9th Grade World Cultures Curriculum

Transcription

1 9th Grade World Cultures Curriculum This curricula and accompanying instructional materials have been developed to align with the NJSLS and in accordance with the NJ Department of Education s guidelines to include: Curriculum designed to meet grade level expectations, integrated accommodations and modifications for students with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative, summative, and alternative assessments, a list of core instructional and supplemental materials, pacing guide, interdisciplinary connections, integration of 21 st century skills, integration of technology, and integration of 21 st Century Life and Career standards. About the Standards In 1996, the New Jersey State Board of Education adopted the state's first set of academic standards called the Core Curriculum Content Standards. The standards described what students should know and be able to do upon completion of a thirteen-year public school education. Over the last twenty years, New Jersey's academic standards have laid the foundation for local district curricula that is used by teachers in their daily lesson plans. Revised every five years, the standards provide local school districts with clear and specific benchmarks for student achievement in nine content areas. Developed and reviewed by panels of teachers, administrators, parents, students, and representatives from higher education, business, and the community, the standards are influenced by national standards, research-based practice, and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in 1875 by the New Jersey Constitution. Currently the standards are designed to prepare our students for college and careers by emphasizing high-level skills needed for tomorrow's world. The New Jersey Student Learning Standards include Preschool Teaching and Learning Standards, as well as nine K-12 standards for the following content areas: 21st Century Life and Careers, Comprehensive Health and Physical Education, English Language Arts, Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World Languages The most recent review and revision of the standards occurred in However, the standards in language arts and math underwent an additional review in 2015 with adoption by the New Jersey State Board of Education in May 2016.

2 Lower Cape May Regional School District Curriculum Content Area: Social Studies Course Title: World Cultures Grade Level: 9 Unit 1: The Age of Global Encounters Renaissance Reformation Exploration & Discovery Unit 2: The Age of Revolutionary Change Absolutism & Constitutionalism Scientific Revolution & Enlightenment Political Revolutions(French & Latin American) Unit 3: Industrialization & The New Global Age Industrial Revolution Rise of Nationalism The New Imperialism Unit 4: The Era of Great Wars World War I/Russian Revolution Between the Wars World War II Unit 5: The Modern World Cold War Decolonization Modern Conflicts Globalization Revised: August weeks 7 weeks 7 weeks 8 weeks 7 weeks Board Approved On:

3 Lower Cape May Regional School District 9th Grade World Cultures Curriculum Unit 1 Overview 9th Grade World Cultures Unit 1: The Age of Global Encounters 9th Grade Unit Summary: By the 14th Century Europe had climbed free from the depths of the Medieval Era and began to experience a period of tremendous intellectual, artistic, and political change. This period of change resulted in economic growth, religious strife, and international exploration and exchange. A revival of capitalism known as the commercial revolution would spread through Europe. This growth would lead to an increased fascination with the classical past in the form of the Renaissance. After years of neglect and corruption the Church came under attack from within leading to the era known as the Protestant Reformation. In addition, it would be during this time that foundations for European domination of the rest of the world would begin via exploration and colonization. Interdisciplinary Connections: New Jersey Student Learning Standards English Language Arts/Literacy RH WHST WHST RH WHST RH WHST Visual and Performing Arts AR AR Science SCI A.3 SCI B.c 21st Century Themes, Skills, and Standards: 1) Creativity and Innovation Students attempt to recreate key Renaissance artistic techniques. 2) Critical Thinking and Problem Solving Students are forced to create an emergency plan for their mock Renaissance Italian city-state in case of an outbreak of the Plague.

