralityinfluence group behavior.(SOCIOLOGY)

62

27

24. Students can write a compositionentitled, Islam Today. Have thememphasize the cultural contributionsand influence of Islam on the livesand behavior of various groups.

63


Marking Period: 3rd

Suggested Time Frame: 6 - 7 weeks for IV


IV. Culture of Asia

A. Japan

1. Physicalenvironmenta. Locationb. Climatec. Land formsd. Population

distributione. Natural

resources2. History of the culture

a. Ainus - earlypeoples

b. Development ofculture(1) Early Japanese

society(2) Chinese

influence inJapan

(3) Modificationof Chineseinfluences

(4) Decline ofcentralizedgovernment

64

1 Compare countries of Europe, Asia,and Africa by studying their topog-raphy, climate, resources, cultures,and contemporary events.(HISTORY)

2. Exhibit knowledge of political,physical, and climatic features of agiven location by making predic-tions on agricultural production,economic development, and culturalidentities of the population.(GEOGRAPHY)

GINN

HOLT/RINE-HART MACMIL- SCHOL-WINSTON LAN MERRILL ASTIC

Ch 28 Ch 30 Ch 30, No JapanMapp 327

Map 32

pp 245- Mapssources Ch 1,avail- 2

255 pp 488- able MapMapp 291

p 490 p 6

p 23Map

Ch 29,30

Ch 33 Ch 30 Ch 3,

4

Mapsp 94,

28

105

ACTIVITIES

1. Pass out a map of Japan and havestudents show the land forns, popu-lation distribution, naturalresources, and climatic areas. Uponcompletion of the map have studentspredict what crops would be possible.

65


Marking Period: 3rd

Suggested Time Frame: 6 - 7 weeks



GINN WASTON LAN MERRILL ASTIC ACTIVITIES

c. Feudalism 3. Construct a societal model.(define) (ANTHROPOLOGY)(1) Japanese

(a) Shogun(b) Daimyo(c) Samurai(d) Jito(e) Shago 4.

(2) Civil war andunification(1333-1600)

(3) Contact withEuropeans:(a) Portuguese

1543(4) "Great Peace"

of Tokugawaa) Saukin

-Tokaisystem

(5) Tokugawaseclusionpolicy

Use methods of historial inquiryappropriate to his/her interests andresources. (HISTORY)

Ch 29 Very Verylimited limitedre- re-

sources sources

29

Ch 4 2. Have students construct a model showingthe social stratification of Japanesefeudalism. Include positions andfunctions.

3. If possible view the video tape ofShogun to clarify feudal roles.

4. The student can research an area ofpersonal interest in this unit andconstruct a project.

67


Marking Period: 3rd





(a) Christianitybanned

(b) "GreatPeace" -250 yrs

(6) "Opening" of 5. Study an international conflict.Japan (DECISIONMAKING)(a) Introduc-

tion ofWest toculture

(b) CommodorePerry

(c) Samurai

influencedoust ofTokugawagovernment

68

Ch 29

30

Ch 5 5. Discuss with the class the implica-tions of the various internationalconflicts in which Japan was involved.Check with the media center and whenavailable, show films and fi].astripsto reinforce discussion. Films whichmight be used are: Tora Tora, Tora;From Here to Eternity; In Harms Way;any other pertinent documentary film.

69


Harking Period: 3rd





3. Making of modernJapan

a. Japanese expansion(1) Sino -

Japanese,1894-95

(2) Russo-JapaneseWar, 1904-05

(3) Japan and China(a) World War I(b) Gains in land

area(c) "Twenty-one

demands"

Map Ch 33 Xp 337

(4) Rise of 6. Know the purposes for which primary Ch 29,Nationalism and secondary sources are best suited 30

in historical inquiry. (HISTORY)(5) ManchurianIncident

(6) Economicdepressionincreasesnationalism

(7) Sino-JapaneseWar, 1937-1945

(8) Pacific War,WW II, 1941-45(a) Japanese

expansion 70

Mapp 339

31

Verylimitedre-

sourcesVerylimitedre-

sources

X Ch 6

No Ch 6sources

avail-able

6. Define primary and secondary sourcesto class and give examples, e.g.,

book, newspapers, magazine, diary,eye witness report, or letter.Discuss the reliability of above.Then have the class read varioussources about Hiroshima, Nagasaki,and Pearl Harbor. Identify whichsources were used.

71


Marking Period: 3rd





(b) Pearl

Harbor(c) Atomic

Bombs:Hiroshimaand Nagasaki

(9) Americanoccupation(a) Changes in

government(b) Traditional

values changed(c) Social classes(d) Democracy

introduced

7. List reasons for the metamorphosisof traditional outlines brought aboutby urbanization. (ANTHROPOLOGY)

b. Contemporary 8. Know that hospitality has playedJapan a significant role in culturalAttitudes, values, maintenance. (ANTHROPOLOGY)and customs

(a) Tradi-ticnal 9. Explain the concept of situationalhousehold ethics. (DECISIONMAKING)(1) Men(2) Women(3) Marriages

arranged

72

Ch 30 Ch 33 Ch 22 X

32

Verylimitedre-sources

7. Have class break into groups tocreat z computer program showing thechange of a traditional society toan urban, industrial one.

Ch 7, 8, 8. Discuss with the class the changes in9, 10, Japan prior to WW II, in attitudes11, 12 toward strangers. Role play a situa-

tion showing these attitudes.

73


Marking Period: 3rd





(b) Meiji 10. Explain the economic significance ofrestoration women becoming an integral part ofbrings the job market. (ECONOMICS)socialchange(1) New

laws,govern-ment,familylife

(2) Legal 11. Know the usefulness of constructiveand criticism. (DECISIONMAKING)economicfactors

influencechange

(3) Indus-trializa-tionaffectsplaces ofsociety

(4) Contem-porarymarriage

7433

9. Group Debate - Role Playing

Divide class into two groups torole play or debate the following:

#1 - Traditional, Patriarchal#2 - Modern, contemporary, and

liberated

10. Have students debate status of womenand employment.

11. Have a class discussion about theideas presented in the role play ordebate and comment on classes'attitude and politeness to eachother.

