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Summer 2013

Washington Township Public SchoolsOffice of Curriculum & Instruction

Curriculum Guide Checklist

Course Title: Honors World History & Cultures: The Modern Era

Submitted By: Todd F. Oberholtzer Date:(Elementary Director or /MS/HS Dept Supervisor please check)

Acceptable Not Acceptable N/A CommentsI. Cover Page (Course Description)

II. Demonstrable Proficiencies (MS & HS only)III. Scope & Sequence (Elementary Only)IV. List of Major Units of StudyV. (For each unit of study include the following A-E)

A. Unit OverviewB. Unit Graphic Organizer (Web)C. Unit Plan

1. Topics/Concepts2. Critical Content (Students Will Know)3. Skill Objectives (Students Will Be Able To)4. Instr./Learning Activities and Interdisciplin. Connections5. Instructional Resources with Title and Page Number6. Technology and 21st Century Skills Integration7. NJCCCS with CPI References8. Evaluation/Assessment

D. Lesson Plan Detail (Elementary Only)E. Cross-Content Standards Analysis PageF. Curriculum Modification Page Insert

Approval: Principal: Curriculum Director:Asst. Superintendent:

Department Supervisor: Board of Education:

Revised Summer 2013

Concept-Based Format

PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval.

Revised: Summer 2013 1

Washington Township Public SchoolsCOURSE OF STUDY – CURRICULUM GUIDE

Course: Honors World History & Cultures: The Modern Era___

Written By: Todd F. Oberholtzer

Under the Direction of: Daniel Saia, Dept. Supervisor

Description: Honors World History & Cultures is an advanced course for students who are reading and writing at or above grade level, demonstrating intellectual curiosity and who possess a mastery of the comprehensive academic skill set required in the completion of advanced assignments within a fast paced instructional model geared to intellectual immersion in the study of human history and the evolution of human cultures.

This course provides a comprehensive survey of world history from the origins of civilization to the present with a primary emphasis on the development of the Modern Era while making connections past to present. The key conceptual lens employed will be transformative change (revolution) in the evolution of human civilizations and cultures. Appropriate social science vocabulary, research paradigms and methods will be utilized, introducing students to the professional tools employed by social scientists in the field. The content material will combine exploration into the development of Western Civilization with the broad global historical connections that unify the story of human history and provide clarity to the present.

Students are required to complete regular homework on a timely basis, read and analyze primary source documents, write essays, complete group projects using cooperative learning, research using the IMC and Internet resources, master and employ technologies including computer hardware, web 2.0 tools, webquests, cloud computing (Coursesites, Dropbox, Jotform, Skydrive, Socrative) , district provided software such as Power Point, FrontPage and Word, while demonstrating mastery of content material through regular tests and quizzes, both in class and online. Student skills utilizing computer technology and cloud computing resources will be enhanced and reinforced throughout the year as per district technology objectives and recognized research based standards for the advanced 21st century classroom will be enforced. Instructional focus will be centered on problem based learning and elevation of intellectual discourse to create a meaningful dialectical synthesis featuring a deeper understanding of complex historical trends, topics and traditions across the cognitive spectrum of time and the human experience.

Joseph A. Vandenberg: Assistant Superintendent for Curriculum & Instruction

Barbara E. Marciano: Director of Elementary EducationJack McGee: Director of Secondary Education


Revised: Summer 2013

Written: Summer 2013

Revised:

BOE Approval:

3

DEMONSTRABLE PROFICIENCIESCOURSE TITLE: Honors World History & Cultures: The Modern Era

I. CLASSWORK REQUIREMENTSA. Students must effectively follow directions.

B. Written work must be neat, legible and reflect spelling and grammar at or above grade level.

C. Notes and assignments must be organized and up to date.

D. Homework (reading and/or written) is a regular requirement.

E. Written reports, oral reports and other projects are regular requirements.

F. A major research paper will be completed on a significant historical topic

G. The IMC will be used for both research and practice in research skills.

H. Unit tests, quizzes, essays and other assessments, in class and online, are regular requirements.

I. Essays are required components of all major tests.

J. Computer proficiency in both hardware manipulation and applications usage as required

K. Proficiency using the internet, Web 2.0 tools and online education resources

II. ATTITUDE & BEHAVIORA. The teacher will encourage students to listen and respect ideas of others in class through mature discussion of related historical topics.

B. During group activities, students should show the ability to cooperate with peers, provide research support and work together in organizing materials.

C. Each student must participate by preparing for and positively engaging in class discussions, debates and other assorted projects.

D. Behavior that is considerate of others is always expected: disruptive students will be handles through parent conference and/or other administrative procedures.

E. The Student Code of Conduct is the governing document relating to the disposition of inappropriate or disruptive behavior in the classroom.


III. COURSE OBJECTIVES/OVERVIEWUnit I. Origins of the Modern World (2 weeks Review, 7 weeks Renaissance/Reformation)

1. Ancient & Classical Civilizations: A Review A. Human Origins and the Neolithic Revolution Chapter 1 Before History pp. 5-22

B. River Valley Civilizations (Mesopotamia, Egypt, India, China) Chapter 2 Early Societies in Southwest Asia pp. 25-46Chapter 3 Early African Societies pp. 49-68

C. Classical Civilizations (Greece, Hellenistic Civilization, Rome) Chapter 10 Mediterranean Society: The Greek Phase pp. 189-208 Chapter 11 Mediterranean Society: The Roman Phase pp. 211-229 Chapter 12 Cross Cultural Exchanges; Fall of Roman Empire pp. 246-50

2. Medieval Europe: A Review Chapter 16 The Post Classical Era; Economy and Society in Early Medieval Europe pp.337-347

Chapter 19 The Increasing Influence of Europe pp. 391-413 3. Renaissance Chapter 21 Reaching Out; Expanding Horizons of Cross-Cultural

Interaction, Recovery in Europe: State Building pp. 448-453 4. Reformation Chapter 23 The Transformation of Europe, The Fragmentation of Western

Christendom, The Protestant Reformation pp. 493-498

MP 1 BENCHMARK ASSESSMENT Renaissance & Reformation

Unit II. First Global Age of Encounters (4 weeks) 1.Age of European Exploration Chapter 22: Transoceanic Encounters and Global Connections, pp. 465-490 2. Mercantilism & Colonization


Unit III. Intellectualism of the West (4 weeks) 1.Scientific Revolution Chapter 23: The Transformation of Europe, Science and Enlightenment, pp. 512-516 2.Enlightenment Chapter 23: The Transformation of Europe, The Enlightenment, pp. 516-520

Unit IV. Absolutism (1 weeks) 1. Absolutism Chapter 23: The Transformation of Europe, The Consolidation of Sovereign States, pp. 498-506

MID-TERM EXAMINATION Renaissance through Absolutism

Unit V. Age of Revolutions and the Impact of Transformative Change (9 weeks) 1. American Revolution Chapter 28: Revolutions and National States in the Atlantic World, The American Revolution pp. 624-627 2. French Revolution Chapter 28: Revolutions and National States in the Atlantic World, The French Revolution pp. 627-631 3. Latin American Independence Chapter 28: Revolutions and National States in the Atlantic World, The Influence of Revolution pp. 631-637 4. Industrial Revolution Chapter 29: The Making of An Industrial Society, pp. 651-674 5. Russian Revolution Chapter 31: Societies at Crossroads, The Russian Empire Under Pressure, pp. 713-717

MP 3 BENCHMARK ASSESSMENT American, French, Industrial, Russian Revolutions and Latin American Independence Movements


Unit VI. Clash of Civilizations Occidental v. Oriental (7 weeks) 1.Japan (Tokugawa & Meiji) Chapter 31: Societies at Crossroads, The Transformation of Japan, pp. 724-727 (Imperial Japan) Chapter 32: The Building of Global Empires, Imperial Japan, pp. 747-749 2.British India and Road to Indian Independence Chapter 32 The Building of Global Empires, The British Empire in India, pp.736-738

Chapter 37 The End of Empire, India’s Partitioned Independence, pp. 866-86 3.Imperialism in China and Revolutions in China Chapter 26: Traditions and Changes in East Asia, The Quest for Political Stability, pp. 571-585 Chapter 35 Nationalism and Political Identities in Asia, Africa and Latin America, pp. 816-819 Chapter 37 The End of Empire, Mao’s China, pp. 879-882

Unit VII. The 20th Century and the Era of Global Conflicts (1 week) 1. World War I---The Great War Chapter 33 The Great War: The World in Upheaval, pp. 763-787 2. World War II---True Global Conflict Chapter 34 An Age of Anxiety, pp. 791-810

Chapter 36 New Conflagrations: World War II and the Cold War, Origins of World War II pp. 835-853

3. The Cold War Chapter 36 New Conflagrations: World War II and the Cold War, Origins of the Cold War pp. 853- 861

4. Triumph of the West Chapter 38 A World Without Borders. The End of the Cold War. pp. 892-896 Unit VIII. 21st Century Globalism, Cosmopolitanism, Technology Revolutions (1 week) 1. The Global World Chapter 38 A World Without Borders. pp. 891-921

FINAL EXAMINATION American Revolution through Modern Global World


IV. SKILLS 1. Writing: essays, position papers, research papers, notes, annotations, critiques2. Reading: text, primary sources, secondary sources, journals, online forums, discussion, chats, archives3. Analytical: synthesis, dialectical argumentation, critical thinking, inductive & deductive reasoning, compare/contrast4. Technical: computer software, web-based activities (webquests, simulations, forums, discussion boards, gaming, archives, multimedia)5. Performance: PBLs (Problem Based Learning, Project Based Learning) cooperative learning activities, simulations, DBQs

V. APPRECIATION OF CONCEPTSStudents will understand and appreciate concepts relating to the development and evolution of human societies while appreciating the achievements and the dignity of man and will be able to demonstrate mastery of these concepts through a wide variety of assessments, both subjective and objective throughout the course of the year and on the end of year assessment representing the summation of instruction for the year.

VI. ATTENDANCEAttendance is taken daily and the current Board of Education Policy is applied. Students are encouraged to demonstrate an understanding of the need for regular attendance in order to achieve continuity of learning and personal responsibility.

VII. GRADING PROCEDURESAll grades will accurately reflect student achievement for the periods assayed. Teachers use a combination of letter grades and number grades. All letter grades are converted to numbers at the end of each marking period. All students will complete a benchmark assessment at the conclusion of each marking period. The final grade is given according to Board of Education policy and will include tests, quizzes, projects (written and oral), essays, homework, preparation and participation in class. Final grades are computed using marking period average, a Midterm and Final Exam, as well as quarterly benchmark assessments. All \students are required to take a mid-term and final examination. The mid-term examination will count as 10% of a student’s final grade for Semester 1. The final examination will count as 10% of a student’s final grade for Semester 2. WTHS Grade Scale: 93-100 = A; 85-92 = B; 77-84 = C; 70-76 = D; below 70 = Failing *Incompletes given must be converted to grade within 2 weeks. All grading procedures conform to Board of Education policies as set forth by the WT Board of Education.


MAJOR UNITS OF STUDYCourse Title: Honors World History & Cultures: The Modern Era

I. Origins of the Modern WorldII. First Global Age of EncountersIII. Intellectualism of the WestIV. Age of AbsolutismV. Age of RevolutionsVI. Clash of Civilizations: Oriental v. OccidentalVII. The 20th Century and the Era of Global ConflictsVIII. The 21st Globalism, Cosmopolitanism, Technology Revolutions

UNIT OVERVIEWCourse Title: Honors World History & Cultures: The Modern Era

Unit #: 1 Unit Title: The Origins of the Modern World

Unit Description and Objectives:This unit will assess incoming student knowledge on the principles of civilization building, identify the early civilizations and reinforce the unique cultural motifs of the first civilized societies. Students will learn the process of civilization creation, the six social institutions which are the basic building blocks of all societies. Students will actively employ this knowledge in a comparative analysis of the early civilizations. Students will then intensively study the Renaissance and Reformation, making connections with the present in order to understand the Origins of the Modern World. This unit is a reinforcement and remediation unit necessary to ensure that all students possess the requisite knowledge base for an accelerated exploration of world history in the modern era with the requisite intellectual intensity that a weighted Honors course demands.Essential Questions and Enduring Understandings:

Essential Questions: Enduring Understandings/GeneralizationsStudents will understand that:

Guiding Questions

1. What are the origins of Human Beings? 1. Humans share a common ancestor with the great apes.1.2 Human evolution occurred slowly over millions of years, starting in Africa and spreading throughout the world.1.3 Human ancestors, especially Homo Erectus and Cro-Magnon, migrated across vast distances and populated continents.

1.1 Where did humans originate & why?1.2 What were the processes behind human evolution?1.3 What were the early human forms?1.4 How and why did early humans migrate from their places of origin and what were the historical push-pull factors?

2. Why did Civilization develop and what is it based upon?

2.1 Cro-Magnon hunter/gatherer success and superior stone tools created food shortages which led to females discovering agriculture and complex social organization arising out of the need to farm, irrigate and innovate trade for human survival.

2.2 Cities were the crucible for civilization, the center of economic and intellectual activity, the seat of political power.

2.1 What was the Neolithic Revolution and what was its impact?2.2 How different was civilized urban life from the pastoral and the hunting/gathering cultures that co-existed for a time?2.3 What circumstances contributed to peaceful or to conflict ridden relationships between pastoralists and urban based societies?2.4 Why did urban areas develop and why were they centers of culture?


2.3 Urban areas were needed to effect trade, to provide a central location for government, to provide for religious centers and to be the clearinghouse for ideas.2.3 The Six Social Institutions, Government, Religion, Economics, Family, Education and Social Order organize civilized societies, ensuring that the vital needs of the society are addressed efficiently.

2.5 How did the organization of People into societies and the creation of Social Institutions foster the evolution of civilization?

3. How did Civilization develop and by what steps did it evolve?

3. Civilization developed due to the need to innovate for agriculture and social organization and the use of innovations and technologies like writing, the wheel, literature, law,

3.1 How did technological developments help humans adapt to different environments and regions?3.2 What are the general characteristics of urban-based societies and why is each characteristic necessary?3.3 What were the common political, social and religious structures/institutions of the early River Valley Civilizations?

4. What were the Early Civilizations like? 4. The River Valley Civilizations of Mesopotamia, Egypt, India and China were the first urban centered agriculture based complex societies featuring division of labor and social institutions.

4.1 Why and how did the first civilizations develop along the great rivers of the world?4.2 How were the River Valley Civilizations organized to facilitate the survival of the citizens?4.3 What role did division of labor and job specialization play in the evolution of civilization?

5. What transformative role cultural diffusion play in the evolution of civilizations?

5. Cultural diffusion was the act of spreading cultural motifs across the globe, allowing for a sharing of human cultural achievement across multiple societies worldwide.

5.1 What role did trade and commerce play in the evolution of civilization?5.2 What role does cultural diffusion play in advancing civilization around the world?


