WORLD HISTORY GRADE 9 - Ewing Public Schools...3 Course Description This World History course examines social, cultural, political and economic changes, events and concepts that defined

WORLD HISTORY

GRADE 9

EWING PUBLIC SCHOOLS

2099 Pennington Road Ewing, NJ 08618

BOE Approval Date: January 28, 2019______ Michael Nitti Revised by: EHS Social Studies Staff Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all

affirmative action criteria.

TABLE OF CONTENTS

Page

Course Description 3

21st Century Life and Careers 4

Scope and Sequence of Essential Learning:

Unit 1: European Renaissance and Reformation (7 Days) 5

Unit 2: Absolute Monarchs (5 Days) 9

Unit 3: Scientific Revolution and Enlightenment (5 Days) 12

Unit 4: French Revolution, Napoleon and Nationalism (9 Days) 15

Unit 5: Industrial Revolution and Democratic Reforms (7 Days) 18

Unit 6: Imperialism (7 Days) 21 Unit 7: Global Conflicts (12 Days) 24

Unit 8: Post-War Independence Movements (8 Days) 27

Unit 9: Collapse of Communism (5 Days) 30

Unit 10: The Modern World (14 Days) 33

Sample 21st Century, Career, & Technology Integration 36

Holocaust & Amistad Mandates 37

3

Course Description

This World History course examines social, cultural, political and economic changes,

events and concepts that defined and shaped the 20th century. The course begins in Europe during the 15th century with the Renaissance and

Protestant Reformation. Other European historical events, such as the Age of Absolutism and the French Revolution, will be presented.

Particular emphasis will be placed on the height of European imperialism, causes and effects of the First and Second World Wars, rise of totalitarian regimes,

decolonization and the rise of nation-states, genocides and civil wars, revolutions in Asia, Africa and Latin America, Middle East conflict, fall of the Soviet bloc, social

and intellectual movements, scientific and technological breakthroughs, and economic globalization. It will also attempt to assess the impact of these and other subjects upon today's world.

4

21st Century Life and Careers In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. To address these

demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be

able to do in order to be successful in their future careers and to achieve financial independence.

The 12 Career Ready Practices

These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched

practices that are essential to career readiness.

9.1 Personal Financial Literacy

This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career

readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.

9.2 Career Awareness, Exploration, and Preparation

This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options,

career planning, and career requirements.

9.3 Career and Technical Education

Technology Integration

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking – Programming

All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

ELA Integration

The Research Simulation Task and the DBQ requires students to analyze an informational topic through several articles or multimedia stimuli. Students read

and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay.

Companion Standards - History, Social Studies, Science and Technical Subjects (9-10)

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/tech/81.pdf




https://www.state.nj.us/education/cccs/2016/ela/CompanionG0910.pdf

5

Unit 1: European Renaissance and Reformation (Number of Days: 7)

Why Is This Unit Important?

This unit will examine and explore the Renaissance and Reformation that took place in Europe starting in the 15th century. The Renaissance brought about a rebirth of

thinking, a humanistic philosophy, and a renewed appreciation for the arts. These changes paved the way for a revolution in religion known as the Reformation. The

present state of world-wide Christianity has its roots in this period. Enduring Understandings:

The Renaissance marks a rebirth of ancient ideas and styles (topical)

Renaissance trends in literature, art and architecture inspired many movements still seen today (overarching)

Many of Europe’s political and religious divisions are directly related to the

divisions produced during the Reformation (overarching) Renaissance thinkers and Martin Luther set a precedent for challenging

authority of the Church (topical)

Essential Questions:

Was the Renaissance truly a “rebirth”?

What did it mean to be a “Renaissance Man”? How is art a reflection of societal attitude?

Does a paradox exist between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society?

Did the Reformation have a lasting effect on the Catholic Church?

What effect does technology have on expanding new ideas?

Acquired Knowledge:

Identify major Renaissance thinkers.

Describe the style of Renaissance art. Explain the spread of Renaissance ideas.

Identify the causes of the Protestant Reformation. Classify different branches of Christianity. Describe Martin Luther’s problems with the Catholic Church.

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Acquired Skills

Locate centers of Renaissance thought on a map of Europe. Analyze styles of paintings and architecture.

Differentiate between the Italian Renaissance and the Northern Renaissance. Analyze primary sources of Catholic and Protestant perspectives on the

Reformation.

Evaluate Martin Luther’s effect on history. Compare and Contrast the Reforms of the Catholic Reformation and

Protestant Reformation. Locate Catholic regions and Protestant regions on a European map.

Assessments:

Formative Assessment:

Renaissance Socratic Discussion: Students will discuss the impact of

Renaissance ideas on the progression of European society.

Utopian Society Creation: Student groups will describe, discuss and plan a utopian community.

Modern Theses: Students will develop a modern example of Martin

Luther’s 95 Theses in relation to a current administration, organization or

authority.

Luther Woodcut: Students create a Luther-style cartoon explaining the grievances with the Catholic Church during the 16th century.

Catholic Reformation Campaign Poster: Students will create a poster that will encourage and persuade people to rejoin or remain loyal to the

Catholic Church.

