Unit 1: Absolutism in the 1700s, Enlightenment Thinking and Scientific Thought. Summary and Rationale

Transcription

1 West Windsor-Plainsboro Regional School District World History Honors Page 1 of 37

2 Unit 1: Absolutism in the 1700s, Enlightenment Thinking and Scientific Thought Content Area: Social Studies Course & Grade Level: Social Studies: World History Honors Grade 9 Summary and Rationale The 9th grade World History Honors course focuses on the overarching theme of the developments, dilemmas, and dynamics of the modern world, commencing with an examination and evaluation of the cultural, economic, political, and social status of the world around 1700 and concluding with an analysis and assessment of contemporary global issues that challenge our world today. The course essential question poses the query, To what extent have the developments, dilemmas, and dynamics of the modern world brought progress and problems to our contemporary global society? for the students critical reading, reflection, reaction, and response. Students will initially examine and evaluate the world around 1700 and gain an understanding of the absolute rulers, dictatorial dynasties, and autocratic empires that engulfed the globe across the continents of Africa, Asia, and Europe. Absolutism and centralized power dominated the globe during the 17 th and 18 th centuries. In Europe, the demands of wars reshaped European states. Armies grew larger than they had been since the time of the Roman Empire. To pay for these armies, governments increased taxes and created bureaucracies to collect them and to foster economic activity that might increase state revenue. Despite numerous obstacles, absolute leaders succeeded in centralizing power during this period. The struggle for stability often came at a cost to the peoples living under these regimes. In order to maintain control over their nations, centralized leaders were forced to incorporate the interests of many constituent groups into their governance: the army, religious leaders, aristocrats and trusted advisors all attempted to obtain the leader s ear. Thus, a monarch s decision making process was rarely simple and often fraught with implications. After 1689, two basic patterns of government emerged in Europe: absolute monarchy and the constitutional state (best exemplified by the effects of the British Glorious Revolution). This revolutionary event, the scientific revolution, Renaissance values, increased secularism, and notions of natural rights culminated in the Age of Enlightenment, a critical analysis of everything in society from religion to politics to the optimism that the human mind could find the solution to the world s problems. Philosophers found their hope in the enlightened despots, such as Frederick the Great, Joseph II and Catherine the Great, monarchs who attempted to infuse enlightenment values into their rule. In the end, the age of reason and its emphasis on natural rights and rationality would be just one factor instrumental in the revolutions of the 18 th and 19 th centuries. Recommended Pacing: class meetings Page 2 of 37

3 State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens of the 21 st century. CPI # A.1.a A.2.c A.2.a D.2.d Cumulative Progress Indicator (CPI) Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, Ottoman, etc. expanded, and assess why some were more effective than others in maintaining control of their empires. Determine the reasons for, and the consequences of, the rise of centralized nation states in Europe (i.e. the French absolute monarchy and the English limited monarchy). Determine how the principle ideas of the Enlightenment (e.g. rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Core Curriculum Standards Common Assessment 1 meets the following Core Curriculum Standards: Reading Key Ideas and Details: CCSS.ELA LITERACY.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA LITERACY.RH 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. Craft and Structure: CCSS.ELA LITERACY.RH 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 science. CCSS.ELA LITERACY.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA LITERACY.RH 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. Page 3 of 37

4 Integration of Knowledge and Ideas: CCSS.ELA LITERACY.RH Assess the extent to which the reasoning and evidence in a text support the author's claims. CCSS.ELA LITERACY.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity: CCSS.ELA LITERACY.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Speaking & Listening Comprehension and Collaboration: CCSS.ELA LITERACY.SL Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grades 9 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA LITERACY.SL A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. CCSS.ELA LITERACY.SL B Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. CCSS.ELA LITERACY.SL C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA LITERACY.SL D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CCSS.ELA LITERACY.SL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Page 4 of 37