75


Marking Period: 3rd





(5) Changesin 12. Demonstrate various listening andfamily discussion skills. (SKILLS)relation-ship

(6) Care forelderly -change infilialpiety

(c) Education inJapan(1) Tokugawa(2) Samurai

(3) Commoners(4) Women(5) Teachers(6) Dutch

studies

(7) Meiji(8) Contempor-

ary: equaleducationalopportunity

7634

Ch 30

Ch 32 X Ch 9

More Moresources sourcesneeded needed

12. Divide class into small discussiongroups and assign an appropriatetopic to each group, e.g.,a. Changes in filial pietyb. Changes in educationc. Changes in Meiji Restoration -

better or worse?d. Changes in the education of

teachers from traditional tocontemporary times.

Have groups discuss the topic.Group leaders should report theirgroup findings to the class.

77


Marking Period: 3rd




GINN WINSTON LAN IERRILL ASTIC ACTIVITIES

(d) Japanese 13. Demonstrate the ability to organizereligion ideas in writing. (SKILLS)(1) Ghinto(2) Buddhism

(3) Terdai(4) Jodo

(5) Zen

(e) Economic 14.

activities(1) Land

dis-tri-bution

(2) Techno-

logicalinnova-tions

Relate the economic significance ofinternational monetary organizationsto the industrialized nations of theworld. (ECONOMICS)

78

X Ch 7 13. Assign the various Japanese tradi-tional religions as a topic for agroup report. Groups should organizematerial, research, assign tasks, andwrite a report on the assignedreligion.

14. Explain to the class that Haikudeveloped from Zen Buddhism and isa form of 3-line poetry with 5syllables, 7 syllables, and 5syllables. Then have the studentscompose a Haiku selection.

Haiku includes nature but neverstrong emotions like love and hate.

Ch 31 X Ch 10 15. Have a group from the class check theStars and Stripes daily and keep arunning chart on the yen's valuecomparing it with the dollar exchange.See how the rate of the yen fluctuateswith other world currencies ascompared to dollar.

35 79


Marking Period: 3rd





(3) Skilledlaborsupply

(4) U.S. aid(5) Re- 16.

appear-ance ofZaibatsu 17.

(6) Living

standardrises 18.

(7) Leadingexportitems:

electronics,cars,

computers,ship-building

2. Parliamentarygrovernment(a) Growth

toward(1) Meiji

reforms(2) Constitution

1889

15. Define investment and competitionin a free enterprise system.(ECONOMICS)

Contrast the terms wholesal.e andand retail. (ECONOMICS)

Define negotiation relative tointernational trade. (ECONOMICS)

Define stockholders as part of acorporation's productivity.(ECONOMICS)

19. Give examples of the impact ofcomputer technology on internationalbanking and finance. (ECONOMICS)

80 36

X X X Ch 11

16. Have students define the followingterms:

a. Investment f. Exportb. Competition g. Internationalc. Wholesale h. Traded. Retail i. Negotiatione. Import j.

k.

StockholdersCorporation

Then apply these terms to Japaneseeconomic activities with emphasis ontrade and Japan's impact on worldeconomy.

17. Have students check periodicals andnewspapers for any pertinent newson economic activity and develop abulletin board with findings.

18. Have the class or a group reviewchanges that have occurred in thebusiness world through the use ofcomputers. Check stock exchangemarket to see how the Japanesecomputer market has affected othermakes.


Marking Period: 3rd





(3) Emperor -cere- 20. Describe basic political systems.monial (POLITICAL SCIENCE)position

(b) Chief Executive,Prime Minister

(c) Diet reorganized(C, Emergence of

politicalparties(fragmenta-tion)

(e) Defensepolicies

(f) Foreignrelations

3. Japan's future(a) Japan's role

in Pacific(b) Balance of

power4. Cultural contri-

butions to worldculture(a) Scroll painting(b) Landscape

gardening(c) Theater - No

and KabuckiLiterature

21. Describe ways political systems tryto maintain stability. (POLITICALSCIENCE)

82

Ch 31

Morere-sourcesneeded

19. Have students construct a chartshowing the structure of the Japanesegovernment. They should includefunctions of each department andnames of present day governmentofficials.

Ch 32 20. Upon completion of the above chart,students should make a brief state-ment expressing their own views onhow this political system maintainsstability in the Japanese culture.

X Ch 11,12

Ch 30

Ch 33 p 33 X X All ofPart 4

37

83


Marking Period: 3rd




GINN WINSTON LAN MERRILL ASTJC ACTIVITIES

B. China 22. Identify local, state, national, andinternational political divisions ofthe world. (POLITICAL SCIENCE)1. Physical environment

a. Location: northand south China 23.

b. Populationdistribution

c. Natural resources 24.

d. Climatee. Landforms and

major riversf. Outlaying areas

(1) Mongolia(2) SinKiang(3) Manchuria(4) Gobi(5) Desert(6) Tibet

2. History of culturea. Ancient civili-

zation(1) Shang Dynasty(2) Chou Dynasty, 25.

Age ofPhilosopher(a) Confucianism(b) Taoism

(3) Chin Dynastyand the GreatWall

Recongize prcper tools and sourcesfor problems presented. (SKILLS)

Compare countr....es of Europe, Asia,

and Africa by studying their topog-raphy, climate, resources, cultures,and contemporary events. (HISTORY)

Know how long the lifestyle andculture of a given region developed.(HISTORY)

84

Ch 22 Ch 30 Ch 30Mapsp 466467

Map p 477p 279 480

Ch 23 Ch 32 Ch 30Moresourcesneeded

38

Ch 2, Prologue 21.

12 Ch 1Maps pp 1, 6,pp 3-4 11, 19,

30, 73,137, 157,165

Ch 2Part 1,

Ch 1, 2, 3, 42, 3, Maps4 pp 6,

11, 1930, 31

p 29Calli-graphy

Discuss with the class the properresearch tools for the followingassignment. Then hand out materialsfor one large map to be put on thebulletin board. Divide the classinto groups and assign tasks. Themap should showa. Population distributionb. Natural resourcesc. Land formsd. Outlaying arease. Taiwanf. Ancient River Valley civilizationsg. Areas controlled by various

dynasties.