4 3) Communication and Collaboration Students are asked to find a student from another class and discuss one figure each from the Renaissance, Reformation, and Age of exploration and then journal about their experience. 4) Information Literacy Students analyze the writings of Martin Luther from various points in his life to see the progress of the Protestant Reformation. 5) Media Literacy Students use periodicals to compare criticism of new scientific possibilities and worries to criticism of thinkers during the Scientific Revolution. 6) Financial, Economic, Business, and Entrepreneurial Literacy Emphasis placed on the revival of Capitalism as well as the Commercial and Price Revolutions. 7) Civic Literacy Formation of Communes and Republics in Renaissance Italy. Rise of Nation States and the New Monarchs(Consolidation of power amongst monarchs). 8) Health Literacy Impact of Eurasian diseases on the civilizations of the Americas during the Columbian Exchange. Technology Integrations: Google Chromebooks/Google Classroom PowerPoint Presentations Google Earth Google Documents All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Learning Targets CPI # B.2.a D.2.a Cumulative Progress Indicators (CPI) for Unit Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. Determine the factors that led to the Renaissance, the significance of the location of the Italian City-States was the center of the Renaissance, and the impact on the arts.

5 D.2.b D.2.d D.2.e C.1.e C.1.b D.1.a C.1.c D.1.d D.1.f D.2.c Determine the factors that led to the Reformation and the impact on European politics. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Determine the extent to which various technologies derived from Europe s interactions with Islam and Asia provided necessary tools for European exploration and conquest. Trace the movement of essential commodities from Asia to Europe to America, and determine the impact trade had on the New World s economy and society. Assess the political, social, and economic impact of the Columbian Exchange on Europeans and Native Americans. Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies. Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.

6 Unit Enduring Questions: What are the major political, economic and social developments that have defined this era? How has the environment and humans affected each other? How does science and technology alter and advance the path of human progress? How do cultures develop and what happens when they interact with each other? How do the arts reflect human thought and understanding of the world around them? Unit Enduring Understandings: Students will understand that The Renaissance, Reformation, and era of European conquest of other parts of the world occurred simultaneously and the impacts of each are interrelated. The Renaissance began in Italy in large part because of the vast economic and commercial growth experienced by Italian Merchants. A complex system of patronage was created to support the construction of architectural and artistic masterpieces that served to project the newfound power and status of important Italian families. Artists, writers, and scholars alike renewed their interest in all things classical. Soon this wave of Humanism spread north to the low countries, France, Spain, England and the German States. Christian Humanists would place more religious focus on the power and importance of the individual before God. As a result of charismatic leadership and the power of the printed word, Europe became divided on religious grounds. Only a few centuries earlier the Church reigned supreme as a universal institution that helped to define Europe. However, several centuries of corruption, poor 5 How has the environment and humans affected each other? How does science and technology alter and advance the path of human progress? leadership and moral decay brought with it the Protestant Reformation and the Era of Religious Warfare. Motivated by religious zeal and economic ambition, young men set sail from Europe in hopes of reaching mythical destinations. Throughout the 14th, 15th, and 16th centuries onward explorers and conquerors set forth upon Africa, Asia, and the

7 Americas in hopes of gaining new spice trading routes. As a result two new continents were officially discovered and European culture, technology, plants, animals, and disease spread throughout the world. The resulting Columbian Exchange would shape the fate of multiple continents. The geographic location of the European Continent and the proximity of seafaring nations on the Iberian Peninsula to water allowed those nations to take the lead in the era of exploration. Nations such as Portugal and Spain took an early lead and played a major role in the development of the cultures and histories of Central and South America. Due to their isolation, the peoples of the Western Hemisphere were powerless to stop the onslaught of diseases that would in time help to contribute to the decline of that regions population by more than 90%. The Columbian Exchange involved the spread of plants, animals, and disease from the New World to the Old World and vice versa. There were few domesticated animals in the New World, certainly no large beasts of burden. As a result of the exchange horses, cattle, and other domesticated animals were brought to the New World. The horse in particular dramatically transformed communication and transportation in the New World. The addition of gunpowder and movable type printing are two examples of how technology altered human progress. Gunpowder would forever change the way armies were organized and equipped. The social status enjoyed by Knights would soon come to an end. The invention of the Printing Press would make it virtually impossible to contain new ideas of ways of thinking. It can be argued that the use of this technology was as influential, if not more, than the actual ideas put forth by the leaders of the Reformation.