Summative Assessment:

Unit Test: Multiple Choice, Short Answer, Essay, OEQ, Map Skills

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Benchmark Assessment:

GRASPS Assessment:

Goal: To create an advertising campaign that will encourage and persuade people to rejoin or remain loyal to the Catholic Church

Role: Advertising firm to prepare and present advertisement to

Vatican for approval Audience: Catholics in Europe during the Reformation

Situation: Catholics in Europe have been converting to other religions. The Vatican has asked your advertising firm to create an advertising campaign that will keep Catholics in the Catholic Church.

The Vatican will review all advertising and select one to implement Product: An advertisement that concentrates on encouraging and

persuading people to rejoin or remain loyal to the Catholic Church Standards: A grading rubric will be provided for each aspect of this

assessment

Alternative Assessment:

Skit: Students will write and perform a skit displaying the major ideas of

the various groups that emerged out of the Reformation Interdisciplinary Connections:

Reading informational text and vocabulary development - Language Arts

Develop Research Skills Examine and create works of art - Visual Arts Performing a skit - Public Speaking

Extensions:

Students will read the writings of Martin Luther, John Calvin or James I and

explain how these writings influenced the social fabric of Europe

NJSLS Standards:

6.2.12.B.2.a-b 6.2.12.D.2.a-e

Instructional Materials:

Core:

World History: Patterns of Interaction, McDougal Littell, Inc., 2005 -

Chapter 17

8

Supplemental:

Video: Martin Luther Driven to Defiance, The Reluctant Revolutionary (PBS, 2003)

Video: Tour of Versailles Kishlansky, Mark, Patrick Geary and Patricia O’Brien. Civilization in the

West Since 1300, Longman, 2003

King, Margaret. Since 1300 Western Civilization, A Social and Cultural History, Prentice Hall, 2003

World History: Patterns of Interaction, McDougal Littell, Inc., 2005 - Chapter 17

Video: Martin Luther Driven to Defiance, The Reluctant Revolutionary

(PBS, 2003) Video: Tour of Versailles

Kishlansky, Mark, Patrick Geary and Patricia O’Brien. Civilization in the West Since 1300, Longman, 2003

King, Margaret. Since 1300 Western Civilization, A Social and Cultural

History, Prentice Hall, 2003

Technology Integration:

Data bases for internet research

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Unit 2: Absolute Monarchs (Number of Days: 5)


This unit will examine the rise of European monarchs starting in the late 16th century who had absolute power over their realms. Many European monarchs of

this time took advantage of the weakening power of the Catholic Church to claim more power for themselves. The Age of Absolutism led to many political, economic

and social changes that had an impact on European development. Enduring Understandings

The decreased authority of the Catholic Church helped to increase the power

of absolute monarchs throughout Europe (topical). Absolute monarchs of Europe used similar ruling styles to maintain power

over their countries (topical).

The English Constitution produced reforms that still influence the development of constitutions throughout the world (overarching) .


Is an absolute monarchy an effective way to rule? What role should government play in supporting the arts?

Acquired Knowledge:

Identify the conditions that allowed Absolutism to develop. Describe the defining characteristics of Absolutism.

Describe the ruling styles of Louis XIV, Marie Theresa, Frederick the Great and Peter the Great.

Identify the significant achievements of Louis XIV, Marie Theresa, Frederick the Great and Peter the Great.

Explain the progression of the monarch in England from absolute monarch to

constitutional monarch.

Acquired Skills:

Locate the countries of Europe with their corresponding absolute monarch.

Compare and Contrast absolute monarchy with constitutional monarchy. Evaluate the reign of Louis XIV.

Examine the influence of Maria Theresa and Frederick the Great. Compare and Contrast the economy and society of Russia and Western

Europe.

Analyze primary sources from England during the English Civil War.

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Assessments:


Debate: Students will debate the most “absolute” European monarch. Map Skills: Students will locate European countries on a map and connect

them to their monarchs.

Poem: Students will create a poem about Louis XIV from the viewpoint of a noble living in the palace of Versailles.

Louis Essay: Students will write about whether Louis XIV had a positive or negative impact on France.


Unit Test: Multiple Choice, Short Answer, Essay, DBQ, Map Skills


Louis Essay: Students will write about whether Louis XIV had a positive

or negative impact on France, comparing him to previous monarchs.


Poem: Students will create a poem about Louis XIV from the viewpoint

of a noble living in the palace of Versailles.