5 Presentation of Knowledge and Ideas: CCSS.ELA LITERACY.SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA LITERACY.SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 here for specific expectations.) Unit Enduring Understandings Instructional Focus In order to maintain control over their nations, centralized leaders were forced to incorporate the interests of many constituent groups into their governance. All leaders decisions can be placed on a spectrum balancing security and liberty. Discontent with prevailing economic, political, and social conditions is often an impetus for change. Enlightened ideas can change people s views of government, sovereignty, and entitled rights but establishing those same rights, views and concepts is a difficult process. Unit Essential Questions What methods do absolute rulers use to maintain control over their constituents? Does a balance between protecting peoples security and liberty ensure a successful government? Do peoples motivations for change stand across time? How do beliefs about human nature shape people s view of the ideal government? Guiding Questions for Individual Lessons: Can absolute rule ever be justified? Was (absolute ruler) a state builder or a tyrant? Did absolute rule have a positive or negative effect on the development of (country) under the rule of (absolute ruler)? Was absolutism in (country) successful? How did the ideas in the age of reason lead to a wave of revolutions in science, culture, thought, and government? Does man have natural rights? How did the scientific method lead to questioning traditional thought? What were the views of philosophers such as Hobbes, Locke, and Rousseau about human nature? Objectives Students will know: The extent to which hierarchical regimes existed throughout the world and evaluate case studies reflecting the following models: autocracy, dictatorship, and absolute rule. That economic, political, and social discontent and oppression can provide fertile ground for changes in thought and ideology. How enlightened ideas can impact views of government, sovereignty, and entitled rights. Page 5 of 37

6 Students will be able to: Analyze policies of absolute leaders and evaluate primary source documents in order to sequence specific policy decisions on a spectrum of liberty and security. Interpret the main ideas of the major writers of the Enlightenment (Ex. Locke, Hobbes, Rousseau, Montesquieu, Voltaire, Wollstonecraft, etc.) via close reading analysis. Relate one s view of man in the state of nature to the ideal form of government, in both an 18 th and 21 st century context. Common Assessment 1: Socratic Circle/Harkness Table Competencies for 21 st Century Learners Evidence of Learning X Collaborative Team Member X Effective Communicator Globally Aware, Active, & Responsible Student/Citizen X Information Literate Researcher Innovative & Practical Problem Solver X Self Directed Learner Resources Core Text: World History: Connections to Today (Pearson, Prentice Hall) Suggested Primary Sources: (chunking larger sources is recommended) On the Revolutions of the Heavenly Spheres, Nicolas Copernicus Discourse on Method, Rene Descartes Mathematical Principles of Natural Philosophy, Sir Isaac Newton On the Structure of the Human Body, Andreas Vesalius Don Quixote, Miguel de Cervantes I Am the State referenced in From Absolutism to Revolution, Rowen The Petition of Right (1628) The English Bill of Rights (1689) Leviathan, Thomas Hobbes Two Treatises of Government, John Locke The Social Contract, Jean Jacques Rousseau The Spirit of the Laws, Baron de Montesquieu Candide, Voltaire Encyclopedia, Denis Diderot A Vindication of the Rights of Women, Mary Wollstonecraft The Wealth of Nations, Adam Smith Selected Works, Wolfgang Amadeus Mozart Selected Works, Johann Sebastian Bach Selected Works, George Frederick Handel Page 6 of 37

7 Unit Title: Unit 2 Enlightenment in Action: Revolutions in Europe and Latin America Content Area: Social Studies Course & Grade Level: Social Studies: World History Honors Grade 9 Summary and Rationale The last years of the 18 th century were a time of great upheaval. A series of revolutions and revolutionary wars challenged the old order of absolutism and the aristocratic way of life. Enlightenment ideas of freedom and equality, ideas that have not stopped shaping the world since that era, flourished and spread. The causes of this time period of upheaval are complex: economic stress, social stratification, incompetent leadership, and the conflict between new and old values all contributed. People all over the world, each with varied interests contributed to these revolutionary actions: The revolutionary era began in North America in Then, in 1789, France, the most influential country in Europe, became the leading revolutionary nation. It established first a constitutional monarchy, then a radical republic, and finally a new empire under Napoleon. Inspired by the ideals of the Revolution and internal conditions, revolutionary fervor spread to the Americas as referenced by the actions of Simon Bolivar, San Martin, and Toussaint L'Ouverture. The age of revolutions brings up questions that still plague oppressed people today: What are the terms of the social contract in modern governments? What factors contribute to successful revolutions and how is success defined? How much violence is justified to replace an unjust government with one people believe to be more just? Is liberty or stability more desirable in a government? Recommended Pacing: class meetings State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens of the 21 st century. CPI # A.3.a D.3.a A.3.d A.3.b Cumulative Progress Indicator (CPI) Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. Assess the extent to which revolutions in this time period resulted in the expansion of political, social, and economic rights and opportunities. Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. Page 7 of 37