8 New developments in ship design and navigation helped to propel Europe into a new period of globalization. Due to new advances in the design of sails, rudders, masts, and cannon technology Europeans would come to dominate the seas. This 6 How do cultures develop and what happens when they interact with each other? How do the arts reflect human thought and understanding of the world around them? would lead to unprecedented political and economic power. The shape of the continents in the Western Hemisphere prevented ideas from spreading quickly leading the peoples of those continents to be at a great disadvantage to Europeans. Due to centuries of interconnected existence the peoples of Eurasia developed more rapidly. Eurasian people acquired better immunity to disease, deadlier weapons, and produced larger, more complex civilizations. This became very evident during the era of European Exploration, Conquest and Colonization of the Americas. Prior to and after the arrival of the Europeans into Asian territories, China and Japan began to turn inward and reject outside influences. Both the Ming Dynasty in China and the Tokugawa Shogunate in Japan rejected most of what the Europeans had to offer. Due to this inward approach as well as their geographic isolation from the West, China and Japan would eventually find themselves falling left behind. During the Renaissance artists, architects, poets, scientists, and other learned peoples rediscovered their classical roots and expressed this devotion through all types of crafts. The people of this era used the arts to criticize institutions such as the church or government. They constructed larger than life edifices to call attention to the grandeur of their advancements. Literary figures expressed what they saw happening around them into poetry, political science, and epic storytelling.

9 Unit Objectives: Students will know. Martin Luther, John Calvin, Henry VIII and other religious/political leaders challenged the authority of the Catholic Church and resulted in the creation of new religions. The Catholic Church attempted to stop the spread of Protestantism through a movement known as the Counter-Reformation. The geographic location of Italian city-states was the reason that Italy was the center of the Renaissance. The Renaissance had a major impact on new intellectual, philosophical and scientific ideas on how humans viewed themselves and the world around them. The factors that led to European exploration in the fifteenth century, collectively referred to as God, Glory and Gold, were augmented by new navigation technologies. Colonization in the Americas led to exchange of new types of goods and the establishment of new patterns of trade. Portugal and Spain s successes encouraged other European nations to explore, colonize, and conquer indigenous peoples. Unit Objectives: Students will be able to... Write an analysis using maps, charts, primary and secondary documents to show the influence of the printing press. Differentiate between the several Protestant leaders and their beliefs. Analyze reforms made by the Catholic Church during the Counter-Reformation. Develop a descriptive definition of the Italian Renaissance and explain how its key elements altered European society. Develop a descriptive definition of the Northern Renaissance and explain how its focus on Christian Humanism contributed to the Protestant Reformation. Determine the new technologies available to European explorers and analyze the major motivations for exploration, conquest and colonization of the Americas. Write about the impact of the Columbian Exchange and new economic systems on Europe and the Americas. Lower Cape May Regional School District 9th Grade World Cultures Curriculum

10 Unit 2 Overview Content Area: 9th Grade World Cultures Unit Title: The Age of Revolutionary Change 9th Grade Unit Summary: During the Age of Revolutionary Change Europeans debated over the optimal forms of government as well as the basic foundations of society. It is within this era that many of the cornerstones of our modern scientific, intellectual, and political systems were established. This debate would not be solely intellectual. Most of Europe would experience some form of violent conflict in order to formulate answers to the important questions of the day. Interdisciplinary Connections: New Jersey Student Learning Standards English Language Arts/Literacy RH WHST WHST RH WHST RH WHST Visual and Performing Arts AR AR Science SCI A.3 SCI B.c 21st Themes, Skills, and Standards: 1) Creativity and Innovation Students create a movie poster about the achievements of their favorite absolute monarch. 2) Critical Thinking and Problem Solving Reach the goals of the French Revolution in a non-violent way...is it possible? 3) Communication and Collaboration Wiki posting in response to this question: Was the French Revolution inevitable?