Interdisciplinary Connections:


Develop research skills Develop public speaking skills - Public Speaking

Writing a poem/essay - Language Arts Extensions:

Research one of the absolute monarchs during this time period and evaluate

how effective it was in terms of political, social and economic growth. NJSLS Standards:

6.2.12.A.2.b-c

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Core:


Supplemental:

Video: Russia: Land of the Tsars (History Channel, 2003) Kishlansky, Mark, Patrick Geary and Patricia O’Brien. Civilization in the

West Since 1300, Longman, 2003


Frederick the Great Biography, ABC-CLIO Maria Theresa Biography, ABC-CLIO Video: Peter the Great, Discovery Education

Patterns of Revolution: the Importance of the French Revolution- Western Civilization Volume 2

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Unit 3: Scientific Revolution and Enlightenment (Number of Days: 5)


This unit will examine the discovery of new scientific ideas and the revolution in thought that emerged as a result. The Enlightenment, or Age of Reason, paved the

way for revolutions throughout Europe and the world. This new way of thinking led people to challenge old, accepted ideas. Modern ideas of democracy were first

formulated during this time period. Enduring Understandings:

Scientific discoveries led to a new understanding of the natural world

(overarching) The ideas of the Enlightenment philosophers led to an increased desire for an

end to absolutism (overarching)

The heliocentric theory paved the way for other Scientific discoveries/inventions (topical)

The philosophers questioned existing forms of government, religion, education, etc. (topical)


How did the Scientific Revolution transform European society? Why has there been a history of conflict between science and faith?

Did women experience/influence the Enlightenment? Acquired Knowledge:

Identify causes of the Scientific Revolution.

Summarize the development of the heliocentric theory. Identify major Enlightenment thinkers. Explain the ideas of Enlightenment thinkers.

Describe the spread of the Enlightenment. Identify the defining qualities of the Enlightened Despots.

Acquired Skills:

Evaluate the significance of the major contributors to the Scientific Revolution.

Compare and contrast the ideas of Thomas Hobbes and John Locke. Analyze primary sources from Hobbes, Locke, Voltaire, Rousseau,

Montesquieu and Wollstonecraft..

Analyze the impact of the Enlightenment ideas on the United States government.

Discuss the reaction of the Catholic Church to the ideas of the Scientific Revolution.

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Assessments:


Nobel Prize Nomination Essay: Students will nominate one Scientific

Revolution-era scientist to receive the Nobel Prize. Student essays should

include major reasons why this person deserves the prize.

Enlightenment philosopher PowerPoint: Students research the major ideas and impact of an enlightenment philosopher, create a PowerPoint and teach a lesson to their classmates. “Teachers” give the class an

assessment (quiz, short answer questions).



Salon: Students will research an enlightenment or scientific revolution figure and “become” that person in order to mingle with others at an

Enlightenment-style salon.


Debate on the Death Penalty. Students will evaluate the reliability and

credibility of sources as they research pros and cons to the death penalty. Students will then be assigned a side and debate accordingly.


Salon: Students will research an enlightenment or scientific revolution figure and “become” that person in order to mingle with others at an

Enlightenment-style salon. Interdisciplinary Connections:


Develop research skills Develop public speaking skills - Public Speaking Evaluate scientific theories and accomplishments - Science

Writing an essay - Language Arts

Extensions:

Students will read the works of Locke, Hobbes, Voltaire, Rousseau, or

Montesquieu, making connections between the literature and related events in the historical period.

14

NJSLS Standards:

6.2.12.A.2.b 6.2.12.D.2.d-e


Core:

World History: Patterns of Interaction, McDougal Littell, Inc., 2005

Supplemental:


Chapter 22 Video: You Can’t Say That (ABC News, 2000)


King, Margaret. Since 1300 Western Civilization, A Social and Cultural



Enlightenment philosopher PowerPoint: Students research the major ideas and impact of an Enlightenment philosopher, create a PowerPoint and teach a lesson to their classmates

15

Unit 4: French Revolution, Napoleon and Nationalism (Number of Days: 9)


This unit will examine the dramatic revolution that occurred in France at the end of the 18th century. This bloody revolution led to the emergence of a strong emperor

(Napoleon). Napoleon’s exploits in Europe, in turn, led to the development of nationalism throughout Europe and the world. After Napoleon’s downfall, the

Congress of Vienna met to create a new European order which helped formulate the concept of modern nation-states.

Enduring Understandings:

Enlightenment values led revolutionaries to challenge the Old Regime and the Monarchy (overarching).

The success of the American Revolution inspired the French Revolution

(overarching). Students will develop an understanding of how social inequalities can erupt

into revolution (overarching). Students will evaluate the political and military impact of Napoleon’s reign

(topical). Students will identify the impact of nationalism upon revolutions, national

unifications and secessions (topical).


What were the short/long term effects of the Reign of Terror? When it comes to revolutions, do “The Ends Justify the Means”?

Did the Congress of Vienna push Europe into the modern era?

Acquired Knowledge:

Identify causes of the French Revolution.

Summarize the changes Napoleon brought to France. Explain Napoleon’s major mistakes and downfall from power.

Identify the goals and effects of the Congress of Vienna. Describe Nationalist Revolutions in the Western Hemisphere.

Acquired Skills:

Compare and contrast France under Louis XVI, Robespierre and Napoleon. Evaluate the role social inequality had in causing the French Revolution. Analyze Napoleon’s tactics in forging his Empire.

Examine the impact of Nationalism throughout the world.

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Assessments:


Events of the French Revolution Presentation: Students will research a

major event in the French Revolution and present the details to the class.

Napoleon Debate: Students will debate whether Napoleon was a hero or a tyrant.

Fall of Napoleon Newscast/Podcast: Students will create a newscast/podcast documenting an event that led to Napoleon’s downfall.

