REVISED: October/2007 Program: Adult Literacy/High School Diploma Course of Study: High School Diploma Course: 1:2004 Social Studies/Social Science 37-02-71 World History/1 Course Description: This competency-based course begins with a brief Credits: 5 Hours: 60 look at the dawn of civilization, followed by a study of the early societies of the Near East and Africa and the classical civilizations of India, China, Greece, and Rome. Students then undertake a concurrent geographic and chronological examination of social, cultural, and technological change from 500 A.D. to 1914 in both the Western and non-western world, including a comparative study of Europe and Japan during the High Middle Ages and the influence of the European Renaissance, Reformation, and Scientific Revolution in our modern world. The course then focuses on a consideration of the impact of Enlightenment ideas on the rise of democratic ideals and explores the rise of nationalism into this century. The course seeks to foster and develop the skills of written expression, interpretation of graphic materials (especially the use and interpretation of maps), and critical thinking. The competencies in this course are aligned with the History-Social Science Content Standards for California Public Schools. This course has been approved to satisfy the a (history-social science) subject area of the UC/CSU a-g requirements for freshman admission. The NCAA has approved this course for use in establishing the initial-eligibility certification status of student-athletes from schools in the Division. Prerequisites: 1. A minimum reading level of 9.0 as measured by the TABE D7/8 reading comprehension test 2. Writing fluency at an English 1 placement level, determined by a student writing sample and evaluated by the receiving instructor 3. Recommendation of an instructor and/or a counselor After a student has completed this course, he/she may not be allowed to re-enroll in the course.
A MESSAGE to COMPETENCY-BASED COURSE OUTLINE USERS This competency-based course outline is for use by students, teachers, counselors and school administrators, advisory committees, and all others having interest in the course. Before enrolling, students can read the course competencies listed to help them (students) decide whether or not the course will meet their needs. After enrolling, a copy of the competencies can help a student track his/her progress through the course. Teachers can use competency-based areas and statements to gain an overview of the course. The competencies can be used to develop lesson plans and teaching strategies. The Instructional Materials and Other Resources page provides teachers with instructional support in the form of textbook titles, media and technology options, as well as the names of advisory personnel. Many course outlines provide sample lesson plans written by experienced teachers of the course. Counselors can use the course outline to explain course purpose, goals and content to students. Sharing competency lists with students will make the students aware of the minimal skills and knowledge they need to demonstrate after taking the course. This process can identify potential candidates for a course. Principals can scan the competency-areas and statements to decide if the content of a course should be offered at their school in order to meet the needs of the community which it serves. Competencies can be used to generate relevant questions and items for tests. The writing of individualized instructional contracts also needs to reflect the competency-based course outline components. Clearly defined competency-based areas, statements, and minimal competencies are the points upon which curriculum, instruction, and assessment focus.
THE DEVELOPMENT of a COMPETENCY-BASED COURSE OUTLINE Every approved CBE course outline is written by Los Angeles Unified School teachers who teach the course. All teacher/writers have been inserviced and certified by the Adult Curriculum Office to learn about competency-based education and the outline format. New courses and course revisions are initiated by school and/or central office subject area departments. The schools and the subject area departments share the responsibility for approving the subject content, hours, credits, etc. Teacher/writers submit their first draft to the appropriate central office subject area supervisor, specialist, consultant or adviser. Course outline draft copies are next submitted to the curriculum office. There information required by the District and the State is verified. The outlines are edited and entered into the course outline computer data base. One formatted copy of an outline, with every page stamped "Draft Copy Only, is either approved by the curriculum office or returned for clarification or improvement. Once signed off by the curriculum office an outline is routed back to the department that submitted it. When approved there, it is routed to the office of the Director of Instructional Services and finally to the Division's Assistant Superintendent for approval. The curriculum office then requests the required approvals by the LAUSD Board of Education. The curriculum office sends master file copies of every approved CBE outline to principals of all Community Adult Schools and Employment Preparation Centers. These masters are used to reproduce copies for counselors and teachers. Students, community members, and other interested parties may also request copies. The curriculum office maintains a limited inventory of all outlines for additional distribution. Changing needs are reflected in the constant development and revision of course outlines. It is an ongoing process designed to support the various demands of students, teachers, and the communities we serve. TOM CALDERON Adult Curriculum Office Instructional and Counseling Services -1-
