Last updated: 7/30/2014

Social Studies - Grade 10 - Unit 7

(5) SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.
(2) SS.C.2.1E Students analyze changing and competing interpretations of issues, events, and developments throughout world history.
(2) SS.C.2.2D Students explain the importance of analyzing narratives drawn from different times and places to understand historical events.
(5) SS.C.2.3A Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
(3) SS.C.2.3B Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
(3) SS.C.2.3C Students examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(5) SS.C.3.1E Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface.
(2) SS.C.3.2B Students locate and gather geographic information from a variety of primary and secondary sources.
C. Economic issues in the Cold War and
Post-Cold War era (3 days)
1. Human and physical geography
2. A comparison of market versus
command economies (Western
Europe versus Soviet Union)
3. Economic recovery in Europe and
Japan
a. Western Germany becomes a
major economic power
b. European economic community/
Common Market/ European
Union—steps toward European
integration
c. Japan becomes an economic
superpower
4. Organization of Petroleum
Exporting Countries (OPEC): oil
crisis in the 1970s
5. Pacific Rim economies/economic
crisis
6. North America Free Trade
Agreement (NAFTA), 1997

Chap 31 Lesson 1 Pg 636-640 Cold War

Chap 31 Lesson 3 Pg 645 Cold War

Chap 34 Lesson 2 Pg 705 European Union

Chap 34 Lesson 3 Pg 711-713 Japan/Pacific Rim

Chap 32 Lesson 2 Pg 661 OPEC

Chap 35 Lesson 3 Pg 735-736 NAFTA

SEE 10.6a 10.6b 10.6c

    

 

 

 

Web Page,
WebPath Express


Web Page,
Economy Watch










Web Page, OPEC






Mathematics: Percent,
fractions and
multiplication of gas
prices.
32). Name the
military alliances
formed during
the Cold War.
33). How
would you
describe the
situation of
Mao’s
communists
by 1935?
34). What
was the
communists
hope for
the future?
(5) SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.
(2) SS.C.2.1E Students analyze changing and competing interpretations of issues, events, and developments throughout world history.
(2) SS.C.2.2D Students explain the importance of analyzing narratives drawn from different times and places to understand historical events.
(5) SS.C.2.3A Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
(3) SS.C.2.3B Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
(3) SS.C.2.3C Students examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(5) SS.C.3.1E Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface.
(2) SS.C.3.2B Students locate and gather geographic information from a variety of primary and secondary sources.
UNIT SEVEN: The 20th Century since 1945
A. Cold War balance of power (3 weeks)

1. Human and physical geography
2. The world in 1945: physical setting
3. United States occupation of
Germany and Japan
a. The adoption of democratic
systems of government
b. Economic rebuilding of
Germany and Japan
4. Emergence of the superpowers
5. Political climate of the Cold War
a. Marshall Plan
b. Truman Doctrine
c. Berlin airlift and a divided
Germany
d. North Atlantic Treaty
Organization (NATO)/Warsaw
Pact—expanding membership
and role of NATO
e. Hungarian Revolt
f. Soviet invasion of
Czechoslovakia
g. Nuclear weapons and space
h. Surrogate superpower rivalries
Case studies: (Egypt, Congo,
Angola, Chile, Iran, Iraq,
Vietnam, Guatemala)
i. Role of nonaligned nations
6. Korean War
a. United States role in the division
of Korea

B. Role of the United Nations
1. Peace keeping
2. Social and economic programs
3. Contemporary social conditions

Chap 31 Lesson 1 Pg 636-640 Cold War SEE 10.6a 10.6b 10.6c

Chap 32 Lesson 3 Pg 645-649 Cold War SEE 10.6a 10.6b 10.6c

Chap 33 Lesson 3 Pg 693-695 Cold War SEE 10.6a 10.6b 10.6c

Chap 35 Lesson 1 Pg 724-725 United Nations SEE 10.10a 10.10b 10.10c

 

 