Nationalistic Revolutions Map: Students will identify countries that

experience nationalistic revolutions.


Unit Test: Multiple Choice, Short Answer, Essay, DBQ, Map Skills


Compare and contrast essay on the leadership of Louis XVI and

Robespierre. The students would also analyze the qualities of a good leader.

Persuasive essay- Napoleon: Hero of the French Revolution or just

another tyrant? Cycles of Revolutions Allegorical Play- Students will analyze the French

Revolution as a model for other revolutions in history. Students will then write and perform a play based on characters from a famous novel, play, graphic novel, or popular culture that will address the different stages of a

revolution.


French Revolution Newspaper Activity- Students would produce articles,

editorials, political cartoons, and crossword puzzles using Google Apps. The newspaper would also have to reflect a political perspective on the

French Revolution. Perspectives would be 1st, 2nd, or 3rd Estates, or the American, or British views on the French Revolution.


Reading informational text and vocabulary development - Language Arts Develop research skills Develop public speaking skills - Public Speaking

17

Extensions:

Students will read The Age of Napoleon and compare the Durant’s view of Napoleon with another source.

NJSLS Standards:

6.2.12.A.3.a-d


Core:


Chapters 23-24 Video: Napoleon Bonaparte: The Glory of France (A&E Biography, 2000) Video: The French Revolution (History Channel, 2005)

Supplemental:


Chapters 23-24 Video: Napoleon Bonaparte: The Glory of France (A&E Biography, 2000) Video: The French Revolution (History Channel, 2005)



Video: The French Revolution, The History Channel

Information on European countries: https://www.cia.gov/library/publications/the-world-factbook/

French Revolution Political Cartoons: http://www.google.com/images?q=French%20Revolution%20Poliitcal%20cartoons&rls=com.microsoft:en-us&oe=UTF-

8&startIndex=&startPage=1&hl=en&sa=X&oi=image_result_group Durant, Will and Ariel. The Age of Napoleon, Fine Communications, 1997


Newscast/ Podcast: Fall of Napoleon (see formative assessments above) Kahoot to review all major topics of the unit.

Google Apps for newspaper project.

https://www.cia.gov/library/publications/the-world-factbook/

http://www.google.com/images?q=French%20Revolution%20Poliitcal%20cartoons&rls=com.microsoft:en-us&oe=UTF-8&startIndex=&startPage=1&hl=en&sa=X&oi=image_result_group



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Unit 5: Industrial Revolution and Democratic Reforms (Number of Days: 7)


This unit will examine the Industrial Revolution that began in England in the late 18th century. This abrupt move to machine-made goods had a dramatic impact on

urban growth, the natural environment and global inequality. Industrialization also brought about major democratic reforms, inspired new social philosophers and led

to late-nineteenth century technological progress. Enduring Understandings:

Students will be able to explain the role industrialization had on economic

systems in Europe (overarching). Students will develop an understanding of how industrialization led to the

need for increased supplies of raw materials and, in turn, increased global

inequality (overarching). Students will analyze the impact of industrialization on the working class

population of Europe (topical). Students will examine the impact of industrialization on the growing desire

for universal suffrage (topical). Essential Questions:

Did the Industrial Revolution make life better for the average person living in

England? Were new methods of transportation responsible for the success of

Industrialization?

Should there be any government restrictions on business or should the government “let-do?”

Should workers be allowed to unionize? Acquired Knowledge:

Identify the natural advantages that allowed England to be the first to

industrialize. Summarize the major textile and transportation inventions of the Industrial

Revolution.

Explain the conditions workers faced in factories. Trace the development of reform movements in England in the 19th century.

Explain the ideas of 19th century social philosophers. Identify the major inventions of the late 19th century.

19

Acquired Skills:

Examine how the agricultural revolution led to the industrial revolution. Contrast Marxism with Capitalism.

Evaluate the urbanization caused by Industrialization. Analyze primary source documents discussing working conditions in factories. Evaluate the expansion of democracy in England in the 19th century.

Assessments:


Glogster assignment: Students choose an invention from the Industrial Revolution and create an advertisement for the invention using Glogster.

Factory-life panel discussion: Students read testimonies from factory workers during the Industrial Revolution and participate in a discussion outlining conditions and developing proposals to change these working

conditions. Child Labor Creative Writing: Students write first-hand accounts of an

average working day as a child laborer. Child Labor Complaint Letter: Students research companies that use child

labor and write a complaint letter to the company. Economic philosophy chart: Students compare/contrast different economic

philosophies.

Economic philosopher survey quiz for the students to see which philosopher they agree with the most.


Unit Test: Multiple Choice, Short Answer, Essay, OEQ, Map Skills Document Based Question on the causes of the Industrial Revolution


Industrial Revolution Business activity- students will create their own business that could have existed during the time of the Industrial

Revolution in Europe. The students will also present their business models to the class.


Reading informational text and vocabulary development - Language Arts Develop research skills Develop public speaking skills - Public Speaking

Create a glog using Glogster - Multimedia Writing a letter - Language Arts

20

Extensions:

Students will present their research using a multi-media presentation other than Glogster (PowerPoint, Prezi).