Sub-Concept/Topics:River Valley Civilizations= First

Civilizations (Mesopotamia, Egypt, India, China)

Pattern of Civilized Life Develops: Civilization is Agriculture based and

Urban oriented


Sub-Concept/Topics:Classical Civilizations (Greece,

Hellenistic Civilization & Rome) move Civilization to the mind

Intellectualism & Cosmopolitanism

Sub-Concept/Topics:Agriculture=Few Provide for the Many leads to Job Specialization

The Six Social Institutions (building blocks of civilization)

Sub-Concept/Topics:Civilization Building is Cumulative

Civilization always evolvesCivilization undergoes

transformative changes over time

Sub-Concept/Topics: The Neolithic Revolution

(Agriculture)Shift from Nomadic to Settled LifeRise of the City in human history

Sub-Concept/Topics: Human Origins

EvolutionHunter/Gatherer

Tool Use Fuels Rapid Development

Theme: Human Origins and the Rise of Civilization

Conceptual Lens: Human Beings as Problem Solvers and Innovators of

Transformative Change (Revolution)

UNIT GRAPHIC ORGANIZER

6

CURRICULUM UNIT PLANCourse Title/Grade: Honors World History & Cultures: The Modern Era

Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title: Unit 1 The Origins of the Modern World

6.2.8.C.1.a 6.2.8.C.1.b

6.2.8.D.2.c6.2.8.D.2.c

6.2.8.D.4.j6.2.8.D.4.f

6.2.12.D.2.a6.2.12.D.2.b

Conceptual Lens:The Origins of Civilization and the Basis of the Modern World

6.2.8.D.1.b 6.2.8.A.2.a

6.2.8.D.2.c6.2.8.A.3.c

6.2.12.A.2.a6.2.12.B.2.a

6.2.12.D.2.d6.2.12.D.2.c

Appropriate Time Allocation (# of Days):

9 Weeks (45 days)

6.2.8.B.2.a 6.2.8.C.2.a

6.2.8.A.3.e6.2.8.D.3.d

6.2.12.B.2.b6.2.12.C.2.a 6.2.12.D.2.e

Topics/Concepts(Incl. time / # days per topic)

Critical Content(Students Will Know:)

Skill Objectives(Students Will Be Able To:)

Instructional/Learning Activities & Interdisciplinary Connections Instructional Resources Technology & 21 st C Skills

Integration (Specify)NJCCCS w/

CPI Reference Evaluation/ Assessment:

I. Human Origins and The Rise of CivilizationA. Agricultural Revolution: Few provide for the ManyB. Division of Labor and Job Specialization; The organization of societies

II. The Six Social Institutions:A. Function, Form and Utility in Civilization 1. Family, 2. Religion, 3. Government, 4. Social Order, 5. Economics, 6. Education

III. Early CivilizationsA. River Valley Civilizations1. Mesopotamia2. Egypt3. India4.ChinaB. Classical Civilizations: Apex of Civilization Building in Ancient World1. Greece

Theories regarding human origins

Neolithic (Agricultural) Revolution, reasons for and transformative results thereof

Agriculture as basis for all civilization

Agriculture=”where the few provide for the many” leads to division of labor and job specialization

Six Social Institutions organize civilized society.

Civilization is agriculture based and urban

General Skills: Compare present

and past events to evaluate the consequences of past decisions and to apply lessons learned.

Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.

Relate current events to the physical and human

Read Nietzche “The Use and Abuse of History” and discuss in online blog, discussion forum and in class

Terms and Concepts scavenger hunt and puzzle reinforcement activity

Engage in geography project, mapping and assessing, explaining the influence of geography on civilization.

Regular current events scavenger hunt and class discussion tying past to present topically.

Use Google Maps to Analyze Agricultural Hearths

Engage in PBL Material Culture activity and present

Create a civilization from scratch using

Teacher Instructional Resource Texts:

Marzano, Robert. The Art and Science of Teaching. ASCD. Alexandria, VA. 2007. Print.

Sulla, Nancy. Students Taking Charge: Inside the Learner-Active Technology Infused Classroom. Larchmont, NY. Eye on Education. 2011. Print

Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5 th

ed. NY, NY. McGraw Hill. 2011. Print.Human Origins and the Neolithic Revolution Chapter 1 Before History

pp. 5-22

Use of open source CMS Coursesites for access to all materials.

Online assessments such as tests and quizzes.

WebQuests Internet Use Research using

online Web based resources

Online Polling through Socrative or Turnkey

Use of MS Skydrive to create, manipulate and store files in the cloud.

Use of computer technology for ongoing access to resources

6.2.8.C.1.a 6.2.8.C.1.b6.2.8.D.2.c6.2.8.D.2.c6.2.8.D.4.j6.2.8.D.4.f

6.2.12.D.2.a6.2.12.D.2.b6.2.8.D.1.b 6.2.8.A.2.a6.2.8.D.2.c6.2.8.A.3.c

6.2.12.A.2.a6.2.12.B.2.a6.2.12.D.2.d6.2.12.D.2.c6.2.8.B.2.a 6.2.8.C.2.a6.2.8.A.3.e6.2.8.D.3.d6.2.12.B.2.b6.2.12.C.2.a6.2.12.D.2.e

Formative Assessments

Essays Objective Exams,

online and in class Class Discussion,

online and in class WebQuest Research Project Regular homework

from textbook and other sources

Teacher-made worksheets

Teacher-made puzzles and cognitive exercises

Discussion/Debates Presentations Cooperative Learning

Project DBQs Self and Peer

Evaluation Anecdotal Evaluation

Summative Assessment(s) Unit Test








2. Hellenistic Civilization3. RomeC. Civilization Building1. Process2. Results3. ReviewIV. Renaissance and ReformationA. The Middle Ages ReviewB. The Renaissance Def. Rebirth, Reawakening; conceptual overviewC. The Renaissance 1. Northern Italian City- States 2. Economic Basis:Capitalism 3. Humanism is the intellectual motif 4. Intellectual Heritage: a. reason b. individualism c. humanism d. science e. secularismD.Renaissance spreads to Northern EuropeE. Renaissance and Economic Expansion leadsTo Age of DiscoveryF. Renaissance leads directly to Protestant ReformationG. The Reformation 1. Martin Luther a. 95 Theses b.Salvation 2. Split in Christianity 3. John Calvin

centered. Agriculture + cities=Civilization

River Valley Civilizations were the first civilizations

Classical Civilizations of Greece and Rome expanded the cultural and intellectual achievements of civilization

Greek/Roman intellectual traditions (literature, philosophy, government, art) form basis of Western Civilization

Greek/Roman Intellectual traditions in law and philosophy are carried forward in the Modern World

Greek/Roman Ideas dominate the cultural climate of the 21st century!

Civilization building is a cumulative

characteristics of places and regions.

Distinguish valid arguments from false arguments when interpreting current and historical events.

Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.

Specific Skill Objectives Describe and

explain the theories regarding human origins and analyze

Describe the reason for and the discovery of agriculture (Neolithic Revolution)

Describe and explain the impact of Agriculture on human social evolution

Explain the development of division of labor

Identify and

Simcity and prior knowledge of civilization in identifying elements of civilization.

Complete webquest on the River Valley civilizations and compare.

Complete webquest on Classical civilizations and compare/contrast to synthesize common achievements and relate to present.

Build a time machine using computer multimedia technology (video, audio, graphics) to simulate time travel to present content in a review format.

Complete conceptual roadmap to link all concepts together showing connectivity between past and present.

Read and discuss primary sources online through journal and discussion forum on Coursesites.

Engage in Jigsaw Cooperative Learning Exercise to review and reinforce.

Complete DBQ (Document based questions) on a regular basis.

Complete research

River Valley Civilizations (Mesopotamia, Egypt, India, China)Chapter 2 Early Societies in Southwest Asia pp. 25-46Chapter 3 Early African Societies pp. 49-68

Classical Civilizations (Greece, Hellenistic Civilization, Rome)Chapter 10 Mediterranean Society: The Greek Phase pp. 189-208Chapter 11 Mediterranean Society: The Roman Phase

pp. 211-229Chapter 12 Cross Cultural Exchanges; Fall of Roman Empire pp. 246-50

Medieval Europe: A Review Chapter 16 The Post Classical Era; Economy and Society in Early Medieval Europe pp.337-347Chapter 19 The Increasing Influence of Europe pp. 391-413

RenaissanceChapter 21 Reaching Out; Expanding Horizons of Cross-Cultural Interaction, Recovery in Europe: State Building pp. 448-453

Use of standard computer applications:Word, Power Point, Excel

Google Maps and Mapping software

MS Moviemaker

MP 1 Benchmark Assessment








a. Select of God b. Predestination c. CalvinismH. English Reformation 1.Henry VIIII. Protestantism in Northern Europe 1. Lutheranism 2. Anabaptists 3. AnglicanJ. Result of the Renaissance and Reformation 1. creation of the social, economic and political systems that form the schema of the Modern World.

Ancient Civilizations: The River Valley

process! Middle Ages

represents the transition

period between the

Classical Civilizations

and the Modern Era

Renaissance Renaissance

began in Northern ItalyAnd progress was the result of economic competition between city-states, Milan, Genoa, Venice, Florence

Geography aids Italian Renaissance; central location for trade/commerce

Capitalism is the economic system that powered the Renaissance; Bankers are the powerbrokers who finance kings, wars and discovery

Medici family

describe the Six Social Institutions and explain how they are the building blocks of all civilized societies.

Identify and explain the 8 elements of a civilization and the process of civilization building

Identify the Ancient River Valley Civilizations and list their cultural achievements.

Identify the Classical Civilizations, listing and explaining their achievements relating to the Modern World.

Relate past and present to show the evolution of civilization throughout time

Prove through empirical evidence

the non-static nature of civilization as a dynamic institution

Renaissance

Define Renaissance and identify where it started on map

Analyze the economic basis of the Renaissance in

based position papers on discrete content topics and present to class

The Renaissance and Reformation

Create a virtual humanist online illustrating the concept of humanism

Create a video on person from Renaissance/Reformation and post online in virtual “who’s who” gallery of personages.

Create a virtual Renaissance Art gallery online

Provide technical and critical analysis of Renaissance cultural achievements and present to class

Play simulation game to represent Renaissance statecraft, economics and power politics.

View PBS film “The Medici” and complete online discussion, quiz and reflection blog

Complete a biography on a modern Renaissance man and compare/contrast with Leonardo da Vinci

Jigsaw Cooperative learning activity to review/reinforce and synthesize content

Reformation Chapter 23 The Transformation of Europe, The Fragmentation of Western Christendom, The Protestant Reformation pp. 493-498

Secondary Readings:Ferguson, Niall. Civilization: The West and the Rest , NY, NY. The Penguin Press. 2011. Print.

Nietzche, Friedrich. The Use and Abuse of History.Indianapolis, IN; The Bobs-Merrill Co. 1963. Print

Perry, Peden & Von Laue. eds Sources of the Western Tradition 6 th ed . Vol. 1. New York, NY. Houghton Mifflin. 2006. Print.

Perry, Peden & Von Laue“ Chapter 9 The Renaissance” pp 275-294 and ‘The Reformation”, pp. 296-326 Sources of the Western Tradition 6th Ed. Vol. 1. Print

“The Economic Basis of the Athenian Democracy” by A.H.M. Jones in Great Issues in Civilization, Vol. 1 pp. 154-166, ed. by Brian Tierney, Donald Kagan, L. Pearce Willians

“ The Greeks” by H.D.F. Revised: Summer 2013 9







most famous bankers

Renaissance is the beginning of the Modern World with modern problems, scientific/rational solutions, secular government, war as business, $=power and businessmen as the powerbrokers

Reformation Catholic

Church affected by Renaissance

Martin Luther rejects indulgences and church hierarchy

Salvation through personal relationship with God.

Christianity is split into two antagonistic camps, Catholicism and Protestantism

the merchant class of the Northern Italian City States

Define humanism and identify the major humanists

Describe and analyze the major humanist ideas and explain their impact on Europe

Identify the Greek and Roman antecedents underlying humanism

Define Renaissance man and compare with Medieval man

Analyze the intellectual contributions of the great thinkers of the age Machiavelli, More, Aquinas etc. and show the influence discernible in US society today.

Outline the evolution of banking, financial tools, credit and capitalism in an increasingly sophisticated world

Compare/Contrast Renaissance society with Modern US society

Show how the intellectual revolution of the

material Create “Wanted”

posters to show the abuses of the church

Create a simulation scenario where students can buy their grades using value added resources

PBL: Convene a Church Council and determine how students can resolve abuses in the Church and save Christianity

Martin Luther heresy trial simulation

DBQs from primary sources on both Renaissance and Reformation

View film Luther and discuss in online discussion forum, online reflection blog and contribute to film wiki.

Research and present on Protestant Sects using IMC and internet resources.

Use Internet history websites to enlarge discussion of content and add to reference material.

Kitto in Great Issues in Civilization, Vol 1 pp. 166-177, ed. by Brian Tierney, Donald Kagan, L. Pearce Willians“Thomas Aquinas-Faith, Reason, and Natural Law” pp. 412- 420, “The Renaissance State” pp. 466-472 and “A Suggested Synthesis” pp. 482-484 in Great Issues in Western Civilization, ed. Tierney, Kagan & Williams

“Luther and the Break with Rome” pp. 503-518 in Great Issues in Western Civilization, ed. by Tierney, Kagan & Williams

Garraty, John A and Gay, Peter. Columbia University History of the World. New York, NY. 1972. Print.

“The New Culture” Chap 12 pp. 136-145 and “The Hellenistic World” Chap 16 pp. 181-189 in The Columbia University History of the World, ed. by John A Garraty and Peter Gay

“The State System of the Italian Renaissance” Chap 39 pp. 481-497 and “Humanism and Society” Chap 40 pp. 498-510 in The Columbia History of the World, ed. by








Net Result: Renaissance :

created interest in the temporal world, not the hereafter; revived knowledge of the ancients and provided a basis for rational thought

Reformation : weakened Church hold on truth and allowed reason to coexist with faith; provided for individualism

Renaissance led in part to the development of nationalism

Reformation Identify, analyze

and explain the importance of the 95 Theses

Analyze the Lutheran idea of salvation through a personal relationship with God and compare/contrast with the Catholic Church

Describe the split in Christiany and the implications

Detail the rise of anti-semitism associated with the later teachings of Luther

List the issues that led to Luther’s break with the Catholic Church

Define indulgence and explain why this was a key offense in Luther’s eyes

Analyze the effect to the present of the Protestant Reformation

Garraty & Gay

“The Reformation: Doctrine”, Chap 42 pp. 516-529, “The Reformation: Society” Chap 43 pp. 530-539 and “The Counter Reformation” Chap 44 pp. 540-545 in The Columbia History of the World, ed. Garraty & Gay

Carey, John. Eyewitness to History. NY, NY. Harper Collins. 1997. Print.

“Plague in Athens” pp1-3, “The Greeks March to the Sea,” pp3-7, “The Death of Socrates, pp. 7-11 in Eyewitness to History, ed. by John Carey

Braudel, Ferndand. A History of Civilizations.New York NY. Penguin Press. 1995. Print pp. 3-36

Machiavelli, Niccolo. The Prince. New York, NY. Simon & Brown. 2012. Print.Brownowski, J and Mazlish, Bruce. Eds. The Western Intellectual Tradition. New York, NY. 1962.

