ative American Community Academy www.nacaschool.org Unit Title: From Colonial Rivalry to a World at War Grade Level: 10 Subject/Topic Area(s): Social Studies Designed By: Damien Flores Duration: 2 nd 9 Weeks Brief Description and Purpose Statement: This second quarter, students will continue to focus on significant world events and individual efforts that led to advancements in western society regarding human rights, political & governmental systems, scientific thought, philosophy, religion, education, and art from the time periods of European Colonial Expansion through the World Wars. Students will draw information from various sources, including, but not limited to, class lectures, textbooks, presentations, timelines, maps, film, and online sources. Stage 1 Desired Results Enduring Understanding(s): I. How to relate history to present-day life. II. How humans have moved from Old World government systems to democratic systems as society members demand more involvement in government to reflect their values and rights. III. How basic human rights advanced as a result of violent, philosophical, artistic, and scientific revolutions, among others. IV. Varying conditions that led to major social changes. Enduring Cultural Understandings: I. Students will be able to make connections between global historical events and modern human experience. II. Students will be able to relate world history content as a concurrent and parallel history to that of the Americas. Everything is connected. Essential Question(s): I. How have the accomplishments inspired by the time period endured through modern society, how have they evolved/stayed the same? II. How do you know whether a source is reliable or not? III. How do you look at/write about history objectively? Students will know... (knowledge) I. Significant events and actions by individuals who contributed to and/or restricted the advancements of the time period. II. The evolution of government from early parliamentary procedures to modernized democratic systems. 1
III. The aspired revolutionary goals, the successes, and shortcomings of the revolutions of the era. IV. How to use the library system, online academic journals, and search engines. V. Key dates and facts regarding the time period of European colonialism to the World Wars. VI. How to approach historical writing with critical objectivity and scholarly professionalism. Students will be able to... (skills) I. Take well-organized, comprehensive notes from texts, lectures, films, and presentations. II. Practice personal organizational skills, organizing notebooks, returned assignments, handouts, etc. III. Use good study habits that will transfer between subjects and disciplines. IV. Begin the steps of write a well-organized, argumentative, thesis-driven essay. Standards and Benchmarks: Strand: History Content Standard I Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in ew Mexico, United States, and World History in order to understand the complexity of the human experience. 9-12 Benchmark 1-C. World: analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience: 2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations; 3. Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include: e. enlightenment philosophies used to support events leading to American and French revolutions; f. Napoleonic era (e.g., codification of law); Latin America s wars of independence; 4. Analyze the pattern of historical change as evidenced by the industrial revolution, to include: a. conditions that promoted industrialization; b. how scientific and technological innovations brought about change; c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe); d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration); e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx); f. status and roles of women and minorities; 5. Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include: a. clash of cultures; b. British empire expands around the world; c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations); 6. Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia; 2
7. Analyze and evaluate the causes, events and effects of World War I, to include: a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarck s leadership); b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire); c. major turning points and the importance of geographic, military and political factors in decisions and outcomes; d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks); e. effects of loss of human potential through devastation of populations and their successive generations; f. effects of the Russian revolution and the implementation of communist rule; 8. Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include: a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germany s policies of European domination, holocaust); b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco); c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, island-hopping, D-Day invasion, Stalingrad, atomic bombs dropped on Japan); 9. Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include: a. war crime trials; b. creation of the state of Israel and resulting conflicts in the middle east; c. rebuilding of western Europe (e.g., Marshall Plan, NATO); d. Soviet control of eastern Europe (e.g., Warsaw pact, Hungarian revolt); e. creation and role of the united nations; 9-12 benchmark 1-D. Skills: use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts: 1. Understand how to use the skills of historical analysis to apply to current social, political, geographic and economic issues; 2. Apply chronological and spatial thinking to understand the importance of events; 3. Describe primary and secondary sources and their uses in research; 4. Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas); 5. Distinguish facts from authors opinions and evaluate an author s implicit and explicit philosophical assumptions, beliefs or biases about the subject; 6. Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants; 7. Analyze the evolution of particular historical and contemporary perspectives; and 8 Explain how to use technological tools to research data, verify facts and information, and communicate findings. STRA D : Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. 1. Evaluate and select appropriate geographic representations to analyze and explain natural and man-made issues and problems; 2. Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlement patterns. 9-12 Benchmark I2-C: analyze the impact of people, places and natural environments upon the past and present in terms of our ability to plan for the future: 3