Document based question for honors students on the different perspectives of the Industrial Revolution.

NJSLS Standards

6.2.12.A.3.e 6.2.12.B.3.b 6.2.12.C.3.b 6.2.12.D.2.e Instructional Materials

Core:


Chapters 25-26

Supplemental:


Chapters 25-26 Movie: Amazing Grace (2006) Kishlansky, Mark, Patrick Geary and Patricia O’Brien. Civilization in the

West Since 1300, Longman, 2003 King, Margaret. Since 1300 Western Civilization, A Social and Cultural

History, Prentice Hall, 2003 Where Sweatshops Are a Dream: Upfront Magazine


Glogster assignment (see formative assessments above) Kahoot Review Games Google Apps for various activities

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Unit 6: Imperialism (Number of Days: 7)


This unit will examine the push by European nation-states to develop overseas empires, starting in the 19th century. This “new” imperialism was the result of

nationalistic pride, European industrialization and the social Darwinism it spawned. The people in Africa and Asia suffered exploitation and a loss of their sovereignty, yet

benefited from technological advances the Europeans introduced. After World War II, various groups in these regions led successful independence movements against their European conquerors. However, the legacy of imperialism has resulted in problems

that can still be seen today.


Imperialism in the 19th century was an effect of industrialization and a rise of

nationalism in Europe (overarching). Imperialism sowed the seeds of long-lasting political, economic and cultural

problems (overarching). Imperialism was an attempt to dominate the politics, economics and culture of

Africa, Asia and other regions (overarching). European Imperialism increased tensions between European nations, leading

to World War I (topical).

Nations used different forms of imperialism to control their colonies (topical).


Is imperialism beneficial for the colonies in which it was applied?

Is imperialism justified? Is American Imperialism hypocritical?

What role did Industrialization play in rise of imperialism? Acquired Knowledge:

Define imperialism.

Identify causes and effects of imperialism. Contrast the different forms of imperialism. Evaluate the long-term effects of imperialism.

Identify the impact of imperialism on the global economy.

Acquired Skills:

Label maps of Africa, Asia and other regions.

Analyze primary accounts of European and Indigenous people’s experiences. Debate the positives and negatives of imperialism and the justification for

imperialism. Analyze the connections between the Industrial Revolution and Imperialism.

22

Assessments:


Journal Entry: Students write a journal entry representing the side of a

European Imperialist or an indigenous individual, explaining their

interactions and reactions to imperialism. Map Activity: Students color map of Africa, identifying European colonizers

Simulation: Students research sides involved in the Berlin Conference. Then, student actors hold a mock Berlin Conference.

Student Discussion: Students read ‘Jungle Book’ and parts of ‘White Man’s

Burden,’ then discuss the message and symbolism contained in each Skits: Student actors portray various scenes from China’s interaction with

the West. Student Discussion: Students will view and discuss images depicting

Western views of Filipino Imperialism.

Amistad / Holocaust activity Primary source research on the genocides in The Belgian Congo Free State and Namibia.


Unit Test: Multiple Choice, Short Answer, Essay, OEQ, Map Skills Document based question on the connections between the Industrial

Revolution and Imperialism.


Document based question

Long term effects of imperialism research project.


Poetry analysis project- breaking down poems of the imperialism era from

the European and the conquered peoples’ perspectives. Students would then compose their own poems or letters to respond to the European

Imperialists. Interdisciplinary Connections:

Reading informational text and Vocabulary development - Language Arts

Develop research skills Develop public speaking skills - Public Speaking Develop acting skills - Performing Arts

Essay - Language Arts

23

Extensions:

Students will review imperialism through the eyes of Machiavelli’s The Prince Chapters V-VII

NJSLS Standards:

6.2.12.A.3.a,g 6.2.12.B.3.a 6.2.12.C.3.e 6.2.12.D.3.a,c-e


Core:


Chapter 27 European Imperialism in Africa (overview from ABC-CLIO

http://worldhistory.abc-

clio.com/Topics/Display/1185786?cid=41&sid=1185786&useConcept=False

Supplemental:

Movie: The Jungle Book (1967) Video: Guns, Germs and Steel (2005) European Imperialism in Africa (overview from ABC-CLIO

http://worldhistory.abc- clio.com/Topics/Display/1185786?cid=41&sid=1185786&useConcept=False


Amistad / Holocaust activity Gross, Daniel. “A Brutal Genocide in Colonial

Africa Finally Gets Its Deserved Recognition.” Smithsonian Magazine King, Margaret. Since 1300 Western Civilization, A Social and Cultural

History, Prentice Hall, 2003 Orwell, George. “To Shoot and Elephant”

24

Unit 7: Global Conflicts (Number of Days: 12)


This unit will provide an overview of the short- and long-term causes of World War I and World War II and the spread of communism following World War II. The two

World Wars of the early twentieth century were a tumultuous time in which old empires fell, dictators rose and cold battle-lines were drawn between

democratic/capitalistic and communist forces. These global conflicts dramatically shifted the balances of world power.