CBE COMPETENCY BASED EDUCATION Course Outline Competency-Based Component Definitions Course descriptions state the major emphasis and content of the course. Competency areas are units of instruction based on related competencies. Competency statements are competency area goals that together define the framework and purpose of the course. Competencies fall on a continuum between goals and performance objectives and denote outcome of instruction. Competency-Based Philosophy Overview Competency-based instruction tells a student before instruction what skills, or knowledge he/she will demonstrate after instruction. A competency is stated as a minimum. This is the least a student has to demonstrate or know to be judged as competent. Stating competencies as minimums does not mean minimum instruction. Activities and opportunities should be provided for students to achieve maximum potential. Competency-based education provides instruction that enables each student to attain individual goals as measured against pre-stated standards. CBE instruction provides immediate and continual repetition and remediation. A student repeats tasks until achieving competence. In competency-based education the curriculum, instruction, and assessment share common characteristics based on clearly stated competencies. Curriculum, instruction and assessment in CBE are: explicit, known, agreed upon, integrated, performance-oriented, and adaptive. -2-
COURSE OUTLINE COMPETENCY-BASED COMPONENTS A course outline reflects the essential intent and content of the course described. Acceptable course outlines have six components. (Education Code Section 52506). Course outlines for all apportionment classes, including those in jails, state hospitals, and convalescent hospitals contain the six required elements: (EC 52504; 5CCR 10508 [b]; Adult Education Handbook for California [1977], Section 100) Course Outline Components GOALS AND PURPOSES Location Cover The educational goals or purposes of every course are clearly stated and the class periods are devoted to instruction. The course should be broad enough in scope and should have sufficient educational worth to justify the expenditure of public funds. The goals and purpose of a course are stated in the COURSE DESCRIPTION. Course descriptions state the major emphasis and content of a course, and are written to be understandable by a prospective student. PERFORMANCE OBJECTIVES OR COMPETENCIES pp. 11-15 Objectives should be delineated and described in terms of measurable results for the student and include the possible ways in which the objectives contribute to the student's acquisition of skills and competencies. Performance Objectives are sequentially listed in the COMPETENCY-BASED COMPONENTS section of the course outline. Competency Areas are units of instruction based on related competencies. Competency Statements are competency area goals that together define the framework and purpose of a course. Competencies fall on a continuum between goals and performance objectives and denote the outcome of instruction. Competency-based instruction tells students before instruction what skills or knowledge they will demonstrate after instruction. Competency-based education provides instruction which enables each student to attain individual goals as measured against prestated standards. Competency-based instruction provides immediate and continual repetition. In competencybased education the curriculum, instruction, and assessment share common characteristics based on clearly stated competencies. Curriculum, instruction, and assessment in competencybased education are: explicit, known, agreed upon, integrated, performance oriented, and adaptive. 3
COURSE OUTLINE COMPETENCY-BASED COMPONENTS (continued) INSTRUCTIONAL STRATEGIES Instructional techniques or methods could include laboratory techniques, lecture method, smallgroup discussion, grouping plans, and other strategies used in the classroom. Instructional strategies for this course are listed in the TEACHING STRATEGIES AND EVALUATION section of the course outline. Instructional strategies and activities for a course should be selected so that the overall teaching approach takes into account the instructional standards of a particular program, i.e., English as a Second Language, Programs for Older Adults, Programs for Adults with Disabilities. p. 17 UNITS OF STUDY, WITH APPROXIMATE HOURS ALLOTTED FOR EACH UNIT The approximate time devoted to each instructional unit within the course, as well as the total hours for the course, is indicated. The time in class is consistent with the needs of the student, and the length of the class should be that it ensures the student will learn at an optimum level. Cover pp. 11-15 