“Leonardo & His Times”, Chap1 pp. 3-19, “The City-States of Italy” Chap 2 pp. 20-27, “Machiavelli” Chap








3 pp. 28-43, “Thomas More” Chap 4 pp. 44-60, “Erasmus and the Humanists” Chap 5 pp. 61-75 in The Western Intellectual Tradition, ed. by Bronowski & Mazlish

Video ResourcesThe History of the World in Two Hours. History Channel. 2012. DVD.

The Medici. Lion Television (PBS). 2003. DVD

Luther. Dir. Eric Till. Perf. Joseph Fiennes, Colin Firth, Allfred Molina, Sir Peter Ustinov.MGM. 2003. DVD

InternetMcGraw-Hill Connecthttp://connect.mcgraw-hill.com/connectweb/static_pages/index/index.html

Internet Ancient History Sourcebook (Fordham University) http://www.fordham.edu/halsall/ancient/asbook.asp

Internet Modern History Sourcebook (Fordham University) http://www.fordham.edu/halsall/mod/modsbook.asp

Eyewitness to Historyhttp://www.eyewitnesstohistory.com/


http://www.eyewitnesstohistory.com/



http://www.fordham.edu/halsall/mod/modsbook.asp


http://www.fordham.edu/halsall/ancient/asbook.asp


http://connect.mcgraw-hill.com/connectweb/static_pages/index/index.html









Historyworldhttp://www.historyworld.net/Hyperhistory Online

http://www.hyperhistory.com/online_n2/History_n2/

a.html


http://www.hyperhistory.com/online_n2/History_n2/a.html



http://www.historyworld.net/


Unit Modifications for Special Population Students:Struggling Learners Gifted and Talented Students

(Challenge Activities) English Language Learners Special Education Students

Differentiated Instruction (i.e. balance student learning abilities in student teams)

Differentiated Instruction, with differentiated materials and activities to instruct and reinforce on common core content



Mini-lessons (Chunking Content) Student choice assignments (Independent Study)

Mini-lessons (Chunking Content) Mini-lessons (Chunking Content into discrete content items)

Reassessment (i.e. quizzes, tests) using requiz, retest and reboot options

Multimedia Project (video, audio, internet) subsuming curricular content and technology skills to reinforce with rest of class

Modified assessments Modified assessments and regular reassessment as required

Guided notes/practice Peer note-taking and annotation Guided notes/practice geared to curricular content material

Guided notes/practice/reinforcement

Study guides Peer created study guides and review material

Study guide Study guides

Tutoring Peer tutoring Independent Study TutoringJigsaw (Cooperative Learning) Peer engagement in Jigsaw Cooperative

Learning ActivitiesPhonics activities (in conjunction with ESL teacher) and reinforcement

Cooperative Learning activities to reinforce curricular content

Extra Time for Completion Team and Class leading on curricular content investigations and reviews

Extended Time to complete Assessments and Projects

Extended Time on Assessments and Projects



Unit #: UNIT 2 OVERVIEW Unit Title: The First Global Age of Encounters

Unit Description and Objectives:This unit describes and explains the reasons for the European Age of Exploration, the cross cultural influences and cultural diffusion that followed, creating the first global age. The role of the western powers in setting up the first international economic, diplomatic and political systems will be addressed. Issues of acculturation, cultural dissemination, culture clash and the blending of cultures in cosmopolitan, mercantlist societies will be discussed with the aim of explaining the dominance of the West in the economic life of the global economy of the present.

Essential Questions and Enduring Understandings:


Guiding Questions

1. Why did the European Age of Exploration Occur? 1. The European Age of Exploration occurred due to the confluence of economics, scientific inquiry, politics and competition at just the right time.

1.1 What were the forces that propelled the Age of European Exploration?1.2 Who were the first European nations to embark of voyages of discovery and why?1.3 What kinds of cultural diffusion took place as a result and what were the consequences?

2. What were the impacts of European Voyages of Discovery and the establishment of colonies?

2. The European Age of Exploration voyages provided an understanding of the Earth, provided for cultural diffusion and cross-cultural influence to occur and provided the basis for the rapid transformation of the world.

2.1 What scientific breakthroughs occurred as a result of the Age of European Exploration?2.2 How was cultural diffusion and cross-cultural influence accomplished and what were the results?

3. How did the European Age of Exploration contribute to the Modern World of the Present?

3. By diffusing the culture and systems necessary for the creation of the modern global economy, the European Age of Exploration set the stage for Western cultural domination of the world.

3.1 How did the Age of European Exploration transform the world and shape the evolution of civilization into the present?


Sub-Concept/Topics:The European Age of Exploration created

the first instance of a Global Economy and a cosmopolitanism to accompany it


Sub-Concept/Topics:The Age of European Exploration led to scientific and technical innovations that permanently altered civilized life into the

present.

Sub-Concept/Topics:The transactional processes

surrounding international trade led to the diffusion of culture and the

dominance of Western civilization in world political and economic affairs

Sub-Concept/Topics:The Age of European Exploration

reshaped human understanding of the planet and the exploitation of

resources

Sub-Concept/Topics:Colonization of Asia and Africa

instigated by Mercantilist desire for access to markets and guaranteed

profits

Sub-Concept/Topics:European Age of Exploration powered by Capitalism and

Mercantilism Age of European Exploration was

outgrowth of Commercial Revolution

Theme: The European Age of Exploration was an important age of

cultural diffusionConceptual Lens: Cross Cultural

Influence and Cultural Diffusion aid in the Evolution of Civilization


16

CURRICULUM UNIT PLANCourse Title/Grade: Honors World History & Cultures: The Modern Era


Unit Number/Title: 2 The First Age of Global Encounters 6.2.12.A.1.a 6.2.12.B.1.b 6.2.12.C.1.e

Conceptual Lens: European Cultural Diffusion 6.2.12.B.1.a 6.2.12.C.1.c 6.2.12.D.1.aAppropriate Time Allocation (# of Days):

4 Weeks (28 Days) 6.2.12.B.1.b 6.2.12.C.1.d 6.2.12.D.1.e







I. Age of European Exploration (4weeks) A.European Quest for Colonies 1.Portugal 2.Spain 3.England 4.Dutch B. Economic Reasons 1.capitalism 2.mercantilism 3.trade routes 4.captive markets 5.Great Power Thesis 6. National Survival C. Diffusion of European Culture all over the world D. Discovery of New World; Transormative E.European Hegemony over Africa and Asia F. Imperialism: Definition 1.Economic 2.Political 3.European Quest to Dominate! G.Result: EurocentricWorld develops that persists into the present!

Age of Exploration is really one of economic expansion and enterprise

Control and discovery of trade routes that carry wealth is of paramount importance

Age of Exploration features the quest for colonies to enrich European powers in the new system of Mercantilism

Major colonizing powers are Spain, Portugal, Britain,

General Skill Objectives:

Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.




Age of Discovery Current events activity

tying issues of the past to present

Plan a trip to Mars and compare/contrast with Columbus in scope and impact

Engage in mapping exercise where different types of maps are examined analyzed and the routes of major explorers are laid out

Examine and analyze the technologies used during the Age of Exploration and present using Power Point and Short throw projector.

DBQs from primary sources on Age of Exploration

PBL—setting up a viable colony within the mercantilist model and simulating in class.

PBL—engage in virtual planning & execution




Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. NY, NY. McGraw Hill. 2011

Chapter 22: Transoceanic Encounters and Global Connections, pp. 465-490



WebQuests Internet Use Online Polling

through Socrative or in class with Turnkey



Use of standard computer applications:

6.2.12.A.1.a6.2.12.B.1.b6.2.12.C.1.e6.2.12.B.1.a6.2.12.C.1.c6.2.12.D.1.a6.2.12.B.1.b6.2.12.C.1.d6.2.12.D.1.e

Formative Assessments Essays Objective Exams,






Discussion/Debates Presentations Video Project Mapping Project Cooperative Learning

Project DBQs Self and Peer

Evaluation Anecdotal Evaluation

Summative Assessment(s) Unit Objective








France, Dutch Spain and

Portugal carved up the world into exclusive spheres

Most important discoveries came from quest for economic advantage





Specific Skill Objectives

Identify and analyze the reasons for the Age of European Exploration

Identify and List the European powers involved in the Age of European Exploration

Explain how capitalism fueled the Age of European Exploration

Draw on a map the various trade routes and show cross

of a trade mission using digital mapping, plotting and gaming software with goal of making a profit

Jigsaw Cooperative Learning reinforcement and review project.

Debate mercantilist policies and impact on indigenous peoples

Complete Time Magazine series on Jamestown and complete worksheets and online discussion forum.

Engage in virtual excavation of Jamestown site and artifact analysis

View film The New World and participate in film blog and wiki

Create video biographies of the most important explorers

Secondary Readings:Ferguson, Niall. Civilization: The West and the Rest , NY, NY. The Penguin Press. 2011. Print.

Perry, Peden & Von Laue Sources of the Western Tradition vol. 1. 6th edNew York, NY. Haughton Mifflin. 2006. Print.

Perry, Peden & Von Laue. “Chap. 11 Early Modern Society” The Age of Exploration & Conquest. Pp. 328-350 Sources of the Western Tradition vol. 1 6 th ed. New York, Haughton Mifflin. 2006. Print.

Garraty, John A and Gay, Peter. Columbia University History of the World. New York, NY. Harper & Row. 1972. Print.

Mancall, Peter C. Travel Narratives from the Age of Discovery. New York, NY. Oxford University Press. 2006. Print.

Carey, John. Eyewitness to History. NY, NY. Harper Collins. 1997.Print.

Video Resources:

Age of Discovery: Spanish and Portuguese Explorations. Phoenix

Word, Power Point, Excel

Exam Unit Essay Exam Unit Project








cultural influences through trade

List the important European discoverers and explain their achievements

Analyze and discuss the reason why National Survival predicated the race for colonies and trade

Define and explain the term Eurocentrism and analyze the impact thereof

Define and explain the term Imperialism and analyze the impact thereof

Learning Group. 1970. DVD

Christopher Columbus: Explorer of the New World. A & E Biography. 1995. DVD

The New World. Dir. Terrence Malick. Perf. Christopher Plummer, Colin Farrell, Christian Bale, Q’Orianka Kilcher. New Line Cinema, 2005. DVD

InternetMcGraw-Hill Connecthttp://connect.mcgraw-hill.com/connectweb/static_pages/index/

index.html



Eyewitness to Historyhttp://

www.eyewitnesstohistory.com/

Historyworldhttp://www.historyworld.net/




















Hyperhistory Onlinehttp://www.hyperhistory.com/online_n2/History_n2/a.html



















Extra Time for Completion Peer Teaching Cohorts Extended Time to complete Assessments and Projects







Unit #: UNIT 3 OVERVIEW Unit Title: The Intellectualism of the West

Unit Description and Objectives:This unit will explore in detail the Intellectualism of the West, the philosophical and scientific achievements that blended to support the intellectual revolution that was the Enlightenment and the Commercial Revolution that allowed the unfettered capitalism of the West to dominate the globe. The Enlightenment values of the west with the primacy placed on natural law, individual rights, private property, reason, science and humanism will be discussed to explain the rise of the secular west and the cultural advantages by which it was able to dominate the rest of the world politically and economically. The Intellectualism of the West will provide the cognitive basis for understanding the Age of Revolutions and the later triumph of the West in the late 20th century.



Guiding Questions

1. Where did the intellectual revolution that was the Enlightenment come from?

1. The ideas behind the Age of Enlightenment had their roots in the Humanism of the Renaissance and the Scientific Revolution

1.1 What are the values of Humanism and how were they manifested1.2 What did the Scientific Revolution change in the culture of Western Europe and how did these changes manifest themselves in the daily lives of people, both then and now?1.3 What was the Enlightenment and what were the major ideas that came out of it?

2. What was the transformative impact of the Enlightenment on the world?

2. Enlightenment ideas transformed politics and society by empowering the individual and society at the expense of kings and despots.

2.1 How did the humanist ideals of the Enlightenment challenge authority and help to create a secular society?2.2 How did the Enlightenment serve to empower individuals at the expense of the state?2.3 How did the Enlightenment lead politically to the establishment of liberal democracies in Europe and the US?

3. How important are the intellectual (3) There is a direct connection between the 3.1 What is the connection between the


achievements of the Enlightenment to the Modern World?

Enlightenment ideals and the present. intellectualism of the Enlightenment and the present?3.2 How did acceptance of the Enlightenment ideals lead to the secular societies that are the hallmark of the modern world?3.3 How have the values of the Enlightenment been accepted worldwide and how transcendent are they today?


Sub-Concept/Topics:The Enlightenment used the

methodology of science to better the human condition

Enlightenment called for the expression and expansion of human

rights for all mankind



23

CURRICULUM UNIT PLANCourse Title/Grade:

Honors World History & Cultures: The Modern Era Grade 9


Unit Number/Title: 3 The Intellectualism of the West 6.2.12.D.2.d 6.2.12.A.2.a 6.2.12.A.3.c

Conceptual Lens:Intellectual Revolutions The Shaped Western Culture and the World 6.2.12.D.2.e 6.2.12.A.2.b

Appropriate Time Allocation (# of Days): 4 Weeks (28 Days) 6.2.12.C.3.d 6.2.12.A.3.a







I. The Scientific Revolution A. Foundations of the Scientific Revolution. 1. Rooted in Renaissance Humanism and Inquiry 2. Scientific Method Derived by Sir Francis Bacon

a. Guiding Principle: knowledge is gained via experimentation and observation.

b. Scientific Method 3. Great Scientists 4. Impact of Science:

a. Increasingly Secular Society

b. Achievement of a Technological Society

c. Human longevity and Population Explosion

d. Individualism, Rationalism and

Scientific Revolution

Scientific Revolution was rooted in the Renaissance

Great Scientific Intellectuals from Bacon to Newton

Key Concept : all of nature works according to natural laws that can be discovered, understood and predicted through mathematics!!

Scientific Revolution allowed for a quantum increase in

General Skill Objectives:

Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.



Relate current events to the

Scientific Revolution Play “Whats My

Line” game featuring the great scientists for reinforcement & review.

Primary Source DBQs PBL—use Scientific

Method to solve a specific problem related to content.

Mock Trial—recreate the trial of Galileo and prove case with scientific evidence

Create physical and virtual models of the solar system: geocentric and heliocentric

Enlightenment Create

compare/contrast chart showing the influence of the classical intellectualism on the intellectualism of the Enlightenment and the





Chapter 23: The Transformation of Europe, Science and Enlightenment, pp. 512-516



WebQuests Internet Online Polling

through Socrative or Turnkey


Use of Dropbox, Jotform, Google Docs and other cloud based resources

Use of computer technology for

6.2.12.D.2.d6.2.12.A.2.a6.2.12.D.2.e6.2.12.A.2.b6.2.12.C.3.d6.2.12.A.3.a6.2.12.A.3.c

Formative Assessments:

Essays Objective Exams,


online and in class WebQuest or other

online PBL exercise

Research Project Regular homework



Discussion/Debates, in class and online

Presentations Cooperative

Learning Project Anecdotal

Evaluation Online instant

assessment Revised: Summer 2013 24







Logic replaced religion as the source for answers.

e. Rationalism Defines theIntellectual Tradition of the West and its approach to science, social institutions and other cultures.