11 4) Information Literacy Students compare different accounts of the English conquest of Ireland under Cromwell. 5) Media Literacy Compare rhetoric of the French Revolution to criticism of it from outside sources such as English media. 6) Life and Career Skills 7) Financial, Economic, Business, and Entrepreneurial Literacy Mercantilism, colonialism and their economic consequences. 8) Civic Literacy Role of government in a crisis...a review of the French Revolution s Reign of Terror. 9) Health Literacy A critique of Absolutism and centralization of power: The consequence of the building of the city of St. Petersburg, Russia. Technology Integrations: Google Chromebooks/Google Classroom PowerPoint Presentations Google Earth Google Documents All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Learning Targets CPI # A.2.a A.2.b A.2.c Cumulative Progress Indicators (CPI) for Unit Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-europeans in European society. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the

12 English limited monarchy) C.2.a D.2.c D.2.d A.3.a A.3.b A.3.c A.3.d B.3.c C.3.f D.3.a D.3.e Relate the development of more modern banking and financial systems to European economic influence in the world. Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. Relate the role of geography to the spread of independence movements in Latin America. Determine the extent to which Latin American political independence also brought about economic independence in the region. Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

13 Unit Enduring Questions: What are the major political, economic and social developments that have defined this era? How has the environment and humans affected each other? How does science and technology alter and advance the path of human progress? How do cultures develop and what happens when they interact with each other? How do the arts reflect human thought and understanding of the world around them? Unit Enduring Understandings: During the 16th and 17th centuries many of Europe s monarchs centralized their power, increased the size and scope of their influence and increased the size of their standing armies. At the start of this period Spain held the reins of international power. Overtime that mantle would be fought over by other European nations. Through warfare and diplomacy England and France would vie for power developing contrasting political systems along the way. In England a bloody civil war and the threat of a second would lead to the development of a constitutional monarchy and the rule of law. A debate over the merits of this civil war as well as a new, more logical approach to society at large would help to change the way Europeans viewed the world in which they lived. The major figures of the Enlightenment would come to challenge nearly every tenet of western civilization and thought. In France, monarchs would grant tax exemptions and special privileges to nobles in exchange for absolute power. Overtime these privileges of the nobles combined with overspending by the crown would lead France on a downward spiral headed to economic ruin and perhaps the most influential political and social revolution the world has ever seen. During the era of the Napoleonic wars France conquered or pacified nearly all of Europe. However, due to geography France s nemesis England was able to remain unscathed across the English Channel. Due to England holding naval superiority over France, Napoleon was unable to knock the British out of the war. Overtime Napoleon was defeated at the hands of the harsh Russian winter and the constant pressure applied

14 by the English. Scientific thinkers such as Copernicus and Newton forever altered the way humans view the universe around them. These important advances did not come without criticism or debate. It would take some time for these breakthroughs in theory to transform into applied science. In this same era dramatic advances were being made in the realm of medical knowledge. Accurate depictions of the human anatomy as well as an understanding of the circulation of blood were finally being understood. Due to its relative isolation and distance from Western Europe, many important trades, technologies, and cultural advances had not moved as far east as Russia. Relative to western Europe, the Russia that Peter the Great inherited was backward and archaic. In order to modernize his nation, Peter instituted a policy of Westernization in order to bring Russia up to speed with the rest of the world technologically, economically and socially. Upon his death, Russia had become part of and one of the great European powers. The literature and art of the Age of Reason came to reflect the dramatic events that were transpiring. David s Death of Marat and Goya s the Third of May are more than just paintings. They are historical accounts of earth shattering events. The literature of this period critiqued all members of society for their flaws and missteps. Unit Objectives: Students will know. The printing press, Scientific Revolution, and Age of Enlightenment were factors that led to revolutions throughout Europe and the Americas. Internal conflict, unstable economies, and Unit Objectives: Students will be able to Write about the factors that led to the rise of absolute monarchs in Europe. Identify the major Enlightenment thinkers and evaluate the impact of their ideas on social and political change.