Units of study, with approximate hours allotted for each unit, are listed in the COMPETENCY AREA STATEMENTS of the course outline. The total hours of the course, including work-based learning hours (community classroom and cooperative vocational education) is listed on the cover of every CBE course outline. Each Competency Area listed within a CBE outline is assigned hours of instruction per unit. EVALUATION PROCEDURES The evaluation describes measurable evaluation criteria clearly within the reach of the student. The evaluation indicates anticipated improvement in performances as well as anticipated skills and competencies to be achieved. p. 17 Evaluation procedures are detailed in the TEACHING STRATEGIES AND EVALUATION section of the course outline. Instructors monitor students' progress on a continuing basis, assessing students on attainment of objectives identified in the course outline through a variety of formal and informal tests (applied performance procedures, observations, simulations), paper and pencil exams, and standardized tests. REPETITION POLICY THAT PREVENTS PERPETUATION OF STUDENT ENROLLMENT After a student has completed all the objectives of the course, he or she should not be allowed to re-enroll in the course. There is, therefore, a need for a statement about the conditions for possible repetition of a course to prevent perpetuation of students in a particular program for an indefinite period of time. Cover 4
ACKNOWLEDGMENTS Thanks to TOM CALDERON for writing, editing, and preparing this course outline as competency-based. MARSHA EASTERDAY Supervisor Adult Academic Instruction ED MORRIS Administrator APPROVED: SANTIAGO JACKSON Assistant Superintendent Division of Adult and Career Education 5
CALIFORNIA CONTENT STANDARDS for World History, Culture, and Geography: The Modern World History-Social Science Standards Grade Ten World History, Culture, and Geography: The Modern World 10.1 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. 10.1.1 Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. 10.1.2 Trace the development of the Western political ideas of the rule of law and the illegitimacy of tyranny, drawing from the selections from Plato s Republic and Aristotle s Politics. 10.1.3 Consider the influence of the U.S. Constitution on political systems in the contemporary world. 10.2 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. 10.2.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., biographies of John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison). 10.2.2 List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 10.2.3 Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. 10.2.4 Explain how the ideology of the French Revolution lead France to develop from constitutional monarch to democratic despotism to the Napoleonic Empire. 10.2.5 Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and the Concert of Europe until the Revolution of 1848. 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 10.3.1 Analyze why England was the first country to industrialize. 6
CALIFORNIA CONTENT STANDARDS for World History, Culture, and Geography: The Modern World (continued) 10.3.2 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 10.3.3 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and effects of immigration, mining and manufacturing, division of labor, and the union movement. 10.3.5 Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 10.3.6 Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. 10.3.7 Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines. 10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). 10.4.2 Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. 10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. 10.4.4 Describe the independence struggles of the colonized regions of the world, including the role of leaders, such as Sun Yat-sen in China, and the role of ideology and religion. 10.5 Students analyze the causes and course of the First World War. 10.5.1 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 citizen population in support of total war. 7
CALIFORNIA CONTENT STANDARDS for World History, Culture, and Geography: The Modern World (continued) 10.5.2 Examine the principles theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). 10.5.3 Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. 10.5.4 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. 10.5.5 Discuss human rights violations and genocide, including the Ottoman government s actions against Armenian citizens. 10.6 Students analyze the effects of the First World War. 10.6.1 Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson s Fourteen Points, and the causes and the effects of United States rejection of the League of Nations on world politics. 10.6.2 Describe the effects of the war and resulting peace treaties on population movement, the international economy, and the shifts in the geographic and political borders of Europe and the Middle East. 10.6.3 Understand the widespread disillusionment with prewar institutions, authorities, and values that results in a void that was later filled by totalitarians. 10.6.4 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the lost generation of Gertrude Stein, Ernest Hemingway). 10.7 Students analyze the rise of totalitarian governments after the First World War. 10.7.1 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). 10.7.2 Trace Stalin s rise to power in the Soviet Union and the connection between economic politics, political policies, the absence of a free press, and systematic violation of human rights (e.g., the Terror Famine in Ukraine). 10.7.3 Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting their common and dissimilar traits. 10.8 Students analyze the causes and consequences of World War II. 10.8.1 Compare the German, Italian, and Japanese drive for empire in the 1930s, including the 1937 Rape of Nanking the other atrocities in China and the Stalin-Hitler Pact of 1939. 8