22. Have students read about dynasticChina and make an outline of thecultural contributions and historyof each dynasty.

85


Marking Period: 3rd





(4) Han Dynasty 26. Demonstrate the ability to organize Ch 23(5) Tang Dynasty: ideas in writing. (SKILLS)

The Golden Age(6) Manchu Rule

b. Influence offoreigners(1) European

traders andmissionaries

(2) Inferiorposition:Kowtow

(3) Opium tradewar

(4) Treaties

weaken China(5) Taiping

rebellion(6) Reforms by

Manchus(a) Empress

Dowager(b) Kuang Hsu(c) rang Yu-wei

(7) French

missionaryeffort

86 39

P 32

Moresourcesneeded

Ch 30Moresources

Ch 5, 23. Assign the class an essay with the6, 7, title,8 "What were the ramifications of

European influence in China up toCh 13, 1900".14

24. If possible view the video film,55 Days to Peking. Following theviewing, have students write anessay discussing the impact offoreigners on the Boxer Rebellion.

87


Marking Period: 3rd





(8) Struggle fordomination ofChina bywesternnations.(a) Russia(b) Open Door

policy(c) Boxer

Rebellion

pp 269-270

3. Contemporary society 27. Explain why leadership is an inherent Ch 24,background factor in societal development and 25a. Attitudes, values, organization. (ANTHROPOLOGY)

and customs(1) Traditional

family roles(2) Arranged 28. Describe basic political systems.

marriages (POLITICAL SCIENCE)(3) Filial Piety

(24 Paragons)(4) Education - civil

service exams(5) Chinese religion

(a) Confuciansim(b) Taoism-Laotzu(c) Buddhism(d) Ancester worship

88 40

More Ch 30, Ch 2,sources 31 4, 5,needed Very 12,

limited 8sources

Parts3 & 4

Chartp 56

25. Have students list ways in whichConfucius influenced Chinese culturebeyond his own lifetime. Have theminclude one of the maxims ofConfucius.

26. If possible, view the film strip,What is Communism? Then have aclass discussion which reviews thebasic concepts of Communism and howit relates to China.

89


Marking Period: 3rd



AREA OF STUDY/CONTENT OBJECTIVES GINN WINSTON LAN MERRILL ASTIC ACTIVITIES

(6) Traditionalfamily life

weakened(7) Religion

displacedb. Economic activities Ch 5, 6,

(1) Chinese 8, 9,agriculture 10, 11,(a) South China 12

- rice(b) North China

- wheat(2) Communist farm

policy since1949

(a) Land redis-tributed

(b) Communes(3) Chinese 29. Read and write outlines. (SKILLS) Ch 30,

industry 31(a) Foreigners Very

introduce limitedmodern sourcesindustries

(b) Communistsassumecontrol ofeconomy

Moresourcesneeded

27. Have students outline the growth ofCommunism in China.

90 9141


Marking Period: 3rd




(c) RapidgrowthunderCommunist5-yearplans

(d) Rapidtechno-logicaladvancement,nuclearnation

c. Sino-Communism Ch 26(1) Revolutionary

parties form pp 270 -

after 1895 276(2) Sun Yat-sen

forms

Kuomintangor NationalistParty

(3) 1911 - 1912,end of ImperialChina

(4) 1914-1928,Civil Warwarlords

9242

Ch 10,11

93


Marking Period: 3rd





(5) Japanese 30. Explore the decisionmaking process.defeat, 1914 (SKILLS)

(6) Loss of landto Japan,

Versailles Treaty(7) Nationalist

party usesSoviet Commu-nist party as

pp 270- Very More276 limited re-

re- sourcessources needed

28. Have a group role play the situationof a young person in China at the endof World Ws.r I who must make adecision as to what political partyto follow, Nationalist vs. Communists.Have them argue their views with peersof the opposite party.

model(ChiangKai-shek)

31. Describe how diverse social systemsaccomplish the basic goals of aculture. (SOCIOLOGY)

29. Hold a panel discussion on thefollowing systems to determine ifthey fulfill cultural goals:

(8) Nationalistsand Communists

Ch 10,11, 12

a.

b.

MarxismConfucianism

clash c. Nationalist beliefs(9) The Long

March, 1934,led by MaoTse-Tung

(10) Manchurian

Incident(11) Economic

problemsforcedcooperationwithCommunists

9443

95


Marking Period: 3rd




(12) Civil war,1945-49

(13) Nationalistsdefeated-retreat toTaiwan

(14) People'sRepublicof Chinaproclaimed

(15) MarxismreplacedConfuciansim

(16) Thoughtreform

(17) Re-education(18) Cultural

revolution(a) Gang of

Four(b) Tse-Tung

and

Chou-en-lai

96

Ch 26 Ch 31

44

97


Marking Period: 3rd




(12) Civil war,1945-49

(13) Nationalistsdefeated-retreat toTaiwan

(14) People'sRepublicof Chinaproclaimed

(15) MarxismreplacedConfuciansim

(16) Thoughtreform

(17) Re-education(18) Cultural

revolution(a) Gang of

Four(b) Tse-Tung

andChou-en-lai

96

Ch 26 Ch 31

44


Marking Period: 3rd





d. China's future(1) Foreign

diplomacy(a) Russia(b) Afro-Asian

world(c) United

States(2) Reunification

with Taiwan(3) Industrial

plans(4) Agricultural

programs toincrease foodsupply

(5) "Ping-pong"diplomacy

32. Know social, political, or techno-logical factors which will affecthistorical research and itsinterpretations. (HISTORY)

33. Explain the economic functions oftariff, embargo, and boycott.(ECONOMICS)

98

45

Ch 32 Ch 11, Part 6 30. If a translation can be located of12 Chairman Mao's Little Red Book, read

orally excerpts at random and discussthe ideas expressed with the class.Suggest ways in which these ideascould change in interpretation inthe future.