1. Analyze the fundamental role that geography has played in human history (e.g., the Russian winter on the defeat of Napoleon s army and the same effect in World War II); 2. Compare and contrast how different viewpoints influence policy regarding the use and management of natural resources; 3. Analyze the role that spatial relationships have played in effecting historic events; and 4. Analyze the use of and effectiveness of technology in the study of geography; Stage 2 Assessment Evidence Culminating and Ongoing Assessment(s): I. Informal and formal teacher/class observations. II. Students will keep consistent, organized notes in either a notebook or journal to track progress in the content area. These notes will be graded regularly for completeness. III. Students will be quizzed on their knowledge of the content through occasional formal and informal multiple choice, short answer, or short essay quizzes. IV. Students will produce an interdisciplinary project that may incorporate research, art, literature, technology, and public speaking. V. Students formal written work will be evaluated and graded with a structured rubric, which students will be given prior to assignments. VI. Students will be evaluated with a cumulative penultimate exam. Performance tasks? Other Evidence? Stage 3 Learning Plan What learning experiences and instruction will enable students to achieve the desired results? How will the design W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests) and Where to connect the curriculum to the NACA Mission and Core Values? H = Hook all students and Hold their interest? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise their understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning? 4
Week 10 The Colonial Mindset of the Old World and the Revolutions to Follow - The conquistadors and the conquest of Mexico. - The birth of New Spain... New England soon to follow. - The European nations and their competition for colonies. - The fates of the early English settlements in the new world. - The American Revolution... Well if they can do it, we can too! - How did the American Revolution inspire similar revolutions throughout the world? What was the global sentiment towards colonialism? - Interactive lesson/projects: Keeping History Through Codices. - The Art of Swordsmanship Week 11 The French Revolution - What were the social conditions in France that led to civil unrest? - Who were the thinkers and writers who were critical of the government and helped inspire change? - What were the rights of man? What is a social contract? - What was the social hierarchy of France (and most of Europe at the time)? - Proletariat (poor), middle class, aristocracy. - Louis XIV and Marie Antoinette lose their head. Literally. - Well the king is dead, who s in charge now? - Rise of Napoleon s dictatorship. - The Napoleonic Wars. - How did the geography of Eastern Europe affect military strikes? - The Russian winter says, Chill out, Napoleon! - Napoleon s Fate. The Latin American Revolutions - Inspired by the American and French Revolutions, the Spanish, Portuguese, and French colonies of the New World declare their own wars of independence. - The Mexican Revolutionary War - Padre Hidalgo and el Grito. - Hidalgo s execution sparks an uprising. - Benito Juarez takes charge. - Mexicans earn independence, and draft a constitution similar to the United States. - South American nations proceed to break from European colonial rule. - Spain loses its status as a major world power and will never recover. - Interactive Lesson/Project: Chess, the Warlord s Game We will have a brief assessment quiz at the end of the week covering the revolutions and colonialism. 5
Week 12 Industrial Revolution: The World Would Never be the Same - What were the social and economic conditions that led to the industrial revolution? - How did the advancements in technology fuel the industrial revolution? - Advent of factory work, assembly lines, steam engines, coal power. - Mass migration to urban areas to find work. - Industrial cities receive population boom. - European immigration to America at an all-time high. - Slavery and prison labor on the decline in favor of industrialized practices. - Changes in business practices. Workers still treated poorly, worked in poor, dangerous conditions for very little pay. Almost like slavery, but with a basic wage. - Unions begin to form to lobby for laborer s rights. Whistleblowers tell their stories of horrid work conditions in print, reactions against business owners spark regulation. - Karl Marx writes his Manifesto and challenges the capitalist philosophy in favor of socialism. Week 13 Imperialism and its Global Consequences - How has England s government changed in the years after the American Revolution? - spreads its influence across Africa and India. - The cultures of the imperial world clash - The rise of nationalism - European competition for raw materials and other good. - Competition for Asian and African Markets - The effect on indigenous peoples of Africa and India. Week 14 The Great War - What is nationalism? - What are the political conditions of Europe at this time? - Germany is unified under Otto von Bismark - Ethnic and ideological tensions in Europe begin. - Ottoman Empire in decline. - What led the nations to war? - Franz Ferdinand s assassination. - Lusitania s sinking throws America in the war. - The Evolving Technology of modern war. - War innovations like the machine gun, airplanes, poison gas, trench warfare. - What was the cost of human life in the war? - Entire populations devastated will take generations to recover. - The Russian Revolution and the changes to come. 6
Week 15 The Great Depression - The economic prosperity following World War I. - How did the victorious nations benefit during the years after the war? - How did the losing nations economies and population suffer as a result? - How do national economies work? - What is the effect of an unregulated marker? - Over speculation and hollow investments lead to a global crash. - What were the effects of the market crash on everyday life? Week 16 The World at War Once Again - The rise of totalitarianism in Europe. - Peoples of the world are desperate for a savior. - The rise of Hitler, Mussolini, Hirohito, Roosevelt, Stalin, Churchill, de Gaulle, and Franco. - What is fascism? - German invasions of Europe. - Pearl Harbor sends USA into battle. - The varying warfronts. - German genocide - Scientific achievements and failures - Rise of nuclear technology - Failed genetic experiments - Key battles and turning points of WWII - The bomb scares the world into submission - A new global superpower takes the crown - The fall of Germany and the fate of the fascists. - War crime trials and the Geneva Convention Week 17 Russian Control of Eastern Europe and the Spread of Communism - The rebuilding of Europe. - Creation of Israel - Warsaw Pact - NATO - Japanese reconstruction. - Creation of the United Nations - Chairman Mao and the Chinese Cultural Revolution - The Spread of Communism throughout East-Asia - The Arms Race and the Cold War and the Technology behind it. The Death of Imperialism: Conflicts in the Middle East, Africa, and India - Ghandi s non-violent movement. - Mandela and Tutu s struggle in S. Africa - Conflicts between Israel, Palestine, and Egypt 7
- Rise of Muslim Conservativism Week 18 Final Exams and Whatnot - Study for Final Exam. - Comprehensive test consisting of Multiple Choice, Short Answer, True/False, Matching, and a short Essay. - We will screen a film at the end of the week, once tests are completed. 8