15 rising competition between neighboring countries propelled the rise of absolute monarchs. Enlightenment social and political theories emphasized democratic concepts, individual and natural rights, and the relationship between government and its citizenry. The American Revolution was brought about by colonial dissatisfaction with taxes and their own representation within the government, which in turn influenced others to revolt against traditional forms of government. The French Revolution was propelled by civil unrest, ineffective leadership, widespread hunger, a rigid social class structure, and charismatic leadership. Enlightenment thinkers influenced the Declaration of Independence, the U.S. Constitution, and the U.S. Bill of Rights, which in turn influenced France s Declaration of the Rights of Man and of the Citizen. Determine the causes of the American Revolution and write about how it influenced the French Revolution. Analyze the causes of the French Revolution. Research enlightenment thinkers ideas and apply them to revolutionary documents. Explain the impact of Enlightenment ideas on revolutionary change in Latin America. Analyze the extent to which revolutions in North America and France brought about expectations of liberty, equality, and justice. Identify and assess the role of key revolutionary leaders throughout Latin America, including Touissant L Ouverture, Simon Bolivar, and Jose de San Martin. Compare and contrast the Latin American revolutions. Analyze the short and long term effects of the independence movements in Latin America.

16 Lower Cape May Regional School District 9th Grade World Cultures Curriculum Unit 3 Overview Content Area: 9th Grade World Cultures Unit Title: Industrialization and the New Global Age 9th Grade Unit Summary: Industrialization changed the way people worked and lived. More powerful, industrialized nations reached out to dominate Asian and African areas economically and politically to protect their own interests through Imperialism. The revolutions and independence movements of the previous era helped to redefine the relationship between the government and the governed while the concept of the nation shaped how people defined their identity. Both trends lead to greater international competition and interdependence. Interdisciplinary Connections: New Jersey Student Learning Standards English Language Arts/Literacy RH WHST WHST RH WHST RH WHST Visual and Performing Arts AR AR Science SCI A.3 SCI B.c 21st Century Themes, Skills, and Standards: 1) Creativity and Innovation Create a visual representation to review the major themes associated with one of the following topics: Industrial Revolution, Nationalism or Imperialism 2) Critical Thinking and Problem Solving Hold a simulated Indian National Congress debate of whether or not British Imperialist rule in India should continue or end.

17 3) Communication and Collaboration With a partner, write a series of letters between siblings who moved from the farm to different cities looking for work during the Industrial Revolution. 4) Information Literacy Compare the different accounts of the Opium Wars from the British and Chinese perspective. 5) Media Literacy In a PowerPoint presentation, compare the influences of Western culture in the non- Western world in the nineteenth and the late twentieth centuries 6) Life and Career Skills 7) Financial, Economic, Business, and Entrepreneurial Literacy Create a poster highlighting the positive and negative aspects of one of the following 19th century economic theories: laissez-faire capitalism, socialism, utilitarianism or scientific socialism (communism). 8) Civic Literacy Compare the constitutions of the German Republic and Meiji Japan during the late 19th century. 9) Health Literacy Analyze the impact of improved sanitation and medical knowledge in combating the spread of communicable diseases in developed nations. Technology Integrations: Google Chromebooks/Google Classroom PowerPoint Presentations Google Earth Google Documents All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Learning Targets CPI # A.3.e A.3.f Cumulative Progress Indicators (CPI) for Unit Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government. Compare and contrast the struggles for women s suffrage and workers rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.

18 A.3.g B.3.a B.3.b C.3.a C.3.b C.3.c C.3.d C.3.e D.3.b D.3.c D.3.d D.3.e Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. Analyze interrelationships among the agricultural revolution, population growth, industrialization, specialization of labor, and patterns of land-holding. Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources. Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions. Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes. Assess the impact of imperialism on economic development in Africa and Asia. Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children. Compare and contrast China s and Japan s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century. Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives. Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

19 Unit Enduring Questions: What are the major political, economic and social developments that have defined this era? How has the environment and humans affected each other? How does science and technology alter and advance the path of human progress? How do cultures develop and what happens when they interact with each other? How do the arts reflect human thought and understanding of the world around them? Unit Enduring Understandings: The ideas of the Enlightenment continued to inspire revolutions, inspire governments to experiment with more democratic values and force older landbased empires to struggle with change and adapt to the new age. The nation became the new concept of identity in the 19th century and would soon spread worldwide giving rise to new industrialized powers like Germany and Japan. Nationalism also fostered a spirit of competition amongst European powers to imperialize Africa and Asia. Industrialization brought about the mechanization of labor and the factory system forever altering the nature of work in the world. Free wage laborers were more desirable in this new free market driven economy thus allowing for the emancipation of slaves and serfs. Within the new industrialized powers, a greater divide amongst the social classes became more evident prompting new economic and social philosophies/theories and social unrest. Economic competition among industrialized powers also led to imperialism and a divide between the industrialized and nonindustrialized world in terms of wealth, power and political influence. As a result of Industrialization, the middle class emerged as a new force politically by leading the Nationalistic political revolutions of the era and economically by pushing for a higher standard of living. Women gained some economic opportunities in the factories and began to organize politically for equal rights. The working class also emerged as a force for change. Through union organization, workers were able to advocate for change in working conditions. Imperialism continued to