European Imperialism, Nationalism and Competition led to World War I (overarching).

The outbreak of World War I led to various revolutions and eventually World

War II (topical). The fall of Empires created conditions that were conducive to the rise of

dictators (topical). Global uncertainty after World War I led to the rise of Communism (topical).


When is war not avoidable? Is punishment to the losing countries justifiable? Is it effective in stopping

further aggression? What causes the rise of dictatorships?

Acquired Knowledge:

Identify the causes and effects of World War I. Contrast the rule of dictators. Explain the rise of communism.

Acquired Skills:

Label a map with the participants and alliances in World War I and World War

II.

Create a timeline of major revolutions in the early 20th century. Debate the positives and negatives of communism.

Analyze primary resources of soldiers during World War I. Assess the Treaty of Versailles.

25

Assessments:


Diary Entry: Students write a journal entry representing the side of an Allied or Axis soldier engaged in trench warfare during World War I, discussing the different technological aspects of warfare.

Photo Analysis: Students will view photos from World War I and discuss soldier experiences.

Map Activity: Students label sides during World War I on a map of Europe.




Simulation: Students research sides involved in the Treaty of Versailles;

then, student actors re-enact the meeting.


Poem: Students will write a poem describing trench warfare.

WWI Exhibit: Students will create an exhibit demonstrating the conditions soldiers faced in WWI.


Reading informational text and Vocabulary development - Language Arts

Develop research skills Develop public speaking skills - Public Speaking Develop acting skills - Performing Arts

Writing an essay - Language Arts

Extensions:

Students will read Karl Marx’s Communist Manifesto in order to obtain an

insight into how Marx envisioned Communism. They will then compare Marx’s view with that of the Soviet Union under Communist rule.

Students will review the works of Vladimir Lenin and compare Lenin’s view of Soviet Communism with that of the later leaders; i.e., Khrushchev, Putin, Brezhnev, etc.

26

NJSLS Standards:

6.2.12.A.4.a 6.2.12.B.4.a,d 6.2.12.C.4.c 6.2.12.D.4.a


Core:


Chapters 29-33 The War to End All Wars (overview - from ABC-Clio)

http://worldhistory.abc-clio.com/Topics/Display/1186274

Supplemental:

Movie: Joyeux Noel (2005) Movie: War Horse (2011)

World War I pictures (Time Life) Kishlansky, Mark, Patrick Geary and Patricia O’Brien. Civilization in the

West Since 1300, Longman, 2003 King, Margaret. Since 1300 Western Civilization, A Social and Cultural


http://worldhistory.abc-clio.com/Topics/Display/1186274

27

Unit 8: Post-War Independence Movements (Number of Days: 8)


A new world was ready to emerge out of the ashes of World War II. India and nations throughout Africa took advantage of the war-weariness of Europeans to

finally realize their dreams of independence. Meanwhile, in the Middle East, the dream of Zionism was finally achieved, following the horrors of the Holocaust, with

the creation of Israel. In China, Mao Zedong was busy mobilizing the peasant masses into a new vision of communism.


World War II left European Empires in a weakened state (overarching). Post-War nationalism in European colonies led to a desire for independence

(topical).

Colonial populations used non-violent and violent methods for achieving independence (topical).

Many newly independent countries experienced economic struggles until recently.

The creation of Israel created tensions that still impact the world today. Mao Zedong left a lasting imprint on China.


When, if ever, are nations better off under colonial rule? What preexisting conditions are necessary for revolutions to occur? How effective are non-violent methods of protest?

Acquired Knowledge:

Identify the causes of the decline of European Imperial Empires. Assess the methods used in independence movements.

Explain civil disobedience. Evaluate the contributions of Mao Zedong and Mohandas K. Gandhi.

Explain the effects of the creation of Israel. Acquired Skills:

Compare and Contrast the methods of Mao and Gandhi.

Label a map of the partition of India. Label a map of disputed territories surrounding Israel. Analyze primary sources of Gandhi and Mao.

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Assessments:


OEQ: Students utilize primary sources by Gandhi and Mao to answer open-ended questions.

Map Activity: Students label new nations created by the partition of

India. Diary Entry: Students write a journal entry from the point of view of a

soldier fighting for or against Israel.




Essay: Analyze the extent that Imperialism played in contributing to the struggles of new nations that emerged post WWII.


Google Drawing: Students will electronically create a propaganda poster

or anti-propaganda for Mao Zedong.


Reading informational text and vocabulary development - Language Arts Develop research skills

Writing an OEQ - Language Arts

Extensions:

Using excerpts from Gandhi’s Hind Swaraj

http://www.swaraj.org/hindswaraj.htm, students will write a paper on how Gandhi’s view of Home Rule

Students can read a biography on one of the influential people presented in this unit (teacher must approve biography)

NJSLS Standards:

6.2.12.B.5.d 6.2.12.D.4.c,h 6.2.12.D.5.b

http://www.swaraj.org/hindswaraj.htm

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Core:

World History: Patterns of Interaction, McDougal Littell, Inc., 2005 - Chapters 33-34

Supplemental:

Movie: Gandhi (1982) A&E Biography: Mao Tse-Tung: Peasant Emperor Excerpts from “Chairman Mao Tse- Tung’s Red Book”

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Unit 9: Collapse of Communism (Number of Days: 5)


This unit will examine the fall of communism in Eastern Europe in the late 1980s and into the early 1990s. The end of European communism sent shockwaves

throughout the world. The Cold War - which lasted nearly fifty years - was abruptly brought to an end; the fall of the Berlin Wall symbolized this end. Some countries

made a swift shift to a free-market system often creating more shock than therapy. This sudden transition to democracy and capitalism also brought about some major geopolitical changes. Some of these changes were peaceful while, in others, the

end of communism brought about a new nationalism that turned deadly.


