Course Description Twentieth Century World History is a concise semester-long course surveying both Western and Eastern history from the late 19

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1 TJ PROGRAM OF STUDIES: HONORS 20 TH CENTURY WORLD HISTORY Course Description Twentieth Century World History is a concise semester-long course surveying both Western and Eastern history from the late 19 th -century to the end of the Cold War. This course gives students the knowledge, skills, and understanding to think critically about the world around them and how that world developed in the 20 th -century. The course will use print, digital, and other forms of media to explain the complex world of the 20 th -century, focusing on not only Europe but giving a lot of attention to the development of the non-western world. The course will examine crises in Europe from , including World War I and the rise of totalitarianism, World War II, the Cold War in Europe, Asia, Africa, and Latin America, the struggle against colonialism in Africa, Asia, Latin America, and the Middle East; and the increasing interdependence of nations in the world today. Events will be divided into four major themes: 1. Change in Political Power; 2. Change in the Balance of World Power; 3. Change in the Distribution of Wealth; and 4. Technological, Scientific, and Medical Changes Goals and Objectives The major goals of the course are to enable students to: 1. understand the values and assumptions that have shaped the world during the 20 th -century, 2. understand that the world is culturally diverse and that its diversity has influenced life as we know it today, 3. recognize that the ideas and beliefs of an era are reflected in the social, 4. economic, cultural, and political developments of the era, 5. formulate their own questions and find the answers to those questions, 6. participate actively in the learning process, 7. think creatively and critically, and 8. take responsibility for their own learning. Students will work on the following skills: 1. enhance research skills by developing strong thesis statements and formulating an argument to support the student s thesis; 2. enhance presentation skills by providing assignments that require the production of a Power Point or other multi-media presentation that have speaking requirements; 3. further develop writing skills by providing various writing assignments to improve student expression and analysis. 1

2 Curriculum Sequence 1. The first section of the course is presented in chronological manner so that students can understand the development of events as they led to major conflicts (the World Wars) and then major movements (e.g., end of colonialism). 2. After completing World War II the instructor has two options, to continue with the chronological development of history or to take a thematic approach. The option to study by theme would allow students to develop a deeper understand of events more relevant to their lives and their parents lives. Also, the instructor could assess events happening in the world at the time period in which the class is being taught and make changes to the order of instruction accordingly. For example, if a major conflict is occurring the instructor may wish to talk more about similar conflicts of the late 20 th -century. Standard 1: Students will analyze the change over time that occurred during the 20 th - century. Benchmark 1.1: Students will distinguish between the changes in political power that occurred in the 20 th -century. A. Compare the many nations went from begin governed by the privileged few to rule by majority. B. Assess exceptions to the rule by majority generalization. Benchmark 1.2: Students will be able to arrange the transition from the elite Powers to dual Superpowers, to the singular world Superpower. A. Describe the Powers of 1900 and explain their role in the world, B. Discriminate the transition from the Powers as a result of The Great War. C. Evaluate the reasons for the rise of two Superpowers after World War II. D. Assess the reason for the existence of one Superpower in the late 20 th century and identify potential economic challengers to the Superpower in the 21 st -century. Benchmark 1.3: Students will be able to outline the change in the distribution of wealth and explain the difference in first world, second world, and third world nations. Differentiate between the characteristics and reasons for: A. First World nations B. Second World nations C. Third World nations 2

3 Benchmark 1.4: Students will be able to evaluate the impact of technological, scientific, and medical developments of the 20 th -century. A. Trace significant developments in transportation, communications, energy production, medical advancements. B. Evaluate the significance changes made by technological developments that had an environmental impact (i.e., Aswan Dam, Panama Canal, A-Bomb). Standard 2: Students will be able to interpret the important of events from the late 19 th - century and early 20 th -century on significant events in the 20 th -century. Benchmark 2.1: Asses the importance of events of the late-19 th century on significant change in the 20 th -century. A. Discuss the impact of the Berlin Conference (1885). B. Explain the origin of the Dual Monarchy of Austria-Hungary. C. Evaluate events that led to the Triple Alliance and Triple Entente. D. Assess the influence of the Spanish-American War E. Explain the significance of the Boxer Rebellion. F. Compare the reasons for and implications of the Boxer Rebellion, Panamanian Revolution in 1903 and the development of the Young Turks movement. Standard 3: Students will be able to analyze the events that led to The Great War in Europe fought from and evaluate its impact on the remainder of the 20 th -century. Benchmark 3.1: Synthesize the causes of The Great War: A. Identify members of the alliances that were involved in The Great War (Triple Alliance, Triple Entente, Russia and the Slavic nations). B. Create a time line of events that led to the outbreak of war. Benchmark 3.2: Assess how the events of The Great War and the results (as affected through the Treaty of Versailles) impacted/led to future events. Indicator (s): Students will reach this benchmark when they are able to: A. Compare the technological developments of The Great War compared to previous wars. B. Identify the key players at the Treaty of Versailles Conference and the secondary players and their demands for the treaty. C. Assess the impact of the significant provisions of the Treaty of Versailles. 3