20 perpetuate Western misconceptions developed in previous eras about race and superiority in relation to others in the world. The resources locally available fueled the earliest phase of the Industrial Revolution, so the resulting imperialism on a globalscale emerged from the need for additional resources. Subsequently, many of the political and economic decisions made in this period resulted in environmental change where industrialized societies shifted from a rural way of life to an urban way of life. Consequently, the environmental impact of human activity resulted in changed landscapes and greater levels of waste. Industrialization also allowed humans to bypass traditional geographic barriers and boundaries with the advent of steam technology and locomotion making virtually every corner of the globe accessible. Changes brought about by the Agricultural Revolution of the 18th century gave rise to the technological breakthroughs of the Industrial Revolution. New technologies advancements quickened the pace of life and as population grew, may migrated to the cities in search of opportunities in the textile factories and other industries. Then the invention of the steam engine revolutionized the nature of work, transportation and communication. During this era, the enormous developments in technology changed how people worked, communicated, traveled and went about their daily lives. Overall, the application of the understandings gained from the Scientific Revolution toward practical ends built upon the ideas of others leading to constant improvement, efficiency and reliability. At the same time, huge advancements in medicine and science helped to improve the general quality of life for many humans. With the development of industrialization, almost everything changed as the world became truly interdependent. The way people worked, lived,

21 traveled, related to their families, communicated, and identified themselves changed for many people. The industrialized nations in search of raw material and new markets often imperialized areas to protect economic interests. Western culture strongly influenced many Asian and African areas through colonization, and Asian and African culture and art were extremely influential on European intellectuals and artists. Enlightenment ideas such as equality, freedom of speech and freedom of religion became very influential in many parts of the world. At the same time, traditional organization (ex. Religious) reasserted their values to maintain power and influence. The rapidly transforming industrial world resulted in the creation of new forms of entertainment for urban working-class, new literature and revolutionary new philosophical ideas, exhibitions, fairs and amusement parks, professional sports, as well as the first department stores with widely available consumer goods. With industrialization came new imperialism and interactions. The arts and culture of Europe were influenced by contact with Asia and Africa, and new more modern forms developed like Romanticism that sought to glorify nature and excite strong emotions, Realism that attempted to represent the world as it was and Impressionism that sought to create depictions of the first fleeting impression of real life. At the same time, the Japanese started to integrate western styles into traditional art forms.

22 Unit Objectives: Students will know. The Industrial Revolution began in Great Britain because of the availability of raw materials, markets, and governmental support. The technological breakthroughs of the Industrial Revolution included advancements in power, transportation and communication. The transition from cottage industry to the factory system changed where and how people worked and lived. During the late 1800s, cities grew and changed, and education, leisure time activities, and the arts reflected those changing times. The Industrial Revolution spread to Western Europe and the United States within a few decades. Advances in science and technology led to new theories about the natural world and human mind, improving quality of life and leading to longer life spans. The Industrial Revolution inspired new ideas about economics including capitalism, socialism and communism. The Industrial Revolution led to economic, social, and political reforms. Unit Objectives: Students will be able to... Explain why the Industrial Revolution began in Great Britain. Describe the key inventions that helped move production of goods out of private homes and propelled the Industrial Revolution. Write about how the factory system affected workers and labor practices. Create a visual representation that illustrates the stages of the industrial revolution s effects on an English village from 1750 to Draw conclusions regarding the positive and negative impact of industrialization and urbanization on people s lives. Discuss how and why the Industrial Revolution spread through Europe and other parts of the world. Examine the advances in medicine, sciences and technology in the late 19th century. Evaluate the feasibility of the economic theories of capitalism, socialism, and communism. Write about the roles of government and workers in bringing about social reform and unionization. Evaluate the advantages of industrialized countries over those that did not industrialize. Countries where the Industrial Revolution did not spread were at a global disadvantage at the end of the 19th century