II. The Enlightenment A. 18th Century Intellectual Movement rooted in science and reason. B. Application of methods of science to the human condition C. Humanist movement predicated on improving human existence D. New Paradigm based on reason, secularism, humanism and science E. Philosophes innovated the ideals that governed the enlightenment F. Enlightenment provided the intellectual framework for the Modern World.

human productivity that raised the standard of living

Increase in wealth freed the working man from dependence on economic superiors and led to the development of the Middle class and politically liberal societies

Scientific Revolution advanced the cause of humanism by positing that all things could be understood and explained by man, leading to secular societies.

Scientific Revolution provided the intellectual foundation for European Age of Exploration.

Science eventually

physical and human characteristics of places and regions.




Specific Skill Objectives:

Students will be able to define revolution as transformative change.

Students will be able to describe and explain how revolutions transformed the world

Students will be able to describe and explain how revolutions in politics, science and

Modern World. Analyze/debate the

ideas/concepts of the philosophes and juxtapose with present day

Primary Source DBQs reflecting the major topics/issues of the Enlightenment

Create and engage in a virtual salon, where contemporary issues are discussed in the same way as the philosophes did in the salons of Paris.

Complete webquest on the Enlightenment to engage, reimagine and reinforce essential content.

Chapter 23: The Transformation of Europe, The Enlightenment, pp. 516-520

Secondary Readings:

Ferguson, Niall. Civilization: The West and the Rest , NY, NY. The Penguin Press. 2011

Perry, Peden & Lane Sources of the Western Tradition vol 1 6th ed.New York, NY.Houghton Mifflin. 2006. Print.

“The Scientific Revolution” Chap 12 pp.372-395 in Sources of the Western Tradition, ed. Perry, Peden & Von Laue

Bronowski, J & Mazlish, Bruce. The Western Intellectual Tradition. New York, NY. Harper & Row. 1962. Print.

“The Scientific Revolution” Chap 7 pp. 107-126 in The Western Intellectual Traadition, by Bronowski and Mazlish


ongoing access to resources


Word, Power Point, Excel

(Socrative) DBQs Self and Peer

AssessmentSummative Assessment(s)

Unit Objective Exam

Unit Essay Exam Unit Project








displaces religion in the West as the most important paradigm for explaining the nature of the universe life

The major figures of the Scientific Revolution

The Scientific Method

The Enlightenment

Salon, intellectual marketplace

The role of the Philosophe

The major philosophes of the Enlightenment, Hobbes, Locke, Rousseau

Natural Law, Individual Rights, Empowerment of the Individual

philosophy led to the modern world.

Students will be able to identify, discuss and analyze theachievements of the great scientists and philosophers of the age.

Students will be able to discuss the impact of Humanism and the development of the secular society.

Students will analyze the impact of technology on changing civilization and material culture

Students will be able to appreciate and analyze the intellectual achievements and compare/contrast with intellectual traditions of today.

Students will be able to describe and explain the scaffolding of intellectual concepts that lead to a human centered world, with man at the center and religion at the periphery.

Students will demonstrate knowledge of rationalism, the

“The Scientific Revolution” Chap 59 pp. 681-692 in The Columbia History of the World, ed. by Garraty & Gay





Historyworldhttp://www.historyworld.net/Hyperhistory Onlinehttp://www.hyperhistory.com/online_n2/History_n2/a.html























impact of and the role of rationalism in the modern world in general and in Western Civilization in particular

Explain the link between the Scientific Revolution and the Enlightenment

Describe and explain the role of the Salon in promoting the ideas of the Enlightenment

Define and describe the Philosophe and explain their role in the Enlightenment

Identify the major philosophes and their achievements

Link the ideals of the Enlightenment with the intellectual outlook of the present.




















Extra Time for Completion Student Teaching to Peer Cohort Extended Time to complete Assessments and Projects




Unit #: UNIT 4 OVERVIEW Unit Title: The Age of Absolutism

Unit Description and Objectives:This unit provides the historical background of the Age of Absolutism and explains the era as a pivotal step on the way to building the modern nation-state. The unit will explain the coalescing of the peoples of Europe under the banner of nationalism around the absolutist monarchs, the reforms and achievements of the kings and their role in building the modern nation-state that ironically relegates monarchs to a symbolic status, their organizing influence not as necessary in the present.



Guiding Questions

1. What is Absolutism? 1. Absolutism is the coalescing of all political power in a hereditary monarch who represents both head of government and head of state in what constitutes a national government.

1.1 Why did Absolutism emerge in Europe after the Renaissance?1.2 How did the Absolutist kings of Europe wield their power?1.3 How did Absolutist monarchs pave the way for the modern nation-state?

2.What transformative role did Absolutism play in world history?

2. Absolutism was a pivotal step in building modern nation-state that is the predominant political model of the present.

2.1 What kind of innovations did the Absolutist monarchs of Europe provide?2.2 How did the Absolutist monarchs unify their nations?2.3 How did Absolutism lay the groundwork for the modern nation-state of today?


Sub-Concept/Topics:Major Absolutist monarchs were

differentiated by the degree of power and influence they wielded and no

two absolute monarchs were identical in their power and

influence.


Sub-Concept/Topics:Absolutism brought Europe into the

Modern world politically and economically

Sub-Concept/Topics:Absolutism was necessary

intermediate step in the building of the modern nation-state

Sub-Concept/Topics:The Modern Nation-State with

popular sovereignty and political plurality was based on the

achievements of the absolute monarchs

Sub-Concept/Topics:Nation-State= strong unity around central identification to the state

Nation-State is the dominant political-social model for modern

countries

Sub-Concept/Topics:Absolutism=total aggregation of

political power in a hereditary monarch, with broad social influence

as well.

Theme: Absolutism is a pivotal step in building the modern nation-state

Conceptual Lens: The Modern Nation-State


30




Unit Number/Title: Unit 4 The Age of Absolutism 6.2.12.A.2.c

Conceptual Lens:Absolutism as intermediate step to building Nation-State 6.2.12.B.2.b

Appropriate Time Allocation (# of Days): 1 Week (7 Days) 6.2.12.D.2.b







AbsolutismI. Response to CrisisII. Concentration of power in King A. Basis: Kings rule comes from God (Divine Right of Kings) B. PowersIII. France A. Best example of absolutism 1. Louis XIV: The Sun King C. Unification of political power into the king E. Formed basis of nationalism and the modern Nation-State.IV. Absolutism in Central Europe A. Prussia 1. Frederick the Great unified government and army behind him; strengthened Prussia B. Hapsburgs (Austria) 1.weak kings who held Austria together

Absolutism is a system in which a ruler holds total power, which comes from God.

Powers of Absolutist Kings: make laws, levy taxes, administer justice, control states officials and determine foreign policy

Absolutist Kings unified peoples of various Kingdoms into modern nations

Louis XIV the Sun King was best example of Absolutism

Define Absolutism and explain the basis of it

Describe Absolutism as a response to crisis and quest for stability in Europe

List and explain the powers of Absolutist Kings

Explain the impact of absolutism on the formation of nations in Europe

Identify and explain the achievements of the great Absolutist Kings of Europe and their cultural contributions

Analyze and explain how Absolutism was a necessary step in the formation of the modern Nation-State.

Research biographical information on the Absolutist monarchs and create Power Point Presentation

Engage in simulation game where power and prestige are monopolized and winning student becomes class monarch.

Create Venn Diagram to compare contrast absolutist monarchs

Complete primary sources DBL questions and discuss.

Participate in online discussion and forum.

Complete webquest Complete current

events activity on royalty in the modern world and discuss in class.




Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. NY, NY. McGraw Hill. 2011. Print

Chapter 23: The Transformation of Europe,

The Consolidation of Sovereign States, pp. 498-

506



WebQuest Internet Online Polling





6.2.12.A.2.c6.2.12.B.2.b6.2.12.D.2.b

Formative Assessments: Essays Objective Exams,


online and in class Online Journal Online Forum WebQuest Research Project Regular homework




Discussion/Debates Presentations Cooperative Learning

Project Mock Trial Project Mock Political

Manifesto Anecdotal Evaluation

Summative Assessment(s)Revised: Summer 2013 31







C. Russia 1. Ivan IV united Russia 2. Romanov Dynasty: a. 300 years b. Peter the Great was most influential c. divided Russia into provinces d. tried to create a police state e. unified and solidified Russia into a nationV. Results of Absolutism A.Unification of Kingdoms and peoples into nation-states B.Foundation of Modern Nation-States C. Rise of Nationalism as political phenomena

in Europe Hapsburg

Kings were the only unifying force in Austria

Frederick the Great unified and strengthened Prussia into a major power, laying the foundation for modern Germany

Russian Czars like Ivan IV and Peter the Great unified the territory of Russia and the people thereof

Russian Czars, particularly Peter the Great, reorganized government, military and westernized Russia, integrated the Russians into the emerging world system

Absolutism led to the foundation of Nation-States

Absolutism led to the rise of

Secondary Readings:Ferguson, Niall. Civilization: The West and the Rest , NY, NY. The Penguin Press. 2011.Print

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed. Vol. 2 New York, NY. Houghton Mifflin. 2006. Print

Perry, Peden & Von Laue “The Court of Louis XVI” pp. 356-359, “A Sketch of Court Life” pp. 359-362, “Politics Drawn from the Very Words of Scripture” 363-364, Sources of the Western Tradition. 6th ed. New York, NY Houghton Mifflin. 2006. Print.

Garraty, John A and Gay, Peter. Columbia University History of the World. NY, NY. 1972. Print

Carey, John. Eyewitness to History. New York, NY. Harper Collins. 1997. Print


index.html

Internet Modern History

Word, Power Point, Excel, Moviemaker

Unit Objective Exam

Unit Essay Exam Unit Project











Nationalism Bourgeoisie

weakens kings..

Sourcebook (Fordham University)



Historyworldhttp://www.historyworld.net/Hyperhistory Online

http://www.hyperhistory.com/online_n2/History_n2/

a.html






























Extra Time for Completion Student Teaching Peer Cohort Extended Time to complete Assessments and Projects




Unit #: UNIT 5 OVERVIEW Unit Title: The Age of Revolutions

Unit Description and Objectives:This unit explores the fundamental revolutions, social, political and economic, that transformed the world and laid the foundation for the modern world. The American Revolution, the French Revolution, the Industrial Revolution and the Russian Revolution are examined in detail and their transformative changes in intellectualism, politics, economics and civilized society are explained. In addition, the unit lays bare the problems inherent with such transformative change and the continuing reverberations of these revolutions in today’s modern world. The unit also posits the question as to the role of transformative change in the evolution of human societies throughout history and how important revolutionary change is to mankind.



Guiding Questions

1. What is a Revolution? 1. Revolution represents transformative change 1.1 What is the definition of Revolution?1.2 What are examples of Transformative Change in human history?1.3 What revolutions made up the core of the Age of Revolutions?

2. What role did the Age of Revolutions play in transitioning to the Modern World?

2. The Age of Revolutions set up the economic, political, social, scientific and secular humanist world that is the Modern World today.

2.1 How did the American and French Revolutions change the political environment and set the stage for modern political systems?2.2 How did the Industrial Revolution change in a fundamental way human existence?2.3 What role did the Russian Revolution play in combining economic and political changes to create a viable alternative to the west?

3. What Role do Revolutions play in the evolution of human societies and civilizations?

3. Human change is more often than not achieved through rapid transformative change (revolution) that permanently alters human existence in a fundamental way.

3.1 How often in history is change sudden, abrupt and transformative?3.2 What is the role of transformative change in human physical, cultural and societal evolution?


Sub-Concept/Topics:Reaction to Transformative Political and

Economic Change

The Russian Revolution combined a reaction to the Industrial Revolution with a

western rooted political revolution that provided an alternative to the liberal

democracies of the West


Sub-Concept/Topics:Economic Change

The Industrial Revolution permanently alters human existence and transforms

both the human and natural environment

Sub-Concept/Topics:Revolutionary Movements

Revolutions of 1848 & Latin American Revolutions apply Western enlightenment-humanist revolutionary ideals against the

Europeans to win freedom

Sub-Concept/Topics:Enlightenment Humanism

Scientific Methodology & Spirit of Inquiry leads to the transformative

intellectualism of the Enlightenment

Sub-Concept/Topics:Transformative Political ChangeAmerican & French Revolutions

Evolution to Liberal Democracy and Political Pluralism

Sub-Concept/Topics:Scientific Methodology

Inquiry Approach & The Scientific Method change transform human

understanding and quest for knowledge

Theme: Human beings and societies change as a result of periodic

revolution (transformative change) as they evolve throughout history.Conceptual Lens: Transformative

Change


36




Unit Number/Title:

Unit 5 The Age of Revolutions (American, French, IndustrialAnd Russian Revolutions)

6.1.8.A.3.b6.1.8.A.3.c

6.1.8.D.3.b6.1.8.D.3.c 6.2.12.B.3.b 6.2.12.C.3.d

Conceptual Lens: Transformative Change6.1.8.A.3.d6.1.8.A.3.g

6.1.8.D.3.d6.1.8.D.3.e 6.2.12.C.3.b 6.2.12.D.3.b

Appropriate Time Allocation (# of Days): 9 weeks (45 Days)

6.1.8.D.3.a 6.2.12.A.3.

6.2.12.A.3.d 6.2.12.A.3.e 6.2.12.A.3.g 6.2.12.C.3.c

6.2.12.D.3.e6.2.12.D.4.c







. Revolutions: Political & Economic Transformation

of the WestRevolution (Transformative Change) critical to societal

evolutionI. The American Revolution A.Based on the ideals of the Enlightenment B. Conservative Revolution: preserved systems and customs that evolved in colonies and were already in place C. Articulated the Rights of Man; political expression of Humanism D. Spelled the end of E. Monarchical government F. Influenced the French Revolution G. Created the citizen soldier H. Created the most successful democracy in

The American Revolution

I. Pre-Revolutionary America A. 13 colonies along the Eastern Seaboard controlled by Great Britain B. Salutary Neglect: colonies were left alone to govern themselves; ignored laws passed by Parliament. C. Mercantilism: benefits British merchants at the expense of colonial merchants; rivalry and conflictII. Ideals of the Enlightenment A. John Locke (1632-1704) Government rules by the consent of the governed, part of a “social contract”

The American Revolution1. Identify the Enlightenment ideals as the intellectual basis of the American Revolution2. Explain why the American Revolution was a conservative revolution3. Describe the conditions prior to the American Revolution4. Explain how British Imperial/Mercantilist policies contributed to the American Revolution5. Define Salutary Neglect and explain how it contributed to the colonial desire for separation from England6. Identify the ideas of John Locke and Jean-Jacques Rousseau in the ideals of the American Revolution7. Compare/Contrast English Bill of Rights and Magna Carta with US Constitution

The American Revolution

Create detailed map of British North America showing geography, resources and trade routes

View film Revolution and contribute to blog on the film.

