World History Standards

Standard	Relationship to course textbook	Related class activity	ESLRs
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism and in Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics Consider the influence of the U.S. Constitution on political systems in the contemporary world		• Jigsaw Reading Activity: Students study main points of 5 main religions of the world, finding similarities: rights of individual, man/women relationship, Gov./citizen relationship Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics •Students must find at least five countries that have term limits for executive, bicameral legislature, and Supreme Court with final say on laws. Students present findings to the class
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848		•TCI Role-Playing Exercise: Students role play major philosophers to debate The Ideal Form of Government •Study principles of each document and find a cross-section of rights guaranteed in each. List these and find examples of these in daily life via newspapers, TV news, and magazines. •Research Ho Chi Minh’s original fixation with American Declaration of Independence and his usage of words and phrases from it in 09-02-45 Declaration (Lecture) •Make a timeline tracing events in France from 1788 to 1815. Students choose two events and make illustrations depicting people and their actions. Students research and define main goals of each nationalist group in 1848 Europe. Group debate between revolutionaries and reactionaries.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. A. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). B. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). C. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. D. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. E. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.		•TCI Role-Playing Exercise: Students role play major philosophers to debate The Ideal Form of Government •Study principles of each document and find a cross-section of rights guaranteed in each. List these and find examples of these in daily life via newspapers, TV news, and magazines. •Research Ho Chi Minh’s original fixation with American Declaration of Independence and his usage of words and phrases from it in 09-02-45 Declaration (Lecture) •Make a timeline tracing events in France from 1788 to 1815. Students choose two events and make illustrations depicting people and their actions. •Students research and define main goals of each nationalist group in 1848 Europe. Group debate between revolutionaries and reactionaries.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. A. Analyze why England was the first country to industrialize B. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). C. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. G. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.		•Lecture notes and slide show from TCI •Readings and questions from textbook •Lecture notes and slide show from TCI •Readings from textbook •Inventions worksheet •Video-Alistair Cook, America (Assembly Lines/Interchangeable Parts & Eli Whitney) •Primary Source Reading on City Life •Covered in lecture and slide show from TCI •TCI “Effects of Industrial Revolution” Analysis of visuals and information to be used for writing Editorials on the positive and negative effects of industrialization. •TCI “Effects of Industrial Revolution” Analysis and Editorial Writing Activity (above): topics such as conditions in coal mines, urbanization, changing class structure, child labor, etc. •TCI “Effects of Industrial Revolution” Analysis and Editorial Writing Activity (above) •Lecture on capitalism and its responses; reflect on Animal Farm read in English classes •Comparison of Romanticism and Realism in Art and Literature using TCI Slides to define and explain •Read and compare poetry and literature samples from both •Analysis of Charles Dickens’ Oliver Twist, using reading, pictures and movie(Disney)
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.		Africa: • Scramble for Africa TCI Activity • Motives for Imperialism Chart of Notes in class for introduction. TCI “The Quest for Empire” • Analyzing Motives for Imperialism • Reading and questions from Bill of Rights in Action Article, “King Leopold’s Heart of Darkness” • Maps and Lecture with Slide Show • Reading Guides from Chapter 8 (section 3, 4) • TCI Activity: Nigerian Responses to Colonialism “Facing Colonialism” • “The Meeting” Reading of a meeting between Henry Stanley and Africans --Two Perspectives, read and discuss the perspectives. • Readings from different regions independence struggles. ie. Bill of Rights in Action Article on Gandhi and video clips from movie with Ben Kingsley. •Current event articles discussing India and Pakistan, the origins of the current problems