CALIFORNIA CONTENT STANDARDS for World History, Culture, and Geography: The Modern World (continued) 10.8.2 Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. 10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, and the principles of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. 10.8.4 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower). 10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution and the Holocaust resulted in the murder of six million Jewish civilians. 10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, United States, China, and Japan. 10.9 Students analyze the international developments in the post-world War II world. 10.9.1 Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control of Eastern European nations, and the economic recoveries of Germany and Japan. 10.9.2 Analyze the causes of the Cold War, with the free world on one side and the Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. 10.9.3 Understand the importance of the Truman Doctrine and Marshall Plane, which established the pattern for America s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. 10.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-Tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising). 10.9.5 Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. 10.9.6 Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. 9
CALIFORNIA CONTENT STANDARDS for World History, Culture, and Geography: The Modern World (continued) 10.9.7 Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-russian Soviet republics. 10.9.8 Discuss the establishment and work of the United Nations and the purposes and influences of the Warsaw Pact, SEATO, and NATO, and the Organization of American States. 10.10 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China. 10.10.1 Understand the challenges in the regions, including geographical, cultural, military, and economic significance and the international relationships in which they are involved. 10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. 10.10.3 Discuss the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy. 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). 10
CBE Competency-Based Education COMPETENCY-BASED COMPONENTS for the World History/1 Course COMPETENCY AREAS AND STATEMENTS MINIMAL COMPETENCIES A. INTRODUCTION Understand how personal skill development- including positive attitude, honesty, selfconfidence, time management, and other positive traitscontributes to academic success. (2 hours) 1. Demonstrate an understanding of classroom policies and procedures. 2. Discuss competency areas and minimal competencies for the course. 3. Discuss assignment grading and scoring policy. 4. Discuss importance of the following personal skills in the classroom/lab environment: a. positive attitude b. self-confidence c. honesty/perseverance d. self-management/work ethic e. pride in product/work f. dependability 5. Prioritize tasks and meet deadlines. 6. Describe the importance of initiative and leadership. B. THE LEGACY OF THE ANCIENT WORLD, 3000 B.C.- 1600 Understand a series of causes and effects shaped the history of ancient and medieval civilizations. 10.1.1, 10.1.2, 10.2.2 1. Describe how Mesopotamians adopted a law code. 2. Explain how the divinity of the pharaoh contributed to the long life of Egyptian civilizations. 3. Identify Judaic beliefs developed in ancient times. 4. Describe Hinduism as a conservative force in India. 5. Explain how Confucius influenced basic Chinese attitudes of deference and loyalty to family. 6. Describe how the Athenian polis created a model for active citizenship and democracy. 7. Explain how the Greek thinkers legacy was a commitment to rational inquiry. 8. Describe how Roman standards of justice were an important contribution to the West. 9. Examine how the extent of the Roman Empire increased Roman influence in the West. 10. Trace how Christianity spread through the Roman Imperial network. 11. Describe how Muhammad spread a new faith to complete the Judeo-Christian promise. 11