Analyze the American Revolution and explain why it was a conservative revolution in an essay.

Complete virtual tours of Revolutionary War locations, battlefields, buildings and burial grounds.

Complete analysis of major primary sources using DBQ resources

Current events political analysis: analyze the rhetoric of the current Tea Party Movement





Chapter 28: Revolutions and National States in the Atlantic World, The






Use of Dropbox, Jotform, Google Docs and other cloud based resources

Use of MS

6.1.8.A.3.b6.1.8.A.3.c6.1.8.D.3.b6.1.8.D.3.c

6.2.12.B.3.b6.2.12.C.3.d6.1.8.A.3.d6.1.8.A.3.g6.1.8.D.3.d6.1.8.D.3.e

6.2.12.C.3.b6.2.12.D.3.b6.1.8.D.3.a 6.2.12.A.3.

6.2.12.A.3.d 6.2.12.A.3.e 6.2.12.A.3.g6.2.12.C.3.c6.2.12.D.3.e6.2.12.D.4.c

Formative Assessments: Essays Objective Exams,


online and in class Online Journal Online Forum WebQuest Research Project Regular homework




Discussion/Debate Presentations Cooperative

Learning Project Mock Trial Mock Political








world history Absolutism was invalid. B. Jean Jacques Rousseau (1712-1778) wrote Social Contract (1762); The General Will of the People governs; all have an equal input!! C. Influence from England 1.Ascendancy of Parliament over the king (Magna Carta) 2. English Bill of Rights (1689) protected speech, right to petition, rights of Parliament, outlawed excessive bail, cruel and unusual punishment 3.No taxation without representation. a. basic right of Englishmen: no taxes are levied without consent of the people!!

III. Events Leading to Revolution A. French and Indian War (7 Years War): fought by British and colonists; ejected the French and pacified the Indians in NY and New England. B. Parliament passed on a part of the defense cost to the colonists and they opposed C. Parliament determined to show its

8. Outline the events leading to the Revolution including the various Acts of Parliament9. Describe the course of the Revolutionary War and analyze the military strategies and tactics on both sides10. Analyze the “Shot heard round the World” in terms of international impact11.Identify the irony in Americans asserting the rights of Englishmen as prima facie reason for split with Great Britain12.Analyze the Declaration of Independence, Common Sense and other primary source documents and identify common themes13.Analyze the meaning of the American Revolution in terms of the Enlightenment

and determine how close in ideas it is to the revolution

American Revolution pp. 624-627

Secondary Readings:Ferguson, Niall. Civilization: The West and the Rest , New York, NY. Penguin Press. 2011. Print

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed.New York, NY. Houghton Mifflin. 2006. Print

Garraty, John A and Gay, Peter. Columbia University History of the World. New York, NY. 1972. Print


Tierney, Brian, Kagan, Donald et al. eds. Great Issues in Western Civilization, vol. 2, 3rd ed. New York, NY. Random House. 1976.


Tierney, Brian, Kagan, Donald et al. eds. Great Issues in Western Civilization, vol. 2, 3rd ed. New York, NY. Random House. 1976. Print

Schalama, Simon. Citizens:

Moviemaker to create videos

Use of computer technology for ongoing access to instructional resources

Use of standard computer applications:Word, Power Point, Excel

Manifesto Anecdotal

Evaluation

Summative Assessment(s)

Sub-Unit Exams and Essays

Unit Objective Exam

Unit Essay Exam

Unit Project

McGraw-Hill Online Assignment








sovereignty over colonies after Salutary Neglect: D. Acts of Parliament designed to raise revenue to cover defense of colonies: 1.Sugar Act (1764) tax on sugar 2. Currency Act (1764) no colonial money 3.Quartering Act (1765) house soldiers 4. Stamp Act (1765) tax on all documents 5.Declaratory Act (1766) Parliament Rules 6.Tea Act (1773) (Boston Tea Party) 7.Intolerable Acts (1774) oppressive acts IV. The American Revolutionary War A.First Continental Congress B.Lexington and Concord (1775) “Shot Heard Round the World” C.Declaration ofIndependence (1776) D.Formation of the Continental Army E. British Occupation of New York F. Washington Retreats to PA 1. Course of War a. Low Level

A Chronicle of the French Revolution. New York, NY. Random House. Print

Video:

Revolution. Dir. Hugh Hudson. Al Pacino. Warner Bros. 1985. DVD


index.html

Internet Modern History Sourcebook (Fordham

University) http://www.fordham.edu/halsall/mod/modsbook.asp



Hyperhistory Onlinehttp://

www.hyperhistory.com/online_n2/History_n2/

a.html





















Conflict--fightng is sporadic b. Americans Lose most of the time c. Battle of Trenton boosts morale d. Personal Exploits

G. American Military Leaders: 1. Gen. Francis Marion: “Swamp Fox” 2.John Paul Jones: Bonhomme Richard 3. Washington at Valley ForgeIV. Results of the War A. Battle of Yorktown wins Independence in 1783 B. United States becomes a new nation C. People are now a nation, united with common values and goals. D. Thomas Jefferson Expands on Locke and Rousseau; serves as example for the French Revolution!! E. United States under the Articles of Confederation are weak and poor; struggle to survive! F. War of 1812 is the Second American Revolution with Britain; victory assures national survival!








The French Revolution The French

Revolution: Victory of the Enlightenment, Liberalism and the Rights of Man

French Revolution was more liberal and revolutionary than the American Revolution that inspired it.

The French Revolution eventually was subverted and failed, leading to Napolean and radical conservatism in a dictatorship

The Ideals of the French Revolution percolated throughout Europe during the 19th century

Ideals of the French Revolution continue to inspire and mobilize revolutionary movements to this day.

French Revolution was more influential in world history than the American

The French Revolution

I. The French Revolution Origins:A. Prelude to Revolution 1. French Peasantry (90% of pop) is poor; 50% living below subsistence 2. French poor suffer disproportionately; a. high infant mortality; 223 per thousand b. accelerated death rate; 449/1000 dead in the first 10 years of life c. inadequate diet, unsanitary conditions, overcrowding and sporadic employment 3. French Social Classes: The Estates a. First Estate- Clergy; wealthy b. Second Estate- Nobility; titled, wealthy c. Third Estate- peasantry& bourgeoisie 4. Class Conflict: a. 1st & 2nd Estates paid almost no taxes b. 1st and 2nd Estates controlled Estates-General c. 3rd Estate has no real voice

The French Revolution1. Describe the conditions in France prior to the revolution2. Identify the Estates (1,2 & 3) and their position in the French economy and society3. Perform an economic analysis of pre-revolutionary France to ascertain the role co class conflict and economic inequality played in fomenting revolution.4. Describe and explain the French Revolution as a world revolution5. List economic problems of France per-revolution and analyze each6. Identify the Enlightenment influences and their ideas that shaped the French Revolution7. List chronologically the events of the French Revolution and the important personalities8. Analyze the radicalization of the revolution and the Reign of Terror9. Analyze and describe the mistakes of the French revolutionaries that led to dictatorship.10.Analyze the Declaration of the Rights of Man and describe as a call for world -wide liberation of man.11. Identify Napoleon as the man who ended the French Revolution and spread the ideals all over Europe.12. Describe and explain

The French Revolution Create biography cards

for French philosophes Complete primary

source based DBQs Create a virtual salon

online to analyze, discuss and debate the ideas of the Enlightenment in a Salon setting

Create Venn diagram comparing/contrasting intellectual ideas of the Enlightenment

View History Channel film The French Revolution and complete worksheet, forum discussion and blog posts.

Complete French RevolutionEstates Simulation: Recreate the Three Estates in class in a mock meeting of Estates General

Political Cartoon analysis

PBL: create plan for solving the financial crisis and submit to class for debate

Compare the Constitutions of 1791 & 1795 & the Declaration of the Rights of Man and compare contrast with similar US documents

The French Revolution

Textbook:

Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. NY, NY. McGraw Hill. 2011

Chapter 28: Revolutions and National States in the Atlantic World, The French Revolution pp. 627-631

Secondary Readings:

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed.New York, NY. Houghton Mifflin. 2006. Print

Perry, Peden & Von Laue. “Chapter 4 Era of the French Revolution.” pp. 95-123. Sources of the Western Tradition 6th ed.vol 2. New York, NY. Houghton Mifflin. 2006. Print

Schalama, Simon. Citizens: A Chronicle of the French Revolution. New York, NY. Random House. Print.








Revolution! Destroyed the

Monarchy in France

Destroyed Feudalism in France

Promulgated the rights of man and the equality of citizens; Liberty, Equality, Fraternity

Exported the Revolution to the rest of Europe, especially under the Reign of Napoleon; spread all over the world!!

5. Economic Problems in France a. Huge National Debt b. Budget Deficit c. Moribund Economy; idle workers, low production, inefficiencies in distribution d. Inequitable tax burden; falls on those with the least money; cause of persistent deficit and burgeoning national debt.

B. Enlightenment Influences 1. John Locke--consent of the governed and the social contract 2.Jean Jacques Rousseau-- social contract and the will of the people 3.Thomas Jefferson--Declaration of Independence; equality of man and inalienable rights. 4.Thomas Paine--radicalized these ideas

II. Events of the French Revolution A. Estates-General meets in May, 1789 1. Third Estate is locked out 2.Third Estate forms the National

Napoleon as one of the greatest leaders in political and military history.

PBL- Mock trial of Louis XVI and Marie Antoinette together. Listen to primary source evidence and then render verdict.

Watch Biography Channel video Napoleon Bonaparte. and complete worksheet, discussion forum and online survey

Create videos using MS Moviemaker to present on people, places and events of the French Revolution and post to the internet.

Video:

The French Revolution. The History Channel. 2005. DVD

Napoleon Bonaparte. The Biography Channel. 1989. DVD








Assembly B. Storming of the Bastille and general rioting in Paris July 14, 1789; beginning of the revolution C. Louis XVI accepts new government; a constitution is written 1. Declaration of the Rights of Man and of the Citizen; most important part.III. Transformation of the Revolution A. France becomes a Constitutional Monarchy B. France becomes a Republic in 1792; executes the king. C. Revolution radicalizes; Reign of Terror 1. 40,000 people were executed as enemies of the revolution 2. Ends after most of the leaders are killed D. The Directory Directory- group of 5 Directors who ran the country 1. Directors were men of property and wealth 2.Directory excluded the poor and all women 3.Directory








The Industrial RevolutionI. The Industrial Revolution: Transformation of Life for the Modern World.A. Origins: 1. Industrial Revolution rooted in the Scientific Revolution 2.Industrial Revolution driven by Capitalism 3. Industrial Revolution influenced by Enlightenment individualism and

violated the constitution 4.Non-support by the masses and alienation from power leads to seizure of power in 1799 by Napoleon, leading to the Napoleonic Era. IV. Results of Revolution A. Napoleon becomes dictator, later emperor of the French people. B.Ideals of the French Revolution inspire similar revolutions in Europe and around the world. C. The French Revolution effectively wipes out feudalism, serfdom and absolutism in Europe; beginning of popular sovereignty

The Industrial Revolution

The Industrial Revolution changed the nature of civilized society and the creation of Wealth.

Machine production changed the nature of labor

Industrial Revolution


Outline the major trends, issues and forces that have shaped the Industrial Revolution .

List the technological transformations that shaped the 19th century

Describe the social impact of technology on Western Civilization


View film Mill Times and complete worksheets and discussion forum

Create video biographies using MS Moviemaker for major industrialists, technologies and movements of the era and post to internet project site.

Complete webquest on the Industrial


Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. NY, NY. McGraw Hill. 2011. Print.

Chapter 29: The Making of An Industrial Society, pp.








rationalism in a paradigm of intellectual and economic change.A. Technological Transformations of the Industrial Revolution: 1.machine production 2. factory system 3.managerial revolutionB. Social Impact of Technology 1. creation of proletariat and bourgeoisie social classes 2. extreme income disparity 3. life organized along factory system 4. labor becomes a commodity C. Economic Geography a. Rise of Coal b. Rise of Oil c. Corporations d. Rise of Consumer Culture e. Middle class risesII. Industrial Revolution Results: A. provides basis for transformative revolutions B. created new mode of human production and new standard of productivity C. created new social classes based on economics D.changed the relationship of man to production,

created new social classes along with new wealth

Capitalism fueled the Industrial Revolution; "Invisible Hand" of Competition regulated new markets; Wealth of Nations

Labor became a commodity; "alienated" from creation of wealth; Communist Manifest is written in reaction.

Managerial class is created along with the hierarchical corporate organization

Energy Crisis--for the first time energy is an issue; fuels for the machines are always a major issue and a source for instability

Outline the revolutions in business including international finance, multinationals and business management

. Analyze the rise of consumer culture, demonstrate how it fuels capitalism and show how it is manifested in the modern USA.

Describe, analyze and explain the importance of the emerging middle class and how it shaped the history of Western Civilization.

Discuss the importance of fossil fuels and the link between energy and industrial production

Analyze an industrial economy and describe the evolution of the economy from industrial to information economy.

Explain Marxism as a reaction to industrialization

Describe and explain the origins of the labor

Revolution Engage in collaborative

teaching with technology department teleconference on industrialization and social impact.

PBL –engage class in simulation corporation building demonstrating decision-making and control

Complete Primary Source based DBQs

Contribute to online journal, discussion forum, wiki

Current events—research the titans of industry today and compare/contrast with those of 19th century, analyzing impact on society.

Current events—research, present and discuss the energy crisis and how energy is critical to industrial society.

Write research based position paper on issues relating to industrialization, past and present.

PBL—create a working machine (in cooperation with technology) and display in class

651-674

Secondary Readings:

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed. Vol. 2 New York, NY. Houghton Mifflin. 2006. Print

Perry, Peden & Von Laue. “Chapter 5 The Industrial Revolution.” pp. 124-144. Sources of the Western Tradition 6th ed. Vol. 2 New York, NY. Houghton Mifflin. 2006. Print

Chandler, Alfred D. The Visible Hand: The Managerial Revolution in American Business. New York NY. Belknap Press. 1993. Print.

“ The Visible Hand;;The Managerial Revolution in American Business “by Alfred D. Chandler (selected readings)

Video Resources:

Mill Times. Dir. David Macaulay. 2002. DVD.

InternetMcGraw-Hill Connecthttp://connect.mcgraw-hill.com/connectweb/










wealth and society E. transformed the world in a process that is still unfolding!