10.5 Students analyze the causes and course of the First World War. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war." Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.			• Pre/Post Map • Lecture on WWI •Text assignments and terms list • Map of Battles • Von Schefflin Plan strategies map • Video: “All Quiet On the Western Front” • Lecture on “Rasputin” and the Bolsheviks • Video-Woodrow Wilson • Handout on Zimmerman Telegram • Propaganda Posters • Handout Poems “W. Owen” • Graph on Casualties of the war •Video- “Lawrence of Arabia” • Reading on Armenian Genocide
10.6 Students analyze the effects of the First World War. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).		• Lecture - Refusal of Treaty of Versailles and Video- Woodrow Wilson • Map of post-war Europe and the Middle East • Lecture on lost territories/ frustrations with Treaty (Germany, Italy) • Crossword Puzzle/ New Weapons Worksheet • Reading excerpts from The Great Gatsby • Return to Normalcy Lecture
10.7 Students analyze the rise of totalitarian governments after World War I. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag). Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine). Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.		• Video- “Nightmare in Red” and/ or “Revolution In Red” • Lecture notes on Causes of Russian Revolution • Lecture on Red Scare/ Gulag/ Siberian Campaign • Text readings • TCI Activity- Investigating Soviet Life Under Stalin and the role of propaganda. Students research differences between Soviet government propaganda and the information from citizens living under Stalin to write investigative news article for a western newspaper • Poem (Russian poets) • Lecture on Trotsky’s murder/ Rise of the Gulag • Terms to compare and contrast socialism/ capitalism/ fascism • Lecture Notes on all three totalitarian leaders: Stalin, Mussolini, and Hitler • Video- “Legacy of Hate: Hitler and Stalin” • Primary Source readings on totalitarian regimes
10.8 Students analyze the causes and consequences of World War II. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.		• Video “Twisted Cross” • Text Readings • Lecture on Rise of Leaders • Students make a chart comparing reasons for Japan, Germany and Italy drive for empire • TCI Activity ̶Predicting European Responses” (Group activity used to preview early aggressive acts by these nations and learn about the real responses from European nations and America) • Terms (Appeasement, Isolationism, etc) • Students each explain an event on Timeline of Early Aggression by these empires and complete maps to show the conquests and annexations by 1941. • Videos- “Life in the Thirties”, “Munich • Pre and Post War Maps • Text Readings and Terms • Lecture on Strategies and Tactics (Turning Points) • Video- “Red Blood/ Black Sand” • Text Readings • Primary Source Readings and Letters • Video “The Wave” • Lecture Notes and Timeline of Stages of Holocaust • Newsweek Article- Auschwitz and Map Activity of Concentration Camps • TCI- Stories of Holocaust Resistance • Reading and Graphing Costs of War
10.9 Students analyze the international developments in the post-World World War II world. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising). Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.		• Lecture notes on Yalta and Potsdam conferences • Reading on the Marshall Plan • Contrasting Terms- different belief systems of both • Lecture notes “Hot Spots” Revolution vs. Civil War and Video • Handout ̶Personalities of the Cold War” • Lecture- Purpose of the Plans • George F. Kennan reading • Text reading and Map of Asia and the Long March • Video “Tiananmen Square” • Study main issues and prepare for a role play with a “Soviet official” voicing their concerns and complaints • Student presentations on 1948, 1956, 1967 and 1973 providing maps to show how territories have changed. Role-play with a Palestinian voicing demands for homeland and Israeli Jew giving reasons for security and present day borders • Study original principles of communism, worksheet from TCI on Lenin, Lenin’s NEP, then show video/discuss collapse of Berlin Wall (1989) and Soviet Union 1991. • Lecture/discuss inherent weaknesses of communism • Compare League of Nations to United Nations • Strong points through outlines of 1935 Ethiopia and 1950 Korea • List countries of Warsaw Pact, NATO and OAS
10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.		• “Students lead us around the world” group presentations and lessons taught by students. Each group of 4 students researches a different region of the world to give a lesson and teach the class. Requirements include a map of the region, other visuals, history of region, challenges to the region and the regions international relationships.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).		• Map of technological and communication information • Current Events articles on different nations development of technological integration.