The fall of European communism signified an end to the Cold War

(overarching). The abrupt shift to democracy and free-market capitalism created chaos

throughout Eastern Europe (topical). Ethnic cleansing occurred in the mid-1990s in the former Yugoslavia

(topical). The USSR was dismantled as a result of the fall of communism (overarching).


Did the fall of Communism in Europe create unintended consequences? Were countries that quickly adopted capitalism better off under a communist

economy?

How did ethnic cleansing in the former Yugoslavia compare with other ethnic cleansings throughout history?

Acquired Knowledge:

Identify the causes of the decline of the Soviet Union. Identify the perpetrators and victims of ethnic cleansing in the former

Yugoslavia. Explain the chronological fall of communism throughout Eastern Europe. Evaluate the policies of glasnost and perestroika.

Acquired Skills:

Compare the effectiveness of shock therapy among former communist

countries.

Evaluate the tactics of the Solidarity Movement. Analyze the effect of Gorbachev’s reforms in the Soviet Union.

31

Assessments:


Document Response: Students utilize a diary entry from ‘Zlata’s Diary’ to answer an open-ended question.

Map Activity: Students chronologically trace the end of communism

throughout Eastern Europe. Diary Entry: Students write a journal entry from the point of view of a

Bosnian, Serb or Croat split up from former friends.


Unit Test: Multiple Choice, Short Answer, Essay, Map Skills


Eastern Europe Children’s Book: Students will create a children’s book outlining major events in Eastern Europe during the collapse of

communism. 1989 Newspaper – Students will write newspaper articles outlining the

collapse of communism and major events of 1989.


Skit: Fall of the Berlin Wall Skit


Reading informational text and Vocabulary development - Language Arts Develop research skills

Writing an OEQ - Language Arts Extensions:

Students will explore the civil war in Bosnia in more depth, concentrating on the

international communities’ response to this civil war and comparing that response to other more recent civil wars in Africa and the Middle East.

NJSLS Standards:

6.2.12.A.4.d 6.2.12.A.5.c 6.2.12.C.5.e

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Core:


Supplemental:


Movie: Once Brothers [ESPN’s 30 for 30 series (2010)]

http://chnm.gmu.edu/1989/ (many resources related to Eastern Europe in 1989)

Primary Source pictures and documents from http://chnm.gmu.edu/1989/primarysources

http://chnm.gmu.edu/1989/

http://chnm.gmu.edu/1989/primarysources

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Unit 10: The Modern World (Number of Days: 14)


This unit will examine events that occurred in Africa, China and the Middle East starting in the late 1980s and continuing until the present day. While Eastern

Europe was throwing off communism, a failed protest movement in China ensured that communism would remain. In Africa, the brutal system of apartheid was

brought to an end, but the horrors of genocide, starvation and child soldiering have created many enduring problems for Africans and the world community. Meanwhile, in the Middle East, an increase of radical Islamic forces and increased tensions with

the West have brought about many conflicts and revolutions.


The Rwandan Genocide, involving Hutus and Tutsis, was one of the biggest

genocides of modern times (overarching). The worldwide anti-apartheid movement finally ended apartheid in South

Africa in the early 1990s (topical). The Tiananmen Square massacre of 1989 represented a failed attempt to

bring democracy to China (topical). The tensions between Islamic and Western values had led to numerous wars

and revolutions (overarching).


How has the international community dealt with terrorism? Is there a peaceful resolution to the tension between Islamic and Western

values? What role should the international community play in ending genocides?

Acquired Knowledge:

Identify the key players (and their roles) in the anti-apartheid movement. Evaluate the rise of radical Islam in the Middle East.

Explain the failure of the Tiananmen Square protests. Evaluate the ‘War on Terror’. Explain the Arab Spring uprisings.

Acquired Skills:

Analyze the causes and consequences of the Rwandan Genocide. Compare Islamic and Western values.

Analyze the role of petroleum in modern international affairs.

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Assessments:

Formative Assessments:

Mid-East Peace Summit: Students take on Palestinian and Israeli roles and formally discuss land allocation and a strategy for ending violence.

African Union meeting: The students participate in an "AU" meeting to

help stop violence, human trafficking, war and starvation. Each group of students represents a country and makes proposals.

Economic Summit/Debate: Students representing the United States and China will debate economic policies and point out strategies/goals of the “other”.