The Russian Revolution

I. The Russian Revolution (1 week) A. Themes: Historical Determinism, Economic Class Warfare, The Proletarian State and the Antithesis of the Enlighten- ment

II. Origins A. Marx/Engels The Communist Maifesto B. Lenin-Father of the Russian Revolution-professional revolutionary who developed concept of State Socialism C. Response to the Industrial revolution


I. Origins of Russian RevolutionA. Medieval Peasant SocietyB. Social and Economic InequalityC. National HumiliationsD. National Desire for ReformII. Imperial RussiaA. The Romanovs1. Tsar Alexander2. Tsar Nicholas IIA. Tsarinia AlexandraIII. Road to RevolutionA. Russo-Japanese War (1905) 1. Revolution of 1905B. World War I 1. Declaration of

movement. Analyze and explain

how capitalism works to fuel rapid industrialization


Understand how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.

Explain that the Russian Revolution was a reaction to the Industrial Revolution

Show how the Russian Revolution combined Political, Economic and social change that provided an alternative to the West

Develop a sense of


Complete webquest on the Russian Revolution

Complete primary source based DBQs

Analyze documents and maps and determine the economic potential of Russia and issues of industrialization.

Complete biography research/analysis position paper detailing Peter the Great’s Westernization of Russia

Read primary source Communist Manifesto, analyze in class and discuss in online forum

Read primary source What is to be done, analyze in class and discuss in online forum

static_pages/index/index.html

Internet Modern History Sourcebook (Fordham University) http://www.fordham.edu/halsall/mod/modsbook.aspEyewitness to History

http://www.eyewitnesstohistory.c

om/

Historyworldhttp://

www.historyworld.net/



a.html



Chapter 31: Societies at Crossroads, The Russian Empire Under Pressure, pp. 713-717

Secondary Readings:

Marx, Karl & Engels, Revised: Summer 2013 46



















D. Combined social and economic reformIII. The Russian Revolution A.Tensions in the Russian identity: Westernizers vs. traditionalists B.The Revolution of 1905; “Bloody Sunday”; Russo-Japanese War C.The last czar: Nicholas II and Alexandra D. Economic strains of World War Iv. Revolutions of 1917 1. March Revolution ousts Czar 2. October Revolution: Bolsheviks; Lenin andrevolutionary Marxismvi. Civil War: Bolsheviks defeat Czarist counterrevolution;Bolsheviks become Communist Party; creation of the Soviet Union and a viable alternative to the capitalist liberal democracies of the West.

War against Austria and Germany 2. Battlefield losses a. incompetent leadership b. unprepared, ill-equipped army c. unrest leads to revolutionIV. Russian Revolutions of 1917 A. March 1917 Revolution 1. Provisional Government of Alexander KerenskyB. November 1917 Revolution. 1. V. I. Lenin 2. Bolshevik Victory 3. Russia out of war 4. Soviet Union Established; first Marxist state in history!V. Soviet Union A. Phases 1. Lenin- establishing communism 2. Stalin- industrialization, collectivization and leadership to victory in WWII and emergence as a great power 3. Cold War—defeat of Soviet Union in a proxy/economic conflict. Soviet Union goes out of existence.

historical empathy and see through the eyes of people who were there.

Students understand the chronological organization of history and know how toorganize events and people into major eras to identify and explain historical relationships.

Students understand that societies are diverse and have changed over time.

Create chart and compare/contrast chart explaining differences between Marxism and Leninism

View film Lenin and complete worksheet

Collaborative learning—class creates, debates and approves a manifesto for the class

Research and create biography video presentations on the major figures of the Russian Revolution

Create timeline for the life of the Soviet Union

Debate—class debate on the reasons for the failure of the Soviet Union.

Completion of teacher made worksheets, puzzles and other reinforcement resources

Frederich. The Communist Manifesto. Createspace Independent Publishing Platform. 2013. Print.

“ The State and Revolution” pp. 300-318 by. Vladimir I. Lenin In Essential Works of Socialism, ed. by Irving Howe

“The Official Version of the Communist Party under Stalin” pp. 501-609, “The Bolsheviks Take Power”, pp. 529-541 and “Lenin’s Gamble” pp. 555-562 in Great Issues in Western Civilization vol 2 ed. by Tierney, Kagan & Williams

“ An American Journalist at the Storming of the Winter Palace, St. Petersburg”, pp. 480-483, “Tsar Nicholas II and the Russian Imperial Family Shot in Ekaterinburg”, pp. 485-487 and “Famine in Russia, 1921”, pp. 493-495 in Eyewitness to History, ed. by John Carey

“The Russian Revolution and the Stalin Era” Chap 87 pp. 994-1004 in The Columbia History of the World, ed. by Garraty & Gay

“Communism” pp. 76-123 in Contemporary Political








Ideologies 4th ed. by Lyman Tower Sargent

Video

Dr Zhivago.dir. David Lean. Perf. Omar Sharif. MGM. 1965

Lenin. The Biography Channel. Peter Graves. 1989

Russian Revolution in Color. Shanachie Entertainment Corp. 2007. DVD.





Hyperhistory OnlineRevised: Summer 2013 48








































Extra Time for Completion Extended Time to complete Assessments and Projects




Unit #: UNIT 6 OVERVIEW Unit Title: Clash of Civilizations Occidental v. Oriental

Unit Description and Objectives:Unit 6 looks at the East from ancient to modern in explaining the role of the East in world history. This unit deals with the civilizations of the East, especially China and Japan, exploring their historical and cultural origins, as well as their reaction to the West, cultural conflicts between the occidental and oriental worlds, and the eventual opening to the west for trade and cultural exchange. The deleterious effects of Western Imperialism will be discussed and the issues of cultural class and cross cultural influence in the diffusion of culture will be discussed.



Guiding Questions

1. What are the major civilizations of the East and why did they develop there?

1. China and India were two very advanced, sophisticated, cultured civilizations that contributed much to the development of the modern world.

1.1 What were the major civilizations of Asia?1.2 What civilized social systems did they set up?1.3 Where were these civilizations located and why?Etc.

2. What was the cultural evolution like in the East and what were the accomplishments of the Eastern civilizations?

2. The cultural contributions of the East, diffused to the West, aided in allowing the West to dominate the globe.

2.1 What effect did gunpowder have on the history of the world?2.2 What influence did silks, spices and porcelain have on the history of the world?2.3 How were the Oriental civilizations superior to their Occidental counterparts and why?

3. What was the result of the culture clash between East and West (oriental v. occidental) and how did the cultural diffusion and influence shape the modern world?

3. The class of cultures between east and west allowed for cross-cultural influence and cultural diffusion that has aided in the evolution of the cosmopolitan nature of the Modern World.

3.1 Which civilization dominate the cultural conflict?3.2 What cultural motifs were infused into the west from the east that were beneficial?



Sub-Concept/Topics:Cosmopolitanism creating a unitary

world cultural currency


Sub-Concept/Topics: Integration of Asian Economies into the new Global

Economy

Sub-Concept/Topics:Cultural Diffusion and Cross-Cultural Influence are consequences of trade

and commerce in the socio-economic sphere

Sub-Concept/Topics:European Incursions and

Colonization in China to the People’s Republic and New China

Culture class between Oriental and Occidental in East Asia

Sub-Concept/Topics:British India and the culture clash

between Oriental and Occidental in South Asia

Sub-Concept/Topics:Opening of Japan, Rise of Japan

European Incursions and inclusion of Japan into the Western Sphere of

Influence

Theme: Cultural Diffusion, Cross-Cultural Influence & Globalism

Conceptual Lens: Clash of Civilizations and the Rise of

Cosmopolitanism


53


Honors World History and Cultures: The Modern Era Grade 9


Unit Number/Title: Unit 6 Clash of Civilizations: Oriental v. Occidental 6.2.8.D.4.g 6.2.12.C.1.c

Conceptual Lens: Globalization 6.2.12.A.1.a 6.2.12.D.3.eAppropriate Time Allocation (# of Days): 7 Weeks (49 Days) 6.2.12.B.1.a 6.2.12.D.4.c







China

I. Dynastic ChinaA. Ming DynastyB. Qing Dynasty (Manchu)C. Chinese Cultural AchievementsD. Chinese CivilizationII. European Incursions (opening of China)A. Opium WarsB. Boxer RebellionC. Open Door PolicyD. The Republican Revolution and Sun Yat-Sen

III. Sino-Japanese WarA. Japanese invasion of ManchuriaB. Japanese conquest of Chinese cities and coastal areasC. Rape of Nanking

IV. Chinese Civil WarA. Chinese Communist Party (Mao Zedong)B. Koumintang (Nationalist) Party (Chaing Kai Shek)

I. China A. Ming Dynasty 1. 1st contact with Europeans since Marco Polo 2.Powerful, wealthy civilization with strong emperors and complex government bureaucracy B. Qing Dynasty 1.started by Manchus 2.reformed social and political problems 3.strengthened Chinese power and influence 4.Kangxi was greatest emperor; allowed Europeans and Christian missionaries into China 5. Qianlong: emperor who governed under European pressures, social discontent and economic stresses—Qing dynasty began to decay under his rule!

Locate China on a map and explain the geographic features, climate and the effects thereof.

Identify the early Chinese dynasties and their cultural achievements

Apply the schema for understanding the construction of civilizations to China

Explain the impact of capitalism and the opening of China on the development of Chinese civilization

Analyze and explain the effects of European and American incursions into China

Explain the complexities of the Chinese political situation

Identify Sun Yat-Set

Mapping exercise using Google Maps and Internet Sourcebook to create historical, geographical and demographic maps of China

Complete webquest on the Ancient Chinese Dynasties and present their cultural achievements.

Take virtual tour of Chinese archaeological sites and examine artifacts

Research and Examine fall of Ancient China and the rise of foreign intervention through position paper.

Compare/Contrast Sun Yat Sen with George Washington and debate the role of Sun Yat Sen as father of Modern China

Create a mock international summit to




Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. New York, NY. McGraw Hill. 2011. Print.

Chapter 26: Traditions and Changes in East Asia, The Quest for Political Stability, pp. 571-585

Online textbook and textbook resources in the cloud







6.2.8.D.4.g6.2.12.C.1.c6.2.12.A.1.a6.2.12.D.3.e6.2.12.B.1.a6.2.12.D.4.c







Discussion/Debates Presentations Cooperative

Learning Project Online forums,

discussion boards and chat rooms

Anecdotal Evaluation

Summative Assessment(s)Revised: Summer 2013 54







V. People’s Republic of China (1949)VI New China (1980) A. Deng Tsao-Ping B. Economic Reform—adoption of the capitalist free market and integration into world economy

JapanI. Feudal JapanII. Tokogawa JapanIII. Meiji RestorationIV. Modernization of JapanV. Imperial Japan and Expansion

C. Chinese Cultural Achievements 1.literature- Chinese developed the novel 2.Art- painting, calligraphy, porcelain 3.Inventions: gunpowder, silk: gunpowder eventually used against China by Europeans and silk provided motivation for opening of China for trade

III.JapanA. Opening of Japan 1.Feudal Society 2.Tokugawa Era: Nobunaga, Hideyoshi & Ieeyasu restored central authority; era of the “Great Peace” 3.European Contacts: Portuguese were first 4.Japan welcomed European traders, but not their culture 5.Japan restricted contact with Europeans and limited tradeB.Meiji Restoration 1.Tokugawa Era a. Causes b. Government, economic, & cultural changesC. Opening of Japan 1. Commodore Perry 2. Treaty of Kanagawa 3. Reasons for

and his role as China’s first republican president

Explain why the Japanese invaded China and exploited resources

Describe the course of the Chinese Civil War

Explain the influence of Mao Zedong

Describe the creation of the People’s Republic of China in 1949

Identify Deng Tsao-Ping as the leader of New China

Describe, Explain and Analyze the capitalist economic strategy of Modern China and the role of Deng Tsao-Ping in the reforms.

Analyze the economic influence of China today and the economic model it represents

Compare/Contrast Explain the role of

Commodore Perry in opening Japan and explain the reasons why

Discuss the feudal structure of Japan

Explain in detail the reasons for Japanese

discuss the Open Door Policy and evaluate

Complete primary source based DBQs

Chapter 31: Societies at Crossroads, The Transformation of Japan, pp. 724-727

Chapter 32: The Building of Global Empires, Imperial Japan, pp. 747-749

Chapter 35 Nationalism and Political Identities in Asia, Africa and Latin America, pp. 816-819

Chapter 37 The End of Empire, Mao’s China, pp. 879-882

Secondary Readings

Ferguson, Niall. Civilization: The West and the Rest , NY, NY. The Penguin Press. 2011. Print.

Perry, Peden & Lane Sources of the Western Tradition 6th ed. New York NY. Houghton Mifflin. 2006. Print.

Tierney, Brian, Kagan, Donald et al. eds. Great Issues in Western Civilization, vol. 2, 3rd ed. New York, NY. Random House. 1976. Print

Carey, John. Eyewitness to History. New York, NY. Harper Collins. 1997. Print.

( desktops, laptops, smartphones, netbooks)


Word, Power Point, Excel, Frontpage, Adobe PDF Reader

Unit Test Project Grade Essay Exam Final Exam

Benchmark Assessment








openingD. Restoration/Reforms 1. Government, economic, military, technological, & cultural changes2. Effects3. Foreign influenceE. Japanese expansion and Imperialism (i.e. Sino-Japanese War, Russo-Japanese War)

expansionism and how it led to conflict with the US.



index.html

Internet Modern History Sourcebook (Fordham

University) http://www.fordham.edu/halsall/mod/modsbook.asp

Eyewitness to Historyhttp://

www.eyewitnesstohistory.com/

Historyworldhttp://

www.historyworld.net/



a.html

































Extra Time for Completion Peer teaching and reinforcement Extended Time to complete Assessments and Projects




Unit #: UNIT 7 OVERVIEW Unit Title: The 20th Century & the Era of Global Conflicts

Unit Description and Objectives:

This unit describes and explains the origins, outbreaks and resolutions of the 20th Century Era of Global Conflicts, discussing World War I, the Interwar Period, World War II, the Cold War and the ultimate victory of the West and Western cultural values over the ideologies of fascism, communism and totalitarianism, leading to the Triumph of the West in the modern world. The unit will explore and make connections to the people, events, systems and globalism of the modern world and include current events and research into modern social institutions that are rooted in the conflicts of the 20th Century. The 20 th Century will be examined as a transformative age, where the social, political, economic and technological achievements of the Modern Era were improved, perfected and passed into the new century, with an emphasis on the sanctity of the individual, the empowerment of the individual, the expansion and protection of the natural rights of man as espoused during the Enlightenment and the transformative changes that have taken the advances of the 20 th century and laid them bare as the bases for the incredible achievements of the 21st century. The Modern World, with the emphasis on human rights, the international system of law, the economic regulation of the economy and the advances with technology that allow the individual to empower and express himself has reshaped the world in innumerable ways.


Guiding Questions


1. What were the causes of the great wars of the 20th century

1. Great Power Rivalry led to the outbreak of global war.1.2 Nationalism fueled the drive for colonies, influence and strategic advantage1.3 The World Wars resolved questions of power and influence and set the stage for a bi-polar world that would last for the next 50 years during the Cold War.

1.1 How did the Great War start and how did unrealistic and idealistic ideas about preventing the war help end up making it worse?1.2 What role did Nationalism play in starting the two World Wars?1.3 What was the link between World War I and World War II and what did those two conflicts solve or resolve?