31. Using back issues of Newsweekand Time have the class acquaintthemselves with the background ofthe cultural revolution The Gang ofFour. At one time the culturalrevolution was approved. Why hasthis approval been withdrawn?

33. Discuss with the class the reasonswhy an embargo and boycott wereplaced on the Peoples Republic ofChina by the United States followingthe takeover of the Chinese mainland.

Explain and define terms and discussthe implications of such actions asan economic weapon.

Have class relate comparableexamples of boycotts.

99


Marking Period: 3rd





C. Southeast Asia1. Physical environment

a Political areas,9 nation statesincluding Vietnam,Cambodia, Malaysia,etc.

b. Location(1) tropical zone(2) two geographic

divisionsc. Land forms

(1) Peninsular orcontinentalS.E. Asia.

Rivers(b Mountains

(2) 'dandsS.E..Asia(a) Archipelagoes:

Indonesia,13,000islands,Philippines,7,000 islands

(3) Within Pacific"Ring of Fire"

34. Explore population, economic, andsocial problems related to physicalgeography of countries/areas.(GEOGRAPHY)

100

Ch 34

46

Ch 30,34

Mapp 301Moresourcesneeded

Ch 27Mapspp 431-436

Nosourcesavail-able

SouthEastAsiaCh 1

p 89

34. Have the class show the variousnation states of Southeast Asia withtheir land forms on a map. Colorcode the climate areas.

Maps 35. On another map have students showpp 6, 12, the primary economic activities of19, 23, these countries. Have them color29, 39, code the various ethnic groups.47, 53,

57, 68,115, 125,

141.

Part 3.

191

2''


Marking Period: 3rd


IAREA OF STUDY/CONTENT OBJECTIVES



d. Climate: heavyprecipitation(1) Typhoons,

April -December

(2) Rain forestsprevent geo-logicalexploration

2. History of culture 35. Trace the melting pot concept and its Ch 35, Ch 34 Ch 27, Xa. Ethnic diversity significance on American cultural 36 28, 29

(1) Rural developments. (ANTHROPOLOGY)population

(2) Urban popu-lation reflectsmigrations(a) Chinese(b) Indians(c) Europeans 36. Identify ethnic political groups. Very(d) Japanese (POLITICAL SCIENCE) limited(e) Americans sources

b. Nationhoodbackground(1) Peninsula(2) Ancient

river valleycivilizations

47

102

Part I, 36. Discuss with the class the MeltingIV Pot concept and its influence on

American society. Discuss how thisterm came into existence. The classmay suggest the term salad bowl, letthem enlarge upon this idea. Emphasisshould be on the multi-ethnic influ-ences in society.

X

37. Have students write a short essay onthe ethnic diversity in South EastAsia. In the essay discuss the impli-cations to their culture. They shouldidentify the ethnic groups and commenton cultural clashes between them.

103


Marking Period: 3rd

Suggested Time Frame: 6 7 weeks


HOLT/RINE-HART MACM1L- SCHOL-


(a) Burma, Mon,and Pagan

(b) Cambodia,

Khmer(c) Thai, Red

River Delta(d) Vietnam(e) Chinese

Conquest(f) Mekong Delta,

Champa(g) Vietnam(h) Conquest

by North(3) Island

civilizationinfluencedby exposureto IslamSrivijaya,Malaya, andIndonesia

(4) Europeans -Traders andcolonizers

104

37. Explore the impact of colonialism Mapon third-world political systems. p 401(POLITICAL SCIENCE)

48

Verylimitedsources

38. Have students construct a chart showingthe areas of colonialism in South EastAsia. They should include in one ofthe sections the changes brought tothe culture by the mother country.

39. Assign a written a research report onone of the colonial empires of SouthEast Asia. They should show how Euro-pean powers exploited and influencedthis area.

40. Have the class construct a project withthe theme, "Colonialism, Good or Bad".

105


Marking Period: 3rd





(a) Dutch EastIndia Company,Introductionof plantationsystem

(b) Spanish -PhilippinesintroduceEncomiendas -large estatesCatholicreligion

(c) Britain,Malaya, andBurma

rubberplantations,importationof foreignworkers

(5) Independence 38.

followingWWII(a) Indochina

War - HoChi Minh andAmericaninvolvement

Identify political borders.(POLITICAL SCIENCE)

106

p 404 41. Have students draw a map of SouthEast Asia and color code the colonialareas. They should superimpose thepolitical boundaries of the newindependent countries on the map andlabel them.

49107


Marking Period: 3rd



HOLT/RINE-HAR2 MACMIL- SCHOL-


(b) Geneva 39. Describe the development of socialConference, systems including family, tribe, clan,Indepenaence and nation. (SOCIOLOGY)of Cambodia,Laos, Northand SouthVietnam 40. Know how the lifestyles and culture

(c) Vietnamese of a given region developed.war (HISTORY)

3. Contemporary societya. Attitudes, values,

and customs(1) Varied ethnic

groups resultin conflict ofloyalty

(2) Resentmentamong ethnicsand nativepopulation

(3) Traditionalfamily(a) Extended

family(b) Marriage

arranged(4) Increasing

Communistinfluence

108

Ch 36

50

More Ch 27, Xsources 28, 29needed

Verylimitedsources

Part 4 42. Have students show the social struc-ture of society of South East Asianculture in a series of sketches.

43. Have students select any book onSouth East Asia. Fiction ispermitted. They should read thebook and write a report showing howthe culture was portrayed in theirbook.

109


Marking Period: 3rd




(5) Educationvariesaccordingto countryand religion

(6) Religiousbeliefs:Confucianism,Buddhism,Taoism,Christianity,Theravada Buddhism,Islam,Nat worship

b. Economic Activities(1) Agriculture -

subsistance farming(a) Shifting

agriculture(b) Plantation

farming -colonialinfluence

(c) Greenrevolution

(d) Forest

productspotentialwealthsource

110

Ch 37

51

Ch 34

X Part 2

111


Marking Period: 3rd





(2) Industry(a) Tax break

for newindustries

(b) Based onagriculturalproducts

(c) Political 41. Study international decisionmakinguncertainty groups. (DECISIONMAKING)and politicalinstability

4. Futurea. Unstable

governmentsweakenprobabilityof success

b. Division 42. Describe basic political systems.among (POLITICIAL SCIEME)ethnicgroupshindersolidarity

112

Ch 38, Very Ch 27, X39 limited 28, 29

re-

sources

52

X Part 5

44. Have students research the role ofthe United Nations and the GenevaConference and their activitiespertaining to the South East Asianquestion.

