Neolithic Revolution, River Valley Civilizations, & Israel 8000 BC 220 BC

Transcription

1 Unit 1 Unit Dates Important Historical Dates: August 21 August 29 7 days None Neolithic Revolution, River Valley Civilizations, & Israel 8000 BC 220 BC Enduring Understandings Essential Questions People seek stability in order to meet their Which characteristics of a civilization are most important to its success? needs. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary arable soil barter city-state cultural diffusion migration nomad theocracy urbanization civilization cuneiform sanskrit ziggurat Assurance Statements Students will be able to identify and describe the characteristics of a civilization. Students are able to explain the role of physical and human geographic factors and their impact on the development of or changes to political, economic, and social systems. TEKS and Content Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: 17A- Identify important changes in human life caused by the Neolithic Revolution 17B- Summarize the role of economics in driving political changes as related to the Neolithic Revolution A shift from a nomadic, hunter-gather lifestyle to permanent settlements with growing societies; societies became more civilized as shown by the characteristics of civilizations The family structure changed from a matriarchal society in Paleolithic age to a patriarchal society in the Neolithic age. The importance of women decreased as the permanent settlements became more advanced and developed into civilizations. Women became responsible for taking care of the home and family, leading to gender inequality because it was a form of unpaid labor. Hunter-gatherers farmers surplus job specialization governments Economic changes led to the formation of government (need for laws, maintaining irrigation systems, protection against invaders) Taxes and tributes helped support the government and fund projects. Suggested Resources McGraw-Hill Textbook: Neolithic Rev p Civilizations p River Valleys p ; Jarrett Book: p ; p.56 Nystrom Atlas: Neolithic p. 8-9 Mesopotamia p Egypt p India p China Role Play: Students will act out the characteristics of the Neolithic Revolution 1 P age Revised Spring 2017

2 History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: 2A- Summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations 2B- Identify the characteristics of civilizations The domestication of animals, the development of permanent settlements, the consistent use of irrigation, and job specialization led to the development of features of civilizations. 5 Characteristics of a Civilization: S specialized workers T the complex institutions (religion and government) A advanced cities R record keeping T technology History. The student understands traditional historical points of reference in world history. The student is expected to: 1A- Identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations Causes: hunter-gatherers, climate change, increasing population, food surpluses Effects: shift from food-gathering to food-producing led to sedentary societies (permanent settlements) and the development of the first cities - positive effects: growth of permanent settlements led to the creation of art, religion, and specialization of labor and irrigation systems established as crop production and land use increased - negative effects: the increase of populations living in cities caused the spread of disease; villages and cities sought protection from other groups as expansion of territory became the norm (farming and domestication of animals) in a group. (TEKS 17.A) Diary: Complete a diary entry as a woman experiencing the effects of the Neolithic Revolution. (TEKS 17.A) Chart: Create an illustrated flow chart summarizing how economics forced political changes. (TEKS 17.B) Activity: Tribes & Tasks Game (Canvas) (TEKS 2.A) Activity: Create a book illustrating the five characteristics of a civilization. (TEKS 2.B) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16B- analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations Rivers allowed for fresh water sources, which led to fertile soil and irrigation technology. As a result, cities and later civilizations flourished due to the surplus of agricultural products. Rivers were also essential for intra-regional and inter-regional trade. Physical features, such as mountains and deserts, influenced the development of some civilizations. Examine maps of the river valley civilizations with scaffolding questions on factors. Map: Create a physical map of the early river valley civilizations depicting the geographic features that drew people to settle in certain areas. 2 P age Revised Spring 2017

3 Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19A- Identify the characteristics of monarchies and theocracies as forms of government in early civilizations 19B- Identify the characteristics of the following political systems: theocracy Monarchies: Often military leaders who passed power to sons (inherited status) because they had the backing of the military; established early dynasties in river valley civilizations (Sumer of Mesopotamia); previously, power had resided in priests who served as rulers Theocracies: rulers were viewed as having divine power, (pharaohs in Egypt influenced the religion, government, and military though a vizier controlled day-to-day affairs) Social Studies Instructional Strategies: p 92, K.I.D.S. (Canvas) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20B- identify the impact of political and legal ideas contained in Hammurabi's Code Hammurabi s Code: written code of law based on legal traditions, provided stability, applied to all citizens but not equally; legal impact in that it created a judicial system to enforce the laws of the empire and to settle disputes. DBQ Project: Hammurabi s Code: Was It Just? Activity: Hammurabi s Code sheet (Canvas) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- describe the changing roles of women, children, and families during major eras of world history The family structure changed from a matriarchal society in Paleolithic age to a patriarchal society in the Neolithic age. The importance of women decreased as the permanent settlements became more advanced and developed into civilizations. Cartoon Strips: Create two cartoon strips, one depicting a matriarchal society in the Paleolithic age and the other a patriarchal society in the Neolithic age. Explain why the importance of women decreased. Culture. The student understands the relationship between the arts and times during which they were created. The student is expected to: 26A- Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; 26B- analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced Egyptian pyramids Mesopotamian ziggurats Epic of Gilgamesh Sumer Book of the Dead Egypt Hammurabi s Code Babylon Venn Diagram Resource: Short forms of the story, Epic of Gilgamesh (Canvas) 3 P age Revised Spring 2017

4 Science, Technology, and Society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27A- Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations Mesopotamia (region)/sumer (civilization): wheel, plow, sail, pottery, bronze works, cuneiform, number system based on 60, and 360 degree circles Phoenicians: alphabet Egypt: pyramids, hieroglyphics, papyrus, mummification, calendar system, medical advancements Indus River: sewer and plumbing systems in Mohenjo-Daro and planned city systems (grid system), standard system of weights and measures, writing system Huang He: writing symbol based on characters/oracle bones, silk, coined money, and ironworks Worksheet: Early Water Engineering Sheet (Canvas) TEKS Verb Content WH.1.A Identify major causes of the following events from 8000 BC to 500 BC - development of agriculture - development of river valley civilizations WH.1.A Describe major effects of the following events from 8000 BC to 500 BC - development of agriculture: permanent settlements, domestication of animals - development of river valley civilizations WH.2.A Summarize the impact of the development of farming on the creation of river valley civilizations - permanent settlements WH.2.B Identify the characteristics of a civilization - START WH.16.B Analyze the influence of geographic factors on the development of river valley civilizations - human geographic factors: changing gender roles, permanent settlements - physical geographic factors: rivers to sustain life and agriculture WH.17.A Identify important changes in human life caused by the Neolithic Revolution - matriarchal society to patriarchal society - sedentary life - need for political and economic systems WH.17.B Summarize the role of economics in driving political changes as related to the Neolithic Revolution - development of trade leads to the need for political and economic structures WH.19.A Identify the characteristics of different forms of government in early civilizations - monarchies: Mesopotamia - theocracies : Egypt WH.19.B Identify the characteristics of different political systems - theocracy: Egypt WH.20.B Identify the impact of the following ideas contained in Hammurabi s Code 4 P age Revised Spring 2017

5 - political ideas: people needed to have order with a system of laws - legal ideas: written law, judicial system WH.24.A Describe changing roles of various groups during major eras of world history - women: no longer matriarchal society - children - family: women cared for the family WH.26.A Identify significant examples of art from selected cultures that demonstrate an artistic ideal or visual principle from selected cultures - art develops in permanent settlements significant examples of architecture from selected cultures that demonstrate an artistic ideal or visual principle from selected cultures - ziggurats - pyramids WH.26.B Analyze examples of how different mediums reflect the history of the cultures in which they are produced - art - architecture - music - literature - drama WH.27.A Identify the origin of major ideas that occurred in the river valley civilizations - mathematics - science - technology the diffusion of major ideas that occurred in the river valley civilizations - mathematics - science - technology TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 5 P age Revised Spring 2017

6 Classical Empires & Religions: Eastern India and China 500 B.C. A.D. 550 Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 2 Unit Dates Important Dates: August 30 September 8 None 6 days Enduring Understandings Essential Questions The structure of civilization reflects the beliefs and Was China more culturally advanced than India? ideologies of a society. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Buddhism polytheistic civil service regime censorate filial piety caste system reincarnation civil service karma Confucianism religion deity Nirvana Hinduism dynasty regime Assurance Statements Students will be able to describe major political, religious/philosophical, and cultural influences of India and China. Students will be able to describe the historical origins, central ideas, and spread of major religious and philosophical traditions of India and China. TEKS and Content Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: 16A- Locate places and regions of historical significance directly related to major eras and turning points in world history Focus on the empires area of influence through Asia Students should recognize the central location of the Mauryan Empire and Gupta Empire in India, and the Zhou, Qin, and Han dynasties in China. They should analyze the role each played in trade and the diffusion of ideas between regions. History. The student understands traditional historical points of reference in world history. The student is expected to: 1B- Identify major causes and describe major effects from 500 BC to AD 600: development of India (Mauryan/ Gupta), China (Zhou/ Qin/ Han), and major world religions Causes: India- Aryans from central Asia conquered Dravidians leading to caste system; Mauryan Empire grows from Indian challenge to Greeks; Gupta Empire reunites India after Mauryan Empire crumbles; Hinduism- Aryans brought new religion based on reincarnation; Buddhism- Indian Prince Siddhartha Gautama abandons luxury to find end to suffering, missionaries spread religion throughout Asia; China- Suggested Resources McGraw-Hill Textbook: India p China p Religions p ; Jarrett Book: p Nystrom Atlas: Religion p India p. 24 China p Timeline: Create an illustrated timeline. 6 P age Revised Spring 2017

7 geography allows China to develop unique culture ruled by dynasties; Confucianism- arose in China during time of turmoil and war Effects: Cultural diffusion of religions; India s numeral system still used today; India s caste system became new social order; Confucianism philosophy, stressing peace and harmony, followed in China for centuries; Zhou Dynasty established Mandate of Heaven; Great Wall of China began under Qin Dynasty; Han Dynasty established Silk Road Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25A- Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India India: Caste system (impact of the system as a whole, not specific castes), Hinduism, Buddhism China: Mandate of Heaven (dynastic cycle),confucianism, civil service exam Diagram: Students will create a visual diagram of the caste system with accompanying explanations of what each level represents. Textbook: Changes in India s Civilization (p. 109) Brochure: Students will use the computer to research and create an in-depth brochure detailing the major ideas and religious/philosophical traditions of India and China. Culture. The student understands history and relevance of major religious and philosophical traditions. The student is expected to: 23A- Describe the historical origins, central ideas, and spread of major religious and philosophical traditions: Buddhism, Confucianism, Hinduism Hinduism is the dominant religion of India. It is over 4000 years old making its origins unclear. Unlike other religions, Hinduism has no recognized founder and lacks a singular holy text, instead having multiple sacred texts. Buddhism originated in India as a response to the lower castes who resented the inequality of the Hindu caste system and spread along the Silk Road to East Asia. Confucianism developed in China as a response to social problems and helped restore order based on the five relationships. It was later adopted by the Han dynasty and it became the basis of Chinese government, including the civil service exams. History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: 3A- Describe major political, religious/philosophical, and cultural influences of India and China 3C- Compare factors that led to the collapse of Han China Emphasize the role early civilizations played in the development of these classical societies and how later civilizations grew out of the classical civilizations. Paper: Students will write a page summary explaining in detail the fall of the Han Dynasty and ranking the significance of each factor as it contributed to the collapse. Social Studies Instructional Strategies: Create sensory figures from page 30 of Social Studies Instructional Strategies book (Canvas) 7 P age Revised Spring 2017

8 India: use of a caste system; development of Buddhism in India; Maurya Empire under Chandragupta and Asoka with a bureaucracy and the spread of Buddhism; Chandra Gupta s empire was the golden age in classical India. Discuss math, science, and technology contributions. China: Zhou Dynasty introduced the Mandate of Heaven and nobles ruled through a fragmented government of feudalism; establishment of Confucianism and Daoism; Qin Dynasty ruled by Shi Huangdi who used Legalism to unify China through an autocracy; building of the Great Wall; Han Dynasty: centralized government based on Confucian principles, complex bureaucracy with scholar-bureaucrats, civil service exams, invention of paper Fall of Han China: Corruption in the government, instability, size of the empires (too large to govern effectively), invasions from barbarian tribes, social inequality (rich/poor gap), high taxes, inequality in landownership with peasant revolts, decline of morals and values, unemployment and inflation, and decline of cities Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras or world history In Han China, wealthy families had many children. Sons could serve in the government; daughters could marry into other wealthy families. Marriages were arranged. Wealthy women were treated well and influential. Under Confucian teaching, women were subordinate to men. A woman obeyed her father, her husband, and her son. Jarrett Book: Complete the Acting as an Amateur Historian section on page 93 of the Jarrett book. Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26C- Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes Gupta artists painted colorful murals, while writers composed poems and plays written in Sanskrit. Rockcut caves and temple architecture was developed by Buddhist and Hindus used it as well. Qin dynasty begins construction of the Great Wall of China. Emperor Shih Huang-ti had workers build a large army of clay soldiers. Han dynasty invented paper and lead-glazed ceramics, and made advances in silk-weaving. TEKS Verb Content WH.1.B Identify major causes from 500 BC to AD 600 in the development of classical civilizations - India (Maurya and Gupta) - China (Zhou, Qin, and Han) WH.1.B Describe the major effects of the following events from 500 BC and AD 600 in the development of classical civilizations 8 Page Revised Spring 2017

9 - India (Maurya and Gupta) - China (Zhou, Qin, and Han) WH.3.A Describe major influences of India and China - political: Mandate of Heaven (divine right) - religious/philosophical: Hinduism, Buddhism, Confucianism - cultural: social stratification (caste system) WH.3.C Compare factors that led to the fall of Han China WH.16.A Locate places and regions of historical significance directly related to major eras and turning points in world history - India (Maurya and Gupta) - China (Zhou, Qin, and Han) WH.23.A Describe the following of major religious and philosophical traditions (Hinduism, Buddhism, Confucianism) - historical origins - central ideas - spread of these traditions WH.24.A Describe the changing roles of women, children, and families during major eras in world history - Han families - Confucian beliefs WH.25.A Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India - Caste System - Mandate of Heaven WH.26.C Identify examples of art, music, and literature and how they transcend the cultures in which they were created and convey universal themes - murals - paper - ceramics - silk weaving TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 9 P age Revised Spring 2017

10 Classical Empires & Religions: Central Israel and Persia 2000 B.C. B.C. 330 Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 3 Unit Dates Important Dates: September None 5 days Enduring Understandings Essential Questions The structure of civilization reflects the beliefs Which civilization, Israel or Persia, had the greatest influence on American society? and ideologies of a society. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Christianity empire Judaism Islam Assurance Statements monotheism trade unalienable rights diaspora pastoral nomad satrap Zoroastrianism Students will be able to describe major political, religious/philosophical, and cultural influences of Israel and Persia. Students will be able to describe the historical origins, central ideas, and spread of major religious and philosophical traditions of Israel and Persia. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions of historical significance directly related to major eras and turning points in world history Focus on the Persian Empire s area of influence in southwest Asia and the rise of Israel along the eastern Mediterranean region Students should recognize the central location of the Persian Empire between Asia, Europe, and North Africa and the role it played in trade and the diffusion of ideas between regions. History. The student understands how early civilizations developed from 800 BC to 500 BC. The student is expected to: 2C- Explain how major river valley civilizations influenced the development of the classical civilizations. The river valley civilizations (Sumer of Mesopotamia, Egypt, Indus Valley, and Huang He of China) ideas and achievements helped shape the civilizations that followed and laid the foundations for the organization of central governments Suggested Resources McGraw-Hill Textbook: Hebrews p Religions p. 36 Assyria & Persia p Jarrett Book: Hebrews p Persia p Nystrom Atlas: Hebrews p. 14; 38 Persia p. 33 Social Studies Instructional Strategies: p 171, Write Around and p 148, Sentence Stems (Canvas) 10 P age Revised Spring 2017

11 History. The student understands traditional historical points of reference in world history. The student is expected to: 1B- Identify major causes and describe major effects from 500 BC to AD 600: development of Persia and major world religions History. The student understands the contributions and influences of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: 3A- Describe major political, religious/philosophical, and cultural influences of Persia and Israel Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23A- Describe the historical origins, central ideas, and spread of major religious and philosophical traditions Causes: Persian Empire founded by Cyrus the Great (known for his religious tolerance); Darius created provinces ruled by governors (satraps) to administer the various people within the vast empire; Israel was founded by Abraham after he was called out of Mesopotamia by divine command. (Movie) Review: Students will write a page long review of the ancient Persian Empire and Israel. Your review will help people determine whether they want to visit Persia and/or Israel, relocate their family there, or join their piece of land to the empire. You must write in the style of a Siskel and Ebert movie review, and you should give enough details about the empire to help your audience make an informed decision. Effects: Zoroastrianism developed in the Persian region, and it first established monotheism, which influenced the later religions of Judaism, Christianity, and Islam; Judaism originated in Southwest Asia along the eastern coast of the Mediterranean sea; Abraham is considered the father of Judaism, Christianity, and Islam; the Persian Royal Road helped connect the empire with a system of communication and was used to promote trade, along with a standard system of weights and measures and the use of coins; Persian postal system made communication easier throughout empire. Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20B-Identify the impact of political and legal ideas contained in the following document: the Jewish Ten Commandments Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22A-Summarize the development of the rule of law from ancient to modern times Jewish Ten Commandments: Role of Moses, high of moral/ethical conduct, covenant between God and the Hebrew people (God s protection in exchange for keeping God s commandments); created the basis for civil and religious laws in Judaism. Judeo-Christian principles: spiritual equality of all people before God eventually leads to the concept of legal equality; the concept of separation of church and state is seen in "Render therefore unto Caesar the things which be Caesar's, and unto God the things which be God's.", and the idea of unalienable rights Primary Source: Student will examine the Jewish Ten Commandments and answers questions about the document 11 P age Revised Spring 2017

12 (life, liberty, and property) is reflected in the Judeo-Christian belief that God created man and the prohibitions against killing and stealing in the Ten Commandments. Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26C- Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes Jewish Bible Cyrus Cylinder Closer-look: Student will analyze Cyrus Cylinder and explain how it compares to America s modern freedoms. TEKS Verb Content WH.1.B Identify major causes from 500 BC to AD 600 on the development of Persia and major world religions - Persia - Zoroastrianism - Judaism - Christianity - Islam WH.1.B Describe major effects from 500 BC to AD 600 on the development of Persia and major world religions - Persia - Zoroastrianism - Judaism - Christianity - Islam WH.2.C Explain how major river valley civilizations influenced the development of the classical civilizations - Abraham and the creation of Israel WH.3.A Describe the major influences of Israel and Persia - political: Persian Royal Rd, postal system, weights and measures, coins, satraps - religious/philosophical: Judaism, Zoroastrianism, monotheism - cultural WH.16.A Locate places and regions of historical significance directly to - major eras in world history - turning points in world history WH.20.B Identify the impact of the Jewish Ten Commandments - political ideas - legal ideas WH.22.A Summarize the development of the rule of law from ancient to modern times WH.23.A Describe major religious and philosophical traditions (Judaism, Zoroastrianism) - historical origins 12 P age Revised Spring 2017

13 - central ideas - spread of ideas WH.26.C Identify examples of literature and how it transcends the cultures in which they were created and convey universal themes - Bible - Cyrus Cylinder TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 13 P age Revised Spring 2017

14 Classical Empires & Religions: Western Greece & Rome 2000 B.C. A.D. 500 Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 4 Unit Dates Important Dates: September 18 September 26 None 12 days Enduring Understandings Essential Questions The structure of civilization reflects the beliefs and How can cultural and political differences lead to conflict and change? ideologies of a society. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary aqueducts Christianity democracy dictator empire Assurance Statements monotheism direct democracy consul philosophy peninsula direct democracy plebeian polytheism institutions polis republic oligarchy triumvirate patrician Students will be able to describe major political, religious/philosophical, and cultural influences of Rome and Greece. Students will be able to describe the historical origins, central ideas, and spread of major religious and philosophical traditions of Rome and Greece. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history Students should recognize the central location of ancient Greece and the Roman Empire along the Mediterranean and the role each played in trade and the diffusion of ideas between regions. Focus on locating areas of influence along the Mediterranean Sea region and the pros and cons of being located on peninsulas Suggested Resources McGraw-Hill Textbook: Greece p Rome p Religions p. 183 Jarrett Book: p Nystrom Atlas: p History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: 3A- Describe the major political, religious/ philosophical, and cultural influences of Greece and Rome, including the development of Christianity Greece s religious/philosophical: refers to polytheism and the philosophical ideas of Socrates, Plato, and Aristotle (not mythology as the focus); Hellenistic Era Stoicism and Epicureanism Rome: development of a republic with representatives, system of laws (Twelve Tables), and separation of powers (executive, legislative, and judicial); became a basis for later laws in the west. Christianity: was founded and spread throughout the Roman Empire Stations: Create a tour of Greece and Rome. As the students visit each station, they should complete a graphic organizer. Graphic Organizer: Student will create a cross on their paper and complete notes about the historical origins, central ideas, and spread of Christianity. 14 P age Revised Spring 2017

15 History. The student understands traditional historical points of reference in world history. The student is expected to: 1B- Identify major causes and describe major effects from 500 BC to AD 600: development of Greece and Rome, and the development of major world religions Greece: roots are in the Mycenaean Greek civilization city-state, warrior people; extensive commercial network; Trojan Horse; internal struggles and major earthquakes led to its collapse and Greece entered a Dark Age; adopted the Phoenician alphabet and returned to learning - City-states (polis): developed during the Dark Age, specifically Athens and Sparta; shared a common identity and goals; consisted of voting citizens (males), citizens (women and children); and noncitizens (agricultural laborers, slaves, resident aliens); male citizens had to serve in the military; city-states distrusted each other which led to the development of new military systems - Expansion: established colonies along the Mediterranean (southern Europe, northern Africa) and the Black Sea; increased trade and industry - Political Power Struggle: new merchant class developed from trade and they wanted political power; some city-states moved towards democracy while others were oligarchies - Sparta: wanted to expand their city-state; conquer existing territories and make the people their serfs; men at 20 joined the military; men could vote at age 30; oligarchy; in fear of losing their power and stability Sparta turned their back on the outside world and discouraged education, focus was on the military - Athens: oligarchy with an assembly of citizens, assembly had little power; political turmoil between landowners and peasants; constantly on verge of civil war; code of laws under Draco; Cleisthenes created a council of 500 male citizens who were given the opportunity to pass laws and freely debate - Persia: tried to defeat Greece on two occasions, but lost; allowed Athens to expand their empire; Greece is officially divided into Athens and Sparta - Athenian Empire: took over the entire Greek world; Delian League; Age of Pericles expanded territory and trade (imported food), direct democracy; foreigners were protected under the law and had some responsibilities of citizens (military service); slavery - Peloponnesian War: Athens (Delian League) v. Sparta (Peloponnesian League); Athens surrendered; no real winner, continued to fight - Alexander the Great: Philip and Alexander invade and defeat Greece; under Alexander the Macedonian Empire will conquer the Persian Empire; would leave military and cultural legacies Rome: geography made it easy for this area to be settled and farmed; Rome was built on Tiber River giving it access to the sea, but protecting it from pirates; Latins settled the area; Etruscans launched Rome into a city, Romans adopted Etruscan clothing, military organization - Roman Republic: overthrew last Etruscan king and created a republic; in constant conflict in northern and southern Italy, eventually gain control of the entire peninsula, Romans were successful because they were good diplomats, had a strong military, and created political institutions; patricians were wealthy landowners who could serve in government offices, plebeians were lower class, both were DBQ Project: Citizenship in Athens and Rome: Which Was the Better System? YouTube: Horrible Histories, Wife Swap: Spartans and Athenians Textbook: Making Connections Athens and Sparta (p. 86) 15 P age Revised Spring 2017

16 citizens, paid taxes, owed military service, and could vote; establishment of the Roman Senate; assembly for plebeians was created due to social clashes with patricians - Expansion: state of Carthage posed a large threat, especially their presence in Sicily; the Punic Wars ensued- three wars, Hannibal, victory for Rome; will eventually claim Greece (Macedonia/Hellenistic states); control the Mediterranean - Decline of the Republic: Senate is governed by a select wealthy few; small peasant farmers are losing their land, creating a large class of landless poor in the cities; Tiberius and Gaius Gracchus saw the decline of the small farmer and had the plebeian assembly pass land-reform laws giving back their lands; senators were angry and had Tiberius and Gracchus killed, created more instability; army changed as loyalty oaths were pledged to the general and not Rome - Triumvirate: First Triumvirate (Crassus, Pompey, Julius Caesar) divided the empire into 3 territories each governing, Crassus dies in battle, Caesar declares himself dictator; Second Triumvirate struggle for power following Caesar s death (Octavian, Antony, and Lepidus), Octavian will become Caesar Augustus, Augustus will expanded the empire in to Europe and the empire would be ruled by emperors - Roman Empire: emperors took over responsibilities of the Senate and became corrupt; had to establish a system of selecting new emperors; Pax Romana absolute rulers who supported tolerance; too large for the emperor to govern on his own, governors and local officials were govern various territories; Latin spoke in Western empire, Greek spoken in Eastern half Greco-Roman civilization - Decline of the Roman Empire: civil wars, plague, and natural disasters weakened the empire; rigid and economic and social system developed; Christianity is the state religion; Diocletian divides the empire into east and west; Constantine developed a new capital city (Constantinople); enlarged the military to maintain empire at cost of individual freedoms and increased taxes, caused inflation; labor shortage; Huns invaded Germanic tribes (Visigoths) who moved in to empire, tribes assimilated at first and then revolted; Western empire would divide into Germanic territories; Catholic church would unite them religiously; Eastern empire would become Byzantine empire Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25B- Summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome Greece: Olympic games, Greek philosophy, influence of architecture on Romans and the west, and rise of democracy Rome: Christianity, legacy of the Roman legal system (civil law and the law of nations), republic, senate, checks and balances, and the veto, equality under the law 16 P age Revised Spring 2017

17 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23A- Describe the historical origins, central ideas, and spread of major religious and philosophical traditions Christianity: developed in Southwest Asia along the Mediterranean Sea and spread in the Roman Empire as it gained popularity with the poor and the peasantry - Foundations: Jesus is Messiah who fulfills Jewish law, salvation through faith, love thy neighbor, trinity Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26B- Analyze examples of how art, architecture, literature, music, and drama reflect history of their cultures Greece: art expressed eternal ideals, human beings Greece: architecture Acropolis, Parthenon Greece: works of Homer, creation of drama; Sophocles completed the first known tragedies, writing of History Herodotus (Father of History) and Thucydides (non-bias historical writing) Hellenistic Era: literature (Alexandria), patronized the arts (sculptures), Rome: Greek style of art Rome: Greek architecture, but added curved forms such as the vault and the arch, used concrete Rome: Romulus and Remus (origin story); great poets Virgil, Horace; Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27A- identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome Hellenistic Era: astronomy, geometry Rome: bridges, roads, aqueducts, public baths, Roman numerals, greater understanding of anatomy, theory of humors Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20A- Explain the development of democratic- republican government from its beginnings in the Judeo- Christian legal tradition and classical Greece and Rome Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 17 P age Revised Spring 2017

18 22A- Summarize the development of the rule of law from ancient to modern times Judeo-Christian principles: spiritual equality of all people before God eventually leads to the concept of legal equality; the concept of separation of church and state is seen in "Render therefore unto Caesar the things which be Caesar's, and unto God the things which be God's.", and the idea of unalienable rights (life, liberty, and property) is reflected in the Judeo-Christian belief that God created man and the prohibitions against killing and stealing in the Ten Commandments. Polis (city-state): of Athens was the first to create a democracy. Twelve Tables: led to the creation of legal traditions (civil law applying to citizens only and law of nations applying to all people under Roman rule) and the rise of different forms of government (republic to empire). The Roman legal system provided the foundation of American society and the development of a democratic-republican government (democracy). Law of Nations: natural law based on reason, established standards of justice that applied to all people, people could defend themselves before a judge Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras or world history Varied between city-states (Athens vs. Sparta) Women gained greater freedoms and influence in Roman society. In early Christian communities, women served as teachers and administrators (later barred from any official role as the men dominated the church). History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- Identify major causes and describe major effects of the following important turning points: the spread of Christianity, the decline of Rome History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: 3C- Compare the factors that led to the collapse of Rome and Han China Spread of Christianity throughout the Roman Empire; the role of Peter, Paul, and the Pax Romana in the spread of Christianity; Constantine later made Christianity the official religion of the Roman Empire Causes of Rome s fall: Corruption in the government, instability, size of the empires (too large to govern effectively), invasions from barbarian tribes, social inequality (rich/poor gap), high taxes, inequality in landownership with peasant revolts, decline of morals and values, unemployment and inflation, and decline of cities Textbook: Twelve Tables of Rome, 450 BC (p. 153) Short-Story: Using the resource, Here are a few of the laws in the Twelve Tables, found here: Venn Diagram: Rome and Han 18 P age Revised Spring 2017

19 Effects of Rome s fall: disruption of interregional trade, the decline of urban centers (cities), the loss of a central government, a shift from an urban population a rural population, rise of feudalism and a decline of knowledge and learning. TEKS Verb Content WH.1.B Identify major causes from 500 BC to AD 600 in the development of classical civilizations and major world religions - Greece - Rome - Christianity WH.1.B Describe major effects of events from 500 BC to AD 600 in the development of civilizations and major world religions - Greece - Rome - Christianity WH.1.C Identify major causes of the following important turning points - spread of Christianity - Macedonia and Alexander the Great (fall of Persian Empire) - fall of Rome WH.1.C Describe major effects of the following important turning points - spread of Christianity - Macedonia and Alexander the Great (fall of Persian Empire) - fall of Rome WH.3.A Describe major influences of Greece and Rome, including the development of Christianity - political: democracy, republic, Senate - religious/philosophical: Christianity - cultural: alphabet, science, math WH.3.C Compare factors that led to the collapse of Rome and the Han dynasty WH.16.A Locate places and regions in world history - major eras: Athens v. Sparta, Roman Republic - turning points: Alexander the Great, Roman Empire, German invaders WH.20.A Explain the development of democratic-republican government - beginnings in the Judeo-Christian legal tradition - classical Greece and Rome WH.22.A Summarize the development of the rule of law from ancient to modern times - Twelve Tables - Law of Nations WH.23.A Describe the following of religious and philosophical traditions, Christianity - historical origins 19 P age Revised Spring 2017

20 - central ideas - spread of these traditions WH.24.A Describe the changing roles of the following groups during major eras in world history - women - children - families WH.25.B Summarize the fundamental ideas and institutions of Western civilization that originated in Greece and Rome - democracy - republic - rule of law - organized religion, church WH.26.B Analyze examples of the following and how they reflect the history of their culture - art - architecture - literature - drama WH.27.A Identify the origin and diffusion of major ideas in math, science, and technology that occurred in classical Greece and Rome - astronomy - geometry - public works: bridges, roads, aqueducts, public baths - Roman numerals - theory of humors - anatomy TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 20 P age Revised Spring 2017

21 Unit 5 Unit Dates Important Dates: September 27 October 6 None 7 days Africa & the Islamic World Enduring Understandings Essential Questions Civilizations develop independently of each How might religious beliefs affect society, culture, and politics? other, yet the themes of religion, trade, and conquest have a significant impact on each group and draw the groups together. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Christianity Judaism caliphate Shah democracy Hindu hajj Sheikh empire monotheism jihad sultan Islam Sharia Assurance Statements Students will be able to summarize how the Arab and Muslim Empires grew and prospered after the death of Muhammad. Students will be able to describe the growth of the great trading states in Africa and how they enabled the kingdoms to prosper and their rulers to protect their people. TEKS and Content Suggested Resources Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history McGraw-Hill Textbook: Arab Empire p Africa p Students should recognize the central location of the Islamic World. Students should locate the Ottoman, Religions p. 307; 215 Safavid, and Mughal Empire. Identify the Mediterranean Sea and Indian Ocean. Muslim Empires p Focus on locating areas of influence: Silk Road and Gold-Salt trade Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23A- Describe the historical origins, central ideas, and spread of major religious and philosophical traditions: Islam In the 7th century, Islam arose on Arabian Peninsula. Mohammed founder of Islam. He believed God had selected him as messenger to preach faith in Allah, the one true God. Jarrett Book: Islam & Africa p Gunpowder & Sikhism p Nystrom Atlas: Islamic World p ; p ; Africa p P age Revised Spring 2017

22 Quran, Holy book of Islam, contains God s message as spoken to Mohammed. Five Pillars of Islam. Faith, prayer, charity, fasting, making pilgrimage to Mecca. Spread of Islam. Within 100 years, the Islamic caliphates controlled the Middle East, North Africa, and Spain. History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- Identify major causes and describe the major effects from 600 to 1450: the development of Islamic caliphates and their impact on Asia, Africa, and Europe History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4D- Explain the political, economic, and social impact of Islam on Europe; Asia; and Africa Islamic caliphates: Umayyad, Abbasid Islam spreads through trade, warfare, and missionary activities of the Sufis, resulting in an incredibly diverse empire with strong trade connections. Asia: Islam grew from a religious community centered in Southwest Asia to a political empire with interactions with Persian, Turkic, and Indian cultures (as well as others) as the faith spread along the Silk Road and the Indian Ocean trade network; Mongol invasions of the Abbasids resulted in the sacking of Baghdad. Europe: Islamic groups established control over Spain (connect back to the Umayyad) and flourished in a golden age, including the preservation of Greek and Roman heritage, the Muslim invasion of Europe was halted by their defeat at the Battle of Tours in 732; the Muslims spread ideas and technology to Europe, revived trade and helped bring an end to the Middle Ages in Europe. Africa: Arab merchants settled in port cities (enclaves) in East Africa mixing Arabic with the Bantu language to create Swahili (region becomes known as the Swahili Coast); the gold-salt trade between North Africa and West Africa led to the spread of Islam to the West African kingdoms (Ghana, Mali, Songhai); Islam spread across sub-saharan Africa creating the Trans-Saharan trade route; during this time, the slave trade grew in Africa. DBQ Project: Why Did Islam Spread So Quickly? PBS: Islam: Empire of Faith Accompanying video can be found on YouTube at: This is a 2 hour and 40 minute program. In the procedures in the lesson listed above, there are time cues to identify critical clips of the film. Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19B- Identify the characteristics of the following political systems: theocracy Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25D- Explain how Islam influences law and government in the Muslim world. Caliphates: theocracy 22 P age Revised Spring 2017

23 The Sharia regulated moral conduct, family life, business practices, government, and other aspects of a Muslim community; applied the Qur an to all legal situations. Interpretation of Sharia varies between Sunni and Shi a sects of Islam (differences are based on the line of succession following the death of Mohammed which led to how the Quran should be interpreted) - Sunnis: emphasize God s power in the material world (Saudi Arabia) - Shiites (Shi a): value martyrdom and sacrifice (Iran) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27A-Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in the Islamic caliphates between 700 and 1200 Islamic Caliphates: Baghdad (House of Wisdom) that preserved and translated scientific and medical documents into Arabic; astrolabe; algebra Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26A- Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures Muslim World: mosques and minarets Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras or world history Women enjoyed more freedom and rights in Muslim Africa After Muhammad, seclusion and veiling of upper-class women in Islamic societies History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4E-Describe the interactions between Muslim, Christian, and Jewish societies in North Africa 4I- Explain the development of the slave trade 4J-Analyze how the African gold-salt trade facilitated the spread of ideas and trade African Gold-Salt Trade: trade in Africa also resulted in the spread of Islam, particularly with elite groups, creating religious diversity within the continent; merchants from the Sahara took salt to West Africa (sub- Sahara) in exchange for gold and other items, including people; cloth and weapons from the Mediterranean were shipped to West Africa; powerful West African kingdoms (Ghana, Mali, and Songhai) rose to become wealthy trading empires who dominated the gold-salt trade or trans-saharan trade Guide: Create a reading guide for the Gold-Salt trade section on page 128 of the Jarrett book. 23 P age Revised Spring 2017

24 Interactions between Europe and Africa during this time period will contribute to the Atlantic Slave Trade in the next era but not end the slave trade occurring in Southwest Asia. The appeal of Islam to lower classes and not having to pay the head tax were reasons for people converting to Islam. Because they worshiped God, Christians and Jews ( people of the book ) played prominent roles in Muslim states (government officials and scholars). Cultural diffusion led to achievements in art and science in Muslim-controlled cities and helped contribute to an Islamic golden age. North Africa: The Fatimid dynasty was set up in North Africa; Berbers, who had originally been Christian and Jewish, converted to Islam in the 600s; later, North African Muslims helped establish trade with West African kingdoms and spread Islam. The slave trade originated with Muslim and rulers/merchants in Africa and the Middle East before continuing across the Atlantic. The first major development occurs in the 600s when Islamic traders exchanged goods for African slaves. The slaves were then sent to Southwest Asia. The Sudan had no gold so the people there were taken as slaves. Muslim African rulers enslaved non-muslims, but slaves in African and Muslim societies had legal protection and many had the opportunity to convert to Islam and gain their freedom. History. The student understands traditional historical points of reference in world history. The student is expected to: 1D- Identify major causes and describe the major effects from 1450 to 1750: the rise of the Ottoman Empire History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4D-Explain the political, economic, and social impact of Islam on Europe; Asia; and Africa Connect the Ottoman Empire to the fall of the Byzantine Empire and focus on their impact on trade. Also, introduce how the Ottomans allowed some autonomy for Christians and Jews, as well as the role of the Janissaries as a military force in the Ottoman Empire. The Ottoman Empire formed in modern-day Turkey and lasted until the end of WWI; captured Constantinople (1453) and renamed it Istanbul; captured Mecca, Medina, and Cairo; controlled trade in the Mediterranean and interfered with European trade in Asia; reunited all of the Muslim world under their control except for Persia and Afghanistan important to note that the Ottomans were Turkish in descent but religiously practiced Islam (reinforces the idea that not all Muslims are Arabs). Early Ottoman Empire was well-organized, assisted by the Janissaries, culturally diverse, and gave autonomy to some local leaders, which promoted prosperity and trade in the region. Ottoman Empire reached its height under Suleiman the Magnificent in the 16th century. Story: Students will write a story set in a Muslim city that has a minimum of 3 characters, one Muslim, one Christian, and one Jew. Newscast: In groups of 2 or 3, students will create a newscast. They will report on the developing slave trade in Africa, including details that answer who, what, when, where, why, and how. Present to class. Worksheet: Ottoman Map (Canvas) 24 P age Revised Spring 2017

25 History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: 7D- Explain the impact of the Ottoman Empire on Eastern Europe and global trade Eastern Europe: Constantinople was conquered in 1453 and the city was renamed Istanbul which became a major crossroads of trade controlled by the Ottomans; Suleiman the Magnificent advanced into Hungary and Austria in 1525, but was stopped with the Siege of Vienna in 1529 when the Ottomans are defeated. Alternative trade routes appeared (including some land-based), which dominated until the time of European exploration. Christian boys for Eastern Europe were recruited and trained as an elite fighting force and some rose to high positions in the Ottoman government. Caravanserai (roadside inns/hostels) network assured safety for traveling merchants (connect back to Classical 3(A)); sea trade with spices, wheat, and lumber occurred throughout the Mediterranean, Aegean, Black and Red seas, and the Persian Gulf. History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4F- Describe the interactions between Muslim and Hindu societies in South Asia 4J- Analyze how the Silk Road facilitated the spread of ideas and trade Silk Road: Indian and Islamic traders grew wealthy by acting as middlemen between the different routes; cultural diffusion occurred as ideas were shared, such as the spread of religion (Islam) as well as political ideas; the spread of diseases also occurred along the Silk Road By the 700s, Muslim invaders crossed the Khyber Pass to invade northwestern India. Turkish Muslims invaded India in the 1000s conquering the region, destroying temples and killing many Hindus. The Delhi Sultanate was later established in northern and central India. They ruled for over 300 years and established Islam as the official religion of the region; however, Hinduism remained the dominant religion of India. Islam appealed to lower castes that were eager to convert but was resented by the upper castes. The Muslims generally did not adopt Hindu ways and kept to their traditions. In the later 1300s, Tamerlane (connect to the Mongols) destroyed Delhi and murdered its people, in effect, ending the rule of the Delhi Sultanate and allowing the return of traditional Hindu beliefs and customs in South Asia. Social Studies Instructional Strategies: p 148, Sentence Stems (book located in Canvas) Map: Create a map of the Silk Road on a large piece of construction paper. Use different colors to show various routes. Draw caravans and describe what they are carrying for trade. Include destinations, stops, natural features, etc. Label everything. Editorial: Students will write an editorial newspaper article as if they were an eyewitness of the interactions between Muslims and Hindus. Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23A- Describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Sikhism Sikhism originated in Punjab (Northern India) and is based on the teachings of Guru Nanak Dev. 25 P age Revised Spring 2017

26 Developed because of interactions between Muslims and Hindus (connect to 4(F)); believe in reincarnation (like Hindus) and one God known through meditation (like Muslims) Believe that everyone was equal in the eyes of God and rejects discrimination on the basis of caste, gender, or faith; faith focuses on moderation Believe in a close and loving relationship with God 5 K s: all Sikhs must wear articles of faith - Kesh: uncut hair covered by a turban - Kanga: comb for the hair - Kirpan: short, ceremonial sword - Kara: metal bracelet - Kachera: traditional underwear PowerPoint: In pairs, students will create a PowerPoint giving a visual tour of the Sikh religion. Resource: TEKS Verb Content WH.1.C Identify major causes from 600 to 1450 of the development of Islamic caliphates and their impact on Asia, Africa, and Europe - developed after Mohammad s death WH1.C Describe major effects from 600 to 1450 of the development of Islamic caliphates and their impact on Asia, Africa, and Europe - expansion of Islam and trade WH.1.D Identify major causes from 1450 to 1750 of the rise of the Ottoman Empire - fall of the Byzantine Empire WH.1.D Describe major effects from 1450 to 1750 of the rise of the Ottoman Empire - modern day Turkey - lasted until WWI - spread of Islam - autonomy to local leaders led to prosperity and trade WH.4.D Explain Islam s impact on Europe, Asia, and Africa - Political: empire, Christian and Jews held government offices - economic: trade, slaves, Silk Road - social: religion, conversion to Islam repealed head tax WH.4.E Describe the interactions between Muslim, Christian, and Jewish societies in North Africa - Berbers converted to Islam WH.4.F Describe the interactions between Muslim, Christian, and Jewish societies in South Asia - religious tolerance WH.4.I Explain the development of the slave trade WH.4.J Analyze how the Silk Road facilitated the spread of ideas and trade WH.7.D Explain the impact of the Ottoman Empire on: - Eastern Europe: captured Constantinople, trade center, moved in to Hungary - global trade: trade center and developed alternative trade routes 26 P age Revised Spring 2017

27 WH.16.A Locate places and regions related to: - major eras in world history - turning points in world history WH.19.B Identify the characteristics of the following political system: -theocracy WH.23.A Describe the following major religious and philosophical traditions, including Sikhism - historical origins - central ideas - spread of traditions WH.24.A Describe the changing roles of the following groups: - women - children - families WH.25.D Explain how Islam influences law and government in the Muslim world - sharia law - Sunni v. Shia WH.26.A Identify examples of art that demonstrate an artistic ideal or visual principle from selected cultures examples of architecture that demonstrate an artistic ideal or visual principle from selected cultures WH.27.A Identify the origin of the following ideas that occurred in the Islamic caliphates between 700 and math - science - technology the diffusion of the following ideas that occurred in the Islamic caliphates between 700 and math - science - technology TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 27 P age Revised Spring 2017

28 Unit 6 Unit Dates Important Dates: Eastern Middle Ages October 10 October 19 None 8 days Enduring Understandings Essential Questions The history of a society greatly affects its present and future conditions. What qualities define power struggles and stable periods of rule? Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary empire invaders monarchy Assurance Statements rural daimyo scholar-gentry steppes dynasty Shinto khanate shogun samurai Students will be able to analyze the influences of physical and human geographic factors and their impact on Chinese dynasties, the development of Japan and Korea, India and Southwest Asia, and the Mongol Empire. Students will be able to summarize the lasting impact of the Mongol Empire on their conquered territories and the contributions of the Tang and Song dynasties in China. Students will be able to analyze how the Silk Road facilitated the spread of ideas and trade. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16B- Analyze the influence of human and physical geographic factors on major events in world history. Constantinople, capital of the Byzantine Empire, located between Europe and Asia on the Bosporus, a water-way connecting the Black Sea and the Mediterranean Sea. Japan- Chinese and Koreans influenced the culture of nearby Japan The Steppes- treeless grasslands located across Eurasia from the Carpathian Mountains to Manchuria. Location gave access to China, Europe, and Southwest Asia. Nomadic tribes from the steppes (Huns, Turks, Mongols) Suggested Resources McGraw-Hill Textbook: China p Mongols p Japan & Korea p India & SE Asia p Jarrett Book: p Nystrom Atlas: p ; P age Revised Spring 2017

29 History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4H- Summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia 4J- Analyze how the Silk Road facilitated the spread of ideas and trade Tang: Political developments China s borders were extended north to Manchuria, south to Vietnam, and east to the Aral Sea, influence of China on Korea (tributary states), civil service exams are required for scholarbureaucrats in order obtain jobs in government as the bureaucracy was rebuilt and expanded; system of land reform to redistribute land to the peasants Economic developments Silk Road trade expanded to more foreign nations, tea introduced from Southeast Asia, and new inventions, such as porcelain (china), mechanical clocks, block printing, and gunpowder, all increased trade and spread further into East Asia. Sui Dynasty began Grand Canal, but was completed by the Tang as a waterway to encourage trade and transportation Cultural developments Buddhism spread through trade network to Japan, Korea, and Vietnam (tributary states), increased social mobility for population and movement to cities occurred (rise in urbanization), and the decline in the status of women occurred, including foot binding as part of Confucian beliefs; golden age of art that occurred in conjunction with the Islamic golden age Wheel Diagram: Explain significance of each idea. Include illustration. 1 dynasty per side. Diagram: Create a compare and contrast diagram like one shown below for the Tang and Song dynasties. Song: Political developments capital city moved to Hangzhou; rule limited to southern China after Tang losses in Central Asia and Manchuria; dynasty ruled by Confucian ideas including the use of civil service exams for scholar-bureaucrats Economic developments growth of foreign trade, paper money (and flying paper) introduced, food surplus increases due to a fast-growing rice from Vietnam (champa rice) that would support a growing population; moveable type spread to Japan and Korea, improved sailing technology, such as the magnetic compass, led to the growth of trade in the Indian Ocean as well as Chinese exploration; China s population was at 100 million with ten cities having at least 1 million people on the verge of an industrial revolution Cultural developments reached new heights in Chinese art with natural landscapes and objects drawn with black ink; golden age of art and literature that occurred in conjunction with the Islamic golden age Japan: Influenced by Tang/Song: Buddhism taught unselfishness, Confucianism taught loyalty to family and ruler, Chinese writing, music, art, dance, cooking, silks, pottery and imperial court adopted. Differences: Japanese feudalism w/ shoguns and samurai and daimyo (similar to Europe s feudal systems) Trade: 29 P age Revised Spring 2017

30 Silk Road: long-distance trade route from China through Southwest Asia that connected to other trade routes, eventually connecting to the West (including the Mediterranean Sea route); silk, spices, tea, porcelain, and other products were transported from the East (connect to the Tang/Song dynasties); Indian and Islamic traders grew wealthy by acting as middlemen between the different routes; cultural diffusion occurred as ideas were shared, such as the spread of religion (Buddhism) as well as political ideas; the spread of diseases such as the Black Plague also occurred along the Silk Road DBQ Project: The Silk Road: Recording the Journey Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27A- Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in the Tang Dynasty Tang & Song China: porcelain, moveable type, gunpowder, mechanical clock, paper money, magnetic compass Lap- Book: Create a detailed lap-book about the Mongols. Include maps, timeline, location stations where regional impact is analyzed. Emphasize detailed, researched writing. (instructions on the next page) History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- Identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on Europe, China, India, and Southwest Asia The Mongols created the world s largest land-based empire and facilitated trade along the Silk Road, resulting in cultural diffusion. They expanded trade routes and guaranteed safety along the Silk Road. While their military tactics were revolutionary for the time, that should not be the focus of this TEKS. Russia: absolute power of Mongol rulers became a model for later Russian rulers; increase in serfdom that would be the norm in Russian society until the 1860s; Golden (or Yellow) Horde; Russian religion and culture was allowed to flourish as long as tributes were paid; isolation from Western Europe prevented the spread of new ideas and inventions, resulting in Russia lagging behind European nations in later developments; Moscow emerges as a major city, and Ivan III assumed the title of tsar Get creative on the materials used to create your lapbooks, but here is the basic model. History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4K- Summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic World China: northern China was conquered by Ogadi (Genghis Khan s son) in 1234; Kublai Khan, completed the capture of southern China, uniting it for the first time in 300 years; brought political stability after the collapse of the Song; Islamic government officials brought in to replace the scholar-gentry in the bureaucracy; opened China to foreigners and trade with the assistance of Marco Polo; technology spread 30 P age Revised Spring 2017

31 to Europe from China along the Silk Road, resulting in later European exploration using technologies of the Chinese; known as the Yuan dynasty Islamic world: Hulagu (grandson of Genghis Khan) captured Baghdad, resulting in the deaths of thousands of people and the end of the Abbasid dynasty (connect back to Islamic caliphates); the Muslim core lands were destroyed and many Mongols converted to Islam; end of the Seljuk Turkish rule after the capture of the Sultanate of Rum in Anatolia ended the Islamic caliphates; poor administration of captured regions led to the dissolution of the Mongol empire and the rise of the Ottoman Turks; Timur the Lame (Tamerlane) moves into South Asia and defeated a Muslim kingdom (connect to the Delhi Sultanate) Pax Mongolica: brought peace extending from Eastern Europe to China by providing political stability The decline of the Mongols helped bring about an end to the post-classical period and marked the end of nomadic threats to sedentary societies. This is a major turning point in world history. Mongols: end of major nomadic empires in world history Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras of world history Confucianism under Tang/Song- women must obey men. Divorce allowed if both man and wife accepted. Women could inherit land upon husband s death. Footbinding began under Song Dynasty in China TCI Sensory Figure: Chinese woman during Tang/Song times TEKS Verb Content WH.1.C Identify major causes of the following important turning points in world history from : the Mongol invasions and their impact on - Russia - China - India - Southwest Asia 31 P age Revised Spring 2017

32 WH.1.C Describe major effects of the following important turning points in in world history from : the Mongol invasions and their impact on - Russia: lagged behind Europe in development - China: united China - India - Southwest Asia WH.4.H Summarize major developments in Tang and Song dynasties and their impact on Easter Asia - political - economic - cultural WH.4.J Analyze how the Silk Road facilitated the spread of ideas and trade - Marco Polo - technology WH.4.K Summarize the changes resulting from the Mongol invasions of - Russia: foundation for czars, lagged in developments - China: unified, opened China to trade (Marco Polo) - Islamic world: end of Abbasid dynasty, Mongols converted WH.16.B Analyze influence of geographic factors on major events in world history - physical geography - human geography WH.24.A Describe the changing roles of the following groups during major eras of world history - Women - Children - families WH.27.A Identify the origin of major ideas that occurred during the Tang dynasty - Mathematics - Science - Technology the diffusion of major ideas that occurred during the Tang dynasty - Mathematics - Science technology TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 32 P age Revised Spring 2017

33 Unit 7 Unit Dates Important Dates: Western Middle Ages October 20 November 3 None 11 days Enduring Understandings Essential Questions The history of a society greatly affects its How can chaos lead to order? present and future conditions. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary grievance limited government monarchy Parliament Assurance Statements rural anti-semitism anti-semitism patriarch serfs crusades schism trade feudalism theology fief three-field system heresy vassal manorialism Students are able to explain the impact of the fall of Rome on Western Europe. Students are able to analyze the role of religion in the development of political and social institutions, the differences in religious groups, and their various contributions to the modern world. Students are able to describe how different religions interacted with each other in political systems and society. Students are able to explain the cause and effect relationship of events leading to the end of medieval Europe. TEKS and Content History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: 3B- Explain the impact of the fall of Rome on Western Europe Many factors led to the fragmentation of Western Europe and the rise of feudalism. The decline of government, economy, and society as well as the loss of Roman achievements led to the medieval period in Western Europe History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4A- Explain the development of Christianity as a unifying social/political factor in medieval Europe and the Byzantine Empire Suggested Resources McGraw-Hill Textbook: Charlemagne p Byzantine Empire p Society p p Jarrett Book: p Nystrom Atlas: p. 46; DBQ Project: What were the Primary Reasons for the Fall of Rome? 33 P age Revised Spring 2017

34 4B- Explain the characteristics of Roman Catholicism and Eastern Orthodoxy The church survived the fall of the Roman Empire as a major institution. Germanic peoples moved throughout Europe, some adopted governments of conquered territories others established their own kingdoms, overtime these kingdoms would fail Charlemagne: expanded the Frankish kingdom, creating the Carolingian Empire - Promoted learning, intellectual revival through monasteries - Became the Roman Emperor and his coronation symbolized the joining of Roman, Christian, and Germanic elements - Father of Europe focused on Europe unlike Romans who focused on the Mediterranean regions Byzantine Empire: Constantine moved the capital of the Eastern Roman Empire to Byzantium and renamed it Constantinople; emperors, such as Justinian, established control over the Eastern Orthodox Church; empire expands into Asia Minor under Macedonian emperors; church splits; Turks posed a threat Roman Catholicism: services in Latin, Pope has authority over all bishops, Pope claims authority over all kings and emperors, priests cannot marry, divorce not is allowed Eastern Orthodox: services in Greek or local language, the Patriarch and other bishops head the church as a group, emperor claims authority over the patriarch and bishops, priests can get married, divorce is allowed History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4C- Describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism Feudalism: political and social system; decentralized government due to absence of a strong central government; feudal hierarchy between social classes - Develops after the death of Charlemagne when his grandsons divided the empire into three sections, Vikings ravaged Europe, people began to turn to their local landed aristocrats for protection Manorialism: economic system based on self-sufficiency and little to no trade Trade began to gradually increase by the 1000s and 1100s, this led to a growth in cities and the development of new cities Merchants and artisans of these new cities would become the bourgeoisie Eulogy: Analyze how Rome s collapse led to medieval times in Europe but how it left a strong legacy behind. Announcement: On a cut out of the Hagia Sophia, write an announcement to the Byzantine Empire from the Eastern Orthodox Church explaining how and why Christ has saved them after the fall of Rome. History Alive!: Feudal Experience Exercise History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe England: Norman Conquest of England (1066); Henry II - expanded the king s power and established a common law, wanted to control the church but failed due to the murder of Becket; King John and the Magna Carta; Edward I established the Parliament 34 P age Revised Spring 2017

35 France: western section of the Carolingian Empire, although there were kings they had little power at first but were able to expand their territory; Louis IX and Phillip IV brought justice to the people and made the monarchy stronger by expanding the bureaucracy and creating a parliament or the Estates-General Holy Roman Empire: eastern Frankish kingdom; Otto I was crowned Roman Emperor (first since Charlemagne) by pope; emperors wanted to conquer northern Italy, created alliances in Italy to combat them; fighting in Italy opened doors for German lords to seize power and create independent kingdoms; emperor never had real power Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23B- Identify examples of religious influence on various events referenced in the major eras of world history The medieval church as a unifying force The church was both a religious and social center where people met for service, social gatherings, and festive celebrations. The Church performed social services such as caring for the sick and the poor. Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26A- Identify examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures Byzantine World: Hagia Sophia (shows the connection between church and state) and the Hagia Sophia is an example of cultural syncretism Western Europe: Towns competed to build largest cathedrals. This gave rise in the later Middle Ages to the introduction of a new style called Gothic, which features flying buttresses, stained glass windows, high spires, and pointed arches. Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras of world history Europe: According to the Catholic Church, women were inferior because of the Biblical story of Eve s disobedience. Women gave birth to many children, though infant mortality rate was high. Life-styles varied according to class. Only some noble women received education. Women spent most their time on domestic chores. Architecture: Label the parts of a Gothic cathedral then write paragraph explaining the purpose of such building designs. History Alive!: Role of the Church in Medieval Europe Architecture: Label the parts of a Gothic cathedral then write paragraph explaining the purpose of such building designs. Poem: Describe the life of a medieval woman in an ode. Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20B- Identify the impact of political and legal ideas contained in the following documents: Justinian's Code of Laws and the Magna Carta 35 P age Revised Spring 2017

36 Justinian s Code of Laws: Emperor Justinian of the Byzantine Empire consolidated Roman laws into a single legal code which served as a guide on most legal questions. Many Western laws have their basis in Roman law due to the influence of Justinian s Code. Magna Carta: Established the concept of limited government in the West. King John agreed he was not an absolute ruler. Established the right to trial by jury in England. The king could not take nobles property. Established a council of nobles to determine new taxes which soon became known as the Parliament. Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20C- Explain the political philosophies of individuals such Thomas Aquinas Semi-theologian whose ideas were not dictated by the Church (faith versus reason); truth is known through faith and reason Believed in natural law universal laws based on reason and independent of government; precursor to John Locke s natural rights History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4G- Explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe Crusades: return of interregional trade helped restore the power of Europe and created conditions that would lead to the Renaissance, Reformation, and the Age of Exploration (connect the effects of the Crusades to the rise of nation-states, the introduction of capitalism and the rise of a powerful merchant class); the power of the Pope and Church declined resulting in questions on the authority of the Church Black Death: Feudalism collapsed as peasants left manors in search of paid labor due to the large population loss, decrease of status and influence of the church Hundred Years War: New weaponry and technology changed warfare, use of paid armies by monarchs, increasing nationalism in nation-states Great Schism: Led to a spilt between the Catholic Church, two competing popes, and demands for reform due to abuses of power Write Around: Magna Carta (Canvas) History Alive!: King John Exercise Primary Resources: Annolight excerpts from Justinian s Code of Laws and the Magna Carta. Social Studies Instructional Strategies: p 12, Annolighting Social Studies Instructional Strategies: p 83, Historical Tweets (Canvas) Flyer: Create a flyer to recruit new crusaders. Include new opportunities crusading will bring (must be those that contributed to the end of medieval Europe) to both person and continent. History Alive!: Creating a Historical Symposium on the Crusades Talk Read Talk Write: Black Death (Canvas) History. The student understands traditional historical points of reference in world history. The student is expected to: 1C- identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity,, the development of Islamic caliphates and their impact on Europe History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: 4E- Describe the interactions between Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa 36 P age Revised Spring 2017

37 The effects of the Crusades (as a whole) on trade and spread of technology/ achievements is a main focus for this TEKS. The appeal of Islam to lower classes and not having to pay the head tax were reasons for people converting to Islam. Because they worshiped God, Christians and Jews ( people of the book ) played prominent roles in Muslim states (government officials and scholars). Cultural diffusion led to achievements in art and science in Muslim-controlled cities and helped contribute to an Islamic golden age. Spain: The Muslim invasion of Spain by the Umayyad Caliphate in the 700s led to a golden age in scientific and artistic achievement; the Reconquista drove the Muslims out of Spain in 1492; the Spanish Inquisition led to torture and removal of Muslims and Jews to later create a Catholic state. Central and Eastern Europe: Slavs were converted to Orthodox Christianity or Catholicism by missionaries; Vikings settle Kiev and eventually accept Eastern Orthodox Christianity, established prosperous trade routes, civil wars, Mongols invade and eventually unify all of Russia Asia: The Crusades led to conflicts between Christians and Muslims; the Muslims conquered Constantinople in 1453 and established the Ottoman Empire. TEKS Verb Content WH.1.C Identify major causes of major turning points between 600 and 1450: - The spread of Christianity - The decline of Rome and the formation of medieval Europe - The development of Islamic caliphates and their impact on Europe (Spain) WH.1.C Describe major effects of major turning points between 600 and 1450: - the spread of Christianity - the decline of Rome and the formation of medieval Europe - the development of Islamic caliphates and their impact on Europe (Spain) WH.3.B Explain the impact of the fall of Rome on Western Europe WH.4.A Explain the development of Christianity as a unifying social/political factor in - Medieval Europe - Byzantine Europe WH.4.B Explain the characteristics of: - Roman Catholicism - Eastern Orthodoxy WH.4.C Describe major characteristics of the development of: - political and social system of feudalism - economic system of manorialism major factors contributing to the development of: - political and social system of feudalism - economic system of manorialism 37 P age Revised Spring 2017

38 WH.4.E Describe the interactions between the following societies in Europe, Asia, and North Africa - Muslim - Christian - Jewish WH.4.G Explain how the following events contributed to the end of medieval Europe - Crusades - Black Death - Hundred Years War - Great Schism WH.20.B Identify the impact of Justinian s Code of Laws and the Magna Carta - political ideas: limited government - legal ideas: system of laws WH.20.C Explain the political philosophies of Thomas Aquinas - natural law - reason - faith WH.23.B Identify examples of religious influences on various events referenced in the major eras of world history WH.24.A Describe the changing roles of the various groups during major eras of world history - women - children - families WH.26.A Identify examples of art that demonstrate an artistic ideal or visual principle from selected cultures examples of architecture that demonstrate an artistic ideal or visual principle from selected cultures - Gothic cathedrals TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 38 P age Revised Spring 2017

39 Unit 8 Unit Dates Important Dates: Renaissance & Reformation November 6 November 17 None 10 days Enduring Understandings Essential Questions New ways of thinking challenged medieval How does a shift in values cause change in society? tradition and the power of the Catholic Church. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Christianity reform Assurance Statements religion fundamental perspective republic heretic predestination humanism secular indulgence vernacular Students will be able to analyze the cause and effect relationship in the changes of values during the Renaissance and Reformation. Students will be able to explain the influence of intellectual and artistic movements of the Renaissance. Students will be able to describe the differences in the churches created from the Protestant Reformation and explain their impact on the Christian community and the political institutions of Europe. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history 16B- Analyze the influence of human and physical geographic factors on major events in world history Students should recognize important locations along the Mediterranean Sea, Italy, and throughout Western Europe Focus on trade routes (Black Death), wars (France and England), and location of religious communities History. The student understands traditional historical points of reference in world history. The student is expected to: 1D- Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: Renaissance & Reformation History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to The student is expected to: 5A- Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance Emphasize that the Renaissance is occurring simultaneously with the European Age of Exploration Suggested Resources Textbook: Renaissance p Reformation p Jarrett Book: p Nystrom Atlas: p P age Revised Spring 2017

40 Political and Economic: Revival of trade after the Crusades allowed for economic growth in key Italian citystates, where the Renaissance began; later spread to Northern Europe due to economic growth and prosperity. Without the interactions between the east and the west this would have been difficult to achieve. - Venice, Florence, Rome, Kingdom of Naples - Medici family - Role of the Catholic church - Machiavelli Intellectual: Greco-Roman classical heritage preserved through writings (connect back to interactions with Muslims) and physical location of Italy as the birthplace of the Renaissance - Role of humanism with emphasis on potential achievement of humans, more secular in nature - vernacular language in literature - printing press (Johann Gutenberg) Artistic: growth of the arts through patronage (financial support of artists) - Catholic church Religion: Decline in the power of the Church as followers begin to demand reform Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25C- Explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments During the Renaissance, there was a renewed interest in classical Greek and Roman learning and texts which focused on humanism. This did not, necessarily, align with Church teachings. The humanist movement promoted secularism, where a more worldly view of society is observed fostering a sense of individualism which led to the Protestant Reformation. Trade had increased the wealth of a growing merchant class and middle class. The Renaissance, role of Christianity, and the Protestant Reformation led to an increase in secularism and individualism because of the ideas promoted and the conflict over religion. All of this led to a growing separation of church and state. The role of the individual in a society gave rise to democratic ideas, such as the freedom of speech and the freedom of press as seen in later revolutions. Video: Horrible Histories The Renaissance Report Graphic Organizer: p. 168 Jarrett book Social Studies Instructional Strategies: p 39, Concept of Definition Map (Canvas). Secularism and Humanism. History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to The student is expected to: 5A- Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 40 P age Revised Spring 2017

41 26A- Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures 26C identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes Italian Renaissance Art: Imitate nature, viewers to be convinced of the reality of their subjects, fresco painting on Catholic church walls and ceilings - perspective - Michelangelo (ceiling of the Sistine Chapel, David, The Pieta) - Leonardo da Vinci (Mona Lisa, The Last Supper) - Raphael (School of Athens, The Madonna) Northern Artistic Renaissance: Gothic churches did not have walls for painting frescoes with religious themes - universal secular themes depicting daily life - Flanders, Low Countries Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27C- Explain the impact of the printing press on the Renaissance and the Reformation in Europe Renaissance: the mass production of books and other printed materials were cheap enough so the average individual could afford to purchase them (make connection back to Tang and Song China with the first moveable type); literacy rose as more people began to read printed text; printing in the vernacular made it easier for people who did not have a formal education to read; increased literacy led to people reading about a variety of topics and thinking about the role religion, science, and government in their lives. History. The student understands traditional historical points of reference in world history. The student is expected to: 1D- Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: Reformation History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to The student is expected to: 5B- Explain the political, intellectual, artistic, economic, and religious impact of the Reformation Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20C- Explain the political philosophies of individuals such as John Calvin Frame by Frame: Compare medieval art to Renaissance art by analyzing an image from each time period frame by frame. Social Studies Instructional Strategies: p 34, Changing History (book located in Canvas). What if the printing press had never been invented? Social Studies Instructional Strategies: p 132, RAFT (Canvas) Video: Horrible Histories Cash my Sin Sensory Figure I am Poem 41 P age Revised Spring 2017

42 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23B- identify examples of religious influence on various events referenced in the major eras of world history Breakup of the power of the Catholic Church (connect back to events in the post-classical period such as the Crusades, Black Plagues, Hundred Years War) The Renaissance, especially the Northern Renaissance (Christian humanism), influenced people s ideas about the role of the church. Focused on the assurance of salvation. Concerned over the Renaissance popes focus on advancement and worldly interests. Martin Luther: 95 Thesis led to the division within the Christian church and the rise of Protestantism (connect this to the printing press and rise of literacy rates leading to reform movements). - Officially broke from the Catholic church: excommunicated - Holy Roman Empire (Hapsburgs): Charles V feared disruption of political and social order, brought troops in to Germany to restore Catholic church, but fails - Religious wars spread throughout Germany - Peace of Augsburg: German states could freely choose between Catholic Church and Lutheranism, official ends Christian unity in Europe John Calvin: ideas on predestination resulted in competing ideas on Church doctrine and reform, began a new Protestant church in Geneva based on belief in predestination, faith as the key to salvation, and a strict moral code Religious wars broke out in Europe as fighting became common between Catholics and Protestants. The Catholic Church reformed itself to stop the decline of power and led a Counter Reformation. Previous attempts to reform the Church had been unsuccessful. The Reformation did weaken the power of the Catholic Church but it remained wealthy and influential with many Europeans. Henry VIII: established the Church of England with the monarch as the head of the church and state, Act of Supremacy - Similar to Catholic teachings; however, after his death, his heirs battled over which church would reign (Edward VI, Mary I, Elizabeth I) Catholic Counter Reformation: knew they had to reform their practices due to the Reformation - Establishment of religious order: Jesuits education, missionaries - Reform of the papacy : recognized the corruption of Renaissance popes - Council of Trent: established formal Catholic doctrine Questioning the power of the Church will later lead to people questioning the power of their monarchs Impact of the Reformation on Society: - Public education for a wider audience (Luther) - Personalized lending and investment opportunities after Catholic properties were seized, increasing size of the national treasury - Role of women as center of the home remained same - Anti-Semitism remained, ghettos in Italy Textbook: Reformation Debate (p. 368) 42 P age Revised Spring 2017

43 TEKS Verb Content WH.1.D Identify major causes of important events during world history from 1450 to Renaissance: revival of trade - Reformation: questioning doctrine, indulgences WH.1.D Describe major effects of important events during world history from 1450 to Renaissance: rebirth of learning and the arts, rise of political families (Medici) - Reformation: Protestantism, Catholic Counter Reformation WH.5.A Explain the following movements and their impact on the Renaissance - Political: Medici Family, Machiavelli, role of government in the church (Act of Supremacy, Peace of Augsburg) - Intellectual: humanism, Christian humanism, vernacular - Artistic: perspective, frescoes, imitate nature, reality of subjects - Economic: increase in trade - Religious: vernacular, questioning church, Protestantism WH.5.B Explain the following movements and their impact on the Reformation - Political: role of government in the church (Act of Supremacy, Peace of Augsburg) - Intellectual: individuals could interpret the Bible, questioned corruption of Catholic Church - Artistic: destroyed Catholic art, Protestant leaders depicted as saints, portrayed present WH.16.A Locate places and regions related to: - Major eras: Renaissance and Reformation - Turning points: Luther WH.16.B Analyze the influence of geographic factors on major events during in world history - Physical geography - Human geography WH.20.C Explain the political philosophies of John Calvin - predestination WH.23.B Identify examples of religious influence on various events referenced in the major eras of world history - Church of England - Peace of Augsburg - Role of government in religion WH.25.C Explain the relationship between Christianity, individualism, and growing secularism that began during the Renaissance how the relationship influenced subsequent political developments WH.26.A Identify significant examples of art that demonstrate an artistic ideal or visual principle from selected cultures significant examples of architecture that demonstrate an artistic ideal or visual principle from selected cultures WH.26.C Identify examples of the following that transcend the cultures in which they were created and convey universal themes 43 P age Revised Spring 2017

44 - art - music - literature WH.27.C Explain the impact of the printing press on the Renaissance and the Reformation - more widely available to all people - written in common language, easily accessible TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 44 P age Revised Spring 2017

45 Pre-Columbian Americas, Exploration & Commercial Revolution Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 9 and 10 Unit Dates Important Dates: November 27 December 8 None 10 Days Enduring Understandings Essential Questions Complex civilizations developed in the Americas before the arrival of Columbus. Which pre-columbian civilization was more culturally advanced? Exploration brings together different groups of people with varying political, social, Is the collision of cultures positive or negative? and economic consequences. What are the effects of political and economic expansion? Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary indigenous culture Assurance Statements customs chinampa maize polytheism codex quipu mita ritual conquistador encomienda Students will be able to explain the distinct cultures, sometimes with highly developed political, religious, and social structures, of early North America and Mesoamerica. Students will be able to explain early South American civilizations and how they flourished with well-developed political and social structures. Students will be able to explain that Europeans began exploring the world in the 1400s, and several nations experienced economic growth through conquest, competition, and trade. Students will describe and analyze the cause and effect relationship of European expansion and the first global economic systems. Students will be able to explain that the interactions between the various peoples in the Latin American colonies were complex, and that Portugal and Spain reaped profits from natural resources and products from their colonies. TEKS and Content History. The student understands traditional historical points of reference in world history. The student is expected to: 1D- Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: European exploration and the Columbian Exchange, European expansion European exploration: created a truly global trade network for the first time in history. Western culture (westernization) began to dominate the world and continued through the next eras. Columbian Exchange: new crops led to better diets, increased demands for foods, leads to more exploring, colonization, and trade. Millions of Native Americans died from diseases like smallpox. European Expansion: God, gold, glory History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: Suggested Resources McGraw-Hill Textbook: p Jarrett Book: p ; Nystrom Atlas: p ; P age Revised Spring 2017

46 4I- Explain the development of the slave trade Phase I: The slave trade started in the 600s when Muslim traders took African slaves to Southwest Asia. They were treated as servants and had rights. Phase II: In 1500s, Europeans joined and expanded African slave trade to replace lost natives in the Americas. These slaves had no rights and were treated harshly. Process: Many African rulers captured fellow Africans to trade with Europeans for guns and goods. Effects: (1) Encouraged African warfare between tribes for slaves; (2) Disrupted African culture and left bitterness and violence; (3) Increased cultural diffusion between continents. History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: 6A- explain how prior civilizations influenced the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development Maya: Economic-peasant farmers, grow corn Social-hereditary class of nobility, who assisted the rulers, performed sacred ceremonies Aztec: Economic- floating gardens to grow corn, frequent wars to conquer others Social-nobles who held positions in government, army, priesthood, most people were commonersfarmers, craftsmen, warriors, at the bottom were slaves Culture-Sun god worship, needed human blood to journey across the sky- human sacrifice on a massive scale Inca: Economic-terraced mountains to grow potatoes Social-peasant class Prior civilizations include the Olmecs in Mexico and the Chavín in South America. The prior civilizations traditions and achievements helped shape the civilizations that followed. Prior Civilizations Influence: Olmecs: mother culture of Mesoamerica, colossal heads, earthen pyramids, ruling class of priests and nobles, established a large trade network throughout Mesoamerica; human sacrifice, ritual ball game, calendar Chavín: had permanent settlements; used terrace farming, temples, religious images and styles of art reflect strong religious traditions Diagram: Create a cause and effect diagram with at least 10 boxes explaining and illustrating the influence of the Ming Dynasty on world trade. Cartoon Map: Draw figures on a world map representing Europe, east Asia, and the Ottoman Empire showing how the Ottoman s disrupted trade. Commercial: Groups of 3-5 will act out a commercial about the Columbian Exchange as an energetic car salesman would. Include side effects may include list at the end. Commercial: Groups of 3-5 will act out a commercial in a sympathy-based plea (ex. SPCA, Feed the Children commercials, etc.) asking viewers to help the Aztec and Inca who are suffering because of exploration and colonization. History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: 6B- Explain how the Inca and Aztec empires were impacted by European exploration/colonization The Aztecs were conquered by conquistadors led by Hernando Cortez in P age Revised Spring 2017

47 The Incas were conquered by conquistadors led by Francisco Pizarro in Diseases devastated the natives (AP must use the term Amerindians) because they had no natural immunity to the diseases The use of the horse as a means of transportation and warfare tactic Conversion to Christianity, enslavement and harsh treatment of indigenous people (connect to later replaced as a labor source with Africans) Intermarriage with native peoples formed a mixed-blood social class known as mestizos Foldable: Create a two-door book with a map of the Western Hemisphere, clearly showing Europe and the Americas. Draw the Columbian Exchange with colorful illustrations and routes. Underneath each door, explain the impact of the Columbian Exchange. History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: 7A- Analyze the causes of European expansion from 1450 to 1750 History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: 7B- Explain the impact of the Columbian Exchange on the Americas and Europe Impact on the Americas: new livestock, including horses (changes in transportation), cattle, sheep, and pigs resulting in a change in diet; food from Africa including bananas, okra, and yams; grains such as rice, barley, wheat, and oats; diseases such as smallpox, measles, and influenza led to the deaths of millions of Native Americans; slaves from Africa transformed labor systems Impact on Europe: new foods and plants, including maize (corn), tomatoes, cacao (chocolate), tobacco, quinine, and potatoes resulting in a population increase; the Americas became a valuable source of cotton and sugar, resulting in plantation systems where forced labor was a necessity. The Atlantic slave trade grew as system of slavery from West Africa to the Americas (specifically the Caribbean and Brazil) and changed the social structure. Mixed races and cultures of Latin America were formed become a contributing factor in revolutions later (connect to social causes of the Latin American revolutions). The male slaves crossed the Atlantic while female slaves journeyed from West Africa to Southwest Asia. The impact of the Colombian Exchange pushed beyond this region into Asia where populations increased due to more nutrient-rich foods Diary: Write from the perspective of a West African who has either been taken captive or has lost his/her family to the slave trade. Write another entry but from the perspective of a plantation owner in America. River Flow Chart: Create chart of the development of slave trade 7C- Explain the impact of the Atlantic slave trade on West Africa and the Americas Link with the development of the slave trade during the post-classical period. West Africa: politically African leaders traded European weapons (guns) and gold in return for slaves to demonstrate their political power, which led to constant fighting between African states (gun cycle); Europeans controlled very little territory in Africa at this time except in coastal areas (connect with future idea of interior travel of Africa due to cures for diseases such as malaria); economically the demand for slaves through the Atlantic slave trade increased as did the number of slaves traveling the transatlantic trade route; trade will shift from the Trans-Saharan trade route to the trans-atlantic trade route (Atlantic 47 P age Revised Spring 2017

48 slave trade); culturally Christianity is introduced to West Africa; African artists created products for European markets including ivory sculptures Americas: African populations increased in the Americas through slavery and intermarriage with Europeans and Native Americans; British colonies (later the U.S. south) depended on slave labor for the production of cash crops such as tobacco and cotton; African slaves shared their food, music, and art which left a lasting influence on American culture. 7D- Explain the impact of the Ottoman Empire on Eastern Europe and global trade Ottoman Empire became a major crossroad for trade. As the Ottoman Empire expanded, European trade routes were disrupted. Ottoman control of eastern Mediterranean interfered with European trade routes with East Asia. The desire for spices, products, and the control of trade routes led many European monarchs to sponsor expeditions. This also raised the prestige of their nation as they acquired more resources and land. Europeans wanted to take control of the trade routes from the Ottoman Empire, who controlled trade routes in the Indian Ocean as well as in Southwest Asia. New technologies in shipping and sailing (connect back to interactions with the east and technologies) allowed expansion to occur in the east and the west. 3 G s: gold (wealth), God (desire to spread Christianity to combat the spread of Islam), and glory (spirit of adventure that was part of the Renaissance) The theory of mercantilism required colonies and raw materials to benefit the European nation-states. Exploration provided these resources. Ming China turned to a policy of isolation, cutting off most trade with the outside world and leaving a power vacuum in trade. Social Studies Instructional Strategies: p 150, Social Networking Site (book located in Canvas) Mini- Project: Create own business. Must be successful and fully funded. History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: 7E- Explain Ming China's impact on global trade History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: 7F- Explain new economic factors and principles that contributed to the success of Europe s Commercial Revolution Commercial Revolution- Increased availability of trade goods and new ways of doing business Cause: Exploration-> Colonies-> Atlantic Trade-> PROFITS!! Effects: Economies changed from local to global, as trade increased across continents. This led to new business practices still used today: - Capitalism: privately owned businesses have right to earn profit on investments 48 P age Revised Spring 2017

49 - Joint-Stock-Company: investors start a business together by pooling their money and sharing profits - Mercantilism: more wealth= more power (for nations) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history. Student should be able to locate and name the major seas and oceans used for trade. Locate trade routes Ming dynasty s influence on world trade; impress the world with Chinese achievements in return for silver and the expansion of China s tribute system; Europeans travel to China with tributes as well as other foreign powers China gained control of the majority of the world s silver supply because they considered foreign products inferior and wanted the precious metals instead. The high demand for silver spurred the global economy and funded wars in Europe, but also caused problems such as inflation; silver sources came from Spanish mines South America and Japanese mines. Zheng He s explorations on the junks for Ming China were intended to created economic ties between China and foreign powers in the Indian Ocean. After his death, Confucian scholars demanded an end to exploration and China turned to isolation (limited trade to only a few ports in the south of China). This allowed the Portuguese merchants an opportunity to advance in the Indian Ocean region (connect to European exploration). 16B- Analyze the influence of human and physical geographic factors on major events in world history Maya and Aztecs: Mesoamerica Inca: Andes Mountains in South America Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19A- Identify the characteristics of monarchies and theocracies as forms of government in early civilizations Monarchies: Aztec society was ruled over by an all-powerful emperor. Inca had an all-powerful emperor. Theocracies: rulers were viewed as having divine power (Mayans chief ruler considered half man and half god) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21C- Identify examples of key persons who were successful in shifting political thought, including William Wilberforce. William Wilberforce was a British politician led the movement to abolish slavery in Great Britain. In 1807, the Slave Trade Act of 1807 led to the end of the African slave trade. Parliament later passed the Slavery 49 P age Revised Spring 2017

50 Abolition Act of 1833, which ended slavery in most of the British Empire. His fight to end slavery inspired abolition movements in other parts of the world. Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27B- Summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec Civilizations. Maya: Measured movement of the sun, moon, and Venus. Complex numbering system, including zero. 365 day calendar kept track of seasons. They built cities in jungle with palaces, pyramids, and temples (ex. Chichen Itza). Colorful murals and developed ball game. Writing system made of hieroglyphics. Wrote Codex Book. Aztec: Floating gardens. Observations of sun, moon, and stars led to an accurate calendar. Inca: Built over 10,000 miles of stone roads through the Andes Mountains. Used quipu (bundles of knotted and colored rope) to keep records and send messages. Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- Describe the changing roles of women, children, and families during major eras of world history Gender roles were established at birth. Boys given machetes by their fathers to establish masculine role. Girls received a stone instrument from their mothers, used to grind maize. Boys taught crafts, girls taught to cook and other necessities. Women had many roles in the family- harvesting grains, preparing food, caring for animals, childbearing and raising children. Women could hold jobs outside the home. Some sold goods in the market or were skilled artisans. Others were priestesses who worked in temples. TEKS Verb Content WH.1.D Identify major causes of important turning points in world history from 1450 to 1750: - Ming Dynasty s influence on world trade - European exploration and the Columbian Exchange - European expansion WH.1.D Describe major effects of important turning points in world history from 1450 to Ming Dynasty s influence on world trade - European exploration and the Columbian Exchange - European expansion 50 P age Revised Spring 2017

51 WH.4.I Explain the development of the slave trade WH.6.A Compare major developments of the Maya, Aztec, and Inca - Political - Economic - Social - Cultural WH.6.A Explain how prior civilizations influenced the development of the Maya, Aztec, and Inca - Olmecs - Chavin WH.6.B Explain how native empires were impacted by European exploration and colonization - Inca and Aztec - cultural diffusion - encomienda - slave trade WH.7.B Explain the impact of the Columbian Exchange on: - The Americas - Europe WH.7.C Explain the impact of the Atlantic slave trade on: - West Africa: tribal warfare, slaves in exchange for weapons - The Americas WH.7.D Analyze the causes of European expansion form 1450 to 1750 WH.7.E Explain Ming China s impact on global trade WH.7.F Explain new economic factors that contributed to the success of Europe s Commercial Revolution - silver new economic principles that contributed to the success of Europe s Commercial Revolution - capitalism - mercantilism - join stock companies WH.16.A Locate places and regions related to: - Major eras - Turning points 51 P age Revised Spring 2017

52 WH.16.B Analyze the influence of geographic factors on major events in world history - Physical geography: Andes Mtns, swamps - Human geography: gender roles WH.19.A Identify the characteristics of monarchies and theocracies as forms of government in early civilizations - Monarchy: Aztec - Theocracy: Mayans WH.21.C Identify examples of key persons who were successful in shifting political thought - William Wilberforce WH.24.A Describe the changing roles of the following groups during major eras in world history - Women: care givers - Children: gender roles established at birth WH.27.B Summarize major ideas that developed in the Maya, Aztec, and Inca civilizations - Astronomy: modern calendar, movement of the sun, moon, stars - Mathematics: concept of zero - Architectural engineering: floating gardens, roads TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 52 P age Revised Spring 2017

53 Unit 11 Unit Dates Important Dates: Conflict and Absolutism in Europe January 9 17 None 6 days Enduring Understandings Essential Questions The struggle for power during times of conflict, What effect might social, economic, and religious conflict have on a country? and the resulting search for stability, can lead to How would the exercise of absolute power affect a country? the absolute power of a single ruler. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary domestic policy monarchy czar inflation absolutism heretic foreign policy totalitarian baroque inflation czar mannerism Assurance Statements Students will be able to analyze the political and social effects of the Reformation on Europe. Students will be able to explain the impact of absolute monarchies on Europe. TEKS and Content Suggested Resources Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: McGraw-Hill Textbook: p , B identify examples of religious influence on various events referenced in the major eras of world history Jarrett Book: Culture. The student understands the roles of women, children, and families in different historical p cultures. The student is expected to: 24B describe the major influences of women: Elizabeth I Spain: - Militant Catholicism emerged in the late 1500s, Phillip II insisted on strict conformity to Catholicism, Protestants were heretics - Phillip II wanted to strengthen his control on Spanish Netherlands, predominantly Protestant, Netherlands resented his presence and rebelled, he sent troops, signed truce; England under Elizabeth provided support for the Dutch Protestants - Phillip II sent an armada to invade England, but he was defeated by Elizabeth I, this will shift the balance of power to England and France - Bankrupt following Phillip s reign England: - Edward VI wanted to keep England Protestant; following his death, Mary I becomes queen making England Catholic again (Bloody Mary) - Elizabeth I resolves England s religious question, following a more moderate Protestantism, declared herself head of church and state; moderate foreign policy focused on balancing power Absolute Monarchies: Mini Bios (videos) Henry VIII vtjvrw3hlcqwl_6xsec0jbp5seg Louis XIV PL2HEW_vTJvrW3hLcqWL_6XSEc0JBp5sEG Elizabeth I PL2HEW_vTJvrW3hLcqWL_6XSEc0JBp5sEG Peter the Great vtjvrw3hlcqwl_6xsec0jbp5seg&index=7 53 P age Revised Spring 2017

54 France: - Catholic kings persecuted Protestants (Huguenots) - 30 years of battles throughout France over religion - Henry IV was a Huguenot, but converted to Catholicism upon being crowned, issued Edict of Nantes recognizing Catholic church as official church of France, but allowed Protestants to worship freely and serve in public offices Europe: in addition to religious upheaval, Europe faced severe economic and social crises - Economy- inflation, dependent on imported silver, loss of Muslim and Jewish artisans, Italy declining as financial center - Population- grew by 25 million people in less than a century, difficult time supporting growth; warfare, plague, and famine would help it level out; witch trials - Religion Thirty Years War: tensions grew over the Peace of Augsburg (Reformation), fighting in Germany began over religion, but would end over territorial disputes. Holy Roman Empire ceased to be a political entity at the end of the war; however, nations like France and Sweden gained new territories Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19B identify the characteristics of the following political systems: absolute monarchy Absolutism: ruler holds total power and is tied to the idea of the divine right of kings France: Louis XIV was the truest absolute ruler - European nations emulated Louis XIV and his reign - Young when he came to power, prior to and during a portion of his reign ministers (Richelieu and Mazarin) preserved their authority ; at 23 he became king and declared himself the Sun King - Royal councils, ministers, and nobles no longer played a role in French affairs, but had to obey him; anti-protestant policy; waged wars; built palaces; Jean-Baptiste Colbert controller general of finances, mercantilist policies - Died surrounded by foreign enemies and many in poverty Spain: Phillip IV centralized the government in hands of monarchy, unable to control nobles, declines as a great power Prussia: Frederick William built a large standing army, established General War Commissariat to levy taxes for army, through the Commissariat he ruled the state, members of Commissariat were landed aristocracy who served as officers in the army, Frederick William s son became the first king of Prussia (Frederick I) Austrian Empire: Austrian Hapsburgs created a new empire in eastern and southeastern Europe, remained a collection of territories and nationalities with their own laws (roots for the assassination of Archduke Franz Ferdinand sparking World War I) Russia: Peter the Great became czar in 1689, he was an absolute monarch who claimed the divine right to rule Create a political cartoon : Social Instructional Studies Strategies, p. 119 (Canvas) Primary Sources Louis XIV p. 416 of textbook Henry VIII Variety of Topics Elizabeth I Variety of Topics - Variety of Topics (including marriage speech to Parliament) Spanish Armada Peter the Great Account of his reforms - iliukov_on_the_reforms_of_peter_the_great Triple Venn Diagram: Social Studies Instructional Strategies, p.161 (Canvas) France, Spain, England 54 P age Revised Spring 2017

55 - Divided Russia into provinces, wanted to create a police state, his government officials feared him, he wanted them to be slaves and free at the same time, - Visited the West in hopes of modernizing Russia, St. Petersburg (Window to the West) - Drafted peasants to create a great military - Enforced class divisions, strengthened serfdom Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26A identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures 26B analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced 26C identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes Post-Renaissance Art: mannerism (El Greco) rules of proportion are ignored; Baroque Art (Rembrandt) dramatic effect to arouse emotion Music: Baroque reflected history of European culture and close of the Reformation (Bach and Handel) Golden Age of Literature: Shakespeare, Cervantes (Don Quixote) TEKS Verb Content WH.19.B Identify the characteristics of absolute monarchy WH.23.B Identify examples of religious influence on various events referenced in the major eras of world history - militant Catholicism, religious toleration, religious wars in France WH.24.B Describe the major influences of Elizabeth I - defeated the Spanish armada - moderate Protestantism WH.26.A Identify significant examples of art that demonstrate an artistic ideal or visual principle form selected cultures - mannerism - baroque WH.26.B Analyze examples of how the following reflect the history of the cultures in which they are produced - baroque art and music - mannerism - literature Shakespeare, Cervantes WH.26.C Identify examples of art, music, and literature that transcends the cultures in which they were created and convey universal themes - baroque art and music, literature Shakespeare, Cervantes, mannerism TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 55 P age Revised Spring 2017

56 Unit 12 Unit Dates Important Dates: Scientific Revolution January 18 January 19 None 2 days Enduring Understandings Essential Questions As people learn to think for themselves, How do new ways of thinking affect the way people respond to their surroundings? new ideas and thought processes begin to emerge and lead to change. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Scientific method geocentric inductive reasoning heliocentric Assurance Students will be able to explain how the Scientific Revolution gave Europeans a new way to view humankind s place in the universe. Statements TEKS and Content History. The student understands traditional historical points of reference in world history. The student is expected to: 1E identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution Causes: - Renaissance humanists had mastered Greek and Latin, giving them access to books by Archimedes and Plato, mathematicians - Technical problems that required accurate calculations (weight of ships to travel) - Development of new technology, such as the telescope Effects: - a heliocentric model of the universe emerges - Church s role will change in the understanding of science - scientific approach to understanding Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: 27D- describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide Science in the 16th Century: In the 16th century, people based their ideas on the teachings of the Catholic Church (geocentric theory) and the ancient writings of the Greeks and Romans. Science in the 17th and 18th Centuries: People began to use reasoning and observation to understand the laws of nature. They rejected traditional teachings of the Greeks, Romans, and the Bible in favor of direct observation. This came from the Renaissance and Reformation, which encouraged independent thought. Suggested Resources McGraw-Hill Textbook: p Jarrett Book: p. 206 Venn Diagram Foldable: Create an envelope fold foldable titled: Men of the Scientific Revolution. Names on outside flap. Inside top: picture/ drawing of contributions. Inside bottom: explanation of contribution. 56 P age Revised Spring 2017

57 Impact: People questioned old beliefs and used careful observations to try to explain nature. This led to the growth of science. 27E- Identify the contributions of significant scientists such as Copernicus, Galileo, Isaac Newton, and Robert Boyle Copernicus: proposed the heliocentric theory- Earth revolves around sun Galileo: invented telescope; used telescope to confirm heliocentric theory; Church tried to get him to recant Isaac Newton: discovered laws of gravity and motion; these laws were applied to the universe saying that the universe followed fixed laws of nature Robert Boyle: Father of Chemistry TEKS Verb Content WH.1.E Identify major causes of important turning points from 1750 t Renaissance - Learned to read Greek and Latin texts WH.1.E Describe major effects of important turning points from 1750 to man s place in the universe - church s response and role in science - scientific method WH.27.D Describe the origins of the Scientific Revolution in 16 th century Europe - great works of previous scientists and thinkers - Renaissance - new technology WH.27.D Explain explain the impact of the Scientific Revolution on scientific thinking worldwide WH.27.E Identify the contributions of significant scientists - Copernicus - Galileo - Isaac Newton - Robert Boyle TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 57 P age Revised Spring 2017

58 Unit 13 Unit Dates Important Dates: Age of Enlightenment January 22 January 29 None 6 days Enduring Understandings Essential Questions As people learn to think for themselves, new How can new ideas challenge existing governments? ideas and thought processes begin to emerge and How do new ways of thinking affect the way people respond to their surroundings? lead to change. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary checks and balances liberty deism philosophe constitutional monarchy limited government divine right salons constitutionalism nationalism Enlightenment social contract democracy parliament enlightened equality popular sovereignty absolutism human rights individual rights separation of powers Assurance Statements Students will be able to analyze and explain how the Enlightenment thinkers believed all institutions should follow natural laws to produce the ideal society. Students will be able to describe how Enlightenment ideas influenced politics and how Europe s individual nations were chiefly guided by the self-interest of their rulers. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history England- Limited Monarchy France- Enlightenment Thinkers Austria, Russia, Prussia Enlightened Absolutism History. The student understands the causes and effects of major political revolutions between 1750 and The student is expected to: 9D- Identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. Separation of Powers- government should have separate, independent branches Checks and Balances- those branches should be allowed to check each other; no branch should have more power than another Equality- all citizens should have the same legal status as other citizens Suggested Resources McGraw-Hill Textbook: Enlightenment p Enlightened Monarchies p War and Revolution in England p Jarrett Book: p P age Revised Spring 2017

59 Democracy- citizens vote to elect leaders Popular Sovereignty- power to rule and make decisions rests with the people Human Rights- man has protected, God-given rights that cannot be violated or taken away by government Constitutionalism- a document which establishes and sets up a government Nationalism- belief that each nationality is entitled to its own government and homeland These political ideas from the Enlightenment paved the way for the revolutions of England, France, America, and Latin America. They are still embraced in modern times. Social Studies Instructional Strategies: p. 92, K.I.D.S. (Canvas). Social Studies Instructional Strategies: p. 159, Chronological Sequence Chart. (Canvas). Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20C-Explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau and William Blackstone John Locke: Believed rulers gained power from the people not from God. Government s role was to protect people s natural rights (life, liberty, property) or be overthrown by the people. Thomas Hobbes: believed people are selfish & greedy, so need a strong central authority, like absolute monarchs, for peaceful, orderly society. Voltaire: his beliefs in religious toleration and intellectual freedom greatly influenced revolutions Baron de Montesquieu: believed separation of powers into 3 branches and checks and balances were necessary for a successful government that doesn t abuse its power Jean Jacques Rousseau: believed the government should represent the will of the people William Blackstone: explained the English common law [system of laws based on the outcome of previous trials]. He outlined the rights of individuals that couldn t be violated, even by government. Denis Diderot: the Encyclopedia expedited Enlightenment ideas through the salons of Paris (the birthplace of the Enlightenment) Cesare Beccaria: On Crimes and Punishment and rights of the accused Mary Wollstonecraft: rights of women, arbitrary power of monarchs over their subjects was wrong Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25C - explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; Printing press allows the masses to have access to books and newspapers Growth of secularism, humanists focused on the development of the individual not the authority of religion, ability to reason over dogma Separation of church and state concept begins as people believe in self-governing as applied to monarchs and church officials 59 P age Revised Spring 2017

60 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21A-Describe how people have participated in supporting or changing their governments 21B-Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history England s Journey to a Limited Monarchy: Unlike France and Russia, the power of the English king was limited by two big things: - Magna Carta- In 1215, England s King John was forced to sign this document, severely limiting his power. - Parliament- new taxes had to be approved by this legislative body made up of nobles and elected representatives English Civil War ( ): King Charles I believed in the divine right of kings and fought Parliament. This led to a Civil War in which Parliament defeated the king and executed him. Nothing like this had ever happened in England before. Afterwards, Parliament passed more laws granting rights to citizens and limiting the power of kings. - Oliver Cromwell purged those who opposed, executed Charles I, and established a commonwealth The Restoration (1660): restored the Stuart monarchy with Charles II, but retained the power Parliament had won in the Civil War; Stuart monarchy is sympathetic towards Catholics and this creates a strain between Parliament and the monarchy Glorious Revolution (1688): England transformed from an absolute monarchy to a constitutional monarchy in a bloodless overthrow of power and instituted an English Bill of Rights; was done in fear of England having a Catholic heir - William and Mary of Orange: Mary was daughter of King James II - Destroys the divine right theory because William is king by the grace of Parliament The English Bill of Rights (1689): established the supremacy of Parliament over the king and the rights of subjects. It stated the king cannot suspend Parliament s laws, tax without permission from Parliament, interfere with free speech, or penalize citizens who petition the king about grievances The change in government intrigued Locke and Hobbs. England s change in government was on the dawn of Enlightenment thought. They proved to be Enlightened thinkers prior to the Enlightenment era truly influencing political thought throughout Europe. Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19B- Identify the characteristics of the following political systems: absolute monarchy, limited monarchy, democracy, republic 60 P age Revised Spring 2017

61 Enlightened Absolutism: an absolute monarchy in which rulers tried to govern by Enlightenment principles while maintaining their royal powers - Prussia Frederick II: abolished torture, granted limited freedom of speech and press, greater religious toleration; kept serfdom, rigid social structure, and avoided additional reforms - Austria: Maria Theresa - centralized and strengthened the state, improved conditions of the serfs; Joseph II abolished serfdom, eliminated death penalty, equality before the law, religious toleration - Russia Catherine the Great: new law system that recognized principle of equality for all, expanded serfdom, territorial expansion - Balance of Power: states should have equal power in order to prevent another from dominating, this led to larger armies paid for by increased taxes, guided by their interest in power and welfare of the state, Seven Years War Limited Monarchy: government in which a hereditary king or queen as head of but acts within the limits set by a written constitution Democracy: a government by the people in which citizens vote to elect leaders Republic: a government in which people is held by the people and elected representatives Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26C -identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. Rococo: emphasized grace, charm, and gentle action; highly secular; pursuit of pleasure and happiness, but under exterior is element of sadness; connecting universal themes across class and culture Music: Franz Joseph Haydn, Wolfgang Amadeus Mozart TEKS Verb Content WH.9.D Identify the influence of the following ideas on political revolutions - separation of powers - checks and balances - liberty - equality - democracy - popular sovereignty - human rights - constitutionalism - nationalism WH.16.A Locate places and regions related to major eras and turning points 61 P age Revised Spring 2017

62 - Britain - France - Russia - Prussia - Austria WH.19B Identify the characteristics of the following political systems: absolute monarchy, limited monarchy, democracy, republic WH.20.A Explain the development of democratic-republican government from its beginnings through the English Civil War and the Enlightenment WH.20.B Identify the impact of the following ideas found in the English Bill of Rights - political ideas - legal ideas WH.20.C Explain the political philosophies of: - John Locke - Thomas Hobbes - Voltaire - Charles de Montesquieu - Jean Jacques Rousseau - William Blackstone WH.21.A Describe how people have participated in supporting or changing their governments WH.21.B Describe the rights and responsibilities of citizens and non-citizens in civic participation throughout history WH.25.C Explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance how the relationship of Christianity, individualism, and secularism influenced political developments WH.26.C Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 62 P age Revised Spring 2017

63 An Age of Revolutions: American, French, and Latin American Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 14 Unit Dates Important Dates: January 30 February 8 None 8 days Enduring Understandings Essential Questions People will revolt if the government does not Which was a more radical revolution? honor their given rights Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary amendment political oppression bourgeoisie estate constitution republic creole Mestizo federalism revolution consulate peninsulares grievance coup d etat Assurance Statements Students will be able to identify the Enlightenment political ideals embodies in the American, French, and Latin Revolutions. Students will be able to explain the causes and effects of the American, French, and Latin Revolutions. TEKS and Content Suggested Resources Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history; United States McGraw-Hill Textbook: American p French p , Latin American p France Latin America Jarrett Book: p , History. The student understands traditional historical points of reference in world history. The student is expected to: 1E- Identify major causes and describe the major effects of the following important turning points from 1750 to 1914:the Enlightenment's impact on political revolutions; Causes: people questioned the power of their rulers and of the government using reason, social conditions in France (social stratification) Effects: reforms by monarchies, inspired revolutions in the Americas and in Europe, belief in progress, importance of individualism, implementation of Enlightened ideas History. The student understands the causes and effects of major political revolutions between 1750 and The student is expected to: 9D- Identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. Nystrom Atlas: p Social Studies Instructional Strategies: p. 148, Sentence Stems (Canvas). Magnets: Create magnets for the terms and an accompanying picture. Have students individually match them then describe how each influences political revolutions. 63 P age Revised Spring 2017

64 Enlightenment Ideas spread across Europe: This caused people to question old ways and demand reform. Beliefs: Europeans believed they could solve the problems in society by limiting the power of government and promoting the natural rights of individuals. They insisted that liberty and equality were rights from God that people were born with. Demanding more control over their own lives, the people took action against their own governments in France, America, and Latin America. Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19B- Identify the characteristics of the following political systems: democracy, republic. Democracy- a government by the people in which citizens vote to elect leaders Republic- a government in which people is held by the people and elected representatives History. The student understands the causes and effects of major political revolutions between 1750 and The student is expected to: 9A- Compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Glorious Revolution and religion; 9B- Explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Latin America; 9C- Trace the influence of the American and French revolutions on Latin America, including the role of Simon Bolivar; American Revolution ( ) Causes: Enlightenment ideas, Glorious Revolution showed it can be justifiable to overthrow a ruler, unfair taxation, constitutional monarch violated people s natural rights, some churches critical of British Feature: Declaration of Independence, militia fighting Effects: Colonies won independence, US Constitution established a government with 3 branches, guaranteed freedom of religion French Revolution ( ) Causes: Enlightenment ideas, unfair taxation, absolute monarch violated people s natural rights, social inequality (Three Estates), critical of the church s power, national financial debt crisis, famine and rising food prices Feature: French Declaration of Rights of Man and of the Citizen, mob violence, de-christianization, king beheaded Effects: France at war with other European nations for 20 years; rise of nationalism; led to rise of a dictator, Napoleon Latin American Revolutions ( ) Causes: Enlightenment ideas; independence movements in Spanish colonies; change of leadership in Brazil after the royal family returned to Portugal, Napoleonic Wars force Latin American countries to govern themselves Feature: liberty, equality, constitutionalism, nationalism Venn Diagram: Democracy and Republic Venn Diagram: American and French Revolutions DBQ Project: The Reign of Terror: Was it Justified? DBQ Project: Latin American Revolutions: Why Did the Creoles Lead the Fight? 64 P age Revised Spring 2017

65 Effects: independence from colonial rule; most established a republic; caudillos would gain power due to the lack of experience with self-rule; provided raw materials and foodstuffs for Europe; economically dependent on Western nations The American Revolution sparked revolutionary fervor worldwide but the French revolution also inspired the Latin American revolutions. The American and Latin American revolutions were political in nature while the French and Haitian revolutions were political and social in nature. Both the American and French revolutions had written documents that addressed political rights of men. Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21C-Identify examples of key persons who were successful in shifting political thought. Simon Bolivar (Gran Columbia) Toussaint L Overture (Haiti) Jose de San Martin (Argentina) Father Miguel Hidalgo and the El Grito de Dolores (Mexico) Essay: Write a short reflection essay on how the Enlightenment impacted political revolutions Write: Create a recipe for each term by using synonyms (ex. Equality- 2 scoops of fairness, one pinch of understanding, etc.) Act Out: Presentations in the role of each of the key persons. Research each man; write out speech, the present in character. Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21B-Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; Following political revolutions, citizens gained more political rights and were able to participate in the political process. Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20B- Identify the impact of political and legal ideas contained in the following documents: the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen; Magna Carta: concept of limited government English Bill of Rights: listed individual rights Declaration of Independence: Written mainly by Jefferson, applied Enlightenment ideas. It was the belief that people have the right to overthrow government that does not protect their rights. The British government had not protected the rights of the colonists. The colonists declare independence from Britain and create the United States of America. U.S. Constitution: Created a system in which power was shared between national government and state governments. Established a stable government with a separation of powers and checks and balances. Declaration of the Rights of Man and of the Citizen: Based on Enlightenment ideas, this declaration was written by the French National Assembly in 1789 to proclaim that government rested on the consent of the people (popular sovereignty) not on divine right. Social Studies Instructional Strategies: p. 152, Terquain (Canvas). 65 P age Revised Spring 2017

66 20C- Explain the political philosophies of individuals such as Thomas Jefferson Thomas Jefferson: wrote the American Declaration of Independence by applying Enlightenment ideas like the belief in life, liberty, and the pursuit of happiness. He wrote that it was the government s responsibility to protect those rights. TEKS Verb Content WH.1.E Identify major causes of important turning points in world history from 1750 to people question their government - social unrest in France - Latin American nations left to govern themselves during Napoleonic Wars WH.1.E Describe major effects of important turning points in world history from 1750 to reforms monarchies - individualism - belief in progress - independence WH.9.A Compare the American and French Revolutions in the following ways: - causes: political and/or social - characteristics: people rise up against their government - consequences: independence, constitutional governments, individual rights the American and French Revolutions by emphasizing the roles of the Glorious Revolution and religion - shows that a ruler can be overthrown - protection of individual rights WH.9.B Explain the impact of Napoleon and the Napoleonic Wars on Latin America - European nations were focused on war leaving Latin American nations to govern themselves WH.9.C Trace The influence of American and French revolutions on Latin America - Enlightenment ideas - Independence was possible The influence of American and French revolutions on the role of Simon Bolivar - Educated in Enlightened ideas - Independence was possible WH.9.D Identify the influences of ideas on political revolutions - liberty equality - democracy - constitutionalism - individual rights - nationalism WH.16.A Locate places and regions related to major eras and turning points - United States of America 66 P age Revised Spring 2017

67 - France - Latin America WH.19.B Identify the characteristics of the following political systems: - democracy - republic WH.20.B Identify the impact of political ideas contained in the: - Magna Carta - Declaration of Independence - U.S. Constitution - Declaration of the Rights of Man and Citizen the impact of legal ideas contained in the: - English Bill of Rights - Declaration of Independence - U.S. Constitution - Declaration of the Rights of Man and Citizen WH.20.C Explain the political philosophies of Thomas Jefferson WH.21.B Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history WH.21.C Identify examples of key persons who were successful in shifting political thought - Simon Bolivar - Toussaint L Overture - Jose de San Martin - Father Miguel Hidalgo TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 67 P age Revised Spring 2017

68 Unit 15 Unit Dates Important Dates: Napoleonic Era February 9 February 16 None 6 days Enduring Understandings Essential Questions An absolute ruler will rise when there is no solution to How does Napoleon s rise to power both support and contradict the purpose of the French political corruption and social unrest. Revolution? Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary nationalism revolution conservatism liberalism consulate liberalism conservatism principle of intervention Assurance Statements Students will be able to explain how Napoleon Bonaparte came to power and raised an empire. Students will be able to analyze the cause and effect relationship of the fall of Napoleon Bonaparte. TEKS and Content Suggested Resources Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: McGraw-Hill Textbook: p A- Locate places and regions related to major eras and turning points in world history Jarrett Book: France p History. The student understands traditional historical points of reference in world history. The student is expected to: 1E- identify major causes and describe the major effects of the following important turning points in world Nystrom Atlas: p history from 1750 to 1914; History. The student understands the causes and effects of major political revolutions between 1750 and The student is expected to: 9B- Explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe; 9D- identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. France: Restored order and brought stability to France after the French Revolution; autocratic ruler; developed an efficient tax collection system and created a national bank to improve the economy; developed the Napoleonic Code as a uniform code of laws (but it limited freedom of speech, freedom of the press, and restricted the rights of women) Failure of the Continental System; invasion of Spain and placement of his brother, Joseph, on the Spanish throne was seen as a weakness to Spanish rule and Latin America used the event as an opportunity to rebel against Spanish domination and colonial rule; Portuguese royal family fled to Brazil; failed invasion of Russia Congress of Vienna restored order in Europe and created a balance of power Napoleon Bonaparte: An Introduction (History Channel video) Social Studies Instructional Strategies: p. 84, History Frame (Canvas). 68 P age Revised Spring 2017

69 Social Studies Instructional Strategies: p. 163, Three Point Review (Canvas). What if Napoleon Never Rose to Power? (AlternateHistoryHub) Watch video. Have students re-write French/European history without Napoleon. Students can take a holistic approach or they can select a topic from the video and expand. TEKS Verb Content WH 1.E Identify identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914; WH.9.B Explain The impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America - Napoleonic code - Banking system - Collection of taxes - Joseph on Spanish throne - Congress of Vienna WH 9.D Identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions. WH.16.A Locate Places and regions of historical significance directly related to major eras and turning points in world history - Latin America - France - Spain TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 69 P age Revised Spring 2017

70 Unit 16 Unit Dates Important Dates: Industrial Revolution February 20 March 1 None 8 days Enduring Understandings Essential Questions Scientific discoveries and technological innovations Why is the Industrial Revolution a revolution? have had a significant economic impact on households, businesses, and governments. Assurance Vocabulary from Previous Years Assurance Words Unit Vocabulary capitalism mass production laissez-faire monopoly assembly line monopoly commercial agriculture migration laissez-faire proletariat communism push/pull factors cottage industry rural economic systems social mobility free enterprise socialism industrialization suffrage Karl Marx urban Assurance Statements Students will be able to explain how the Industrial Revolution changed the way people lived and worked. Students will be able to analyze the cause and effect relationships of the Industrial Revolution with an emphasis on economic systems. TEKS and Content Suggested Resources Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: McGraw-Hill Textbook: p , , A- Locate places and regions related to major eras and turning points in world history; Trace beginnings of Industrial Revolution in Britain and how it spread through Europe then beyond Jarrett Book: p History. The student understands traditional historical points of reference in world history. The student is expected to: 1E- Identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Industrial Revolution and its impact on the development of modern economic systems The Industrial Revolution began in Britain due to the resources available. The first industry was in textiles moving to America and then back to Europe. A second Industrial Revolution will occur in the late 1800s and continue through the beginning of the 20th century. Nystrom Atlas: p Newspaper Report: You are an intrepid news reporter in Your editor has asked you to write about the following: What are the roots of our current Industrial Revolution? Create a front page story answering his question. 70 P age Revised Spring 2017

71 History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to The student is expected to: 8A- Explain how 17th and 18th century European scientific advancements led to the Industrial Revolution Technological improvements: navigation, shipbuilding, and gunpowder contributed to European exploration. Observation, experimentation, and the use of reason and scientific thinking from the Scientific Revolution helped encourage new inventions and innovations. Agricultural revolution: the enclosure movement, inventions to improve agricultural productivity, the use of the three field system (crop rotation), and new methods of breeding livestock led to increased population. Smaller farmers who had lost their land moved to the cities to find work. The overall growth in population provided the labor force needed to industrialize. Inventions (flying shuttle, spinning jenny, and water frame) made the production of textiles (where the Industrial Revolution began) easier and faster. The development of steam powered machinery (Watt s steam engine) revolutionized the production of goods and steam-powered boats and railroads revolutionized trade and transportation of goods. Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: 28A- Explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution; Textile industry: new inventions (flying shuttle, spinning jenny, spinning mule, water frame, cotton gin) modernized the textile industry, increasing the production of goods that could be sold at a cheaper price Steam technology: James Watt s steam engine became a major source of power and Robert Fulton s steamboat made transportation by water faster. Factory system: goods were made in the factory by machines instead of in the home by hand Transportation technology: improvement of roads with turnpikes (could result in a profit for investors); railroads 28E- Identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Louis Pasteur, and James Watt. These individuals will be used to stress the importance of the Industrial Revolution to make a connection on how the Industrial Revolution led to their achievements - Marie Curie: scientist who studied radioactivity. She discovered radium and polonium, and won a Nobel Prize. - Thomas Edison: invented the light bulb, phonograph, and motion pictures all based on electricity - Louis Pasteur: believed disease came from germs so he promoted washing hands and medical instruments, and used heat to kill germs in liquid (pasteurization) Booklet: Create a booklet. Include picture, background information on each scientist, ideas, discoveries, inventions, and write an evaluation on their significance to the world and humanity. 71 P age Revised Spring 2017

72 - James Watt: built a more efficient steam engine Conroe ISD Social Studies: Grade Grade Scope and Sequence History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to The student is expected to: 8B- Explain how the Industrial Revolution led to political, economic, and social changes in Europe Political: legal reforms to combat the negative effects of industrialization, growth of nationalism; desire to expand European nations/empires, and the growth of colonies to acquire raw materials and markets for manufactured goods; trained militaries with superior technology Economic: the factory system led to the mass production of goods, decrease in tariffs to promote trade, spread of capitalist ideas as well as socialist and communist philosophies Social: increase in populations, growing life expectancy due to improvements in agriculture, health care, working hours, wages, and working conditions for industrial workers; in some nations, class tensions between the upper/middle classes and the working classes led to changes in government 8E- Explain the effects of free enterprise in the Industrial Revolution In free enterprise systems, people freely choose what to produce and what to consume. This was explained in Adam Smith s The Wealth of Nations. Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: 17A- Identify important changes in human life caused by the Industrial Revolution Economic shift from an agricultural society to an industrial society Advances in technology, communication, transportation, and medicine The growth of a middle class and a worker class Illness and death caused by poor working conditions (low wages, child labor, and long work hours) and the overcrowding of cities were later addressed by political and social reforms Lower prices for manufactured goods and competition in business and trade led to the growth of free enterprise through laissez-faire economics while socialism and communism developed in reaction to capitalism and the working and social conditions created out of the Industrial Revolution 17B- Summarize the role of economics in driving political changes as related to the Industrial Revolution As the European nations became wealthy, the middle class grew in power and demanded greater representation in Parliament, voting rights, and reforms. The rise of workers unions demanding higher wages, better working conditions, and pensions resulted in industrialized nations becoming more responsive to their demands. Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: 18A- Identify the historic origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations; Game: Urban Game Reflections: Write a reflection about experiences during the Urban Game. Social Studies Instructional Strategies: p. 106, Opinion Proof (Canvas). 72 P age Revised Spring 2017

73 Smith believed a free market (the unregulated exchange of goods and services) would come to help everyone, not just the rich. The free market would produce more goods at lower prices, making them affordable to everyone. Smith believed that the laws of supply and demand would help determine what to produce and how much. Laissez-faire business practices were a way to keep the government out of business and let business owners run things. Characteristics include the ownership of private property, profit, and economic freedom. 18B- Identify the historical origins and characteristics of communism, including the influences of Karl Marx; The economic system described would be a command economy. Communist ideas are a direct result of the negative effects of industrialization. Communism is an extreme form of socialism. Karl Marx and Friedrich Engels wrote a pamphlet called The Communist Manifesto in Marx s ideas became the basis of communism. The entire course of history was a history of class struggles, a gap between the rich and poor, or the haves and have-nots. Modern class struggles pitted the workers (the proletariat) and the owners (industrialists) in a revolution to seize control of the means of production. In the end, Marx believed the workers would win, control production and set up a classless, communist society. The factors of production are collectively owned and distributed by the state for the collective good (classless society with a shared goal). There is no private property, no social classes, no profit, cooperation would replace competition, and there would be no economic freedom. 18C- Identify the historical origins and characteristics of socialism; Socialist ideas are a direct result of the inequalities of the Industrial Revolution. They were inspired by the ideas of equality from the Enlightenment. Under socialism, the people as a whole, rather than private individuals, would own and operate the means of production. Socialists condemned the evils of industrial capitalism, which they believed created a gap between the rich and poor. Socialists wanted a society that operated for the benefit of all members not just the rich. However, socialism did not advocate for a violent revolution or uprising of the worker class. Instead, supporters of socialism argued that workers could advocate for change through political action. Workers initially supported socialism because of the interest in reforming poor factory conditions and low wages. Supporters believed that political reforms would protect workers and that the government should own some businesses for the benefit of state workers. Later supporters argued that government s should provide basic services in education, housing, health care, and public transportation. Primary Resources: Read and reflect on quotes from Karl Marx s book The Communist Manifesto. Social Studies Instructional Strategies: p. 28, Cereal Box about socialism (Canvas). Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A- describe the changing roles of women, children, and families during major eras of world history; 24B- describe the major influences of women during major eras of world history, such as Queen Victoria. 73 P age Revised Spring 2017

74 Families: lived in small, dirty apartments where disease spread quickly. Access to fresh water, air, and light was limited. The average lifespan for someone living in these conditions was 17 years. Family income was so low that all members of the family had to work even children. Women and Children: worked in factories for very little pay. The long hours, hot temperatures, and dangerous conditions led to many accidents, but there were no laws protecting children and workers until reformers demanded change. Queen Victoria: British monarch who doubled the size of Britain and who favored social reforms. Cartoon Strip: Create a cartoon strip of a 17 year old textile mill girl or a 15 year old coal mining boy. Describe their role, homes, etc. TCI Sensory Figure: Queen Victoria sensory figure focusing on her concern for the social welfare of her people TEKS Verb Content WH.1.E Identify Major causes of important turning points in world history from 1450 to scientific thinking and experimentation - access to resources - commercial revolution Major effects of important turning points in world history from 1450 to free enterprise system - communism - socialism - distribution of labor - growth of the middle class - factory system WH.8.A Explain how 17 th and 18 th century scientific advancements led to the Industrial Revolution WH.8.B Explain how the Industrial Revolution led to political, economic, and social changes in Europe - growth of nationalism, expansion, legal reforms - free market enterprise, socialism, communism - Queen Victoria - growth of the middle class, labor distribution, gender roles WH.8.E Explain the effects of free enterprise in the Industrial Revolution - choice - competition WH.16.A Locate places and regions of historical significance directly related to major eras and turning points in world history - Britain WH.17.A Identify Important changes in human life caused by the Industrial Revolution - social reforms - labor - middle class - access to new products - ease life to create leisure time 74 Page Revised Spring 2017

75 WH.17.B Summarize the role of economics in driving political changes as related to the Industrial Revolution - socialism - communism - free market enterprise - distribution of wealth WH.18.A Identify the historical origins and characteristics of the free enterprise system, including Adam Smith, and the influence of his ideas found in The Wealth of Nations - supply and demand - laissez faire WH.18.B Identify the historical origins and characteristics of communism, including Karl Marx - command system - collective good - born out of the negative effects of the Industrial Revolution WH.18.C Identify the historical origins and characteristics of socialism - people as a whole own industries - born out of inequalities of Industrial Revolution WH.24.A Describe changing roles of women, children, and families in different historical cultures - work in factories WH.24.B Describe the major influences of women such as Queen Victoria - social reform WH.28.A Explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution - power - began factory system the role of the factory system - mass production - economic systems emerge transportation technology - improvement of infrastructure - new forms of transportation WH.28.E Identify contributions of significant scientists and inventors - Marie Curie, Thomas Edison, Louis Pasteur, Albert Einstein, James Watt TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills 75 P age Revised Spring 2017

76 Unit 17 Unit Dates Important Dates: Nationalism & Imperialism March 2 March 9 None 6 days Enduring Understandings Essential Questions As the economy changes, the need for new lands and raw materials increases, Does might make right? ushering in a variety of consequences. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary abolitionism Indigenous dollar diplomacy Social Darwinism direct rule protectorate annexed nationalism Open Door Policy sphere of influence dollar diplomacy Social Darwinism empire imperialism sphere of influence indirect rule unification multinational empire Zionism Open Door Policy Assurance Statements Students will be able to explain why nationalists rebelled against the conservative order in Europe. Students will be able to explain how industrialization and the desire for resources can motivate countries to seek control over other countries. TEKS and Content Suggested Resources Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16B- Analyze the influence of human and physical geographic factors on major events in world history 16C- Interpret maps, charts, and graphs to explain how geography has influenced events in the past McGraw-Hill Textbook: Nationalism p p ; 579 Imperialism p Examine maps of various world regions before/after imperialism Jarrett Book: Suez Canal: man-made canal in Egypt that links the Red Sea to the Mediterranean Sea. Britain gained p , control in 1875, making Egypt a British protectorate. Panama Canal: man-made canal across Panama linking the Atlantic Ocean and Pacific Ocean opened in The USA controlled the canal until Nystrom Atlas: p History. The student understands traditional historical points of reference in world history. The student is expected to: 1E- Identify major causes and describe major effects of European imperialism The Industrial Revolution began in Britain due to the resources available. The first industry was in textiles moving to American and then back to Europe. A second Industrial Revolution will occur in the late 1800s and continue through the beginning of the 20th century Need for resources and markets are reasons for European imperialism Collage: Images and words illustrating the causes and effects of European imperialism. 76 P age Revised Spring 2017

77 History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to The student is expected to: 8C- Identify the major political, economic, and social motivations that influenced European imperialism Political: nationalism and the desire to increase ones territory (including important port cities and trade routes) was a major political motivation for imperialism; the Berlin Conference divided Africa between European nations; Open Door Policy Economic: need for raw materials (cotton, rubber, palm oil) and new markets for manufactured goods as part of industrialization; mining in diamonds, copper, gold, and tin creates wealth with some Europeans Social: Social Darwinism, White Man s Burden (Rudyard Kipling), and the spread of Christianity through missionaries 8D- Explain the major characteristics and impact of European imperialism Types of colonies (direct and indirect), sphere of influence, mandates Africa: Belgian Congo under Leopold, scramble for Africa, Berlin Conference, Boer War, Cecil Rhodes Middle East: modernization of Egypt under Muhammad Ali, Suez Canal, fighting the Ottoman Turks India: British East India Company, Sepoy Rebellion/Mutiny (Indian Revolt of 1857) China: Opium Wars, Boxer Rebellion, sphere of influence Japan: Commodore Matthew Perry, agreed to trade with western powers to avoid colonization Southeast Asia: French Indochina, efforts to drive out foreign influence Negative consequences: abuses of human rights, loss of land and independence; resistance movements, famine; loss of local culture and identity; depletion of natural resources; and the drawing of arbitrary boundaries caused rivalries between; increased competition between European nations Positive consequences: European military presence reduced local warfare; improved sanitation, emphasis on education; development of infrastructure, such as roads, railroads, dams and canals Cards: Create note cards of words and/or pictures that fall into one of the 3 (political, economic, social) categories. Challenge classmates to play. Stations: Create stations that students must visit with an Imperialism passport each featuring a major characteristic of imperialism. Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24B- Describe the major influences of women during major eras of world history, such as Queen Victoria Queen Victoria: Queen of England from Her 63 year reign, known as the Victorian era, oversaw the Industrial Revolution and the expansion of the British Empire during the Age of Imperialism. Victoria was known as the Empress of India, because India was controlled by the British. Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: 28B- Explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism Military technology: superior training and weaponry allowed the conquest of native people faster and easier (modern rifles/rapid-fire artillery such as the Maxim guns and modern naval vessels) Trading Card: Create a baseball card for Queen Victoria. Include accurately researched information about her views and accomplishments regarding imperialism. Lithograph: You have been hired to paint a lithograph representing the 4 technological advancements that made Imperialism possible. Sketch and explain each. 77 P age Revised Spring 2017

78 Transportation technology: steamboats and steamships made travel upriver easier (interior portions of Africa) and allowed settlement beyond coastal areas; railroads were widely used for transportation of people and goods Communication technology: telegraphs, cables, and wireless radio Medical advancements: Allowed treatment for diseases that limited access to certain regions; quinine controlled yellow fever and malaria in tropical environments (Africa and Latin America for example) Unification Booklet: Create a booklet about German and Italian Unification. History. The student understands the causes and effects of major political revolutions between 1750 and The student is expected to: 9B- Explain the impact of the Napoleonic Was on Europe Congress of Vienna (1815) sought to: (1) restore absolute monarchies in Europe (2) maintain a balance of power (3) suppress nationalistic movements By the 1860s, nationalism again arose in the Italian Peninsula and the fragmented German states. People believed that to be considered legitimate nations with political power on the international scene they must unite into sovereign nation-states with autonomous rule. Italian Leaders: Giuseppe Garibaldi, Giuseppe Mazzini, and Victor Emmanuel II German Leaders: Otto von Bismarck and Kaiser Wilhelm I TEKS Verb Content WH.1.E Identify Major causes of European imperialism - Industrial Revolution - nationalism Major effects of European imperialism - colonization - trade agreements WH.8.C Identify Major political, economic, and social motivations that influence European imperialism - nationalism - trade, access to markets and resources - Social Darwinism, White Man s Burden WH.8.D Explain The major characteristics and impact of European imperialism WH.9.B Explain The impact of the Napoleonic Wars on Europe - balance of power restored - unification WH.16.B Analyze The influence of human and physical geographic factors on major events in world history - Suez and Panama Canals 78 P age Revised Spring 2017

79 - nationalism WH.16.C Interpret Charts, maps, graphs to explain how geography has influenced events (process std) in the past WH.24.B Describe Major influences of women during major eras of world history - Queen Victoria: expansion WH.28.B Explain The roles of the following in initiating and advancing 19 th century imperialism - Military technology: weaponry - Transportation technology: global movement of people - Medical advancements: medicines to treat disease TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills 79 P age Revised Spring 2017

80 World War I & the Russian Revolution Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 18 Unit Dates Important Dates: March 19 April 4, World War I 12 days Enduring Understandings Essential Questions Militarism, imperialism, alliances, & nationalism Why do politics often lead to war? led to unequal balances of power and ultimately to war. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary propaganda armistice total war abdicate reparations reparations unrestricted armistice total War trench warfare war of attrition militarism trench Warfare mobilization unrestricted planned economies war of Attrition Assurance Statements Students will be able to analyze and explain the causes and effects of World War I on Europe and the rest of the world. Students will be able to explain the fall of the czarist regime in Russia and how the revolution put the communists in power, creating the Soviet Union. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in history Examine maps to analyze the boundaries of Europe before and after WWI. History. The student understands traditional historical points of reference in world history. The student is expected to: 1F-identify major causes and describe the major effects from 1914 to present: The World Wars and their impact on political, economic and social systems. History. The student understands the causes and impact of World War I. The student is expected to: 10A- Identify; the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I Long-term Causes of WWI: Militarism: (belief that a country should maintain the strongest military possible) Before WWI, European nations were deeply militaristic. They spent millions in a race to build the largest navy and army, and even kings wore military uniforms regularly. With Europe so well armed, it wouldn t take much for war to erupt between nations. Suggested Resources McGraw-Hill Textbook: WWI p , Russian Revolution p Jarrett Book: p Nystrom Atlas: p DBQ Project: What Were the Underlying Causes of WWI? Poster: Create a poster explaining and illustrating the acronym MAIN. Present to class. 80 P age Revised Spring 2017

81 Alliance: (a formal agreement between two or more nations to cooperate for specific purposes) By 1914, Europe was divided into 2 alliances: the Triple Alliance (Germany, Austria-Hungary, and Italy) and the Triple Entente (Great Britain, France, and Russia). If any two countries on either side fought, their allies would join in the war. Imperialism: (policy of extending control over foreign countries) European nations wanted to be the strongest and richest so they competed for overseas colonies. This created bad feelings and tension between European nations because they were very competitive. Nationalism: (national spirit or aspirations; devotion to one s nation; excessive patriotism) Extreme rivalries grew from nationalism, as did the creation of new, unstable countries like Serbia. In some countries (like Austria-Hungary), ethnic groups wanted independence, which created tensions and instability. Immediate Cause of WWI: Assassination of Archduke Franz Ferdinand of Austria-Hungary History. The student understands the causes and impact of World War I. The student is expected to: 10B- Identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates Trench Warfare: ditches were dug in northern France (the Western Front) as fortified positions separated by no man s land, a field with barbed wire and mines. Machine guns were fired above trenches. Neither side won much ground creating a stalemate. Modern technology: this was the first war to use modern industrialized technology, resulting in high casualty rates (more than 8.5 million dead and 17 million wounded). Total War: nations mobilized all their resources for the war effort by taxing, rationing (limiting supply of goods to citizens so they could supply the army), drafting soldiers, publishing propaganda, etc. TCI History Alive!: Trench Warfare Activity Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: 28C- Explain the effects of major new military technologies on WW I; WWI Technology: characterized by trench warfare; the first use of poison gas in warfare; the use of machine guns and other weapons led to the growth of a stalemate on the Western Front and an increase in casualties; the development of new weapons such as airplanes, submarines, tanks, and flame throwers revolutionized modern warfare. Graphic Organizer: Jarrett book p. 282, Applying What You Have Learned 81 P age Revised Spring 2017

82 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 26B-Analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; Propaganda and its impact on war All Quiet on the Western Front History. The student understands the causes and impact of World War I. The student is expected to: 10D- Identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. The revolutions of March and November 1917 are known to Russians as the February and October revolutions. In 1917, Russia still used an old calendar, which was 13 days behind the one used in Western Europe. Not until 1918 did Russia adopt the western calendar. Causes: Russia defeat in the Russo-Japanese War (1905); Bloody Sunday (1905); later proletariat (worker) strikes; food shortages and famine; heavy loss of life and suffering in WWI; weak leadership by Czar Nichols II and later abdication of the czar, ending Russia s long tradition of a monarchy and a weak provisional government. - February Revolution : Food riots broke out across Russia. Tsar Nicholas II abdicated (gave up) his throne when he realized he had lost control, making Russia a republic ruled by a provisional government. - October Revolution : Led by Vladimir Lenin (a follower of Karl Marx) the Bolsheviks seized control of the weak provisional government. Outcome of WWI: The Bolshevik party, led by Vladimir Lenin, gained political power in Russia in 1917 (peace, bread, and land). The party was supported by the soviets, or the workers group. Lenin offered Germany a truce, and they signed the Treaty of Brest-Litovsk, which ended Russia s involvement in WWI. Russian farmland was given to the peasants and workers groups (the soviets) took command of the factories. Bolshevik establishment of the USSR: A civil war erupted between the Bolsheviks (the Reds) and the anti- Bolsheviks (the Whites), who had the support of the United States, but the Whites had been defeated. Lenin launched the NEP, or the New Economic Policy, to revive the Russian economy. To prevent the spread of nationalism among Russia s diverse populations, the country was organized into the USSR, or the Union of Soviet Socialist Republics, and the Bolshevik party was renamed the Communist party. Following the death of Lenin in 1924, Stalin became the new leader of the USSR. Poster: Create a propaganda poster Timeline: Create an illustrated timeline 82 P age Revised Spring 2017

83 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22C-Identify examples of politically motivated mass murders in Armenia; Armenian Massacre ( ): Christians in the Ottoman Empire, who faced genocide during WWI. Over 1,000,000 Armenians were exterminated as part of this mass murder. History. The student understands the causes and impact of World War I. The student is expected to: 10C- Explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; Fourteen Points: Drafted by U.S. President Woodrow Wilson, the plan included plans to end to secret treaties, allow free trade, freedom of the seas, decrease the size of armies and navies, decrease armaments, provide for self-determination for new nations, and created the League of Nations Political impact of the Treaty of Versailles: Germany took sole blame for WWI (Article 231 War Guilt Clause); loss of German territory in Europe as well as their colonies in Africa and the Pacific; creation of the League of Nations; limited the size of the German military Economic impact of the Treaty of Versailles: Germany was forbidden from importing or manufacturing war materials and weapons; Article 231 (War Guilt Clause) forced Germany to pay over $30 billion in war reparations over 30 years; severe inflation and economic depression affected Germany after the war; Germany could not afford to pay reparations and in return, France and Britain could not pay back loans made by the U.S. government (connect to the U.S. economic depression) Changes in boundaries: the Austrian-Hungarian empire was divided and Serbia was combined with other lands to create the new nation of Yugoslavia; parts of German and Russian territory were divided into new nations to create the independent nations of Finland, Poland, and Czechoslovakia; the Ottoman Empire ended and Turkey fought to become a secular state Mandate system: German colonies were redistributed to Britain and France to be ruled like colonies but could be supervised by the League of Nations; the Ottoman empire ended and was divided into mandates as well Train Organizer: Draw a train with 5 cars, each representing one of the 5 results. Explain each then determine what 3 possible destinations might be (i.e. peace, WWII). Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20D-Explain the significance of the League of Nations A mandate system was developed that required oversight by the League of Nations, which laid the foundation for later independence movements in the 20th century. League of Nations: an international peace-keeping organization; consisted of 32 Allied and neutral nations (excluding Germany, who lost the war, and Russia, who got out of the war early); it had very little enforcement power; was one of Wilson s 14 points adopted in the Treaty of Versailles Postcard from the League of Nations: Create a postcard identifying the role of the League of Nations 83 P age Revised Spring 2017

84 TEKS Verb Content WH.1.F Identify major causes of World War I - Political: militarism, alliance, imperialism - Economic: imperialism - Social: nationalism WH.1.F Describe major effects of World War I - Political: Germany takes blame, changes in boundaries, German colonies redistributed, independent nations - Economic: German reparations, inflation, German colonies redistributed - Social: nationalism WH.10.A Identify importance of imperialism, nationalism, militarism, and the alliance system in causing World War I - declaration of war on one of their allies, meant a declaration on all - national identity - economic agreements - build-up of armies WH.10.B. Identify major characteristics of World War I - total war - trench warfare - modern military technology - high casualty rates WH.10.C Explain the political impact of the Fourteen Points - free trade, freedom of seas - end of secret alliances, treaties - self-determination for new nations - decrease the size of the military and armaments - League of Nations the political and economic impact of the Treaty of Versailles - German must take blame, pay reparations, and redistribute their colonies - Germany was set up for failure - inflation throughout Europe WH.10.D Identify the causes of the Russian Revolutions and their effects on WWI - instability throughout the country (defeat in Russo-Japanese War, food shortages, strikes) - Lenin offers Germany a truce, ending their involvement in WWI the Bolshevik establishment of the Soviet Union - civil war broke out - Lenin offers NEP to revive economy - divides the nation into soviets to prevent nationalist uprisings 84 P age Revised Spring 2017

85 WH.16.A Locate Places and regions related to major eras and turning points - Europe before and after the war WH.20.D Explain The significance of the League of Nations - international peace-keeping organization, little enforcement power WH.22.C Identify examples of politically motivated mass murders in Armenia - Christian genocide by the Ottoman Empire WH.26.B Analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced - propaganda posters - All Quiet on the Western Front WH.28.C Explain The effects of new military technologies in WWI - new weapons and tactics created mass casualties - revolutionized modern warfare TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills 85 P age Revised Spring 2017

86 Interwar & World War II Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 19 Unit Dates Important Dates: April 5 April days Enduring Understandings Essential Questions As technology increases and countries become How are values reflected in a society s response to crisis? interdependent, control among the nations is imminent. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary 1929 Great Depression World War II Economic systems genocide globalization totalitarian appeasement deficit spending depression fascism Isolationism neutrality sanctions Anti-Semitism appeasement deficit spending demilitarized depression fascism isolationism neutrality sanctions Assurance Statements Students will be able to explain why many European countries had adopted dictatorial regimes that aimed to control every aspect of their citizens lives for state goals. Students will be able to explain that political motivations and relationships are often the cause of war, while human suffering and environmental destruction are often the result. TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history Identify the location of Allied powers and Axis powers on maps during WWII Compare maps of WWII (before, during, and after) to examine changes in territory History. The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to: 11A- Summarize the international, political, and economic causes of the global depression; 11B- Explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression. Causes of the Global Depression While it took time for suffering to become prosperity after WWI, economies flourished by the 1920s. But in 1929, the stock market crash plunging the world into a severe economic depression. Banks closed, trade almost stopped, loans were called in, and millions were out of work. Hopeless people turned to strong leaders who demanded absolute power. Suggested Resources McGraw-Hill Textbook: Interwar p WWII p Jarrett Book: p Nystrom Atlas: p Social Studies Instructional Strategies: p. 91, Jigsaw/Expert Groups (Canvas) 86 P age Revised Spring 2017

87 International: The Treaty of Versailles forced Germany to accept blame for WWI (Article 231) as well as pay reparations for their role. Nationalist movements in European colonies interrupted the supply of raw materials and goods for European factories. Germany could not afford to pay the reparations to Britain and France, who therefore could not pay their loans to U.S. companies. The U.S. had financed European loans for WWI which was not paid back. Banks failed in the U.S., which were no longer available to offer credit for European nations. Political: Governments reacted to depression poorly; high tariffs nearly stopped all trade; government spending decreased making things worse Economic: 1) Over Speculation- investors borrowed money to invest and make a quick profit 2) Over Production- too much production of new products; people couldn t afford to buy Responses to the Global Depression U.S.: Franklin Roosevelt s New Deal program created jobs on public infrastructure projects (building roads, bridges, airports, dams, etc.) Reaffirmed a policy of isolationism (turned a blind eye to Germany s rebuilding efforts and return of militarism). Germany: Poor economic conditions and weak leadership of the Weimar Republic led to the rise of Adolf Hitler and Nazism. Hitler used government agencies to create public works jobs and to rebuild the German military. Soviet Union: Communist leader, Joseph Stalin, wanted to compete with the industrialized West and introduced measures such as the five-year plan (command economy and collectivization). USSR did not suffer from the Great Depression, because they did not have a free market economy. Government. The student understands the characteristics of major political systems throughout history. The student is expected to: 19B- Identify the characteristics of the following political systems: totalitarianism; History. The student understands the causes and impact of World War II. The student is expected to: 12A- Describe the emergence and characteristics of totalitarianism; Totalitarianism: total centralized state control over every aspect of public and private life. It appears to provide a sense of security and to give direction for the future. Though few, people had limited rights. Emergence: Joseph Stalin turned the new Soviet Union into a totalitarian state under a one-party (communist) dictatorship Characteristics: propaganda depicts government leaders as heroes, and information is censored; religion is not allowed, and fear is spread throughout the nation; secret police arrest anyone who is against the government, many are killed for their resistance. Video Activity: Watch the Sparknotes video summary of George Orwell s 1984 at Afterwards create a chart or write paragraph detailing how the USSR and 1984 were similar. 87 P age Revised Spring 2017

88 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22C-identify examples of politically motivated mass murders in the Soviet Union The Great Purge was Joseph Stalin s attempt to get rid of his enemies. His secret police arrested anyone thought to be against Stalin, even fellow Communist Party members who were not completely loyal to him. Prisoners were either exiled to Siberia (the coldest, harshest region in the land) or forced to work in gulags (harsh labor camps), or they were immediately executed. Millions died because of this. In this way, Stalin maintained tight control over the Soviet Union. Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: 18D-Identify the historical origins and characteristics of fascism Fascism: political movement based on nationalism that gives power to a dictator and takes away individual rights Characteristics: One party with one leader, a dictator, controls the government. Leader uses nationalism to build authority, a strong military, and to take away people s individual rights. Origins: 1) ITALY- upset about losing territory in WWI, Italians turned to Benito Mussolini. He got rid of democracy and outlawed all political parties except his 2) GERMANY- angry about the Treaty of Versailles and suffering from the depression, Germans turned to Adolf Hitler and the Nazi Party. He arrested opponents, took away individual rights and controlled all areas of life History. The student understands traditional historical points of reference in world history. The student is expected to: 1F-identify major causes and describe the major effects from 1914 to present: The World Wars and their impact on political, economic and social systems Causes: League of Nations failed, appeasement, and invasion of Poland, depression Effects: Seventy million died, Europe and Asia lay in ruins, counties occupied and turned into democratic nations, end of imperialism, massive cost of war History. The student understands the causes and impact of World War II. The student is expected to: 12B-explain the roles of various world leaders, including Mussolini, Hitler, Tojo, Stalin, Roosevelt, and Churchill, prior to and during World War II; AXIS POWERS Benito Mussolini: Fascist dictator of Italy from Adolf Hitler: Fascist dictator of Germany and the Nazi party from responsible for the Holocaust Social Studies Instructional Strategies: p. 165, Visual Discovery (Canvas). Worksheet: Fascism Gingerbread located in Canvas Diagram: Create a cause and effect diagram Social Studies Instructional Strategies: p. 2, Act it Out (Canvas). 88 P age Revised Spring 2017

89 Hideki Tojo: Prime Minister of Japan who planned the attack on Pearl Harbor, bringing the USA into WWII ALLIED POWERS Joseph Stalin: Communist dictator of the Soviet Union Franklin Roosevelt: Democratic president of the United States Winston Churchill: Prime Minister of Great Britain who refused to surrender to Hitler 12C-explain the major causes and events of World War II, including the German invasion of Poland and the Soviet Union, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs. German invasions of Poland: Germany had made a nonaggression pact with the USSR in which they agreed not to attack each other and split Poland. In 1939, Hitler invaded Poland using technique called blitzkrieg (lightening war where planes, tanks, and troops invade quickly). Britain and France then declared war. German invasion of USSR: June 1941 Hitler began surprise invasion of the Soviet Union. The Soviet s Red Army burned all supplies as they retreated further into Russia. The Germans were forced back by the winter weather and Soviet counterattacks. Japanese Imperialism: Japan lacked natural resources and was overpopulated so in 1931 they began to take over other Asian nations. Pearl Harbor: Dec 7, 1941 the Japanese attacked a US naval base at Pearl Harbor, Hawaii. Their goal was to destroy the US Pacific fleet. They sunk 18 ships, and the USA declared war on Japan on Dec 8. Normandy landings: Called D-Day, in 1944 the Allies landed massive forces on the coasts of Normandy, France to retake Europe. Despite heavy casualties, the Allies pushed the Germans back in the west while the Soviet Union pushed them back from Eastern Europe. Atomic Bombs: After President Roosevelt died, Harry Truman became president of the USA. In order to save the lives of American troops, he made the decision to drop an atomic bomb on the city of Hiroshima and another on Nagasaki. Japan surrendered after this. Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: 28C-Explain the effects of major new military technologies on WWII 28E-identify the contributions of significant scientists and inventors such as Albert Einstein Modern Warfare: increased power, speed, and communication - Weapons improved: submarines, machine guns, tanks, airplanes, deadlier bombs (atomic bomb), and aircraft carriers - Communications: walkie-talkies, sonar to detect submarines, radio Albert Einstein: physicist who developed the general theory of relativity, E=MC2, and helped establish quantum theory Timeline: Create an illustrated timeline Editorial: Write a piece on modern war weapons that have killed thousands. Now a new scientist is calling for a destructive new weapon to be built. What do you think? 89 P age Revised Spring 2017

90 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22D- identify examples of genocide, including the Holocaust Genocide: the deliberate killing of a large group of people, especially those of a particular ethnic group or nation Holocaust: The systematic, state-sponsored mass murder of 6 million Jews under the German Nazi regime from Jews were deprived of citizenships, couldn t own businesses, had to wear yellow stars, and couldn t marry Germans. Then Jews were forced into ghettos. Finally, they were carried off to concentration camps where Hitler carried out his Final Solution to exterminate them. Star Activity: Students will wear stars of David for 3-5 days, keeping a journal of their experiences. Invite staff to interrupt the normalcy of their day in order to build empathy. Permission slips and alternate assignments may be required. Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: 20D-explain the significance of the League of Nations and the United Nations United Nations (1945): replaced the League of Nations; the original 50 members agreed to protect each other against aggression and to advance human rights; general assembly where each member country had one vote; with five permanent members: the U.S., the Great Britain, France, China, and Russia Played a vital role in decolonization; peace-keeping efforts; sponsors global summits; promotes civil rights and provides services for millions of people, including education, health and malnutrition concerns Social Studies Instructional Strategies: p. 57, Double Bubble (Canvas). TEKS Verb Content WH.1.F Identify Major causes of WWII - Treaty of Versailles - League of Nations - appeasement - invasion of Poland - depression WH.1.F Describe Major effects of WWII - End of imperialism - Europe and Asia lay in destruction - New balance of power, Cold War - Modern weaponry WH.11.A Summarize The causes of the global depression - International: Treaty of Versailles, payment of loans, access to raw materials from colonies - Political: governments did not know how to respond to depression - Economic: over speculation, over production WH.11.B Explain Responses of governments to the global depression - U.S.A.: FDR and New Deal - Germany: created public works and rebuilt the military - U.S.S.R.: no impact because command economy 90 P age Revised Spring 2017

91 WH.12.A Describe The emergence of the characteristics of totalitarianism - creation of soviets - command system WH.12.B Explain the roles of various world leaders (outlined in content) WH.12.C Explain the major causes and events of WWII (outlined in content) WH.16.A Locate Places and regions related to major eras and turning points in world history - Europe before, during, and after WWII WH.18.D Identify The historical origins and characteristics of fascism - one dictator, no individual rights - depression WH.19.B Identify Identify the characteristics of totalitarianism - Centralized control over the state - Limited rights WH.20.D Explain The significance of the United Nations - promoted independence, world peace, and human rights WH.22.C Identify Examples of politically motivated mass murders in the Soviet Union - Great Purge WH.22.D Identify Examples of genocide - Holocaust WH.28.C Explain The effects of new military technologies in WWII - Emergence of modern warfare - Mass destruction and casualties WH.28.E Identify Contributions of Albert Einstein - quantum physics - Atomic bomb TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills 91 P age Revised Spring 2017

92 Cold War, Decolonization & Independence Movements Conroe ISD Social Studies: Grade Grade Scope and Sequence Unit 20 and 21 Unit Dates Important Dates: April 23 May Sputnik 15 days 1991 Cold War Ends Enduring Understandings Essential Questions As certain nations become most powerful, How does conflict influence political relationships? competition leads to fear. As nations become more equal in power, colonies strive for independence. Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary Cold War communism political oppression Assurance Statements scarcity arms race glasnost arms race totalitarianism containment perestroika bloc détente satellite state containment Domino theory space race dissidents détente pacifism Pan-Africanism Pan-Arabism Students will be able to explain how differences in political ideology can create conflict and influence government policies. Students will be able to explain how war brings political, economic, and social change to countries in positive and negative ways. How can people effectively change their government? TEKS and Content Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history; Compare maps of Cold War powers in various world regions Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history; Independence Movements: Africa, Middle East and South Asia ethnic cleansing glasnost perestroika satellite state space race partition privatization trade embargos Suggested Resources McGraw-Hill Textbook: Cold War p , China p , , Cold War Ends p Jarrett Book: p Nystrom Atlas: p Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 1F- identify major causes and describe the major effects from 1914 to present: The Cold War. Book Foldable: Create a Communist revolution foldable that teaches others about the communist upheaval of 92 P age Revised Spring 2017

93 History. The student understands traditional historical points of reference in world history. The student is expected to: 1F- identify major causes and describe the major effects: independence movements. Causes: After WWII, imperial powers greatly weakened & the spirit of nationalism had spread to their colonies. Effects: conflict, violence, instability, and independence the 20 th century. Be sure to include USSR, China, Korean War, Cuban Missile Crisis, Cambodia, and Vietnam War. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 13A- Summarize how the outcome of World War II contributed to the development of the Cold War; The Superpowers: After WWII, the USA (democracy) and the USSR (communism) emerged as the most powerful nations despite being very different. Iron Curtain: Because Germany had invaded during WWII, the Soviets feared another invasion, so they spread communism to Eastern Europe as a buffer zone against the west while Western Europe maintained free and democratic government systems. This division became known as the Iron Curtain. Competition: The USSR and the USA competed to spread their influence world-wide, leading to what we call the Cold War. Though they never fought each other directly, they built the strongest military forces in the world and conflict erupted many times. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 13E- Summarize the rise of independence movements in Africa and South Asia and reasons for ongoing conflicts; Independence Movements should include the following regions: Africa (Algeria, Congo, Ghana, and South Africa); the Middle East (Turkey, Egypt, Iran, and the development/rise of Israel); South Asia (India and Pakistan); and Southeast Asia (French Indo-China). Reasons for rise: unnatural boundaries drawn by European powers during imperialism do not reflect traditional settlement patterns or ethnic boundaries, colonial protest of the mandate system of post-wwi Reasons for ongoing conflict: left in chaos with tribal differences which often resulted in genocide, religious differences, such as the rise of Islam in various regions (ex. India, Pakistan, Bangladesh), state of affairs when the colonial powers pulled out vary (ex: British educated colonials to prepare them for selfrule and generally left behind infrastructure), but others lacked a stable foundation of government; lack of a strong economy Africa: Liberia and Ethiopia were the only independent African nations in 1900; South Africa (1910), Libya (1951), Ghana (the Gold Coast) (1957), Kenya (1963), Congo (1960) and Algeria (1962) South Asia: India (1947) led by Gandhi and concept of civil disobedience; conflict between Hindus and Muslims led to the partition of India to create the nation of Pakistan (1947); current instability due to 93 P age Revised Spring 2017

94 Islamic fundamentalist movements and continued tensions between India and Pakistan over the region of Kashmir have led to international concern. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 13E- Summarize the rise of independence movements in the Middle East and reasons for ongoing conflicts; 13F- Explain how Arab rejection of the State of Israel has led to ongoing conflict. Middle East: - Egypt (1922): following WWII, British and French mandates (connect back to the mandate system created after WWI) in the Middle East gained independence - Israel (1948): Balfour Declaration of 1917 called for a partition of Palestine that included an independent Jewish state, but independence wasn t achieved until 1948 after British withdrawal from the region; violence and unrest between the Israelis, Palestinians, and Arabs persist in the region. ^ Establishment of the nation of Israel in 1948 (Jews were given the new state of Israel and the Palestinian Arabs were relocated and given the West Bank and Gaza Strip). ^ Ongoing conflict including 1948 Israeli War for Independence; the Suez Crisis of 1956; the Six Day War in 1967; the Yom Kippur War in 1973; the assassination of the Egyptian president Anwar al-sadat following the Camp David Accords in 1978, and the establishment of OPEC; Arab-Israel conflict continues in contemporary times ^ Effects: establishment of the Palestinian Liberation Organization (PLO) to win back their homeland; massacre at the 1972 Munich Olympic Games;, and other acts of terrorism PowerPoint: choose 2-3 new Cold War technologies to research. Make a PowerPoint for class. Present. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 13B-summarize the factors that contributed to communism in China, including Mao Zedong s role in its rise, and how it differed from Soviet communism; Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22C-identify examples of politically motivated mass murders in China; Civil War: The Communists beat the Nationalists for control of China after WWII. Mao Zedong: He led the Communists to victory with the help of the Soviet Union. He made China a totalitarian state. Businesses and all aspects of life were controlled by the government. Communism replaced religion, and students were taught loyalty to the leader above their own parents. Implementation of the Great Leap Forward. Mass Murders: Mao Zedong s government killed, imprisoned, and tortured opponents during the Cultural Revolution and the Great Leap Forward. As a result of Mao Zedong s Five Year Plans, million died of starvation Social Studies Instructional Strategies: p. 142, Report Card (Canvas) 94 P age Revised Spring 2017

95 Different from the USSR: Soviets focused on city workers, Mao focused on peasants to bring about revolution. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 13C-identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race; Events: Iron Curtain, Truman Doctrine, Marshall Plan, Communist China, NATO, Korean War, Warsaw Pact, Vietnam War, Sputnik, Cuban Revolution, Berlin Wall, Cuban Missile Crisis, Nicaragua, Afghanistan, El Salvador, Election of Mikhail Gorbachev in U.S.S.R., Fall of Berlin Wall, End of Communist government in E. Europe, Reunification of Germany, Yeltsin, Arms Race Korean War: Korea was divided into Communist north & non-communist south. The north invaded the south, the U.N. passed a resolution allowing the USA & other nations to fight the Communists back until a compromise ended the war, returning the borders to where they d been. Vietnam War: Like Korea, Vietnam was divided into Communist north and non-communist south. The Domino Theory made the USA fear that SE Asian nations would fall to communism so when the northern Viet-Cong (Communists) attacked the south, the USA sent in combat troops in Despite advanced weapons, the USA lost to the Viet-Cong and withdrew in North and South Vietnam were then united as one communist nation. Nuclear Arms Race: Both the USA and the Soviet Union developed atomic bombs and hydrogen bombs in an effort to outpace each other. In 1957, the USSR launched the satellite Sputnik into space, causing the USA to respond with its own space program. Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22C-identify examples of mass murders in Latin America; Latin America: political dissenters killed in Cuba under Castro Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: 28C-Explain the effects of major new military technologies on the Cold War; Cold War: characterized by the arms race; SDI Initiative (Star Wars); the hydrogen bomb; napalm; intercontinental ballistic missiles (ICBMs) long-range guided missiles that were used for nuclear warheads; satellites; and space technology Essay: Analyze and explain in one page why communist economies collapsed at the end of the 20 th century. McGraw-Hill Textbook: p Jarrett Book: p , Nystrom Atlas: p Diagram: Create a cause and effect diagram with at least 8 boxes. Graphic Organizer: Complete the graphic organizer Events leading to Independence found in the Jarrett Book, page 324. Write a reflection over the conflicts that still exist. History. The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to: 95 P age Revised Spring 2017

96 13D-Explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union; Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24B-Describe the major influences of women such as Margaret Thatcher; Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24B- Describe the major influences of women during major eras of world history such as Golda Meir. Golda Meir: first woman prime minister of Israel; led Israel through the Munich Games massacre and the Yom Kippur War Postcards: Create 2 opposing perspective postcards, one from the Palestinian point of view and one from the Israeli point of view. Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22E-Identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21A-Describe how people have participated in supporting or changing their governments; 21B- Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; Kwame Nkrumah: led Ghana to independence through strikes and peaceful protests; Ghana was the first African colony to win its independence Nelson Mandel: Leader imprisoned for speaking out against apartheid. After being released from prison, he became South Africa s first black President, and kept the country together under majority rule. Mohandas Gandhi: Leader who achieved Indian independence through non-violent, passive resistance to the British. Oscar Romero: archbishop that was assassinated in El Salvador for being an outspoken critic of the El Salvadorian death squads Las Madres de la Plaza de Mayo: mothers and relatives in Argentina demanding information about their loved ones, the over 20,000 that disappeared during military rule, a power struggle following the death Juan Peron Chinese student protestors in Tiananmen Square: Chinese students were fired on by tanks while leading peaceful demonstrations for greater personal freedom and democracy. Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22C-identify examples of mass murders in Latin America and China; Magazine Cover: Create a magazine cover featuring Golda Meir. Include the names of other articles along the sides, but make certain that everything written is about Golda Meir. 96 P age Revised Spring 2017

97 Latin America: Chile under Pinochet; the use of death squads in El Salvador s civil war; and military coup/ control in Argentina after the death of Juan Peron China: the massacre at Tiananmen Square (connect to communism in China) Newspaper: Create a one page newspaper article that details the causes and effects of the Tiananmen Square incident. Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22E-Identify examples of individuals who led resistance to political oppression such as Natan Sharansky. Ronald Reagan-Leader of the U.S. He challenged Gorbachev and threatened to create a new anti-ballistic defense system (SDI). To prevent this, Gorbachev entered into talks with Reagan to reduce nuclear arms. Mikhail Gorbachev-Leader of the Soviet Union ( ). He introduced reforms, like glasnost (openness), perestroika (economic reform), and agreed with Reagan to reduce nuclear arms. Gorbachev lifted the Iron Curtain in Eastern Europe. In 1991, the Soviet Union fell. Lech Walesa- Organized an independent trade union in Poland called Solidarity. Fought against communism. Led the way for Poland to be the first eastern European country to elect a non-communist government. Pope John Paul II- Polish and the first non-italian to be elected pope in 400 years. His election was an inspiration to other Poles. He visited Poland the next year and told them, Do not be afraid. Margaret Thatcher- first woman elected prime minister of Great Britain, opposed Soviet communism. Natan Sharansky-Russian dissident and founder of Refusenik Movement. He was imprisoned in 1977 for speaking out for greater human rights in the Soviet Union. Social Studies Instructional Strategies: p. 53, Dinner Party (Canvas) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24B-Describe the major influences of women during major eras of world history such as Mother Teresa and Indira Gandhi. Mother Theresa: Catholic nun who devoted her life to help the impoverished and homeless people of India; started a new Catholic order, the Missionaries of Charity, and won a Noble Peace Prize for her work with the poor Indira Gandhi: first woman prime minister of India who was a symbol of feminism and worked to decrease the poverty level in India Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 1F- identify major causes and describe the major effects from 1914 to present: The Cold War. Reunification of Germany Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: 18E- Explain why communist command economies collapsed in competition with free market economies at the end of the 20th century; 97 P age Revised Spring 2017

98 In the 1970s, the Soviet command economy stagnated. It could not compete effectively with the free market economies of the West. Gorbachev introduced changes to reform the Soviet economy, but his reforms proved to be too little, too late. In 1991, Soviet Union dissolved. In the 1980s, China s command economy began to include elements of free-market capitalism and entered the global economy. TEKS Verb Content WH.1.F Identify major causes of the Cold War - USA and Soviet Union emerge as superpowers - Iron Curtain - competition WH.1.F Describe major effects of the Cold War - arms race - space race - hot conflicts (Korea, Vietnam) - redrawing borders - Soviet Union falls - China s economy takes on free market enterprise characteristics - reunification of Germany WH.13.A Summarize how the outcomes of WWII contributed to the development of the Cold War - USA and Soviet Union emerge as superpowers WH.13.B Summarize the factors that contributed to communist in China, including Mao Zedong s role in its rise, and how it differed from Soviet communism - civil war - focus on peasants - Cultural Revolution - Great Leap Forward WH.13.C Identify the following major events of the Cold War - Korean War - Vietnam War - Arms race WH.13.D Explain the roles of modern world leaders in the collapse of communism in Eastern Europe and the Soviet Union - Ronald Reagan - Mikhail Gorbachev - Pope John Paul II - Lech Walesa WH.16.A Locate places and regions related to major eras and turning points in world history - analyze, compare and contrast Cold War maps 98 P age Revised Spring 2017

99 WH.18.E Explain why communist command economies collapsed in competition with free trade economies at the end of the 20 th century - stagnation in communist economies prevented them from competing in global markets WH.22.C Identify examples of politically motivated mass murders in China - Great Leap Forward - Cultural Revolution WH.22.E Identify examples of individuals who led resistance to political oppression - Natan Sharansky WH.24.B Describe the major influences of Margaret Thatcher - first woman prime minister of Great Britain - opposed communism WH.28.C Explain the effects of major new military technologies on the Cold War - Star Wars - ICBM s - satellites - nuclear warheads Unit 21 Unit Dates Important Dates: TEKS Verb Content WH.1.F Identify major causes of independence movements - unnatural boundaries drawn by Europeans - colonial protest of the mandate system of post-wwi - nationalism WH.1.F Describe major effects of independence movements - conflict and violence - economic dependence - instability WH.13.E Summarize the rise of independence movements in Africa, the Middle East, and South Asia the reasons for ongoing conflicts in these same regions WH.13.F Explain how Arab rejection of the State of Israel had led to ongoing conflict - PLO - terrorism - Camp David Accords - OPEC WH.16.A Locate places and regions related to major eras and turning points in world history - independence movements in Africa, Middle East, and South Asia WH.21.A Describe how people have participated in supporting or changing their governments - civil disobedience WH.21.B Describe the rights and responsibilities of citizens and non-citizens in civic participation throughout history 99 P age Revised Spring 2017

100 WH.22.C Identify examples of mass murders in Latin American and China - Pinochet: - Peron: - El Salvador: death squads - China: Tiananmen Square WH.22.E Identify Examples of individuals who led resistance to political oppression (see content of the unit) WH.24.B Describe The major influences of women during major eras of world history - Indira Gandhi - Mother Theresa - Golda Meir TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills 100 P age Revised Spring 2017

101 Unit 22 Unit Dates Important Dates: Contemporary Global Issues May 14 May 18 September 11, days Present Enduring Understandings Essential Questions Political and economic relationships on a global scale can What influences global and economic relationships? result in social and environmental challenges. How do social and environmental issues affect countries differently? Assurance Vocabulary from Previous Grades Assurance Words Unit Vocabulary culture ethnic group genocide globalization human rights indigenous Assurance Statements infrastructure Islam political oppression push/pull factors trade fundamentalism jihad outsourcing budget deficit dissident ethnic cleansing fundamentalism jihad outsourcing Postmodern Students will be able to explain that in the post-cold War era the world continues to face political and social challenges. Students will be able to explain how globalization affects national, regional, and world economies. Students will be able to explain how the opportunities and challenges presented by science, technology, and the environment have impacted the late 20 th and early 21 st centuries TEKS and Content Middle East Fundamentalism Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history; Students should identify major locations the Middle East including Israel, Iran, Saudi Arabia, Iraq, Pakistan, Egypt, Palestine, West Bank, Gaza Strip Students should located New York City, New York in relation to the Sept 11 attacks Suggested Resources McGraw-Hill Textbook: p Jarrett Book: p Nystrom Atlas: p History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to: 14A- Summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; Radical Islamic fundamentalism: a reaction against the values of the west and called for the strict enforcement of Islamic law (Sharia). There would be no separation of religion and state. The Iranian Revolution of 1979 and the fall of the Shah: Reza Pahlavi, for his adoption of Western culture; replaced by Ayatollah Khomeini, an Islamic fundamentalist; Iran Hostage crisis Research: Students will be assigned a different topic from the list to the left. Create a project for assigned topic. Can be a poster, PowerPoint, essay, etc. Be sure to explain why each demonstrates radical Islamic fundamentalism. 101 P age Revised Spring 2017

102 Hezbollah: Shi a Islamic fundamentalist group in Lebanon who wanted the elimination of Israel; responsible for the U.S. barracks bombing in Lebanon in 1983 Palestinian Acts of Terrorism: rise of the PLO; the practice of high-jacking airplanes; massacre at the 1972 Munich Olympic Games; and the role of Yasser Arafat (movement based on the establishment of the nation of Israel and U.S. and western support of Israel; is not radical Islamic fundamentalism) Al Qaeda Acts of Terrorism: movement to defend Islam against all non-islamic religions and influences; 1993 trade towers bombing, bombing of the American embassies in Kenya and Tanzania, and the September 11th attacks on the U.S. Taliban: fundamentalist group in Afghanistan Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: 25D- Explain how Islam influences law and government in the Muslim world. The Sharia regulated moral conduct, family life, business practices, government, and other aspects of a Muslim community; applied the Qur an to all legal situations. Interpretation of Sharia varies between Sunni and Shi a sects of Islam Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: 23B-identify examples of religious influence on various events referenced in the major eras of world history. Islamic fundamentalism gained power during the 1979 Iranian Revolution and has grown and spread since that time. History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to: 14B- Explain the U.S. response to terrorism from September 11, 2001, to the present. War on terrorism including Iraq (2003) and Afghanistan; and the search for weapons of mass destruction (WMDs) Establishment of the Department of Homeland Security and changes in American laws including the U.S. Patriot Act and changes in warfare techniques (private or contract security forces); ongoing attempts to stop terrorist attacks May 2011: Osama bin Laden killed in a U.S. military operation in Pakistan Pamphlet: Create detailed pamphlet that explains the United States response to terrorism. Challenges to Human Rights Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: 16A- Locate places and regions related to major eras and turning points in world history; Genocides: Balkans, Rwanda, Darfur, Cambodia 102 Page Revised Spring 2017

103 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22D-Identify examples of genocide in the Balkans, Rwanda, and Darfur; 22C- Identify examples of politically motivated mass murders in Cambodia; Balkans: ethnic cleansing in Bosnia Rwanda: Hutu vs. Tutsi (connect back to imperialism) Darfur: eastern region of the Sudan where the Sudanese government-supported Arab militias, known as the Janjaweed, against native groups in this region; resulted in over 400,000 deaths and the displacement of 2.8 million civilians Cambodia: Cambodian Communists, Khmer Rouge, seized control. Their leader, Pol Pot, carried out a policy of genocide against city-dwellers and opponents. Killed as many as 4 million between 1975 and 1978 Worksheet: Genocide Map (Canvas) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: 24A - describe the changing roles of women, children, and families during major eras of world history; Women in developing nations have seen fewer changes than those in Western nations U.N. Millennium Development Goals is to promote gender equality and empower women. Despite the large gender gap in developing countries, some women have become leaders of their countries Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: 22F- Assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world. The UN approved the Universal Declaration of Human Rights in 1948 which guaranteed basic rights and freedom to all people. The Helsinki Accords in 1975 guaranteed basic rights as freedom of speech, religion, and press as well as the right to a fair trial, to earn a living, and to live in safety. End of apartheid in South Africa and human rights advocacy in areas of conflict or those ravaged by war (Darfur) Magazine Editorial: Opinion piece- Was the Iraq war good or bad for America in regard to advancing American ideals? Research is required. Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: 21B- Describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; Citizens gained more political rights and more people were empowered and granted suffrage as time progressed. 103 P age Revised Spring 2017