8 Core Curriculum Standards Common Assessment 2 meets the following Core Curriculum Standards: Reading Key Ideas and Details: CCSS.ELA LITERACY.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA LITERACY.RH 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. CCSS.ELA LITERACY.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure: CCSS.ELA LITERACY.RH 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. Integration of Knowledge and Ideas: CCSS.ELA LITERACY.RH Assess the extent to which the reasoning and evidence in a text support the author's claims. CCSS.ELA LITERACY.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity: CCSS.ELA LITERACY.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Writing Text Types and Purposes: CCSS.ELA LITERACY.WHST Write arguments focused on discipline specific content. CCSS.ELA LITERACY.WHST 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. Page 8 of 37

9 CCSS.ELA LITERACY.WHST 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. Production and Distribution of Writing: CCSS.ELA LITERACY.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge: CCSS.ELA LITERACY.WHST Conduct short as well as more sustained research projects to answer a question (including a self generated 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. CCSS.ELA LITERACY.WHST 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. CCSS.ELA LITERACY.WHST Draw evidence from informational texts to support analysis, reflection, and research. Unit Enduring Understandings Instructional Focus Ideas developed during the Scientific Revolution and Enlightenment led to political, economic and cultural changes that have had a lasting impact. Discontent with the prevailing economic, political and social conditions are often the impetus for change. The Age of Revolutions resulted in significant political, economic, and cultural changes, which has had a pivotal and lasting impact on humanity, governments, and the world. The conditions that make a society ripe for revolution are consistent across time. Unit Essential Questions Are causes of revolutions common across history? Is using violence to further a noble goal justified? What are the terms of the social contract in modern governments? What factors contribute to successful revolutions and how is success defined? How much violence is justified to replace an unjust government with one people believe to be more just? Is liberty or stability more desirable in a government? Page 9 of 37

10 Guiding Questions for Individual Lessons: Were 18 th /19 th century revolutions a result of implosion (factors occurring within the nation) or explosion (factors occurring from outside the nation)? Do the hard sciences or the human sciences provide greater benefit for society? Did the revolutions of the 18 th century improve their societies? Was the French Revolution born out of the long term or out of one event? How well did the National Assembly (or any phase of the revolution) accomplish the goals of liberty, equality, and fraternity? Did Louis XVI and Marie Antoinette have to die so the revolution could live? What was Napoleon s fatal flaw? Are Latin American revolutions best described as the pit or the peak of the age of revolutions? Objectives Students will know: That ideas that took root during the scientific revolution and enlightenment planted the seeds of revolution, particularly in 18 th century France. Economic, social, and political conditions, some institutional and some imposed in the short term, were collectively the cause of revolutions. The National Assembly instituted political and social reforms designed to meet the goals of liberty, equality, and fraternity. The new governments created by the Age of Revolutions reflect and values and philosophies of the Enlightenment. A radical phase of the French revolution led to the monarchy s downfall and a time of violence known as the Reign of Terror. Revolutionaries sought to transform all aspects of society: politics, economics and society itself. Napoleon rose to power in France and built a vast empire that included much of Europe. Napoleon was finally defeated, but revolutionary ideals and the post war peace settlement at the Congress of Vienna maintained a balance of power that stabilized Europe for almost 100 years. In the early 1800s, inspired by the American, French, and Haitian revolutions, many new nations emerged in Latin America as independence movements freed people from European rule. There are consistencies in the conditions that inspire revolutions in the 19 th century and revolutions today. Students will be able to: Relate the philosophies of the Enlightenment philosophes to the goals of various revolutions. Identify what political, social, and economic factors led to 19 th century revolutions, and appraise the extent to which these factors are causes of contemporary revolutions. Interpret primary source documents from the time, assess which philosophies are present and goals are stated, and defend this position by citing the document. Determine the perspectives of different personalities during the revolutions and estimate their view of the ideal form of government. Defend, using the perspectives of historical figures, both the use of violence and non violence in achieving revolutionary change. Page 10 of 37