Elie Wiesel’s Night

Web Page,
Nuremberg Trials
Project



ABC-CLIO Visual,
Cold War Map

ABC-CLIO Image,
Marshall Plan

ABC-CLIO Video,
Fighting the Red Scare


Web Page,
Cold War Resources

ABC-CLIO Image,
Cuban Missile Crisis

Web Page, NATO



ABC-CLIO Activity,
Space Race

Web Article, NPR


ABC-CLIO Resources,
Korean War



Web Page, UN










26). Why were
civilian
 populations
bombed during
WWII?
27). What caused
the major split
between the US
and the Soviet
Union following
WWII?
28). How does
a totalitarian
government
differ from a
democratic
system?
29). What was
the intention of
the Marshall
plan?
31). What was
the rationale
behind the
Truman
Doctrine?
(5) SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.
(2) SS.C.2.1B Students understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.
(3) SS.C.2.2C Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
(5) SS.C.2.3A Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
(2) SS.C.2.4A Students identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation.
(2) SS.C.2.4B Students interpret and analyze documents and artifacts related to significant developments and events in world history.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(5) SS.C.3.1E Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface.
D.Chinese Communist Revolution
1. Human and physical geography
2. Communist rise to power (1936-
1949); ,Jiang Jieshi (Chiang
Kai-shek), Mao Zedong
3. Communism under Mao Zedong
a. Great Leap Forward
b. The Cultural Revolution and
the Red Guard
4. Communism under Deng
Xiaoping
a. Economic reforms—Four
Modernizations
1) Limited privatization
2) Dismantling of Communes
3) Introduction of “responsibility
system”
4) Foreign investment
b. Fifth modernization—democracy
1) April/May 1989
2) Tiananmen Square
5. Return of Hong Kong—July 1,1997
6. The social system in communist
China versus dynastic China

Chapter 31 Lesson 2 Pg 641-644

SEE 10.7d

 

Web Page, NAFTA
Now




Liang Heng and
Judith Shapiro’s
Son of the
Revolution



ABC-CLIO Document,
Chinese Human
Rights Alliance


ABC-CLIO Image,
Tiananmen Square
Protestor


ABC-CLIO Document,
Sino-British Jiont
Declaration (1984)


Da Chen “Colors
of the Mountain”


Bell, William
“Forbidden City”















(5) SS.C.2.3A Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
(1) SS.C.3.1C Students investigate the characteristics, distribution, and migration of human populations on the Earth’s surface.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(5) SS.C.3.1E Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface.
E. Collapse of European imperialism
1. Human and physical geography
2. India—independence and
partition
a. Political system
b. Muslim/Hindu conflicts
c. Status of the caste system
d. Roles of Mohandas Gandhi and
Jawaharlal Nehru
e. Nonalignment
f. Kashmir and Punjab
3. African independence movements
and Pan Africanism
a. Changing political boundaries
in Africa (Nigeria, Ghana, and Kenya)
b. Roles of Jomo Kenyatta and
Kwame Nkru m a h
c. Continuance of economic
linkages with former colonial
powers
d. Ethnic tensions versus nationalism:
Nigeria and civil war
e. Apartheid—policy of racial
separation and segregation
1) Historical circumstances
2) African National Congress
3) Leadership—Nelson
Mandela, Desmond Tutu, F.
W. de Klerk
f. Political and economic instability—
Congo (Zaire) or any other examples
g. Ethnic tensions: Rwanda— Hutu-Tutsi
4. Southeast Asia
a. Vietnam/Ho Chi Minh
b. Cambodia/Pol Pot/Khmer Rouge
c. Aung San Suu Kyi—Myanmar

Chap 32 Lesson 1 Pg 654-655 India SEE 10.7.a

Chap 32 Lesson 1 Pg 656-658 SE Asia SEE 10.8a

Chap 32 Lesson 3 Pg 665-670 South Africa SEE 10.7b

 

ABC-CLIO Map,
 Partition of India


ABC-CLIO Quote,
Jawaharlal Nehru


Web Page,
Gendercide Watch


ABC-CLIO Image,
Jomo Kenyatta Victory




Web Page, South Africa:
Overcoming Apartheid


ABC-CLIO Resources,
Apartheid

Web Page, ANC


Web Page, United
Human Rights


Web Page, Vietnam,
PBS


Web Page, History
Place
(Pol Pot)
Markandaya, Kamala
Nector in a Sieve

Whelan, Gloria
Homeless Bird



Paton, Alan
Cry the Beloved
Country






Myers, Walter Dean
“Fallen Angels”
(5) SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.
(3) SS.C.2.2C Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
(3) SS.C.2.3B Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
(3) SS.C.2.3C Students examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
(1) SS.C.3.1A Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
F. Conflicts and change in the Middle East (1 week)
1. Human and physical geography
2. The creation of the State of Israel,
Arab Palestinians, and Israel’s
Arab neighbors
3. Roles of individuals—Golda Meir,
Yasir Arafat, Anwar Sadat, King
Hussein, Yitzhak Rabin, Palestine
Liberation Organization (PLO)
a. Arab-Israeli wars
b. Peace treaties
4. Role of terrorism
5. Turkey and Iraq—Kurd s
6. Migration of Jews from Europe,
the United States, the Soviet
Union, and Africa
7. The Iranian Revolution
a. Causes and impact
b. Ayatollah Ruhollah Khomeini
versus Reza Pahlavi
8. Persian Gulf War—Saddam Hussein
9. Islamic fundamentalism (Iran,
Libya, Afghanistan, Algeria,
Turkey)