2. What was the Cold War and how did it grow out of the previous “hot” conflicts of the 20th century?

2.1 The Cold War was a conflict between the communist east led by the Soviet Union and the capitalist, democratic West led by the US.2.2 The Cold War was fought through proxies, intelligence agencies and public relations with the goal being domination of the world.2.3 The United States “won” the Cold War when the Soviet Union and the Communist states of the East Bloc folded and went out of existence.

2.1 Why did the antagonists in the Cold War refrain from actually committing their armies in a war against each other?2.2 How did the US and USSR use proxies to do battle with each other during the Cold War?2.3 What was the ultimate result of the Cold War and was that enough to be considered a “victory”?

3. What were the transformative impacts of the great wars, hot and cold, of the 20th century

3.1 The establishment of the US as the major world power, the establishment of the UN and a system of diplomatic rules to prevent war and other suffering.3.2 The new international rules, enforcement through the World Court and other agencies has allowed the global economy to progress and the values of the West to more completely permeate the international systems that govern life.

3.1 Why is the 20th Century considered unique among historians and pivotal in the evolution of man?



Sub-Concept/Topics:Causes of World War I: (1) Alliance System (2) Nationalism (3) Great Power Rivalry (4)

Diplomatic ErrorsConduct of World War I=The First

Industrialized Global Conflict


Sub-Concept/Topics:Interwar Period

Preparation to Continue HostilitiesThe Rise of Fascism and the Dithering of

the Democracies

Sub-Concept/Topics:Nationalism and International Politics

The Will to CombatThe Psychology of War

Sub- Concept/Topics: World War II a continuation of World War I

Great Power conflict and rivalry Conduct of World War II

Rise of the United State and the American Century

Sub-Concept/Topics:ImperialismColonialism

Quest for Empire

Sub-Concept/Topics:Diplomacy and Statecraft

Great Power Competition and RivalrySpheres of Influence

Theme: 20th Century Wars create conditions for 21st Century World

Conceptual Lens: Balance of Power and Great Power Conflict


60




Unit Number/Title: Unit 7 The 20th Century and the Era of Global Conflicts

6.2.12.A.4.a 6.2.12.B.4.a

6.2.12.C.4.c 6.2.12.C.4.d

6.2.12.D.4.h6.2.12.D.4.i

6.2.12.B.5.a6.2.12.B.5.b

Conceptual Lens: Global Cultural Clash & Competition Leads to War6.2.12.B.4.b 6.2.12.B.4.d

6.2.12.D.4.a6.2.12.D.4.d

6.2.12.D.4.l6.2.12.A.5.a

6.2.12.C.5.a6.2.12.C.5.b

Appropriate Time Allocation (# of Days): 1 Week (7 Days)

6.2.12.C.4.a 6.2.12.C.4.b

6.2.12.D.4.e6.2.12.D.4.g

6.2.12.A.5.b6.2.12.A.5.c







Industrialization changed Great Power competition and the nature of war forever

Economic forces dictate political action on a global stage

European alliances and treaty system maintained balance of power in the West until WWI

War was predictable; culmination of Great Power competition.

Alliance system leads to World War I in tragic chain of events from assassination in Sarajevo to declarations of war between the Allies and the Tripartite

Age of the Great Wars and the 20th CenturyI. World War I 1. World War I a. Causes: great power rivalry b. Effects: Industrialization of war, nationalism, arms race c. ResultsII. The Russian Revolution (1 week) Historical Determinism, Economic Class Warfare, The Proletarian State and the Antithesis of the Enlightenment 1. Origins: a. Marx/Engels The Communist Manifesto b. Lenin State Socialism c. Response to the Industrial Revolution






Map Exercises and Cartography Project

Topical Essays Teacher-Made Study

Guide including: teacher authored articles, puzzles, worksheets and activities precisely geared to curriculum

Web Quest : The Road to World War I

Web Quest : World War Web Quest :

Revolution: Liberation of the Third World!

Cooperative Learning project on Great Power Conflict and War: War as furthest extent of diplomacy!

IMC Research Facilities and Resources for group and individual research assignments

Debate the decision to drop the Atomic Bomb





World War IChapter 33 The Great War: The World in Upheaval, pp.

Online textbook and textbook resources in the cloud


Engagement with online journals, blogs, discussion forums and wikis




Use of MS Skydrive to create, manipulate and

6.2.12.A.4.a 6.2.12.B.4.a6.2.12.C.4.c 6.2.12.C.4.d6.2.12.D.4.h6.2.12.D.4.i6.2.12.B.4.b 6.2.12.B.4.d6.2.12.D.4.a6.2.12.D.4.d6.2.12.D.4.l6.2.12.A.5.a6.2.12.C.4.a 6.2.12.C.4.b6.2.12.D.4.e6.2.12.D.4.g6.2.12.A.5.b6.2.12.A.5.c6.2.12.B.5.a6.2.12.B.5.b6.2.12.C.5.a6.2.12.C.5.b








Learning Project Simulations

(Nuremberg Trials) Anecdotal

Evaluation








Pact Rise of Marxism

as a response to events from Industrial Revolution, Age of Imperialism and the Great War

Marxism is a response to The Industrial Revolution

Ideals of the Russian Revolution: economic justice, political equity for proletarian, classless society; full fruits of industrialization for the people!

The Interwar Period of the 1930’s was only a recuperating spell before hostilities resumed

World War II was a continuation of World War I and a true globalization and industrialization of the act of war.

Wars of the 20th Century lay the foundation for the Triumph of the West, the Global economy.

Globalization,

d. Fedualism in the modern era= discontent

2. World War I a. Russian Perspective: Class War b. Bolshevik Revolution Oct 1917 c. Ext. of Worker’s State d. Leninism as blueprintfor Soviet Society 3. End of Revolution a. Death of Lenin (1924) b. Rise of Stalin c. Fall of Soviet Union (1991) 4. Ideals of the Russian Revolution a. economic justice b. political equity for workers c. classless society based on social agendaIII. World War II A. Origins 1. Continuation of the Great Power Conflict of WWI 2 Italy and Germany 3.Complacency of the West B. Outbreak1.Invasion of Poland2. Attack at Pearl Harbor2.Declaration of War C. Axis Apex





Specific Skill Objectives:1. Outline the major trends, issues and forces that have shaped the 20th Century.2. List the technological transformations shaping the 21st century3. Describe the social impact of technology on Western Civilization and the rest of the world4. Outline the revolutions in business including international finance, multinationals and management, especially the rise of internet, digital corporations like Facebook Google and Oracle.

using primary and secondary resources

Reenact the Nuremburg Trials in a Mock Trial FormatMock Trial Simulation with data sheets, civil procedure and legal handbook

IMC Resource Materials

Teacher-made take home exam essay questions (4) in extended format.

Student created Review Packet

Primary source reading, analysis and discussion

Guest Speaker: Holocaust Survivor—class interaction, questioning and discussion

Complete teacher made worksheets, puzzles and other reinforcement resources

Videoconference with important scholar, commentator or politician on the victory of the West

Create online discussion forum for discussion and reflection on Man’s Inhumanity to Man in the modern industrialized, secularized cosmopolitan world

763-787 World War II

Chapter 34 An Age of Anxiety, pp. 791-810

Chapter 36 New Conflagrations: World War II and the Cold War, Origins of World War II pp. 835-853

The Cold WarChapter 36 New Conflagrations: World War II and the Cold War, Origins of the Cold War pp. 853-861

Triumph of the West

Chapter 38 A World Without Borders. The End of the Cold War. Pp. 892-896

Secondary Readings:

Ferguson, Niall. Civilization: The West and the Rest , New York, NY. Penguin Press. 2011. Print.

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed. New York, NY. Houghton Mifflin. 2006.Print.

Perry, Pede & Von Laue. “Chapter 11 World War I pp.303-341” and “Chapter

store files in the cloud.

Use of computer technology for ongoing access to resources ( desktops, laptops, smartphones, netbooks)

Use of standard computer applications:Word, Power Point, Excel, Frontpage, Adobe, MS Moviemaker

Summative Assessment(s)

Unit TestProject Grade

Final Exam Benchmark Assessment








Nationalism, Liberation of Colonies, the Triumph of the West and the continued dominance of the culture of the West in the global economy due to the victory of the Western Allies in both World Wars and to the US victory over the Soviet Union in the Cold War.

1939-42 D. Turning the Tide 1943-44E. Final Victory 19451.Triumph of Democracy2.American AscendancyIV. The Cold War A. Ideological Competition 1. East v. West 2. Communism v. Capitalism 3. Democracy v. TotalitarianismB. Superpower Competition 1. Arms Race 2. Science & Technology 3. Political; Global AlliancesC. Cold War Conflicts Contained 1. Korean War (1950-53) 2. Vietnam War (1954-75)D. Triumph of the West 1. Ideology of individualism and capitalism triumphs 2.freedom & liberty for the individual stronger than the state!

Result: the individualdefined and refined byWestern Civilization is

5. Analyze the rise of consumer culture, demonstrate how it fuels capitalism and show how it is manifested in the modern USA and the new global economy of the 21st century.6. Identify the major conflicts of the 20th Century and their outcomes.7. Differentiate between Great Power conflicts (WWI, WWII) and Limited Wars (Korea, Vietnam, Gulf War) and analyze their impact on the global village.8. Analyze recent Wars of Ideology as challenge to civilization worldwide.9. Identify and describe the events of the Cold War and explain the formative influence on the latter part of the 20th century.10. Identify the major terrorist movements, their organizations and their ideologies and define their challenge to civilized society.11. Evaluate how well the War on Terror was worked.12.Define Tribalism and provide examples worldwide (Rwanda,Burundi)13.Define genocide , ethnic cleansing and analyze examples from the Holocaust to Bosnia14.Define intolerance and provide examples worldwide15.Analyze the Internment of the Japanese-Americans

13 World War II pp. 396-447”. Sources of the Western Tradition 6th ed. New York, NY. Houghton Mifflin. 2006.Print.

Tierney, Brian, Kagan, Donald et al. eds. Great Issues in Western Civilization, vol. 2, 3rd ed.New York, NY. Random House. 1976.Print

Carey, John. Eyewitness to History. New York, NY. Harper Collins. 1997. Print.


“Europe Since World War II”, Chap 94, pp. 1073-1082, “The Cold War” Chap 95, PP. 1082-1092, “Africa Since 1945” Chap 98 pp. 1107-1117 and “The United States Since World War II, Chap 100 pp. 1136-1144 in The Columbia History of the World, ed. by Garraty & Gay

“Atomic Diplomacy; Hiroshima & Potsdam” by Gar








the prime mover ofcivilization going intothe 21st century!

during World War II and place in context with intolerance.16.Define immigrant and relate the immigrant experience in shaping the face of America.16. Outline the history of intolerance and racism in America and explain the visceral impact on US Society17. Describe the global issues of the present and provide solutionsDiscuss and interact successfully with guest speaker18. Provide a plan for successfully prosecuting the War on Terror and solve the dilemmas that fuel the conflict.

Alperovitz

“The Nuremburg Trials” by Telford Taylor

War Without Mercy; Race and Power in the Pacific War. John W. Dower (selected chapters)

“Failures and Difficulties; From Yesterday to the Present” Chap 22 pp. 480-506 in A History of Civilizations, by Fernand Braudel

“Nationalism” pp. 124-141 in Contemporary Political Ideologies 4th ed. by Lyman Tower Sargent

Trumbo, Dalton Johnny Got His Gun . Bantam. New York, NY 1939. Print.

Keegan, John. The Face of Battle. London,England; Penguin Press, 1976. Print








Video:

Band of Brothers. HBO. (2001)

The Pacific HBO. (2010)

“Atomic Cafe” (1974)

Johnny Got His Gun (1971)


Internet Modern History Sourcebook (Fordham University)http://www.fordham.edu/halsall/mod/modsbook.asp



Hyperhistory Onlinehttp://www.hyperhistory.com/online_n2/History_n2/a.html

































Extra Time for Completion Extended Time to complete Assessments and Projects




Unit #: UNIT 8 OVERVIEW Unit Title:21st Century Globalism, Cosmopolitanism, Technology Revolutions

Unit Description and Objectives:This unit will explore the Modern World of the present, describing and explaining the phenomena of the global economy, the interdependence of nations, the triumph of Western liberal democratic values, the victory of capitalism as the dominant economic system and engine of economic growth in the world, the growth of the secular cosmopolitan culture, the cultural conflicts emerging globally and the great power conflicts developing in what is presently a multi-polar world, where there are major spheres of influence that no single nation or group of nations dominates completely. Taking stock of the present, this unit will sum up the issues surrounding the evolution of civilization, the achievements of the present and will provide a window into predicting the future of civilized man into the 21st century and beyond.



Guiding Questions

1. What is Globalization and the Global Economy? 1. Globalization is the process of cross cultural influence and diffusion that ties disparate groups of people around the globe together in an increasingly unitary world economy.

1.1 What is the effect of laissez-faire capitalism on the world?1.2 Why does capitalism always destroy indigenous economic systems?1.3 Why has Western style Capitalism dominated the globe and how has it shaped the global economy?

2. How interdependent are nations today politically and economically and is it necessary?

2. We live in a multipolar world of multiple spheres of influence, where the balance of power is maintained by the world community of nations collectively.

2.1 What does balance of power mean with regards to international politics?2.2 What does multipolar mean in the context of an axis of power and influence?2.3 Why are the economies of the world interdependent and why can’t we return to the prior mode of existence?

3. What is Cosmopolitanism and where is it found? 3. Cosmopolitan means “of the world” and Cosmopolitanism is the process by which a generalized de facto world culture is created and maintained.

3.1 How is a cosmopolitan society created and why is it the inevitable result of the global economy?

4. What is the role of Western Civilization in the new multipolar, multicultural, cosmopolitan global world of the 21st century?

4. The cultural values of the West dominate in the present, with liberal democratic politics, capitalistic free market economics and an emphasis on individual and human rights.

4.1 Why do Western cultural values and systems, social and economic, dominate the global economy?4.2 How influential is the West in general and the US in particular in the new global economy?


4.3 How much influence will the West have in determining the economic future and cultural direction of the global community in the 21st century?


