Higley Unified School District World History Grade 10 Revised Aug Third Nine Weeks

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1 Third Nine Weeks Era of European Industrialism and Imperialism, 1800 CE to 1914 CE (Duration 3-5 Weeks) Big Ideas: Essential Questions: 1. The Industrial revolution changed the way people lived and worked. 2. In 1848, liberals and nationalists rebelled against many of the conservative governments of Europe. 3. Industrialization led to dramatic increase in productivity and to new political theories and social movements. 4. Radical changes in the economic and social structure of the West were matched by equally dramatic artistic and intellectual changes. 5. Through the new Imperialism, Westerners controlled vast territories, exploited native populations, and opened markets for European products 6. European Imperialism was met with resistance and violence as Nationalism was used to speak-out against foreign occupation. 1. What factors impact a society s economy? 2. What were some of the effects of the Industrial revolution? 3. Why might growing nationalism have posed a threat to rulers of large territories? 4. In what ways do technological advances contribute to historical turning points? 5. What is the effect of a particular type of government on a society? 6. What is the relationship between imperialism and oppression? 7. What factors might contribute to a failure of democracy? 8. How did Asia change as a result of revolution and Western influence? Vocabulary Entrepreneurs Socialism Bill of Rights Unification Regime Proletariat Mass production Protectorate Indigenous Viceroy Sepoy

2 Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources C6 C7 C7 C7 C7 PO6 PO1 PO3 PO4 PO5 (PS) Analyze the social, political, and economic development and impact of the Industrial Revolution. (SS) Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition, and spread of European culture/religion) for imperialism. (PS) Describe the division of the world into empires and spheres of influence during the 18 th and 19 th centuries (e.g., British, French, Dutch, Spanish, American, and Belgian). (PS) Analyze the effects of European and American colonialism on their colonies (e.g., artificially drawn boundaries, one-crop economies, creation of economic dependence, population relocation, cultural suppression). (PS) Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, and Zulu Wars) by people under colonial rule at the end of the 19 th century.

3 Third Nine Weeks World War I, Russian Revolution, & Rise of Nationalism (Duration 3-5 Weeks) Big Ideas: 1. Militarism, Nationalism, and a crisis in the Balkans led to World War I. 2. The fall of the Czarist regime and the Russian Revolution put the Communists in power in Russia. 3. Peace and stability were short-lived after World War I as a global depression weakened Western democracies and many European counties turned toward oppressive dictatorial regimes. Essential Questions: 1. In what ways did the system of European nation-states help lead to WWI? 2. What led to the fall of the Czarist regime in Russia? 3. What explains the disasters that befell Europe in the first half of the twentieth century? 4. In what ways were the world wars a motor for change in the history of the twentieth century? 5. What aspects of Europe s nineteenth-century history contributed to the First World War? 6. In what ways was the Great Depression a global phenomenon? Vocabulary Triple Alliance Triple Entente Mobilization Propaganda Bolsheviks Armistice Totalitarianism Nationalism Communism/Marxism Fascism Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources C8 PO1 (PS) Examine the causes of World War I. C8 PO2 (PS) Analyze the impact of the changing nature of warfare in World War I.

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5 Arizona Department of Education Common Core Standards Grade Cluster Standard Common Core Standards Explanations & Examples HUSD Support Materials & Resources Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. The standard asks students to create a chain of causation which can be supported by details from the text. When such a chain cannot be clearly built, students are to acknowledge that causation is not complete and clear 10 R Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 10 W Write arguments focused on discipline-specific content Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization The standard asks students to evaluate a primary source noting how its structure reinforces its meaning. Students identify the parts of text and how they work together as a whole. They identify thesis statements, supporting details, and conclusions, as well as transition statements. They recognize the power of voice and diction in texts.

6 that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding

7 statement or section that follows from or supports the argument presented Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. The standard requires the use of writing that is appropriate to a specific task, purpose, and audience. a. The standard requires the use of writing that is appropriate to a specific practical task and its audience. 10 R Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 10 W Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the This standard addresses students developing and strengthening their writing through the writing process with a focus on purpose and audience

8 text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Write arguments focused on discipline-specific content Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and

9 counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases.