Manifesto of October 17, 1905
|
|
- Brittney Stokes
- 6 years ago
- Views:
Transcription
1 Manifesto of October 17, 1905 Standards Alignment Background Informational Text Manifesto of October 17, 1905 Text Lesson: The following primary source can be used in the classroom for writing, reading, and speaking in a variety of ways. It is suggested that the documents be paired with images and speeches from early revolutionaries or a brief history of czars in Russia. A comparison of other monarchies that existed worldwide may help students assess the future of the royal family and the significance of the Manifesto. Additionally, its is suggested to use the documents as part of a text timeline of other documents and events that led to the full overthrow of the royal family and exit from WWI. Students are encouraged to write an analytical summary piece of the implications based on the documents provided and evaluate the accompanying history. With research, students may also assess the similarities and differences of other historical monarchies.
2 Standards Alignment California State Standards for Grade Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato s Republic and Aristotle s Politics. 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire Students analyze the causes and course of the First World War. 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of total war. 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. 4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort Students analyze the effects of the First World War. 3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians Students analyze the rise of totalitarian governments after World War I. 1. Understand the causes and consequences of the Russian Revolution, including Lenin s use of totalitarian means to seize and maintain control (e.g., the Gulag). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources.
3 Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. WHST 7 - Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
4 The October Manifesto Background Information Bloody Sunday in 1905 had severely weakened any hope Nicholas II had of calling himself the father of his people. By the end of the year, St Petersburg had been affected by many strikes and political agitation in the factories was rife. On the first Sunday in March, an estimated 300,000 people had taken to the streets of the capital shouting out a variety of slogans. The most worrying for the authorities must have been All power to the Soviets while God save the tsar and open his eyes to our wants would have given the glimmer of hope that some of the people still demonstrated loyalty to Nicholas II. Even more worrying for the government was the fact that the demonstrations were spontaneous and not pre-planned and involved a curious mix of political aspirants. They called for a general change in how Russia should be governed but were not specific with details of what they actually wanted. A year of arbitrary arrests, strikes and political agitation did not bode well for the government. By the end of 1905, Nicholas could not even depend on the loyalty of his military. In June 1905, the crew of the battleship Potemkin' mutinied and the disaster that was the Russo-Japanese War compounded all the problems that the military was suffering. There is evidence that men in the army refused to move out to the east to fight the Japanese, fearing that any such move would result in their death. The fact that men in the army had not been paid for three months hardly helped matters. Despite all the evidence to the contrary, Nicholas II was adamant that the autocracy would not surrender any of its authority. Therefore, as far as Nicholas was concerned any form of constituent assembly to represent the views of the people was considered to be a non-starter. However, such was the weakness of his position that he, characteristically, caved in. In March 1905, Nicholas promised that he would authorize the convening of a duma. This was exactly what Nicholas had promised would not happen. The first duma was weighted in favor of the landed class and had no share in legislative administration. But many saw it as an ominous sign that all was not well in the government. What of the workers of St Petersburg? At the end of 1905, the Union of Unions met. Paul Milykov was its president. In the early months of 1905, the factories of St Petersburg had witnessed a great deal of union activity. Some 46 out of a total of 87 unions in the city had joined the Union of Unions. Most of the people in it could be classed as left-wing liberals. The Union of Unions had two main beliefs. It wanted to use its power to demand reform in the working conditions in the factories and it also wanted to extend its activity beyond St Petersburg and to try and mobilize peasant support in the vast rural areas of Russia. However, the Union of Unions found that they had little support in the countryside. Many of the leaders in the Union of Unions were middle class liberals. They could not begin to empathize with the lives experienced by those in the countryside and by the spring of 1906, the Union of Unions had stopped most activity/agitation in the countryside. Russia appeared to be polarizing. The duma was a major issue of debate. Some saw it as a climb down by Nicholas II; others realized that its powers were remarkably limited. However, what the first duma did was to split those who wanted change. Right wing liberals saw the duma as a major victory while moderate socialists saw it as an intermediary success but one to be built on. They announced that they would boycott the elections for the first duma. Such a split played into the hands of the government. Those who opposed the tsar and failed to unite and organize themselves, played into the hands of the government. United, they would have been an awesome opponent. But while the many strands of opposition remained divided, the tsar remained apparently strong. However, in October 1905, a strike developed in St Petersburg that was spontaneous. The government in St Petersburg was up against a rival government within the city a government of the workers. It was during this strike that Leon Trotsky came to the fore.
5 Nicholas was faced with two choices more repression or some form of constitutional reform. He turned to Count Witte for advice. Witte believed that the military could not be fully trusted and advised Nicholas to go for reform. Witte drew up these reforms and Nicholas signed them on October 17th They promised the people of Russia: Civil liberties, Freedom of speech, Freedom of assembly, No laws to be introduced without the agreement of the Duma. However, the October Manifesto did not include any reference to the point that the Duma could not initiate legislation. Source Chris Trueman, The October Manifest, History Learning Site. April 2, 2014, 11:15am.
6 Manifesto of October 17, 1905 Written by Emperor Nicholas II, under the influence of Count Sergei Witte, in October of 1905 as a response to the Russian Revolution of 1905 On the improvement of order in the state: The disturbances and unrest in St Petersburg, Moscow and in many other parts of our Empire have filled Our heart with great and profound sorrow. The welfare of the Russian Sovereign and His people is inseparable and national sorrow is His too. The present disturbances could give rise to national instability and present a threat to the unity of Our State. The oath which We took as Tsar compels Us to use all Our strength, intelligence and power to put a speedy end to this unrest which is so dangerous for the State. The relevant authorities have been ordered to take measures to deal with direct outbreaks of disorder and violence and to protect people who only want to go about their daily business in peace. However, in view of the need to speedily implement earlier measures to pacify the country, we have decided that the work of the government must be unified. We have therefore ordered the government to take the following measures in fulfilment of our unbending will: Fundamental civil freedoms will be granted to the population, including real personal inviolability, freedom of conscience, speech, assembly and association. Participation in the Duma will be granted to those classes of the population which are at present deprived of voting powers, insofar as is possible in the short period before the convocation of the Duma, and this will lead to the development of a universal franchise. There will be no delay to the Duma elect already been organized. It is established as an unshakeable rule that no law can come into force without its approval by the State Duma and representatives of the people will be given the opportunity to take real part in the supervision of the legality of government bodies. We call on all true sons of Russia to remember the homeland, to help put a stop to this unprecedented unrest and, together with this, to devote all their strength to the restoration of peace to their native land. Source Polnoe sobranie zakonov Rossiiskoi Imperii, 3rd series, vol. XXV/I, no
1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change
COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping
More informationA Flawed Peace. Standards Alignment Reading Text Analytical Questions Response Sheets
A Flawed Peace Standards Alignment Reading Text Analytical Questions Response Sheets Standards Alignment California State Standards for Grade 10 10.5 Students analyze the causes and course of the First
More informationImperial China Collapses Close Read
Imperial China Collapses Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want
More informationJackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence
More informationOklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION
Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD
More informationPLANNED COURSE 10th Grade Social Studies Wilkes-Barre Area School District
PLANNED COURSE 10th Grade Social Studies Wilkes-Barre Area School District Academic Standard(s) For U.S.History II Unit 3 Title: Postwar United States (1945 to Early 1970 s) Conceptual Lens: Social Change
More informationA Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10
A Correlation of Prentice Hall World History Survey Edition 2014 To the Grade 10 , Grades 9-10 Introduction This document demonstrates how,, meets the, Grade 10. Correlation page references are Student
More informationSOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division
SOCIAL STUDIES AMERICAN HISTORY GRADE 10 Curriculum Map and Standards 2018-2019 Aligned with Ohio s Learning Standards for Social Studies and the Standards for Literacy in History/Social Studies Office
More informationAmerican Government /Civics
American Government /Civics AMERICAN GOVERNMENT/CIVICS The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine
More informationFascism Rises in Europe Close Read
Fascism Rises in Europe Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want
More informationWorld History Chapter 8.2 Vocabulary Student Materials
World History Chapter 8.2 Vocabulary Student Materials Standards Alignment Reading Vocabulary List Thematic Organization Visual Vocabulary Teacher Materials Standards Alignment California State Standards
More informationChina Resists Outside Influence Close Read
China Resists Outside Influence Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students
More information12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages)
12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages) Grading Standard Description Unit/Chapter Pacing Chapter Vocab/Resources Period 1 SS 912.C13 SS 912.C4.1 SS912.C2.8 SS912.C2.7
More informationRussia had been ruled by the Romanovs for nearly 300 years as an autocracy. When, in 1894, Tsar Alexander III died from kidney failure at 49, his son
1 Russia had been ruled by the Romanovs for nearly 300 years as an autocracy. When, in 1894, Tsar Alexander III died from kidney failure at 49, his son Nicholas 2nd succeeded him. He was inexperienced
More informationJapan s Pacific Campaign Close Read
Japan s Pacific Campaign Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want
More informationAUTHORS: FLHS Social Studies Dept. UNIT TITLE/FOCUS: Changing Ideas of People and Government UNIT LENGTH: 3 4 weeks
GRADE: 10 AUTHORS: FLHS Social Studies Dept. UNIT TITLE/FOCUS: Changing Ideas of People and Government UNIT LENGTH: 3 4 weeks Essential Question: Does government rule the people or people rule the government?
More informationCommon Core Standards Standards Content Skills/Competency Suggested Assessment
8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those
More informationAppendix D: Standards
Appendix D: Standards This unit was developed to meet the following standards. National Council for the Social Studies National Curriculum Standards for Social Studies Literacy Skills 13. Locate, analyze,
More informationUNIT Y219 RUSSIA
UNIT Y219 RUSSIA 1894-1941 NOTE: BASED ON 2X 50 MINUTE LESSONS PER WEEK TERMS BASED ON 6 TERM YEAR. Key Topic Term Week Number Indicative Content Extended Content Resources The rule of Tsar Nicholas II
More informationZanesville City Schools Social Studies Focus of Work
Course Title: American/U.S. History Grade Level: 10 th Grade Level Instructor: Ms. Buchanan and Mr. Miller Quarter 1 Unit Title Unit Description Unit Duration This unit will show how industrialization,
More informationStandards Curriculum Map Bourbon County Schools
Standards Curriculum Map Bourbon County Schools Level: 9 th Grade/HS Grade and/or Course: Updated: 5/25/12 I.S.S. Civics e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can
More informationWest Windsor-Plainsboro Regional School District World History ESL Curriculum
West Windsor-Plainsboro Regional School District World History ESL Curriculum Page 1 of 24 Unit 1: Currents of Conflict and Change: Philosophical, Political, Economic, and Social Content Area: Social Studies
More informationDublin City Schools Social Studies Graded Course of Study Modern World History
K-12 Social Studies Vision Dublin City Schools Social Studies Graded Course of Study The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students
More informationUnit 12: The 1960s, Kennedy/Johnson Administrations, and the Vietnam War
Unit 12: The 1960s, Kennedy/Johnson Administrations, and the Vietnam War Chapters: 25-26 Essential Questions 1) How does the government respond to social and foreign challenges? 2) How did anti-communist
More informationENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book
ENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book CC.11-12.R.L.1 Cite strong and thorough textual evidence to support
More informationHigley Unified School District World History Grade 10 Revised Aug Third Nine Weeks
Third Nine Weeks Era of European Industrialism and Imperialism, 1800 CE to 1914 CE (Duration 3-5 Weeks) Big Ideas: Essential Questions: 1. The Industrial revolution changed the way people lived and worked.
More informationWorld History Chapter 6.4 Vocabulary Student Materials
World History Chapter 6.4 Vocabulary Student Materials Standards Alignment Reading Vocabulary List Thematic Organization Visual Vocabulary Teacher Materials Standards Alignment California State Standards
More informationRevolution and Nationalism
Revolution and Nationalism 1900-1939 Revolutions in Russia Section 1 Long-term social unrest in Russia exploded in revolution, and ushered in the first Communist government. Czars Resist Change Romanov
More informationQuarterly Content Guide CCSD World History
Quarterly Content Guide CCSD World History Unit of Study Content/ Strand CCSS Literacy in History Resources: Reading Evidence Tables Question Stems Review Foundations to Classical Period 10,000 BCE 600
More informationCalifornia State Content Standards Core Materials Assessment
Unit 1: Beginnings of Early Democracy (3 Weeks) Big Idea: Democratic institutions have evolved over time. Essential Questions What causes people to seek political, social or economic change? How do the
More informationChapter 14 Section 1. Revolutions in Russia
Chapter 14 Section 1 Revolutions in Russia Revolutionary Movement Grows Industrialization stirred discontent among people Factories brought new problems Grueling working conditions, low wages, child labor
More informationWorld History, Culture, and Geography: The Modern World
42 Grade Ten World History, Culture, and Geography: The Modern World Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present,
More informationNJDOE MODEL CURRICULUM PROJECT
Code # CCSS and/or NJCCCS 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact Discontent with prevailing economic, political, and social conditions was the
More informationGRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD
GRADE 10 WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD Students in grade ten study major turning points that shaped the modern world, from the late 18th century through the present, including
More information1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual
Correlation of The Pacemaker Curriculum: World History to California History/Social Science Content Standards for World History, Culture, and Geography: The Modern World Students in grade ten study major
More informationCompare historical periods in terms of differing political, social, religious, and economic issues
Standards Overview 2017-2018 World History Standards by Unit Teach in Unit(s) Standard Number Wording of Standard 1 2 3 4 5 6 WH.1.1 WH.1.2 Produce clear and coherent writing for a range of tasks, purposes,
More informationJudeo-Christian and Greco-Roman Perspectives
STANDARD 10.1.1 Judeo-Christian and Greco-Roman Perspectives Specific Objective: Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of
More informationHigley Unified School District AZ US History Grade 11 Revised Aug. 2015
When Worlds Collide: Early American Civilizations and European Contact (Duration 1-2 Weeks) Big Ideas: 1. In ancient times, migrating peoples settled the Americas, where their descendants developed complex
More informationAPEH Chapter 18.notebook February 09, 2015
Russia Russia finally began industrializing in the 1880s and 1890s. Russia imposed high tariffs, and the state attracted foreign investors and sold bonds to build factories, railroads, and mines. The Trans
More information1. the similarities and differences in Judeo-Christian and Greco-Roman views of law; reason and faith; duties of the individual
Correlation of Exploring World History to California History/Social Science Content Standards for World History, Culture, and Geography: The Modern World Students in grade ten study major turning points
More informationGrade 8 Pre AP United States History Learner Objectives BOE approved
Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,
More informationCourse Outline World Cultures
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT Course Outline World Cultures Date: May 2003 Subject Area: World Cultures Proposed Grade Level(s): 10 Course Length: 1 Year Grading: A-F Number of Credits: 5/Semester
More informationRevolution and Nationalism
Revolution and Nationalism 1900-1939 Revolutions in Russia Section 1 Long- term social unrest in Russia exploded in revolution, and ushered in the first Communist government. Czars Resist Change Romanov
More informationTOTALITARIANISM. Part A. Two Despots
Part A TOTALITARIANISM [1] The author George Orwell wrote a book about a totalitarian society. the book was called 1984. In the book the people are controlled by a strict government that not only regulates
More informationUnit 4. Industrial Revolution, Russian Revolution, and Chinese Revolution
Unit 4 Industrial Revolution, Russian Revolution, and Chinese Revolution Day 4: Russian Revolution Starter: March 20th and 21st In your own words, what is the difference between capitalism, socialism and
More informationOklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION
Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD
More informationWelcome, WHAP Comrades!
Welcome, WHAP Comrades! Monday, April 2, 2018 Have paper and something to write with out for notes and be ready to begin! This Week s WHAP Agenda MONDAY 4/3: Russian and Chinese Revolutions TUESDAY 4/4:
More informationUnit 7: The Rise of Totalitarianism
Unit 7: The Rise of Totalitarianism After WWI, many people in nations impacted by the Great War were willing to accept rule by dictators who controlled all aspects of society. In the 1920s and 1930s Russia,
More informationSeventh Grade Pittsburg Unified School District
Pittsburg Unified School District Seventh Grade Teaching Guide for Social Studies California State Standards, Common Core Literacy and Writing Standards & California ELD Standards 2015-2016 7 th Grade
More informationCruel, oppressive rule of the Czars for almost 100 years Social unrest for decades Ruthless treatment of peasants Small revolts amongst students and
Cruel, oppressive rule of the Czars for almost 100 years Social unrest for decades Ruthless treatment of peasants Small revolts amongst students and soldiers that resulted in secret revolutionary groups
More informationE D U O F. History Social Science Content Standards for California Public Schools Kindergarten Through Grade Twelve
O B A R D History Social Science Content Standards for California Public Schools Kindergarten Through Grade Twelve O F E D U C Adopted by the California State Board of Education October, 1998 40 Grades
More information8 th Grade United States History Curriculum Map
8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,
More informationGeneral Overview of Communism & the Russian Revolution. AP World History Chapter 27b The Rise and Fall of World Communism (1917 Present)
General Overview of Communism & the Russian Revolution AP World History Chapter 27b The Rise and Fall of World Communism (1917 Present) Communism: A General Overview Socialism = the belief that the economy
More informationPURPOSE AND FRAMEWORK FOR D39 SOCIAL STUDIES CURRICULUM
Wilmette Public Schools Grade 7 Social Studies (2014 Review) What is the story a seventh grader is able to tell by the end of the year? The purpose of our system of government is to balance the interest
More informationCorrelation of. Arizona s Social Studies Standards High School
Correlation of 2016 To Arizona s Social Studies Standards High School Introduction This document demonstrates how Pearson, 2016 meets the Arizona Social Studies Standards, High School. Citations are to
More informationStarter Activity Peace, Land, and Bread
Starter Activity: Vladimir Lenin led a Russian Revolution promising the people Peace, Land, and Bread. Based on this slogan, what problems was Russia facing that would lead to a revolution? (Why were peace,
More informationWORLD HISTORY AND. Performance Objective Critical Attributes Benchmarks/Assessment. A. Can the students research the history of the world s religions?
Curriculum Standard One: The students will relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
More informationMark Scheme (Results) January Pearson Edexcel International Advanced Level In History (WHI01) Paper 1: Depth Study with Interpretations
Mark Scheme (Results) January 2017 Pearson Edexcel International Advanced Level In History (WHI01) Paper 1: Depth Study with Interpretations Option 1B: Russia in Revolution, 1881-1917 Edexcel, BTEC and
More informationLeveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the
5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers
More informationBrunswick High School Social Studies World History I - Grade 9 UNIT 6: The Golden Age of Empires
Brunswick High School Social Studies World History I - Grade 9 UNIT 6: The Golden Age of Empires Essential Understandings A systematic understanding of the life cycle of an empire can be obtained through
More informationSocial Studies. Course Text Offering: The American Nation, We the People: The Citizen & the Constitution, The Nystrom Atlas of United States History
Content Area: Social Studies Social Studies Course Text Offering: The American Nation, We the People: The Citizen & the Constitution, The Nystrom Atlas of United States History Grade Level: 7 Unit Plan
More informationNJDOE MODEL CURRICULUM PROJECT
=Code # CCSS and/or NJCCCS 5. The 20th Century Since 1945: Challenges for the Modern World Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape
More informationRussian Revolution. Isabel Torralbo Talavera
Russian Revolution Background Russia was the largest regime (land and population) in Europe. ECONOMY - SOCIETY - Weak, based on agriculture, slow industrial development opposite to others. - Lack of social
More informationCIVICS TEACHER S GUIDE
TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution... 10 Unit 2 Focus Standards... 11 Unit
More informationChapter 14 Revolution and Nationalism. Section 1 Revolutions In Russia
Chapter 14 Revolution and Nationalism Section 1 Revolutions In Russia I. Czars Resist Change A. Czars Continue Autocratic Rule 1. Cruel and oppressive rule for most of the 19 th century caused widespread
More informationa-g honors world history A and B
a-g honors world history A and B Gorman Learning Center (052344) Basic Course Information Title: a-g honors world history A and B Transcript abbreviations: H World Hist A / H World Hist B Length of course:
More informationModule 20.1: Revolution and Civil War in Russia
Module 20.1: Revolution and Civil War in Russia 1913 300 th anniversary of Romanov Dynasty 1914 Huge Russian Empire Eastern Europe to Pacific Ocean March 1917 first of two revolutions will topple Romanov
More information1. This was Russia's first elected assembly
Russian Revolution Exam Choose the letter of the term or name that matches the description. soviet b. Nicholas II Bloody Sunday b. Duma Bolsheviks Ruso-Japanese War pogrom Mensheviks e. Trans-Siberian
More informationIn Your Notebook-- What do you remember about the causes of the Russian Revolution? What were the revolutionaries trying to achieve?
In Your Notebook-- What do you remember about the causes of the Russian Revolution? What were the revolutionaries trying to achieve? What were some of the major events of the revolution itself? What results
More informationDate Period. Section 2 pg , Russia Under the Czars and The Beginning of Unrest : Group A
Name Date Period With a partner, brainstorm three questions you could ask the class that would help them understand the important details of the image, what is happening, and its connection to the Russian
More informationAmerican Government & Civics - Course Practices and Skills
American Government & Civics - Course Practices and Skills I. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints
More informationLesson Activity Overview. Lesson Objectives
Should Japan Amend Article 9 of the Constitution? A Common Core study on World History (Strategy) end of World War II(1945) This lesson was created in post-second World War II in response to Japan s constitution
More informationGTPS Curriculum Social Studies Grade 8 US History to the Industrialization
Grade 8 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.8.1. Cite the textual evidence that most strongly supports an
More informationBellwood-Antis School District Curriculum Revised on 8/23/2011
Course: Civics Teacher: Matt McNaul Grade Level: 9 Big Ideas Modern Conflicts have an historical basis Essential Questions What conflicts have impacted our foreign policy today? Effective democracy requires
More informationRUSSIA: INDUSTRIALIZATION AND REVOLUTION ( ) AP World History: Chapter 23b
RUSSIA: INDUSTRIALIZATION AND REVOLUTION (1750-1914) AP World History: Chapter 23b Russia: Transformation from Above In the U.S. = social and economic change has always come from society as people sought
More informationRussia in Revolution. Overview. Serfdom in Czarist Russia 6/1/2010. Chapter 28
Russia in Revolution Chapter 28 Overview Russia struggled to reform Moves toward revolution Bolsheviks lead a 2 nd revolution Stalin becomes a dictator Serfdom in Czarist Russia Unfree Persons as a Percentage
More informationSecond Industrial Revolution
Second Industrial Revolution 1870-1914 First Industrial Rev 1780-1850 Textiles, steam, coal, iron, railroads British supremacy Factory life that significantly altered the family, home, urban conditions,
More information9 th Grade World Studies from 1750 to the Present ESC Suggested Pacing Guide
9 th Grade World Studies from 1750 to the Present 2005-06 ESC Suggested Pacing Guide Ninth grade students continue the chronological study of world history. This study incorporates each of the seven standards.
More informationNations in Upheaval: Europe
Nations in Upheaval: Europe 1850-1914 1914 The Rise of the Nation-State Louis Napoleon Bonaparte Modern Germany: The Role of Key Individuals Czarist Russia: Reform and Repression Britain 1867-1894 1894
More informationSection 5. Objectives
Objectives Explain the causes of the March Revolution. Describe the goals of Lenin and the Bolsheviks in the November Revolution. Outline how the Communists defeated their opponents in Russia s civil war.
More informationUnit Essential Questions Content / Knowledge Skills Assessment
WDHS Curriculum Map: created by Pat Vilary Course: Current World Issues DATE: May 14, 2012 COURSE MP1 Units MP2 Units MP3 Units MP4 Units Current World Issues X X X X Unit Essential Questions Content /
More informationThe Russian Revolution. Adapted from slides by Scott Masters Crestwood College
The Russian Revolution Adapted from slides by Scott Masters Crestwood College Pre-Revolutionary Russia Only true autocracy left in Europe No type of representative political institutions Nicholas II became
More informationWhy did revolution occur in Russia in March 1917? Why did Lenin and the Bolsheviks launch the November revolution?
Two Revolutions 1 in Russia Why did revolution occur in Russia in March 1917? Why did Lenin and the Bolsheviks launch the November revolution? How did the Communists defeat their opponents in Russia s
More informationHONORS INTERNATIONAL RELATIONS & DIPLOMACY
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION GLOBAL STUDIES MAGNET PROGRAM HONORS INTERNATIONAL RELATIONS & DIPLOMACY Grade Level: 9 Credits: 2.5 BOARD OF EDUCATION ADOPTION
More informationOld Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework
Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village provides enrichment of curriculum standards that complement classroom instruction. Fieldtrips
More informationA Level History. Independent Summer Learning Introductory Assignment
A Level History Independent Summer Learning Introductory Assignment Introduction During the two year History A Level course you will study two units and complete 1 piece of coursework. The Units will focus
More informationCalifornia Standards Map Grade Ten History-Social Science
correlated to the California s Map Grade Ten History-Social Science World History, Culture, and Geography: The Modern World C15 07/2003 2001 CA 174 Publisher: Program Title: Components: Grade Level(s):
More informationInstructional Activities/Strategies Common Core Standards
Topic/ Pacing Q 2 American Revolution 15 days NM Standards 8.3-C.1. describe political philosophies and concepts of government that became the foundation for the American revolution and the United States
More informationYEAR 12 MODERN HISTORY 2015
BELRIDGE SECONDARY COLLEGE YEAR 2 MODERN HISTORY 205 Modern History enables students to become critical thinkers and helps inform their judgements and actions in a rapidly changing world. Students are
More informationthe Russian Revolution in 1917? Warm Up Question: calling themselves communists gained
Essential Question: How did Vladimir Lenin & the Bolsheviks transform Russia during the Russian Revolution in 1917? Warm Up Question: Based on what you know about communism, why do you think people calling
More informationHistory Revolutions: Russian Teach Yourself Series Topic 1: Chronology of key events
History Revolutions: Russian Teach Yourself Series Topic 1: Chronology of key events A: Level 14, 474 Flinders Street Melbourne VIC 3000 T: 1300 134 518 W: tssm.com.au E: info@tssm.com.au TSSM 2015 Page
More informationTHE RUSSIAN REVOLUTION (1917)
THE RUSSIAN REVOLUTION (1917) 1. Introduction 2. Background to the revolution 3. The rise of Lenin and the Bolsheviks 4. Civil War 5. Triumph of the communists 6. Lenin s succession 7. The terror and the
More informationCalifornia Standards Map Grade Ten History-Social Science World History, Culture, and Geography: The Modern World
correlated to the California s Map Grade Ten History-Social Science World History, Culture, and Geography: The Modern World 8/2002 2003 Publisher: McDougal Littell Program Title: Modern World History:
More informationFurther copies of this Mark Scheme are available from aqa.org.uk.
AS History Revolution and dictatorship: Russia, 1917 1953 7041/2N The Russian Revolution and the Rise of Stalin, 1917 1929 Mark scheme 7041 June 2016 Version: 1.0 Final Mark schemes are prepared by the
More informationStandards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic
8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those
More information1. The rights and responsibilities and practices of the United States citizenship in the Constitution and the nations history.
2 nd Nine Weeks Unit 5 Civil Liberties and the Judicial Branch (Duration 2-4 Weeks) Big Ideas: 1. The rights and responsibilities and practices of the United States citizenship in the Constitution and
More informationIB Grade IA = 20% Paper 1 = 20% Paper 2 = 25% Paper 3 = 35%
IB Grade IA = 20% Paper 1 = 20% Paper 2 = 25% Paper 3 = 35% Grade 11 Major Topic Canadian History Canada to 1867 (founding peoples, confederation and nature of BNA) History of Manitoba and the Northwest
More informationWorldView Software. World History: An Interactive Approach. California Correlation Document
WorldView Software World History: An Interactive Approach California Correlation Document 76 North Broadway, Suite 2002, Hicksville, NY 11801 516-681-1773 history@worldviewsoftware.com California: Grade
More informationCHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD (formerly World Civilizations)
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD (formerly World Civilizations) Course Number 5201 Department History/Social Science Length
More informationCopyright: sample material. My revision planner. Part 1 Autocracy, reform and revolution: Russia, (AS and A-level) 5 Introduction
My revision planner 5 Introduction Part 1 Autocracy, reform and revolution: Russia, 1855 1917 (AS and A-level) 1 Trying to preserve autocracy, 1855 94 8 Political authority and the state of Russia 10 Political
More information