11 Assess Napoleon s role in furthering the goals of the revolution. Determine why the Congress of Vienna was successful in achieving lasting peace in Europe. Relate the causes of and the outcome of the Latin American Wars of Independence to the American and French Revolutions. Common Assessment 2: Annotated Bibliography Competencies for 21 st Century Learners Evidence of Learning Collaborative Team Member X Effective Communicator X Globally Aware, Active, & Responsible Student/Citizen X Information Literate Researcher Innovative & Practical Problem Solver X Self Directed Learner Resources Core Text: World History: Connections to Today (Pearson, Prentice Hall) Suggested Primary Sources: (chunking larger sources is recommended) Selected Works, Jacques Louis David The Tennis Court Oath, Members of the Third Estate What is the Third Estate?, Sieyes The Declaration of the Rights of Man and of Citizen Declaration of Pilnitz Execution of the King, Henry Essex Edgeworth de Firmont Proclamation of the National Convention, August 23, 1973 Declaration of the Rights of Women, Olympe de Gouges The Napoleonic Code The Third of May, Francisco Goya And They Are Like Wild Beasts, Francisco Goya Memoirs of Philippe Paul de Segur The Black Jacobins, Toussaint L Ouverture Decree of Hidalgo, Father Miguel Hidalgo The Cry of Dolores (El Grito de Dolores), Father Miguel Hidalgo Address to the Congress of Venezuela, Simon Bolivar Page 11 of 37

12 Content Area: Social Studies Unit Title: Unit 3 The Industrial Revolution Course & Grade Level: Social Studies: World History Honors Grade 9 Summary and Rationale Europe stood at the forefront of the modern age with the birth of the Industrial Revolution. The invention of new machinery and science in farming had far reaching effects. The use of new crops, techniques and the introduction of better methods of soil rotation enabled Europe to grow more food. This helped to raise the standard of living. The Agricultural Revolution provided the food for the expanding city population and contributed to a European population explosion. The transformation of Great Britain from an agrarian to an industrial society influenced the political, economic, and social structure of European society. The landed aristocracy, which had begun to lose influence with the rise of the middle class, would be completely overshadowed by the birth of a newly capitalist class of businessmen. The shift from a rural to an urban society created new problems on how to deal with the conditions created by the factory system. As a result, the industrial experience was stratified by social group: men, women, children, upper class, middle class, lower class, factory owner and factory employee all had vastly different realities. New philosophies and economic ideas such as romanticism, socialism, nationalism, capitalism and communism arose to meet the problems created by industrialization. The Agricultural and Industrial Revolutions transformed not only Europe in the 19 th century but also had an impact on the world today; Industrial issues are modern issues: the role of big business, the influence of capitalism in a democracy, child labor, workers rights, and economic inequalities are often issues on the international stage. Recommended Pacing: class meetings State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens of the 21 st century. CPI # C.3.a B.3.b D.3.b C.3.d Cumulative Progress Indicator (CPI) Analyze interrelationships among the agricultural revolution, population growth, industrialization, specialization of labor, and patterns of landholding. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children. Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes. Page 12 of 37

13 Core Curriculum Standards Common Assessment 3 meets the following Core Curriculum Standards: Reading Key Ideas and Details: CCSS.ELA LITERACY.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA LITERACY.RH 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. Craft and Structure: CCSS.ELA LITERACY.RH 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 science. CCSS.ELA LITERACY.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA LITERACY.RH 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. Integration of Knowledge and Ideas: CCSS.ELA LITERACY.RH Assess the extent to which the reasoning and evidence in a text support the author's claims. CCSS.ELA LITERACY.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity: CCSS.ELA LITERACY.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Speaking & Listening Comprehension and Collaboration: CCSS.ELA LITERACY.SL Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grades 9 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA LITERACY.SL A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. Page 13 of 37