G. Collapse of communism & the breakup of the Soviet Union (3 days)
    1. Human & physical geography
    2. Background events, 1970 to 1987
    3. Poland’s Solidarity & Lech Walesa
    4. Mikhail Gorbachev (perestroika & glasnost)
    5. Fall of the Berlin Wall and the reunification of Germany
     -causes and impacts
    6. Ethnic conflict in former satellite
    states, e.g., Kosovo, Bosnia
    7. Changing political boundaries
    8. Challenges faced by post-communist
    Russia- the world of Boris Yeltsin

Chap 32 Lesson 2 Pg 659-664 Middle East SEE 10.7c

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chap 34 Lesson 1 Pg 700-704 Collapse of Communism SEE 10.6c

Chap 34 Lesson 2 Pg 705-706 Western Europe SEE 10.6c
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Web Page, Studies
for Kids
(Israeli-
Palestinian Conflict)

Web Page, Jewish
 Virtual Library
(Library)

ABC-CLIO Activity,
Middle Eastern Influence


ABC-CLIO Image,
Iranian Revolution


Veterans History Project
Resources

Library of Congress
Terrorism: Islamic
Fundamentalism
Resources













ABC-CLIO Resources,
Collapse of the
Soviet Union








Satrapi, Marjane
Persepolis


37). What conditions
led to conflict in
the Middle East?
(5) SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.
(2) SS.C.2.1B Students understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.
(3) SS.C.2.2C Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
(5) SS.C.2.3A Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
(2) SS.C.2.4A Students identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation.
(2) SS.C.2.4B Students interpret and analyze documents and artifacts related to significant developments and events in world history.
(6) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(5) SS.C.3.1E Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface.
H.Political and economic change in
Latin America
1. Latin America: physical setting
2. Argentina
a. Peron
b. The Mothers of the Plaza DeMaya
3. Fidel Castro’s Cuban
Revolution—causes and impact
4. Nicaragua and the Sandinistas
5. Guatemala and the indigenous
peoples
6. Changing role of the Roman
Catholic Church in Latin America
7. Latin American immigration to
the United States
8. Return of the Panama Canal

Chap 32 Lesson 4 Pg 671-676 Latin America SEE 10.8a 10.8b

Chap 29 Lesson 4 Pg 599-603 Latin America SEE 10.8a 10.8b
 

Web Page,
Thnk Quest Bios








ABC-CLIO Document,
Che Guevara's Farewell
Letter


Ernesto Che Guevara’s
Motorcycle Diaries:
Notes on a Latin
American Journey
Unit 7
Iron Curtain ,Containment, conflicts, developed nation, developing nation, mixed economy, euro, zaibatsu, balance of trade, pacific rim, commune, cultural revolution, Indira Gandhi, sikh, Organization of African Unity, Ngo Dinh Diem,  King Hussein,  détente, Lech Walesa, solidarity, ethnic cleansing, Juan Perón, dirty war, contras, NAFTA (North American Free Trade Agreement), cartel