4 Standard 4: Students will be able describe the cause and effect relationship in various countries that allowed for the rise of totalitarian dictatorships and estimate how these regimes impacted the world in the 20 th -century. Benchmark 4.1: Draw parallels between countries that had totalitarian dictatorships. Indicator(s): Students will reach this benchmark when they are able to: A. Compare nations with totalitarian dictators and what allowed for these leaders to come to power. B. Evaluate the impact of totalitarian actions on their nation, their region, and/or the world. Benchmark 4.2: Summarize the change over time that was caused by totalitarian dictators. Indicator(s): Students will reach this benchmark when they are able to: A. Explain how the world reacted to the regimes governed by totalitarian dictators. B. Assess what happened to the nation of the totalitarian regime after it fell from power. Benchmark 4.3: Analyze the 16 th -century work The Prince by Niccolo Machiavelli and apply this analysis to a 20 th -century prince. Indicator(s): Students will reach this benchmark when they are able to: A. Discriminate the motivations for The Prince. B. Analyze the characteristics that, according to Machiavelli, make for a successful prince. C. Select a 20 th -century Prince by selecting a 20 th -century world leader from the field of politics, economics, or science/technology that fit the description of prince. D. Analyze the career of the selected prince and draw parallels to the description of a good prince based on Machiavelli s arguments. Standard 5: Students will be able to compare the causes of World War II and the impact of the war on global affairs (both during the war and after). Benchmark 5.1: Explain the causes of World War II and their relative importance. Indicator(s): Students will reach this benchmark when they are able to: A. Explain militarism and how it impacted the world (especially Europe and the western Pacific) in the 1930s and 1940s. B. Appraise the impact of imperialism on the world (especially in reference to Nazi Germany, Fascist Italy, and militaristic Japan) in the 1930s and 1940s. C. Evaluate the impact of nationalism on the world in the 1930s and 1940s. D. Assess the impact of totalitarianism on the world in the 1930s and 1940s (see Standard 4). 4

5 Benchmark 5.2: Asses the significance of different World War II battles on the outcome of the war. A. Assess the impact of the Second Sino-Japanese War. B. Evaluate the impact of the Anschluss. C. Evaluate the impact of the Munich Pact. D. Appraise the significance of the Soviet-Nazi Non-Aggression Pact. E. Evaluate the significance of the Nazi invasion of Poland. F. Identify and explain Hitler s three major mistakes in the war. G. Assess the significance of Operation Barbarossa. H. Explain the significance of the Battle of Midway. I. Evaluate the importance of the D-Day invasion. Benchmark 5.3: Appraise the impact of the dropping of the Atomic Bomb on Japan and its consequences (immediate and long term). A. Paraphrase and discuss the steps taken in the decision made by U.S. President Harry S Truman to drop the bomb on Japan. B. Analyze the prevailing debate among historians on whether the bomb was a necessity to end the war in the Pacific. C. Identify consequences and outcomes of the impact of the bomb: immediate impact on Japan; impact on America s relations with other nations (i.e., the Soviet Union). Standard 6: Students will be able to assess the relative importance of events that led to the development of the Cold War. Students will also be able to analyze events that had an impact on the Cold War from the years 1945 to Benchmark 6.1: Discuss how and why the Cold War began. A. Judge the consequences and outcomes of events related to World War II in 1945 (Yalta Conference, Potsdam Conference, dropping of the Atomic Bomb) and how they led to distrust between the United States and the Soviet Union. B. Discuss strategies used by the Soviet Union and United States to maintain and support their allies (NATO, Warsaw Pact, occupation of Eastern Europe). Benchmark 6.2: Be able to order significant events of the Cold War from the 1950s through the 1980s. A. Produce examples of the Proxy War B. Evaluate the causes and outcome of the Korean War. 5