(9 hours) 12. Explain how Charlemagne united the areas where European civilization took shape. 13. Describe how the Magna Carta won rights for nobles that later were extended to commoners. 14. Analyze how the Middle Ages reached highs and lows in European commerce, religion, and politics. 15. Examine how the Renaissance encouraged worldly pursuits and new ways of thinking. C. REVOLUTION AND ENLIGHTENMENT, 1600-1800 Identify the conflicts and political outcomes and longterm outcomes of England s Glorious Revolution, the Enlightenment and the American Revolution. 10.1.3,10.2.1, 10.2.3 (8 hours) 1. Explain how absolutist rulers in Europe asserted that their power came from God, but in England Parliament expanded its power. 2. Describe how civil war broke out in England in 1642 and in 1649 Parliament proved victorious over the king. 3. Examine how England s Glorious Revolution created a constitutional, or limited, monarchy. 4. Discuss how the philosophes believed that the methods of scientists could eliminate unjust laws and create a better society. 5. Examine how the philosophes belief in reason promoted the early social sciences of economics and political science. 6. Describe how Enlightenment ideas spread through salons and an expansion of the reading public. 7. Explain how in theory the British governed the colonies but colonial legislatures often acted independently. 8. Examine how after the French and Indian War, new taxes angered colonists. 9. Describe how drawing on the ideas of John Lock, the Declaration of Independence severed the colonies ties with the British Crown. 10. Analyze how Americans won their independence from Britain in 1783 and later ratified a constitution that spelled out the limits of government. 11. Describe how Americans worked to balance individual freedom with a unified central government. D. THE FRENCH REVOLUTION AND NAPOLEON, 1789-1815 Understand how the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. 1. Describe how the Third Estate, the vast majority of the people, were heavily taxed and discontented. 2. Explain how meeting as a separate assembly made the Third Estate votes count as much as those of the clergy and nobles. 3. Outline how the National Assembly set up a limited monarchy in the Constitution of 1791. 4. Explain why some European countries threatened to invade France to keep the king in power. 5. Describe how the Committee of Public Safety executed thousands who opposed the government. 12
10.1.3, 10.2.1, 10.2.2, 10.2.3, 10.2.4, 10.2.5 (8 hours) 6. Describe how the revolutionary army defended France against invasion. 7. Explain why the Directory set up in 1795 was not able to solve the government s economic problems. 8. Describe how Napoleon overthrew the Directory and eventually held total power. 9. Discuss how Napoleon established a single law code that recognized the equality of all citizens. 10. Describe how Napoleon established an empire covering much of Europe. 11. Analyze why Nationalism spread by France led to opposition to French rule in other countries. 12. Describe how after major losses in Russia and Austria, Napoleon met defeat at Waterloo and was exiled. E. INDUSTRIALIZATION AND NATIONALISM, 1800-1870 Understand the developments from industry to art, faith to science, and liberalism to conservatism brought about by the Industrial Revolution and nationalism. 10.2.3, 10.2.5, 10.3.1, 10.3.4, 10.3.6, 10.4.1, 10.5.2, 10.11 (8 hours) 1. Describe how resources, workers, and markets helped Great Britain begin the Industrial Revolution. 2. Explain how the pace of industrialization depended on many factors, including government policies. 3. Describe how industrialization urbanized Europe, creating new social classes and nurturing socialism. 4. Explain how after Napoleon s defeat, the victors redrew the map of Europe to strengthen conservatism. 5. Explain why liberals and nationalists opposed the status quo of conservative regimes. 6. Discuss how revolution spread, beginning in France in 1848, but was largely suppressed. 7. Describe how taking opposite sides in the Crimean War ended cooperation by the Great Powers. 8. Discuss how the Italians drove out their Austrian rulers to form their own nation. 9. Describe how the three wars planned by Otto von Bismarck united Germany. 10. Describe why Great Britain liberalized after 1848, but much of Europe grew more authoritarian. 11. Examine how The United States was split over slavery but survived a bloody civil war. 12. Describe how Romanticism stressed individualism and emotion over reason and universalism. 13. Describe how science fueled industrial growth, improved medical care, and challenged religious faith. 14. Describe how realistic works of art portrayed even the poor and degraded in society. 13
F. MASS SOCIETY AND DEMOCRACY, 1870-1914 Understand that innovations in technology and production methods created great economic, political, social, and cultural changes between 1870 and 1914. 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.4.3, 10.4.4 (9 hours) 1. Discuss how electricity, chemicals, and petroleum triggered a second Industrial Revolution and a world economy. 2. Explain why industrialization gave some a higher standard of living, while struggling workers turned to trade unions or socialism. 3. Explain how as workers migrated to growing cities, local governments solved public health problems. 4. Define European society as comprised of upper, middle, and lower classes, with many subgroups. 5. Discuss the relationship between women gaining white-collar jobs and education, and the changing attitudes about voting. 6. Discuss how Industrialization divided people s lives into work and leisure times. 7. Explain how prosperity helped democracy expand in Europe after 1850. 8. Explain why Germany, Austria-Hungary, and Russia had elections, but emperors retained real power. 