Upon completing research, studentscan take the roles of various nationsinvolved and attempt to come to peaceterms.

45. Have the class construct a chartdescribing the political systems of:

a. Burmab. Cambodiac. Laosd. Vietnamr. North Koreaf. South Koreag. Philippines

113


Marking Period: 3rd




c. Rivalry amongCommunist andnon-Communistnations preventpeace andprosperity

114

53

115


Marking Period: 4th

Suggested Time Frame: 4 weeks for V




V. India 1. Know concepts of special relation-ships and topography. (GEOGRAPHY)

A. Physical environment

1. Location2. Landforms

a. Himalayasb. Indo-Gangetic

Plainc. Deccan Plateau

Ghatsd. Major river

systems(1) Ganges Holy

River(2) Indus, early

civilizations3. Climate

a. Monsoonsb. Droughts

4. Natural resourcesa. Iron oreb. Bauxite

B. History and culture

116

Ch 16 Ch 30 Ch 25 Ch 4 IndiaMaps Maps Maps Prologuepp 258- pp 402, p 3, 4 Ch 1,

259 407 Map Mapsp 267 p 46 pp 6, 13,

16, 23

54

Mapsp 51

pp 54-55

1. Have students study a map of theIndian Subcontinent. The followingquestions may be asked orally orreproduced as an independent activity:

a. What cities in this cultureregion are le-Pted in the ArabianSea? (Goa, ....-nbay, Karachi)

b. Name an island capital.(Colombo)

c. What is the primary landform inBhutan, Nepal, and Sikkim?(mountains)

d. Name a river that flows in eachof these directions: south,

east, west. (Indus-south,Ganges-east, Narbada-west)

e. What islands are part of India?(Laccadive Islands & AndamanIslands)

f. What direction is Kashmire fromCalcutta? (N.W.)

g. What countries have coasts onthe Bay of Bengal? (Sri Lanka,India, Bangladesh, Burma)

117


Marking Period: 4th





1. Harappan Civilization,3000 - 1500 BCa. Centralized

governmentb. City planningc. Advanced

irrigationd. Crafts 2. Know how the lifestyle and culture ofe. Worship, Mother a given region developed. (HISTORY)

Goddess, and Bull2. Aryan Invasions,

1500 - 1200 BCa. Cultural base

for modern Indiab. Destruction of

Marappan Civilization3. Alexander the Greek,

327-325 BC: BriefHellenistic influence

118

Ch 17 Ch 30 Ch 26 Ch 5, Parts 1,p 414 6, 7 2, 3, 4

55

h. Which desert separates Delhifrom Pakistan? (Thar)

i. What is the most eastern largecity in India? (Calcutta)

j. In what country is the delta ofGanges located? (Bangladesh)

2. If possible, view the filmstrip,Ancient India (Time/Life).

Ch 30 Ch 26 Ch 5, Parts 1, 3. Have students construct a time6, 7 2 line of events in India. The time

span will include the years 3000 BCto 1847 AD.

119


Marking Period: 4th




4. Maurya Empire,321-185 BCa. Established

by ChandraguptaMaurya

b. EnlargedunderAshoka

c. Centralizedgovernment

d. Buddhismestablished

e. Ashoka's symbol -Wheel of the Law

f. Gupta Empire,320-535 AD:Golden Age ofHindu culture

121120


Marking Period: 4th





5. Muslem Invasion:Mughal Empire,1526-1857a. Baburb. Battle of Panipatc. Akbar - enlarges

eidpire

d. Fall of empire6. Effect of Hinduism

a. Caste system(1) Caste deter-

mines occupa-tion

(2) No socialmobility

(3) Panchayat,council ofelders-determinespunishmentsfor casteinfringements

(4) Harijans -

Pariahs

untouchables-outside castesystem

3. Construct a societal model.(ANTHROPOLOGY)

4. Explore the decisionmaking process.(SKILLS)

5. Demonstrate how sex roles aredetermined in culture. (SOCIOLOGY)

6. Demonstrate how religion and moralityinfluence group behavior. (SOCIOLOGY)

122

p 31

57

4. Have the class construct a societalmodel showing the Indian Caste system.

Ch 1, Parts 3 5. Have students write a short essay on5, 10 4 the topic, "If you were to be rein-

carnated, to which Hindu caste wouldyou wish to be reborn? Why? Statereasons?"

6. Have a class discussion about beinga woman in Aryan society? Includeconcepts of purdah, place, suttee,marriage, and dowries.

7. Have students write an essay on thetopic, "How did Hinduism/Buddhismaffect everyday life?". The classcould be divided, with one half ofthe class writing about Hinduismand the other half writing aboutBuddhism.

123


Marking Period: 4th




GINN WINSTON LAN MERRILL ?3TIC ACTIVITIES

b. TraditionalIndia.i life

(1) Superiorityof male

(2) Purdah stillobserved

(3) Arrangedmarriages

c. Hindu beliefs(1) Vedas and

Upanashads(2) Brahma,

absolute(3) Reincarnation

(a) Karma(b) Dharma(4) Worship

centerswithinfamily (noclergy)

7. Buddhisma. Founded by

Siddharthab. Four Noble

Truths and EightFold Path(1) Observances

release soul(2) Nirvana

124 58

Ch 31 Ch 1,5, 10

125


Marking Period: 4th





8. Monarchy, Colonial- 7.

ism to independencea. British East

India Company(1) Rivalry with 8.