Sub-Concept/Topics:

The Arab Spring and the Rise of Democracy in the Middle East


Sub-Concept/Topics:

The Decline of US Power and Influence

Moving to a Multi-lateral world

Sub-Concept/Topics:The Rise of Independence

Movements

Sub-Concept/Topics:Internationalism

The UN and the World CourtInternational Law

Sub-Concept/Topics:The Rise of India: Superpower of

South AsiaLargest Democracy in the WorldEconomic Powerhouse of S.Asia

Sub-Concept/Topics:The Rise of China: Power Center in

the EastEconomic Tiger of AsiaWorkshop of the World

Theme: Multi-Polar World with many Spheres of Influence

Conceptual Lens: A Multi Polar Multicultural World with a

Cosmopolitan Culture


69




Unit Number/Title:

Unit 8. 21st Century Globalism, Cosmopolitanism, Technology Revolutions 6.2.12.A.5.e 6.2.12.C.5.e 6.2.12.D.5.c 6.2.12.A.6.d

Conceptual Lens: Global World Western Dominated and Cospomolitan 6.2.12.C.5.c 6.2.12.C.5.f 6.2.12.A.6.a 6.2.12.C.6.cAppropriate Time Allocation (# of Days): 1 Week (7 Days) 6.2.12.C.5.d 6.2.12.C.5.g 6.2.12.A.6.b 6.2.12.D.6.a







I. GlobalismA. Global EconomyB. Global CommunicationsC. Global Travel 1. rise of air travel 2. intercontinental travel 3. open borders

II. CosmopolitanismA. Global Culture 1. Western dominated 2. Lassiez Faire Capitalism 3. Liberal democracy 4. Human Rights and Popular Sovereignty 5. Extinction of Indigenous cultures worldwide

III. The Digital World:Second Information Revolution A. birth of the computer age 1. UNIVAC 2. Mosaic (DOD) 3. Internet 4. PCP Revolution

Economic and Political Globalism is creating a unitary world

The role of Capitalism in driving the transformative change globally

The material uplift out of poverty for working people globally

Creation of the global consumer class, the multinational corporation and international trade law to govern the new global economy



Define terms globalism and cosmopolitanism

Explain what a multipolar world is

Describe the United Nations and explain how it functions

Describe and explain the horizontal global economic growth contained in the “world is flat” concept of the global economy

Analyze how change occurs through time due to shifting values and beliefs as well as

Complete virtual UN field trip.

Analyze the connectedness of Global world and create presentation to illustrate

Link with foreign social studies class over internet and exchange content in virtual field trip

Research/Discuss/Debate issue of global immigration and political/economic ramifications thereof

Draft a petition to send to the UN demanding that indigenous cultures be preserved.

Research, design and build a simple computer, explaining how computers function (partner with Technology Dept.)

Teleconference with another class and demonstrate digital




Textbook:Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. New York, NY. McGraw Hill. 2011. Print.

Chapter 38 A World Without Borders. pp. 891-921

Secondary Readings:

Use of open source CMS Coursesites for access to all class materials.


WebQuests Internet Participation in

online discussion forums, blogs, wikis and journals

Online Polling through Socrative or Turnkey


Use of computer technology for ongoing access

6.2.12.A.5.e6.2.12.C.5.e6.2.12.D.5.c6.2.12.A.6.d6.2.12.C.5.c6.2.12.C.5.f6.2.12.A.6.a6.2.12.C.6.c6.2.12.C.5.d6.2.12.C.5.g6.2.12.A.6.b6.2.12.D.6.a








Learning Project Anecdotal

Evaluation

Summative Assessment(s) Unit Test Project Grade Final Exam








5. GUI integration and application explosion 6. Networked world

IV. A Multipolar World A. Axises of Power 1. USA 2. China 3. Russia 4. EU 5. India and Nonaligned

V. United Nations A. rationale B. organization and operation C. relevance in decentralized, globally interconnected world

VI. The World is Flat A. Horizontal economic growth—flattening of economic opportunity and creation of cross cultural competition in the global marketplace B. Interdependency marks the global economy and dictates the future

Digital content for books, music, film has revolutionized education and entertainment

The Second Information Revolution (Digital) has revolutionized work, the economy and the way in which humans interact.

The rise of China, India and Asia juxtaposed with the relative decline of the US has created decentralized, multipolar world

technological advancements and changes in the political and economic landscape.


Relate current events to the physical and human characteristics of places and regions.




connectivity in global age

Draft a proposal for an international Balance of Power Agreement between the great powers

Engage in simulation game that illustrates how the UN functions.

Analyze the UN Charter, examine the mission of the UN and evaluate it’s performance from 1945 to the present.

Read selections from Thomas Friedman’s book “The World is Flat” and examine how the global economy has created opportunity around the globe and altered the way humans interact politically, economically and socially.

Debate the pros and cons of the Global Economy

Create a time capsule representing the present and predictions for the future in the 22nd Century

Watch video presentation Civilization, the West and Rest and complete worksheet, journal entry and blog

Current Events-use

Ferguson, Niall. Civilization: The West and the Rest , New York, NY. The Penguin Press. 2011. Print.

Friedman, Thomas. The World Is Flat 3.0. New York, NY. Picador Reading Group. 2007. Print.

Kennedy, Paul. The Rise and Fall of the Great Powers New York, NY; Vintage 1987. Print.

Perry, Peden & Von Laue Sources of the Western Tradition 6th ed. New York, NY. 2006. Print.

Perry, Pede & Von Laue.”The West in an Age of Globalism”. Sources of the Western Tradition 6th ed. New York, NY. 2006. Print. pp. 479-519.



Wiesel, Elie. Night. New York, NY. Noonday Press. 1960. Print.

to resources Use of standard

computer applications:

Word, Power Point, Excel, Frontpage, Adobe

Use of distance learning technology (virtual field trip)

Benchmark Assessment








newspapers and periodicals to assess the current state of the evolution of the global society and predict future.

Read Elie Wiesel Night and discuss issue of man’s inhumanity to man

Read Simon Wiesenthal The Sunflower and debate issue of forgiveness and morality

Complete teacher made worksheets, puzzles, reinforcements

Wiesenthal, Simon. The Sunflower. New York, NY; Shocken Books. 1976. Print

Civilization: The West and the Rest. 6 parts. Niall Ferguson (PBS) 2012.


Internet Modern History Sourcebook (Fordham University) http://www.fordham.edu/halsall/mod/modsbook.asphttp://www.eyewitnesstohistory.com/

Historyworldhttp://www.historyworld.net/Hyperhistory Onlinehttp://www.hyperhistory.com/online_n2/History_n2/a.html

































Extra Time for Completion Student Teaching Peer Cohort Extended Time to complete Assessments and Projects



CROSS-CONTENT STANDARDS ANALYSISCourse Title: Honors World History & Cultures: The Modern Era Grade: 9

Unit Title: Visual and Performing Arts

Comp. Health & Physical Ed.

English Language Arts (ELA)

Common Core

MathematicsCommon Core Science Social Studies World Languages Technology

21st Century Life and Careers

(Includes Financial Literacy 9.2)

Unit I. Origins of the Modern World

1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9RH. 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit II. First Global Age of Encounters

1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9RH. 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit III. Intellectualism of the West

1.3.2.C.11.3.2.C.2

2.2.6.B.32.2.8.B.1

W.9-10.1W. 9-10.2

4.1.8.C4.4.8.A

5.1.4.B.45.1.12.C.3

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.2

9.1.8.A.19.1.8.A.2


1.3.5.C.21.3.12.C.1

2,2,,12,C,2 W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9RH. 9-10-10

4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5,1,8,D,15.1.12.D.1

8.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit IV. Absolutism 1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9 H. 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit V. Age of Revolutions

1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9 H.RH 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit VI. Clash of 1.3.2.C.1 2.2.6.B.3 W.9-10.1 4.1.8.C 5.1.4.B.4 N/A 7.1.NM.A.3 8.1.8.A.1 9.1.8.A.1


Civilizations 1.3.2.C.21.3.5.C.21.3.12.C.1

2.2.8.B.12,2,,12,C,2

W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9 H.RH 9-10-10

4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.12.C.35,1,8,D,15.1.12.D.1

7.1.NM.A.4 8.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit VII. 20th Century & the Era of Global Conflicts

1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9 H. RH 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5

Unit VIII. 21st Century Era of Globalism, Cosmopolitanism and Technology Revolutions

1.3.2.C.11.3.2.C.21.3.5.C.21.3.12.C.1

2.2.6.B.32.2.8.B.12,2,,12,C,2

W.9-10.1W. 9-10.2W. 9-10.4W. 9-10.5W. 9-10.6W. 9-10.7W. 9-10.8W. 9-10.9W. 9-10.10RH.9-10.1RH. 9-10.2RH. 9-10.3RH. 9-10-4RH. 9-10-5RH. 9-10-6RH. 9-10-8RH. 9-10-9 H.RH 9-10-10

4.1.8.C4.4.8.A4.5.A4.5.D44.1.8.C4.4.8.A4.5.A4.5.D4.5.F

5.1.4.B.45.1.12.C.35,1,8,D,15.1.12.D.1

N/A 7.1.NM.A.37.1.NM.A.4

8.1.8.A.18.1.8.A.28.1.8.A.38.1.8.A.48.1.8.A.58.1.8.B.18.1.8.C.18.1.8.D.18.1.8.E.18.1.8.F.1

9.1.8.A.19.1.8.A.29.1.8.A.39.1.8.A.49.1.12.A.29.1.12.A.49.1.8.B.29.1.8.C.2.9.1.8.D.29.1.8.D.49.1.8.D.59.1.8.E.19.1.8.E.49.1.8.E.5


Washington Township Public SchoolsDepartment of Student Personnel Services


CURRICULUM MODIFICATION

The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

Honors World History Course of Study 2013Revised: Summer 2013 78

Secondary Resource Bibliography for in-class use and independent study

Print

Alperovitz, Gar. Atomic Diplomacy. New York, NY; Penguin 1965.Print. Barker, Sir Earnest. Social Contract; Essays by Locke, Hume & Rousseau. New York, NY; Oxford University Press. 1947. Print. Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters: A Global Perspective on the Past, 5th ed. NY, NY. McGraw Hill. 2011. Print.

Boorstin, Daniel J. The Discoverers; A History of Man’s Search to Know His World and Himself New York, NY; Random House.1983. Print Braudel, Fernand. A History of Civilizations. London, England; Penguin Books, 1993 (1962). Print

Bronowski & Mazlish ed. The Western Intellectual Tradition. New York, NY.Harper & Row. 1960. Print.

Carey, John, ed. Eyewitness to History. New York, NY. Avon Books. 1987. Print.

Chandler, Alfred D. The Visible Hand; The Managerial Revolution in Business. Cambridge, MA. Harvard Univ Press. 1977. Print. Darwin, Charles. On The Origin of Species New York, NY. Penguin Books 1958 (1859). Print. Dower, John W. War Without Mercy; Race and Power in the Pacific War. New York, NY; Pantheon Books, 1986. Print.


Ferguson, Niall. Civilization: The West and the Rest , New York, NY. Penguin Press. 2011. Print. Garraty, John & Gay, Peter. The Columbia History of the World .New York, NY; Harper & Row. 1972. Print. Gibbon, Edward. The Decline and Fall of the Roman Empire. London, England; Penguin Press, 1980 . Print.

Harris, Marvin. Cannibals & Kings: The Origins of Cultures New York, NY; Vintage Books 1977. Print.

Houn, Franklin W. A Short History of Chinese Communism. Englewood Cliffs, NJ; Prentice Hall, 1967. Print.

Kaplan, Abraham ed. The New World of Philosophy. New York, NY; Vintage Press, 1961. Print. Keegan, John. The Face of Battle. London, England; Penguin Press, 1976. Print. Kennedy, Paul. The Rise and Fall of the Great Powers New York, NY. Vintage 1987. Print.

Mancall, Peter C. Travel Narratives from the Age of Discovery. New York, NY. Oxford University Press. 2006. Print.

Marx, Karl & Engels, Frederich. The Communist Manifesto. Print. Nietzche, Friedrich. The Use and Abuse of History. Indianapolis, IN. The Bobs-Merrill Co. 1963. Print

Perry, Peden, Von Laue. Sources of the Western Tradition. vols 1&2, 6th ed. Boston, MA; Houghton Mifflin Company, 2006. Print Rubenstein, Richard L. After Auschwitz. New York, NY; The Bobs-Merrill Co. 1966. Print


Sargent, Lyman Tower. Contemporary Political Ideologies, 4th ed. Homewood, IL; Dorsey Press, 1978. Print.

Schlereth, Thomas J. ed. Material Culture; A Research Guide. University Press of Kansas; Lawrence, Kansas.1985. Print.


Tierney, Kagan & Williams, ed. Great Issues in Western Civilization vol 1 & 2 New York, NY; Random House, 1976. Print.

Toynbee, Arnold J. A Study of History, vol 1 & 2. New York, NY. Dell Publishing Co. 1965. Print. Trumbo, Dalton. Johnny Got His Gun. New York, NY.Bantam Books, 1939. Print. Tzu, Sun. (Griffith, Samuel B. ed.) The Art of War. New York, NY; Oxford Univ. Press. 1963. Print. Wiesel, Elie. Night. New York, NY; Noonday Press. 1960. Print. Wiesenthal, Simon. The Sunflower. New York, NY; Shocken Books. 1976. Print. Video

The History of the World in Two Hours. History Channel. 2012. DVD.The Medici. Lion Television (PBS). 2003. DVDLuther. Dir. Eric Till. Perf. Joseph Fiennes, Colin Firth, Allfred Molina, Sir Peter Ustinov.MGM. 2003. DVDAge of Discovery: Spanish and Portuguese Explorations. Phoenix Learning Group. 1970. DVDChristopher Columbus: Explorer of the New World. A & E Biography. 1995. DVDThe New World. Dir. Terrence Malick. Perf. Christopher Plummer, Colin Farrell, Christian Bale, Q’Orianka Kilcher. New Line Cinema, 2005. DVDRevised: Summer 2013 81

Revolution. Dir. Hugh Hudson. Al Pacino. Warner Bros. 1985. DVDThe French Revolution. The History Channel. 2005. DVDNapoleon Bonaparte. The Biography Channel. 1989. DVDMill Times. Dir. David Macaulay. 2002. DVD.Dr Zhivago.dir. David Lean. Perf. Omar Sharif. MGM. 1965 A Passage to India.dir. David Lean. Perf. Judy Davis. Columbia. 1984Lenin. The Biography Channel. Peter Graves. 1989Russian Revolution in Color. Shanachie Entertainment Corp. 2007. DVD.Band of Brothers. Miniseries. HBO. 2001The Pacific HBO. Miniseries. HBO. 2010Atomic Café. DirLoader & Rafferty . The Archives Project. 1982 Civilization: The West and the Rest. 6 parts. Niall Ferguson (PBS) 2012.

Internet

Internet Ancient History Sourcebook (Fordham University)http://www.fordham.edu/halsall/ancient/asbook.asp


Eyewitness to History http://www.eyewitnesstohistory.com

James Madison University Libraries History Internet Resourceshttp://www.lib.jmu.edu/history/internet.aspx

General History Resources: The Best of History Websiteshttp://www.besthistorysites.net/index.php/general-resources

Using Primary Sources on the Webhttp://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources

Using the Internet for Historical Research and Writinghttp://www.austincc.edu/history/inres00title.html

IMC MLA Online Style Guidehttp://wtps.org/wths/imc/mla_style/index.htm


http://wtps.org/wths/imc/mla_style/index.htm

http://www.austincc.edu/history/inres00title.html

http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources

http://www.besthistorysites.net/index.php/general-resources

http://www.lib.jmu.edu/history/internet.aspx




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Comprehensive Course of Study Templatemrorocksamerica.com/Honors World History Course of... · Web viewChapter 16 The Post Classical Era; ... 3.1 How did the Age of European Exploration