23 Lower Cape May Regional School District 9th Grade World Cultures Curriculum Unit 4 Overview Content Area: 9th Grade World Cultures Unit Title: The Era of Great Wars 9th Grade Unit Summary: The year 1914 marks the beginning of World War I, which in many ways was caused by the tremendous changes of the long 19th century. This war marked a change in warfare, diplomacy, technology, communication, and global hegemony. At its conclusion, Europe was significantly weakened, questioned the very value system and logic that lead them toward war and had difficulty maintaining its global dominance over the rest of the world. As a result, Europe s colonies developed their own sense of identity and nationalism, and rebelled against their rulers. Political revolutions swept the world (ex. Russia), as outdated and unresponsive governments were overthrown. The world also became closer and more connected than ever with developments in technology and communication. Issues left over from the first World War lingered along with the aggressive acts of Nazi Germany, Fascist Italy and Ultra-nationalistic Japan instigated World War II. The war stands as the most costliest and deadly war in human history as a result of sheer number of people involved, the new technologies employed in the war (tanks/planes/aircraft carriers/bombs), unspeakable acts of horror (the Holocaust) and fighting that left an unconditional surrender ushering in the atomic age. As a result, Word War II brought with it enormous global changes from the Holocaust being revealed, the peace settlement leaving the United States and Soviet Union as the lone superpowers ushering in the Cold War, Europe & Japan needing to rebuild, the decline of colonialism, greater opportunities for women in western societies and the creation of International Organizations like the United Nations. Interdisciplinary Connections: New Jersey Student Learning Standards English Language Arts/Literacy RH WHST WHST RH WHST RH WHST

24 Visual and Performing Arts AR AR Science SCI A.3 SCI B.c 21st Century Themes, Skills, and Standards: 1) Creativity and Innovation Create a visual representation to review the major themes associated with one of the following topics: Aggression and Appeasement prior to World War II. 2) Critical Thinking and Problem Solving In groups, create a peace treaty that merges together the goals of European leaders (France & Great Britain) and President Wilson s (United States) at the Paris Peace Conference after World War I. 3) Communication and Collaboration With a partner, write a series of letters between siblings who are fighting on different fronts of World War II. 4) Information Literacy Compare the different accounts of anti-semitic Nazi persecution from varying perspectives. 5) Media Literacy In a PowerPoint presentation, analyze the impact of Jazz music as a defining feature of Post-World I culture. 6) Life and Career Skills 7) Financial, Economic, Business, and Entrepreneurial Literacy Create a poster highlighting the various governmental reactions to combat the Great Depression. 8) Civic Literacy Trace the development of International Law & Justice by creating an interactive timeline from 1900 to ) Health Literacy Analyze and rank the top 5 medical advancements of this era and their impact on the modern world. Technology Integrations: Google Chromebooks/Google Classroom PowerPoint Presentations Google Earth

25 Google Documents All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Learning Targets CPI # A.4.a A.4.b A.4.c A.4.d A.5.c B.4.a B.4.b B.4.c B.4.d C.4.a C.4.b Cumulative Progress Indicators (CPI) for Unit Explain the rise of fascism and spread of communism in Europe and Asia. Compare the rise of nationalism in China, Turkey, and India. Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese. Assess government responses to incidents of ethnic cleansing and genocide. Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and Determine how geography impacted military strategies and major turning points during World War II. Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East. Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II. Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice. Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property).

26 C.4.c C.4.d D.4.a D.4.b D.4.c D.4.d D.4.e D.4.f D.4.g D.4.h D.5.a D.4.i D.4.j D.4.k Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period. Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I. Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics. Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II. Compare how Allied countries responded to the expansionist actions of Germany and Italy. Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of total war Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia. Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the longterm consequences of genocide for all involved. Analyze how the social, economic, and political roles of women were transformed during this time period. Analyze how the arts represent the changing values and ideals of society.