14 CCSS.ELA LITERACY.SL B Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. CCSS.ELA LITERACY.SL C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA LITERACY.SL D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CCSS.ELA LITERACY.SL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Presentation of Knowledge and Ideas: CCSS.ELA LITERACY.SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA LITERACY.SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 here for specific expectations.) Unit Enduring Understandings Instructional Focus The Industrial Revolution was a consequence of a complex combination of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. The impact of industrialization was and is felt in varied fashions by all levels of society; Peoples experiences resulted in philosophical and political reactions to the consequences of industrialization. Industrial issues are modern issues; the influence of capitalism in a democracy, child labor, workers rights, and economic inequalities are often issues on the international stage. Unit Essential Questions Must industrialization come at a human cost? To what degree can government solve problems created by big business? Are people s reactions to industrialization a reflection of their social class? Industrial Revolution Philosophies (communism, utilitarianism): Is what s best for the most people always what s best? Are the values of a time period reflected in the arts (fine arts, literature, philosophy) of the period? Is the exploitation of workers a natural and necessary component of industrialization? Page 14 of 37

15 Guiding Questions for Individual Lessons: What factors contributed to industrialization beginning in Britain? (or: What made Britain special in the 18 th century?) Does technology benefit society? To what extent was industrialization built on the backs of the working class? Did the reform movements effectively solve the problems of the Industrial Age? Did artistic expression reflect the policies, practices and problems of the Industrial Age? Was capitalism, communism, or socialism the best solution for the Industrial Age? Is Karl Marx a villain? Objectives Students will know: The Industrial Revolution had an impact on every aspect of life in Western Europe and eventually, the United States. The Industrial Revolution originated in Britain due to a combination of resources, new technology, and economic, political and social conditions. The Industrial Revolution spread via the development of new technologies and the rise of big business. The Industrial Revolution created material benefits as well as social problems such as urbanization, disease, poor sanitation, exploitation of workers (particularly women and children), and pollution. Both private groups and governments attempted to solve the problems created by swift organization through urban renewal, mutual aid societies, the social gospel movement, public education, and legislation to protect workers. Romanticism, realism, impressionism and postimpressionism emerged as a reaction to the Industrial Revolution. The Industrial Revolution fostered new ideas about business and economics. These philosophes reflected the values of the time period: Smith, Malthus, Ricardo, Bentham, Mill, Owen and Marx. Students will be able to: Synthesize the internal and external factors that made Britain ripe for the Industrial Revolution. Evaluate primary sources personal narratives of the experiences of people from a variety of social classes and their industrial experiences. Compare the industrial experiences of men, women, and children from all social classes. Relate 18 th 19 th century philosophies and forms of artistic expression to the Industrial Revolution experience. Assess the extent to which democratic governments were effective in solving the social problems that developed out of industrialization. Interpret primary source documents related to industrial age issues that plague the world today and compare/contrast industrial issues of the past with post industrial problems. Evidence of Learning Common Assessment 3: Competencies for 21 st Century Learners X Collaborative Team Member X Effective Communicator X Globally Aware, Active, & Responsible Student/Citizen X Information Literate Researcher X Innovative & Practical Problem Solver X Self Directed Learner Page 15 of 37

16 Resources Core Text: World History: Connections to Today (Pearson, Prentice Hall) Suggested Primary Sources: (chunking larger sources is recommended) London Poor, John Hollingshead The Wealth of Nations, Adam Smith Essay on the Principle of Population, Thomas Malthus On the Principles of Political Economy & Taxation, David Ricardo The Principles of Morals and Legislation, Jeremy Bentham Utilitarianism, John Stuart Mill The Communist Manifesto, Karl Marx Life in Manchester, Friedrick Engels The Origin of Species, Charles Darwin Oliver Twist, Charles Dickens Hard Times, Charles Dickens Les Miserables, Victor Hugo Selected Works, Claude Monet Selected Works, Edgar Degas Selected Works, Vincent Van Gogh Selected Works, Paul Gaughin Page 16 of 37