French(2) Battle of

Plassey -Britishdomination

(3) Abuses bringgovernmentcontrol

b. British monarchalrule

(1) Reforms(2) Tax collection

method createsnew class

(3) Expanded holdings(4) Sepoy rebellion

c. Independence movement(1) Initiated by

Hindus(2) Ram Mahua Raj

(1777-1833)d. Indian Nationalist

movement(1) Initiated by

Western educatedleaders

Explore the impact of colonialism on p 192- Ch 31third world political systems. 196(POLITICAL SCIENCE)

Examine historical similaritiesand differences of culture whichgrew out of medieval or colonialexperience. (HISTORY)

12659

Ch 6

8. Have students research and trace theBritish traditions that have beenassimilated into Indian culture. Havethem utilize several media sourcesfrom the media center.

9. The students could make a chart orposter of their findings from theactivity above.

127


Marking Period: 4th





(2) Pride in 9. Explain why leadership is an inherentheritage factor in societal development andstressed organization. (ANTHROPOLOGY)(Hindu)

(3) Muslims organ-ize (SayyidAhmad Khan)

(4) Indian NationalCongress con-cessions made -demands not met

(5) Gandhi 10. Participate in community organization.(a) Class (DECISIONMAKING)

movementto politicalmovement

(b) AmritsarMassacre

(c) Non-violence,Satyagrapha(ahimsa)

(d) Goal, swaraj -self rule

(e) Dandini SaltMarch

128 60

Verylimitedre-

sources

Verylimitedre-

sources

Ch 7

10. If available, view the film Gandhi.Following the film discuss the impactof Gandhi as an individual on Indiaand as a world figure. Stress thltpolitical or social movements requireleadership. Compare methods Imed byleaders to gain support (Hitler,Stalin, Lenin, Mussolini, ThomasPaine, Martin Luther King).

10. Have students write two accounts ofthe Dandi Salt March or the AmritsarMassacre from the viewpoint of aBritish major and an advocate ofSwaraj. At the end of the paper thestudent should identify himself asthe major or the Indian.

129


Marking Period: 4th





9. Independence, end ofWW IIa. Hindu vs. Moslemb. Partition Plan:

East/West PakistanIndia

c. Later division:East Pakistan/Bangladesh

C. Contemporary Society

1. Attitudes, values,and customsa. Culture shaped

by religionb. Buddhism

influence

11. Know reasons why the concept ofemotional maturity is culture-dependent. (PSYCHOLOGY)

130

61

Very Cb 26 Ch 1,limited 2, 3,sources 9

Part 3,4

12. Explain to UK! class how responsesindicate levels of maturity. Stressthat culture may alter or affectresponses. Then have class do thefollowing exercise.

a. Two well-known psychologistshave described five levels ofmature behavior. They are asfollows:

Level 1:

131

(The lowest level ofmaturity) At this levela person does not recog-nize the good and badeffects of his/herbehavior on other persons.


Marking Period: 4th





(1) Art

(2) Architecure,Stupa

(3) Literature(4) Sculpture,

Mudrasc. Hinduism influ-

enced(1) Art

(2) Sculpture(3) Architecture,

Taj Mahal(4) Literature,

Rhagavad Gita(5) Modern novel

d. Caste system(1) outlawed(2) tbre individual

freedom

13262

Ch 31

Level 2:

Level 3:

Level 4:

Level 5:

At this level a persondoes whatever he/she wantsand considers others onlyto get what he/she wants.

At this level a persunconforms to whatever thegroup does without thinkingwhether it is good or bad.

At this level a person fol-lows rules of good conductbecause he/she has been toldthat he/she should do so.

(The highest level ofmaturity) At this levela person is interestedin the well-being ofothers but decides forhimself/herself whatspecific actions willbring about this good.

133


Marking Period: 4th





134 63

b. Read the following behaviors.Indicate which level of maturity

they seem to demonstrate:

135

"I don't care about anyoneelse. I'm going to do whatI please.""I'll help Joe this time, andmaybe he can help me tomorrow."I'm going to do that. Afterall, everyone else does it.""I'm not going to do that.religion teaches me that dointhat kind of thing is wrong.""What I'm going to do may notbe exactly according to thelaw, but I think it'll be beefor everyone involved.""Everyone ignores traditionsand does what he wants to.""I never ignore traditions.""it mar be okay to ignoretraditions, but it confusessociety if we do.""I don't care about society.I do what I feel like it."


Marking Period: 4th


HOLT/



12. Explain the concept of situationalethics. (DECISIONMAKING)

13. Demonstrate how group behavior caninfluence whole populations.(SOCIOLOGY)

13664

c. Following this exercise discussthe following:

How would responses be affectedby Indian culture?

Would religion or colonialismaffect responses?

How would you as a Pakistani orMoslem have answered?

13. Have students role play that theyare a Brahmin and have just beeninformed that an untouchable isnow your equal. What are theirfeelings?

14. Have students show one way in whichHindus, Buddhists, and Moslemsinfluenced the people (culture) ofIndia.

13?


Marking Period: 4th


HOLT/RINE-HART MACMIL- SCHOL-AREA OF STUDY/CONTENT OBJECTIVES GINN WINSTON LAN MERRILL ASTIC ACTIVITIES

2. Economic activities 14. Describe ways political systemsa. Green Revolution try to maintain stability.b. Large scale (POLITICAL SCIENCE)

industrialdevelopment(1) Textiles,

Madras(2) Iron anii steel

(3) Implementationof cottageindustries

3. Governmenta. Democratic

Republicb. Parliamentary

governmentc. 3 Branches -

bi-camerald. Based on

British system

138

65

Ch 3, Part 2 15. Have the class list ways in which the6, 7, Photo newly independent government of India8, 9 essays attempted to maintain the economic,

and cultural stability of the newnation.

Ch 18 Ch 31 Ch 26 Ch 5, 6,

7, 9

16. The class can construct a model orchart showing the structure of theIndian government. Show how thegovernment attempted to createjustice and "the good life for itspeople."