6 C. Analyze the origins of the conflict in Vietnam, tracing significant events in the history of Vietnam from early settlement in the region to Chinese occupation; independence to French occupation; Geneva Conference through to the end of the fighting in D. Assess the outcome of the modern Vietnam Conflict. Standard 7: Students will be able to analyze the impact of independence movements in European colonies in the post-world War II era. Benchmark 7.1: Interpret common characteristics shared by European colonies in Africa and Asia. A. Compare events in various case study nations from the late 19 th - and early 20 th -centuries that demonstrate how they became colonies (Suggested case studies: India/Pakistan (and subsequently Bangladesh), Kenya, Ghana, Nigeria, Israel) B. Summarize resistance/independence movements in selected case studies, also identify key individuals who led these movements. Benchmark 7.2: Be able to describe the process of independence in selected African and Asian colonies. A. Identify significant events and individuals who played a role in gaining African/Asian independence. B. Link events from before World War II to events after the War and assess how strategies may have changed in order to achieve independence. C. Evaluate attitudes that may have led to European desire to grant independence to their colonial possessions. D. Assess the impact of independence on selected European colonies in Africa and Asia. Standard 8: Students will be able to interpret the impact of technological developments on society both regionally and worldwide. Benchmark 8.1: Be able to appraise the technology developed and used to build the Panama Canal. A. Discuss events that led up to the building of the Panama Canal and technological developments that allowed the Panama Canal to become operational. B. Evaluate the social, political, and economic impact of the Panama Canal on the Central and North American region and the world. Benchmark 8.2: Be able to appraise the technology developed and used to build 6

7 the Aswan Dam. A. Discuss events that led up to the building of the Aswan Dam and technological developments that allow the Aswan Dam to become operational. B. Evaluate the social, political, and economic impact of the Panama Canal on the North Africa/Southwest Asia region and the world. Benchmark 8.3: Be able to explain the development of atomic energy. A. Discuss what led to the development of using atomic energy. B. Judge the impact and legacy of atomic energy when used as a weapon C. Assess the impact of alternative uses of atomic energy. Standard 9: Students will be able to discuss keys aspects of Crane Brinton s major arguments in his book The Anatomy of a Revolution and apply these arguments to 20 th -century revolutions (Mexican Revolution, Russian Revolution, Chinese Revolution, Iranian Revolution [1979], and Cuban Revolution). Benchmark 9.1: Be able to apply Brinton s concepts to a 20 th -century revolution. A. Discuss the symptoms, rising fever, crisis, and convalescence phases of five modern revolutions. B. Assess the major events and key individuals that were leaders in five modern revolutions. C. Compare and contrast two selected revolutions and determine which more closely resembles Brinton s definition of revolution. Standard 10: Discuss events the led to the development of apartheid in South Africa, describe the policy and also analyze the events that led to the downfall of the system. Benchmark 10.1: Be able to evaluate the development and implementation of apartheid. A. Provide examples of apartheid Benchmark 10.2: Be able to evaluate the relative importance of key events that led to the policy of apartheid. A. Discuss key events (laws, incidents) that led to the government s development of the apartheid policy. B. Discuss the role of key individuals who helped to shape the apartheid policy. 7

8 Benchmark 10.3: Be able to analyze events that led to the downfall of apartheid in South Africa. A. Identify significant individuals who led the fight to end apartheid in South Africa (Nelson Mandela, Desmond Tutu, Steven Biko). B. Analyze the relative importance of events that led to the end of apartheid. Culminating Project/Term Project There are different options the instructor can use to tie together the topics, strands, and standards of the course. This assignment should be used instead of a final exam. 1. Students create a timeline of forty events that occurred during the 20 th -century. This can be presented in two different ways: 1) select forty key and specific events from the 20 th -century that can be considered a landmark or history changing event. Students must include a descriptive paragraph of what the event was and how the event impacted history. Students should also incorporate a picture or visual that illustrates at least 50% of the events they selected; 2) select 30 specific events that pertain to one of the major themes of the course (Change in Political Power, Change in the Balance of World Power, Change in the Distribution of Wealth, Technological, Scientific, and Medical Changes) and make a link (describe how) between each event and the theme. The students will tie the events together and make a PPT and oral presentation on the significance of their selected events. 2. Students create a portfolio on a theme/topic of their creation (although it must be relevant to the course and to the over arching themes of the course). Students will collect several (instructor to determine the number) primary documents, iconic photographs, secondary documents, political cartoons, and miscellaneous examples relevant to the student s theme/topic. Students will create a thesis statement that can be proven to be correct using the various documents, etc. they collected for their portfolio. Students will create an oral presentation to highlight their findings. 3. Students select one major world leader (preferably non-u.s.) of the 20 th -century and trace their life as they rose to prominence and eventually lead in some field (politics, science, etc.) and impacted the world. Students will be required to read a biography and write a short paper on their selected individual and then create a PPT and oral presentation. 8