17 Content Area: Social Studies Unit Title: Unit 4 Imperialism, Nationalism, and Global Conflict Course & Grade Level: Social Studies: World History Honors Grade 9 Summary and Rationale Although the Industrial Revolution and nationalism shaped European society in the 19 th century, imperialism the domination by one country over the political, economic, or cultural life of another group of people dramatically changed Asia, Africa and the Middle East during the latter half of the century. In the Age of New Imperialism that began in the 1870s, European states established vast empires mainly in Africa, but also in Asia and the Middle East. Unlike the 16 th and 17 th century method of establishing settlements, the new imperialists set up the administration of the native areas for the benefit of colonial power. European nations pursued an aggressive expansion policy that was motivated by economic needs created by the Industrial Revolution. The expansion policy was also motivated by political needs which associated empire building with national greatness, and social and religious reasons that promoted the superiority of Western society and religion. Through the use of military force, economic spheres of influence, and annexation, European countries both dominated and devastated Africa and much of Asia. By 1914, imperialism had consequences that affected the colonial nations, Europe and the world. The increased competition among nations would explode in World War I. The first world war was the culmination of all the tensions brought on by Europe s success: nationalism, imperialism, militarism and a broken system of alliances. Europe went willingly to war, believing it would be a short conflict with a decisive victory. This was almost entirely mistaken. The Great War was long, indecisive, tremendously destructive, and unprecedented in scope and intensity. The Treaty of Versailles formally ended the war, but failed to address the nuanced causes of the conflict. Combatants hoped that life would once again make sense in the prewar terms of peace, prosperity and progress. In reality, the Great War and the Russian Revolution had mangled too many things beyond repair. Recommended Pacing: class meetings State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens of the 21 st century. CPI # C.3.b Cumulative Progress Indicator (CPI) Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism and natural resources. Page 17 of 37

18 C.3.e A.3.g B.3.a D.3.d D.4.a D.4.b D.5.b Assess the impact of imperialism on economic development in Africa and Asia. Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives. Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and entangling alliances led to World War I. Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. Assess the impact of Gandhi s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries. Core Curriculum Standards Reading Key Ideas and Details: CCSS.ELA LITERACY.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA LITERACY.RH 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. CCSS.ELA LITERACY.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Range of Reading and Level of Text Complexity: CCSS.ELA LITERACY.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Writing Text Types and Purposes: CCSS.ELA LITERACY.WHST Write arguments focused on discipline specific content. CCSS.ELA LITERACY.WHST 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. Page 18 of 37

19 CCSS.ELA LITERACY.WHST 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. CCSS.ELA LITERACY.WHST 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. Research to Build and Present Knowledge: CCSS.ELA LITERACY.WHST Draw evidence from informational texts to support analysis, reflection, and research. Unit Enduring Understandings Instructional Focus Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting, often devastating, effect. The Great War was a result of tensions brought on by Europe s success: Nationalism, imperialism, industrialization and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan and led to World War I. World War I was a total war in which nations mobilized entire populations and economies that resulted in unprecedented death and destruction; The Great War was long, indecisive, tremendously destructive, and unprecedented in scope and intensity. The Treaty of Versailles formally ended the war, but failed to address the nuanced causes of the conflict. Unit Essential Questions Should imperialist nations be proud or ashamed of their actions? Does imperialism promote economic dependence? What tactics do nations use to win a total war? Is it possible to remain neutral when the rest of the world is at war? Is peace without victory possible? Page 19 of 37

20 Guiding Questions for Individual Lessons: Was industrialism, nationalism or racism the primary cause of European imperialism? How did conditions in Africa and Asia lead to European imperialism? Was European imperialism a blessing or a curse? (Africa, Asia, Middle East and Southeast Asia) Was British rule of India respectable or lamentable? Did westerners cause or exacerbate internal problems within the nations they conquered? How did Japan escape the same fate as other Asian nations during the Age of Imperialism? Was World War I inevitable? Why is propaganda an effective tool for promoting war? What weapon of WWI had the most decisive impact? What made WWI the first modern war? Why did the Treaty of Versailles fail to solve the problems that led to WWI? Objectives Students will know: The interrelationships among industrialization, commercialization, urbanization, nationalism, and imperialism in the development of the modern world. The impact of European imperialism on the development of colonized people and their societies. The motivations and global consequences of World War I and how the war marked a pivotal turning point in world history. Modern weapons and outdated tactics resulted in huge numbers of casualties and helped contribute to the indecisiveness and destruction of WWI. In their efforts to achieve victory, governments committed all their nations resources to the war effort. How World War I (the Great War ) transformed Europe politically, economically, socially. The expectations of the major powers as they met to negotiate the Treaty of Versailles. The extent to which the Treaty of Versailles solved the problems that led to WWI and established a just peace. To what degree were the significant results of World War I worth their staggering costs (economically, politically, physically, socially, etc.). Students will be able to: Appraise the positive and negative effects of European imperialism in colonized regions. Estimate the impact of imperialism during the late 19 th and early 20 th centuries on previously colonized regions today. Relate Europe s 19 th century economic and political hegemony to the long term causes of WWI. Summarize the impact of total war on a nation compared to its costs. Compare and contrast President Woodrow Wilson s plan for peace ( Fourteen Points ) with the other members of the Big Four as well as against selected provisions of the Treaty of Versailles and evaluate which one offered the better prospect for a lasting peace. Page 20 of 37