Unit 7
Cold War

www.nancymatson.com/CLDWR3.HTM
www.killeenroos.com/links.htm
www.archives.gov/digital_classroom/teaching_with_documents.html
www.nationmaster.com/encyclopedia/Marshall-Plan
www.trumanlibrary.org/teacher
www.nationmaster.com/encyclopedia/Truman-Doctrine
www.djberlin.com/introductiontotheberlinairliftlessonplan
www.nationmaster.com/encyclopedia/NATO
www.crf-usa.org/lessons.html
www.nationmaster.com/encyclopedia/Hungarian-Revolution,-1956
www.nationmaster.com/encyclopedia/Hungarian-revolution
www.cloudnet.com/~edrbsass/edhist.htm
www.esrnational.org/sp/we/uw.htm
Role of United Nations
www.un.org/Pubs/CyberSchoolBus/index.html
www.nationmaster.com/encyclopedia/United-Nations
Post Cold War
www.globaled.org/curriculum7.html
www.touro.edu/sgs/coursedescriptions.asp?p=1
www.umich.edu/~iinet/crees/outreach/teachresources.htm
www.besthistorysites.net/20thCentury_PostColdWarEra.shtml
www.nationmaster.com/encyclopedia/EU
www.gmfus.org/doc/Lessons from European Core Cities.pdf
www.eurunion.org/infores/teaching/burrdav.htm
www.opec.org/opecna/Speeches/2005/Singapower.htm
www.nationmaster.com/encyclopedia/OPEC
Chinese Communist Revolution
www.nationmaster.com/encyclopedia/Cultural-Revolution
www.nationmaster.com/encyclopedia/Chiang-Kai-Shek
www.geocities.com/paultabaka/chiang/kai-shek.html
www.nationmaster.com/encyclopedia/Mao-Zedong
www.bestschools.org/china/resources/historymodern.html
www.performance-education.com/catalog/product_info.php?products_id=414
www.frweducation.com/educationteacher
www.brainyencyclopedia.com/encyclopedia/c/cu/cultural_revolution.html
www.nationmaster.com/encyclopedia/Deng-Xiaoping
www.worldlymind.org/deng.htm
www.lessonplanspage.com/SSArtLACIExperiencingTiananmenSquare612.htm
www.teachers.net/lessons/posts/3125.html
www.nationmaster.com/encyclopedia/Tiananmen-Square
www.lessonplanspage.com/SSJH.htm
www.csis.org/html/hk11.html
www.lib.virginia.edu/subjects/amlc/hkdiary.htm
www.jhu.edu/~jhumag/0997web/hongkong.html
Collapse of European Imperialism
India
http://en.wikipedia.org/wiki/Indian_independence_movement
http://www.ibiblio.org/pha/policy/1942/420427a.html
http://www.freeindia.org/dynamic/
http://www.mahatma.org.in/index.jsp
http://www.gandhiserve.org/
http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/India/LP_india_1.htm
http://www.teachwithmovies.org/guides/gandhi.html
http://www.nationmaster.com/encyclopedia/Jawalharlal-Nehru
http://www.softcorner.net/lessonplans/MahatmaGandhiLessonPlan.htm
http://www.awesomelibrary.org/Library/Local_Information/Asia/Kashmir_Region.html
http://www.aems.uiuc.edu/HTML/KashmirWebLinks.htm#Lesson
http://www.punjabonline.com/servlet/index?Action=Main&S=y
http://en.wikipedia.org/wiki/Punjab
http://www.pbs.org/newshour/bb/asia/india-pakistan/
African Independence
http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline5.htm
http://www.fordham.edu/halsall/africa/africasbook.html#The%20Fight%20for%20Independance
http://www.africawithin.com/bios/jomo_kenyatta.htm
http://www.nkrumah.net/800-index.html
http://www.africawithin.com/nkrumah/nkrumah.htm
http://en.wikipedia.org/wiki/Biafran_War
http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
http://racerelations.about.com/od/apartheid/
http://www.rpcv.org/lessons/GlimpseofRwanda.rtf
http://www.pbs.org/wgbh/pages/frontline/teach/ghosts/
http://en.wikipedia.org/wiki/Ho_Chi_Minh
http://www.moreorless.au.com/heroes/ho.htm
http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/Vietnam/LP_vietnam_2.htm
http://www.niu.edu/cseas/outreach/otherlessons.htm
http://www.nationmaster.com/encyclopedia/Aung-San-Suu-Kyi
http://www.teachwithmovies.org/guides/beyond-rangoon.html
Conflict and Change in the Middle East
http://school.aol.discovery.com/lessonplans/programs/ispal_peace/
http://www.pbs.org/newshour/bb/middle_east/conflict/index.html
http://www.knowledge.state.va.us/cgi-bin/lesview.cgi?idl=638
http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/goldmeir.html
http://www.worldpeace.org.au/schools/middle_east_key.htm
http://db.educationworld.com/perl/browse?cat_id=4265
http://www.lib.ecu.edu/govdoc/iraq.html
http://www.pbs.org/newshour/extra/teachers/iraq/
http://www.mercycorps.org/items/1615
http://www.pbs.org/wgbh/globalconnections/mideast/educators/uspolicy/lesson2.html
http://www.pbs.org/wgbh/pages/frontline/gulf/cron/
http://www.pbs.org/wgbh/pages/frontline/teach/terror/classroom/1.html
http://www.aems.uiuc.edu/HTML/AfganWebLinks.htm
http://www.rpcv.org/pages/sitepage.cfm?id=473
http://www.pbs.org/newshour/bb/military/terroristattack/teachers/
http://www.mepc.org/public_asp/workshops/awsncontents.asp
Collapse of the Soviet Union
http://www.umich.edu/~iinet/crees/outreach/teachresources.html
http://www.unc.edu/depts/slavic/outreach/Russia%20Links.htm
http://www.southerncenter.org/end_of_soviet.html
http://news.bbc.co.uk/hi/english/static/in_depth/europe/2001/collapse_of_ussr/default.stm
http://www.pbs.org/weta/dictator/
http://www.unc.edu/depts/eucenter/articles/nato-kosovolessplans_nyt.html
http://www.educationworld.com/a_lesson/lesson108.shtml
Politics and economic Change in Latin America
http://www.marxists.org/history/cuba/archive/castro/
http://www.pbs.org/wgbh/amex/castro/
http://history1900s.about.com/od/fidelcastro/
http://www.globalsecurity.org/intell/library/congress/1997_rpt/soarpt.htm
http://www.simulations.com/cont2.htm
Loading
Data is Loading...