Summative Assessments:

Unit Test: Multiple Choice, Short Answer, Essay, OEQ, Map Skills Current Events Analysis

Benchmark Assessments:

Document based question

Current Events Project

Alternative Assessments:

A Long Way Gone letter writing activity.


Reading informational text and vocabulary development - Language Arts Develop research skills

Writing an OEQ - Language Arts Extensions:

Students will present a multi-media presentation explaining the Arab Spring

uprising. Auto-video from several different sources must be used. The student will provide a concluding statement.

NJSLS Standards:

6.2.12.A.4.d 6.2.12.A.5.d 6.2.12.A.6.c,d 6.2.12.C.5.d 6.2.12.C.6.a-b 6.2.12.D.5.a,c,d

35


Core:

World History: Patterns of Interaction, McDougal Littell, Inc., 2005 - Chapters 34-36

Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier. Sarah

Critchon Books. NY. NY. 2007.

Supplemental:


Chapters 34-36 Movie: Hotel Rwanda (2004)

Movie: Blood Diamond (2006) Video: ‘Child Soldiers in Sierra Leone’ from the ‘What’s Going On’ series

(2003)

Video: China: Inside Out (2008) Video: Obsession: Radical Islam’s War Against the West (2005)

http://www.fmep.org/ (Foundation for Middle East Peace) Chinese view of Tiananmen Square Massacre 9:

http://www.chinadaily.com.cn/cndy/2011-07/14/content_12898282.htm June 4, 1989 article about Massacre from NY Times:

http://www.nytimes.com/specials/hongkong/archive/89tiananmen.html

Videos of Massacre: http://news.bbc.co.uk/2/hi/asia-pacific/8045838.stm , http://www.cbsnews.com/video/watch/?id=5063379n

Lord’s Resistance Army video: http://video.nytimes.com/video/2010/04/10/world/africa/1247467554547/on-the-hunt-for-joseph-kony.html

Middle East Conflict resource page: http://www.pbs.org/newshour/extra/features/world/july-dec08/israel_12-

30.html BBC: Revolutions: Iran to Egypt, http://www.bbc.co.uk/news/world-

middle-east-12431231


Research and Podcast project: This project is required for all students

enrolled in this required course. A two-page analysis report is required along

with Podcast presentations.

http://www.fmep.org/

http://www.chinadaily.com.cn/cndy/2011-07/14/content_12898282.htm

http://www.nytimes.com/specials/hongkong/archive/89tiananmen.html

http://news.bbc.co.uk/2/hi/asia-pacific/8045838.stm

http://www.cbsnews.com/video/watch/?id=5063379n

http://video.nytimes.com/video/2010/04/10/world/africa/1247467554547/on-the-hunt-for-joseph-kony.html

http://video.nytimes.com/video/2010/04/10/world/africa/1247467554547/on-the-hunt-for-joseph-kony.html

http://www.pbs.org/newshour/extra/features/world/july-dec08/israel_12-30.html

http://www.pbs.org/newshour/extra/features/world/july-dec08/israel_12-30.html

http://www.bbc.co.uk/news/world-middle-east-12431231

http://www.bbc.co.uk/news/world-middle-east-12431231

36

Sample Standards Integration

21st Century Skills & Career Readiness Practices

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of

decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global

competence.

For Example: Throughout the course students are required to demonstrate all of the above skills as they apply viable research strategies, evaluate data, close read

content-specific text, communicate in multiple ways, and effectively employ technology to share ideas.

9.3.12.AG‐NR.2 Analyze the interrelationships between natural resources and

humans. For Example: Students will examine the importance of natural resources with the

development of the Industrial Revolution and with Imperialism. They will evaluate the extent that natural resources has on political policy and the desire to

acquire and develop land.

Technology Integration

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in

professional public databases to find information to solve a real world problem.

For Example: Throughout the course students will evaluate and criticize the sources that are used in examining historical content. Students will assess source

with a variety of political and historical views to determine bias.

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Interdisciplinary Connection

The Research Simulation Task requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a

series of questions and synthesize information from multiple sources in order to write an analytic essay.

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2. Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas. NJSLSA.R4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R6. Assess how point of view or purpose shapes the content and

style of a text. NJSLSA.R7. Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a

text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational

texts independently and proficiently with scaffolding as needed.

For Example: Imperialism RST: Students will evaluate evidence from documents addressing New Imperialism. Students will close read document, analyze meaning or tone, cite specific claims and assess point of view as they complete

the formal writing task.

Holocaust Mandate The curriculum addresses issues of bias, prejudice, and bigotry, including bullying

through the teaching of the Holocaust and genocide K-12. For Example: Students participate in a research activity examining the impact of

the Rwandan Genocide on society and the efforts to rebuild after the Genocide in 1994.

Amistad Mandate

Mandate requires the teaching of the African slave trade, slavery in America, the

vestiges of slavery in this country and the contributions of African Americans to our society.

For Example: Students research primary sources on the human trafficking in The Belgian Congo Free State and Namibia, as a part of the inquiry-based assignment.

Documents

WORLD HISTORY GRADE 9 - Ewing Public Schools...3 Course Description This World History course examines social, cultural, political and economic changes, events and concepts that defined