139


Marking Period: 4th





4. India's future andproblemsa. Rapid population

growthb. Coalition govern-

ment may weakenMulti-politicalparties lead todisunity

d. Kashmire. Maintenance

of neutralityf. Remnants of caste

consciousnessg. Religious

conflicts

140 66

141


Marking Period: 4th

Suggested Time Frame: 5 weeks for VI


VI. Soviet Union andEastern Europe


1. Compare countries of Europe, Asia,and Africa by studying theirtopography, climate, resources,cultures, and contemporary events.(HISTORY)

1. Location - in rela-tion to United States

2. Political units, 15Republics

3. Topographya. Mountainsb. Riversc. Ice shield

d. Vegetation belts 2. Know that humans use the study ofe. Major lakes history to explain the significancef. Islands of a particular culture. (HISTORY)g. Arctic regions

4. Natural resources5. Climatic conditions,

extremes of Soviettemperature

6. Population distribution,Fertile Triangle

B. Cultural history

142

GINN

HOLT/RINE-HART MACMIL- SCHOL-WINSTON LAN MERRILL ASTIC

Ch 40 Ch 17, Ch 18 Ch 2 SovietMapspp 442,

444,

449,

456,465,

496

18, 19, Maps Maps20 pp 298- pp 3-4

299 p 12,Maps p 302 pp 22-pp 122- pp 312- 23,

123 313 26Maps pp 319,pp 135, 324

145,

153,

Map

UnionCh 1

Mapspp 6, 1821, 23,

31, 89,137, 149,195

p. 183p 129

ACTIVITIES

Ch 41 p 126 Ch 39 Maps pp 36, 38Map Vet), p 33-39 174

limited Charts Part Ire- pp 54-sources 55

Ch 1, 2,3

67

1. Have students draw maps of Russiashowing the following:a. Topographyb. Climatec. 15 republics and their capitalsd. Vegetation belts - Tundra, Taiga,

steppes, and Mediterranean(Blad. Earth Belt)

Following completion of map, compare itto other areas and discuss similaritiesand differences.

2. Students should fill in a map showingthe earliest Russian settlement.Then enlarge it to include the firstRussian state as it emerged from theSlays. They should enlarge it toinclude expansion into an empire upto the Napoleonic invasion.

3. If the video tape, War and Peace, isavailable, view it and hold a classdiscussion. Emphasize the differencesin social class, events, etc.

143


Marking Period: 4th





1. Establishment of anationa. Early Russian state

(1) Slays

(2) Vikings(3) Rurik

b. Kiev, tradecenter prospers

c. Cyril and Methodiusintroduce alphabet

d. Christianity splitsin 1054-Russia andand the OrthodoxChurch

e. Fall of Constantinople,1453-Russia assumesByzantine mantle

f. Decline of Kienvanstate

g. Mongols invade anddominate(1) Golden Horde(2) Tatar rule

h. Rise of Muscovy(Moscow)

(1) Core for modernRussian state

(2) Introduction ofTsarist rule:Ivan the Great

144

Verylimitedre-

Ch 41 Ch 18, sources Ch 5, 6,19 7

6::

4. Show video Dr. Zhivago, if it isavailable, and hold class disucussionon pertinent events.

5. Write the Cyrillic Alphabet andcompare it with the Greek Alphabet.

6. Assign to each student a biographyof any well known Russian individual.

Part I 7. Show video tape, Nicholas andAlexandra, if it is available anddiscuss implications on Russianhistory.

8. View video Anastasia, if it isavailable, and have the class drawconclusions as to the possibilityof royal survivors.

9. Have students read, File on Ulu Tsar,and draw own conclusions.

10. Have the class contrast the abolitionof serfdom in Russia with the aboli-tion of slavery in the United States.

11. The class could research any bock onRasputin and ascertain whether he wasa hero or villian in Russian history.

145


Marking Period: 4th




(3) Serfdom estab-lished

(4) Expansion ofboundaries:Ivan the Terrible

i. Westernization byPeter the Great

j. Russian Empire(1) Catherine

the Great(2) Alexander I

k. Napoleonicinvasion

1. Beginnings ofdiscontent andrevolution(1) Decemberists(2) Nihilists

m. Some reform,Nicholas I

n. Tsar LiberatorAlexander II(1) Abolition

of serfdom(2) Plans for

representativegovernment

(3) Assassinated

14669

Verylimitedre-

sources

Ch 5, 6,7

147


Marking Period: 4th





o. Liberal Movementcurbed(1) Alexander III(2) Ethnic and

religious groupspersecuted

p. Nicholos II,last Tsar(1) Reign inflenced

by Rasputin(2) Attempts to

create Duma(3) Revolution ends

Romanov Dynasty2. Revolution 3 Describe basic political systems.

a. Russo-Japanese (POLITICAL SCIENCE)War (1904-1905),increases unrest

b. World War I,depletes country

c. Revolution of 1917d. 1st and 2nd provi-

sional government(Duma)

148

Mapp 126

P 467 Verylimitedsources

70

Part II

Ch 5, Ch 3, 4 12. View filmstrip, What is Communism?,6, 7, if it is in your media center, and8 discuss ideology and compare it with

students' own ideas. Stress changesmade to theory of Karl Marx by Lenin.

13. View filmstrip, The Russian Revolution,if possible, and discuss the justifi-cation for this revolution.

149

Marking Period: 4th



AREA OF STUDY/CONTENT

e. Bolsheviksf. Vladimir Ulyanov -

Ni Kolai Lening. Treaty of Brest-

Litovsk, 1918h. Civil war, 1918-

1921 Reds vs.Whites 4.

i. Red armyvictorious(1) Assassination

of Czar

(2) Bolshevik victoryj. Joseph Dhvgasvili

(Stalin)k. Leba Bronstein

(Leon Trotsky)1. Great Purge

150

OBJECTIVES


GINN WINSTON LAN MERRILL ASTIC ACTTVITIES

Know social, political, or technolog-ical factors which will affecthistorical research and itsinterpretations. (HISTORY)

71

14. Have students research the ideas ofLenin and the belief in the divineright of kings. Have them presenta dialogue between Nicholas II andLenin.