21 Evidence of Learning Unit assessment will be made up of a variety of written and oral tasks. Competencies for 21 st Century Learners X Collaborative Team Member X Effective Communicator X Globally Aware, Active, & Responsible Student/Citizen X Information Literate Researcher X Innovative & Practical Problem Solver X Self Directed Learner Resources Core Text: World History: Connections to Today (Pearson, Prentice Hall) Suggested Primary Sources: (chunking larger sources is recommended) The Rise of Our East African Empire, Lord Lugard The White Man s Burden, Rudyard Kipling The Monroe Doctrine Autobiography, Fukuzawa Yukichi Hind Swaraj, Mohandas K. Gandhi The Ballad of East and West, Rudyard Kipling The Willy Nicky Telegrams (1914), Wilhelm II & Nicholas II The Guns of August, Barbara Tuchman All Quiet on the Western Front, Erich Maria Remarque The Fourteen Points Page 21 of 37

22 Content Area: Social Studies Unit Title: Unit 5 Interwar Period Course & Grade Level: Social Studies: World History Honors Grade 9 Summary and Rationale The Great War left Europe a shattered continent. The Versailles treaty had established a shaky truce, not a solid peace. Thus, national leaders faced a gigantic task as they struggled with uncertainty and sought to create a stable international order. The pursuit of real and lasting peace proved difficult, if not impossible, for many reasons. Germany resented the Treaty of Versailles. France was fearful and isolated. Britain was in tatters, and the United States had turned its back on European problems. No one could predict the future of communist Russia. Moreover, the international economic situation was poor and greatly complicated by war debts. The world, fearful of another conflict, embraced pacifism at all costs. A multitude of factors caused the rise of dictators during the 1930s. The era of dictatorship is a highly disturbing chapter in world history. The key development was not only the resurgence of authoritarian rule, but also the rise of a particularly ruthless and dynamic tyranny, which reached it s full realization in the Soviet Union and Nazi Germany. Stalin s Soviet Union, Mussolini s Italy, Hitler s Germany and ultranationalist Japan asserted a total claim on the lives of their citizens. Britain and France, concerned but, as democracies responsive to the wants of their populaces, impotent in action, gave in to the aggressors for as long as possible. Ultimately, the democratic powers were unable to appease and ignore Nazi, Fascist and Japanese aggression, and responded with declarations of war. The lessons of this time period are relevant to the world today. When strong leaders emerge on the world stage, comparisons to the dynamic interwar personalities are inevitable. Recommended Pacing: class meetings State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens of the 21 st century. CPI # D.4.c B.4.a D.4.e Cumulative Progress Indicator (CPI) Analyze the causes of the Russian Revolution and the impact of the Bolshevik victory on global politics. Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and Compare how Allied countries responded to the expansionist actions of Japan, Germany and Italy. Page 22 of 37

23 C.4.a A.4.a D.4.d Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economy theory and practice. Explain the rise of fascism and spread of communism in Europe and Asia. Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as causes of World War II. Core Curriculum Standards Common Assessment 4 meets the following Core Curriculum Standards: Reading Key Ideas and Details: CCSS.ELA LITERACY.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA LITERACY.RH 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. Integration of Knowledge and Ideas: CCSS.ELA LITERACY.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity: CCSS.ELA LITERACY.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Speaking & Listening Comprehension and Collaboration: CCSS.ELA LITERACY.SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Presentation of Knowledge and Ideas: CCSS.ELA LITERACY.SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA LITERACY.SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA LITERACY.SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 here for specific expectations.) Page 23 of 37