27 D.4.l Assess the cultural impact of World War I, the Great Depression, and World War II. Unit Enduring Questions: What are the major political, economic and social developments that have defined this era? How has the environment and humans affected each other? How does science and technology alter and advance the path of human progress? How do cultures develop and what happens when they interact with each other? How do the arts reflect human thought and understanding of the world around them? Unit Enduring Understandings: If the 19th century the nation-state had its start, in the 20th century the nation-state seems to have taken over the world. There seems to be no area that is not a nation-state today. This rise in the nation-state and nationalism has lead to the use of a variety of political ideologies and systems from totalitarianism to democracy. Both ideologies were at odds with each other during the early half of the 20th century resulting in two Global Conflicts and two different approaches to economic depression. During the early 20th century, the economies of nation-states around the world became more integrated and dependent upon each other. The Great Depression exemplified how integrated the industrial and financial markets of industrialized nations were. This along with World War I and World War II left European economies in disarray and new powers with competing ideologies (United States & Soviet Union) to drive the world economy in the post-war era. The introduction of communist governments in various parts of the world challenged traditional social structure models, attempting to empower the working and peasant classes. However, new elite party classes often emerged replacing the older ruling class. Women gained both the right to vote in many parts of the world as well as access to new economic opportunities, education, and health. After World War I, rebellious young people rejected the moral values and rules of the Victorian Age establishing a trend for subsequent generations. War also changed the social values and the class structures of many societies.

28 Both World Wars left a terrible imprint on the environment, particularly in Europe and Japan. Urban landscapes, rural foodstuffs, networks of transportation and communication were destroyed in the wake of the global conflict. The introduction of atomic energy and weaponry left many questions unanswered for the long term implications of radiation and the morality of devastation at such a large scale. The trend toward urbanization continued to be the course of human migration, however both World Wars also left many people displaced from their original homelands. Recent migrants also mainly moved due to the lack of resources, religious or ethnic persecutions and population pressure and faced many of the challenges associated with urban life: slums, unemployment and underdevelopment. Life continued to be altered greatly by the scientific and technological innovations that had taken off since the start of the Industrial Revolution. As more nations became industrialized, the quality of life subsequently improved. The speed of communication and transportation rapidly increased with the advent of radio, film, the airplane and automobile. Advances in chemistry, physics and human psychology revolutionized science and thought. New technologies also helped to create a mass culture shared by millions in the world s developed countries. However, many of the scientific and technological innovations that improved life were also used by nations to deliberately and systematically control, subjugate and/or destroy ethnic/racial, political and cultural groups. The pace and rate of development and interaction grew rapidly during this time-period. Some societies continued to expand at a tremendous rate in the 20th century with the same forces of the 19th century like industrialization, democratic movements, the rise of nationalism, and increased communication. However, some societies continue

29 to hold onto and maintain their traditions. The world has become more closely connected with varying results throughout the course of the 20th century forming what some refer to as a global culture. However, most interaction during this period stemmed from, resulted in or ended in conflict as with the First and Second World Wars or showed the greater interconnectedness of human activity with the Great Depression. Western culture experienced much change in the years after World War I, through the Great Depression and into World War II. Traditional ideals born in the Enlightenment and Scientific Revolution of progress, advancement and reason gave way to a greater sense of uncertainty. The artistic and literary trends shifted from realty towards other dimensions, greater freedoms and willingness to experiment. Totalitarian states like Germany and the Soviet Union also used the arts and forms of mass communication to instigate censorship, propaganda and terror to ensure their own personal power. Art was also used in colonies and developing nations as a vehicle to express a people s desire for political, social and economic changes. Unit Objectives: Students will know. By 1914, militarism, alliances, imperialism, and nationalism helped to create war. Trench warfare created a stalemate that prompted the use of new technology in battle. World War I and long-term social unrest Unit Objectives: Students will be able to... Explain how the alliance system, militarism, nationalism, and imperialism contributed to war. Identify the new modern warfare methods and strategies used in World War I.