15. Study speeches of Stalin, Krushchev,Adropov, and current leaders. Howhas the Soviet viewpoint changed?

151


Marking Period: 4th





C. Contemporary society 5. Describe how diverse social systemsaccomplish the basic goals of a

culture. (SOCIOLOGY)1. Attitudes, values,and customsa. Background

(1) Tsarist societyhad rigidsocial divisions-peasants boundto land

(2) Traditionalfamily life-arranged mar-riages

(3) Religion stronginfluence

(4) Education forwealthy

b. Revolution changedfamily unit(1) Equality of

sexes(2) Hostility by

Communiststoward religion

(3) Individual servesthe state

(4) Controls extendedto personal life

152

Ch 42 Very Ch 19, Ch 2, Parts 2, 16. In a class discussion compare thelimited 20 4, 7, 3, 4 values and customs of Tsarist Russiasources 8 with those of Soviet Russia. Did

both systems fulfill the definitionLimited of culture as we defined it?re-sources

72

153


Marking Period: 4th



HOLT/

RINE-HART SCHOL-


(5) Censorshipof arts andliterature

c. Communist party 6. Identify local, state, national, andmakes decisions international political divisions of

d. Ethnic groups the world. (POLITICAL SCIENCE)(1) Struggle to

retain identity(2) Muslims remain

culturallyseparate

2. Socialist economicsystema. New policy intro-

duced by Leninb. Stalin - 1928 -

1st five-yearplan

c. Collectivism-bitteropposition

d. Farm production(1) Collective

farms,Kolkhozi

(2) State farms,Solvkhoz

e. Modernization ofindustry thru plannedprograms(1) 7-, 10-, 15-, 20-,

25-year plans

154

Ch 45

Ch 43

73

Verylimitedre-

sources

X Ch 2, Part II4, 7,

8

17. Have students identify the countriesof the Eastern Bloc and state howthese countries fit into the Sovieteconomic system. Have them write ashort synopsis of their views.

155


Marking Period: 4th


AREA OF STUDY/CONTENT OBJECTIVEr-;



(2) U.S.S.R. 7.

moves towardindustrialnation

(3) Industry highlycentralized

(4) Quality poor- 8.

shortage ofconsumer goods

3. Soviet Communisma. Belief that govern-

ment has 2 stages,move from capitalismto socialism tocommunism

b. One politicalparty, limitedmembership

c. Legislature,Supreme Soviet

d. Parallels betweenparty andgovernment(1) Central

CommitteePresidiumand Councilof Ministers

156

Identify the relationship betweenpolitical and economic systems.(POLITICAL SCIENCE)

Explain why leadership is an inherentfactor in societal development andorganization. (ANTHROPOLOGY)

Ch 44 X

74

Very Ch 8, 9limitedre-

sources

18. Given a concise definition ofCommunism. Have students show howthe political system and economicsystem are interwoven. Have themconstruct a poster showing thisrelationship.

19. Have groups of students select oneleader of Russia since the 1917Revolution and in a series ofcartoons or sketches show theirimportance to the system and howtheir accomplishments strengthenedor weakened the system.

157


Marking Period: 4th





2) Parallelcontinues tolocal level

e. Indoctrination ofCommunist philosophyin schools

f. Censorship of allmedia

4. Future 9. Explain the economic functions ofa. Foreign policy tariff, embargo, and boycott.

(1) Strategic Arms (ECONOMICSReductionTalks (START)

(2) Russia's rolein other geo-graphical areas(a) Middle

East,Afghanistan

(b) LatinAmerica,Cuba

(c) Africa,

Angola(d) South East

Asia

158

Ch 44 X

75

X Ch 9 Epi- 20. Divide class in half and assign themlogue a country (A or B). Country A has ap 255 government that is the conplete

antithesis of Country B. Country Ais primarily agricultural but has afood shortage and buys from B. A'sindustry is highly technological insome areas. Country B is industri-alized whith a surplus of food.Both are power centers. Country Aattacks Country C in an undeclaredwar. What does Country B do? Whatis A's reaction to B?

Simulate dialogues of each government.

159


Marking Period: 4th




GINN WINSTON LAN MERRILL ASTIC ACTIVMES

b. Domination ofEastern Blockcontinues despiteunrest(1) 1953,

East Germany(2) 1956,

Hungary(3) 1968,

Czechoslovakia(4) Poland

c. Space race continuesd. Warsaw Pact

vs. Natoc. Dissidents in all

field and ethnicgroups may createinternal socialunrest

10. Use methods of historical inquiryappropriate to his/her interestsand resources. (HISTORY)

11. Demonstrate generalization skills andrecognize hypotheses, theories, andlaws. (SKILLS)

160

Ch 45 X

76

X Limitedre-

sources

21. Have groups of students select anyEastern Bloc nation. They shouldresearch its history, make a hypo-thesis about its future as acontinuing member of the Eastern Bloc,and write their findings in a shortpaper. The groups should statetheir predictions logically.

161


Marking Period: 4th

Suggested Time Frame: 3-4 weeks for VI

(If not integrated throughout the curriculum)


HOLT/



VII. Host Nation


B. History of culture

1. Development ofculture

2. Foreign influence

C. Contemporary society

1. Attitudes, values,and customs

2. Economic activities3. Political systems4. Future

162

1. Participate in a task-orientedproject. (DECISIONMAKING)

2. Make comparisons/contrasts betweenyour Host Nation's culture and thatof your own and others. (DECISION-MAKING)

X

3. Give examples of the impact of computertechnology on international banking andfinance activities (ECONOMICS)

4. Know the usefulness of constructivecriticism. (DECISIONMAKING)

5. Participate in community organizations.(DECISIONMAKING)

6. Participate in school government.(DECISIONMAKING)

77

X X X X 1. Utilize local sources/and environmentto make accurate comparisons.

2. Laboratory-type activities constrast:posters to compar.. United States withhost nation, in physical environmentand culture.

3. Exchange essays with friends andcorrect and improve each other's workas to the content and mechanics ofwriting.

4. Within the context of social studiesit is important to provide studentswith the importance of involvement incommunity organizations and studentgovernment.

5. Write essays or compositions on theimpurtance of involvement, summariz-ing viewpoints, based on individualviews, class discussion, and communitycontacts.

163

BEST COPY AVAILABLE

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164

Documents

World Regions/Cultures. Dependents Schools (DOD), W - ERIC