9. Explain how the Second Industrial Revolution in the United States concentrated wealth. 10. Explain why, after Bismarck, an aggressive German foreign policy divided Europe into two hostile groups. 11. Discuss when Ottoman power declined, Russia and Austria competed for control of the Balkans. 12. Analyze how scientific discoveries changed how modern people saw the world and themselves. 13. Discuss why Social Darwinism and anti-semitism reflected extreme nationalism. 14. Trace how dramatic shifts in visual arts, literature, and music shook Europe the late 1800 s. G. THE HEIGHT OF IMPERIALISM, 1800-1914 Understand imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule. 10.2.1, 10.2.3, 10.2.4, 10.3.4, 10.4.1, 10.4.2, 10.4.3, 10.4.4 1. Discuss how New Imperialism brought Europeans additional territory. 2. Examine how national rivalries led to Western dominance of Southeast Asia. 3. Explain how Europeans controlled the governments and economies of their colonies in Southeast Asia. 4. Describe how national people resisted colonial rule with varying success. 5. Discuss how Europeans increased control over West Africa. 6. Explain how the Suez Canal led to colonization in Egypt. 7. Discuss how Livingstone and Stanley opened Central Africa to colonization by Belgium. 8. Discuss how Germany and Great Britain seized East Africa. 9. Explain how European powers moved to control South Africa. 10. Explain how Europeans ruled both directly and indirectly. 14
(8 hours) 11. Discuss how colonization stimulated African nationalism. 12. Identify cultural differences which led to conflict between the British and Indians. 13. Explain how the British brought stability, order, economic ruin, and degradation to India. 14. Describe how Indians built an anti-british independence movement. 15. Explain how Interest in their own culture and history was renewed among Indians. 16. Describe the how Latin American revolutionaries emulated the successful North American revolutions. 17. Describe the obstacles faced by independent Latin American nations. 18. Explain why many Latin American nations patterned constitutions on the United States. 19. Explain how Latin American economic changes expanded the middle class. H. EAST ASIA UNDER CHALLENGE, 1800-1914 Compare and contrast China s and Japan s reaction to imperialist powers advancing into their countries in the nineteenth century. 10.4.2, 10.4.3, 10.4.4 (8 hours) 1. Describe how corruption, unrest, and western pressure led to the decline of the Qing Dynasty. 2. Trace how British opium imports brought war to China. 3. Explain how discontent with the dynasty sparked the Tai Ping Rebellion. 4. Describe how reformers led China to adopt a self-strengthening policy. 5. Outline how western nations and Japan set up spheres of influence in China. 6. Explain how the Open Door Policy guaranteed equal trading rights in China. 7. Explain why Chinese anger with foreigners led to the Boxer Rebellion. 8. Describe how Sun Yat-sen helped to end the Qing dynasty but was unable to establish a stable government. 9. Descrbe how Yuan Shigai s dictatorship led to conflict with Sun Yat-sen s Nationalist Party. 10. Explain how Westerners energized the Chinese economy and reaped many economic benefits. 11. Describe how urban Chinese people absorbed Western culture. 12. Outline how the treaty of Kanagawa opened two Japanese ports to Western trade. 13. Explain why the shogunate collapsed due to relations with Western powers. 14. Describe how the Meiji government modernized Japanese politics, economics, and society. 15. Describe how Japan strengthened its military and started building an empire. 16. Identify how Western society began to impact Japanese traditional culture. 15
SUGGESTED INSTRUCTIONAL MATERIALS and OTHER RESOURCES For a complete list of textbooks and supplemental instructional material and vendor/publisher information, please refer to the current Adult Secondary Education Catalog and the Adult Secondary Education Instructional Materials Vendor List. INSTRUCTIONAL MATERIALS: Textbooks World History: Modern Times. Student Edition. Glencoe/McGraw Hill Companies, Inc., 2006. ISBN: 0-07-867855-2 World History: Modern Times. Teacher Wraparound Edition. Glencoe/McGraw Hill Companies, Inc., 2006. ISBN: 0-07-867856-0. Technology World History: Modern Times. TeacherWorks, CD-ROM. Glencoe/McGraw Hill Companies, Inc., 2006. ISBN: 0-07-873085-6. Supplemental Writing Instructional Sebranek, Patrick, Verne Meyer and Dave Kemper. Writers Inc 2006. Handbook. Houghton Mifflin Company. 2006. ISBN: 0-669-52995-8 RESOURCE PERSONS Adult Academic Instruction Supervisor Adult Academic Instruction Teacher Advisors 16
TEACHING STRATEGIES and EVALUATION METHODS AND PROCEDURES A. Individualized and small group instruction B. Independent study assignments C. Group instruction D. Teacher/student discussion E. Group discussion F. Guest speakers G. Field trips EVALUATION A. Teacher observation- 5% B. Key terms identification- 5% C. Section quizzes- 10% D. Guided reading assignments- 15% E. Geography activities- 15% F. Critical thinking writing assignments- 25% G. Chapter tests- 25% Statement for Civil Rights All educational and vocational opportunities are offered without regard to race, color, national origin, gender, or physical disability. 17