Last updated: 1/29/2014

Global 10 Accelerated - 30 Weeks

(3) 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.
(1) 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.2.1C Students analyze historic events from around the world by examining accounts written from different perspectives.
(2) SS.C.3.1A Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.
(1) SS.C.3.1C Students investigate the characteristics, distribution, and migration of human populations on the Earth’s surface.
(1) SS.C.3.1D Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.
(2) SS.C.4.1A Students analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.
(2) SS.C.4.1B Students define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems.
(1) SS.C.4.1C Students understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.
Chapter 20: The High Tide of Imperialism

1. The Spread of Colonial Rule
• The Motives
• The Tactics
• “Opportunity in the Orient”: The Colonial Takeover in Southeast Asia
• Empire Building in Africa
2. The Colonial System
• The Philosophy of Colonialism
• India Under the British Raj
• Colonial Regimes in Southeast Asia
• Colonialism in Africa
3. The Emergence of Anticolonialism
• Stirrings of Nationhood
• Traditional Resistance: A Precursor to Nationalism

Chapter 21: Shadows over the Pacific: East Asia Under Challenge

1. The Decline of the Manchus

• Opium and Rebellion
• Efforts at Reform
• The Climax of Imperialism
• Collapse of the Old Order
2. Chinese Society in Transition
• Obstacles to Industrializatio
• The Impact of Imperialism
• Daily Life
3. A Rich Country and a Strong State: The Rise of Modern Japan
• An End to Isolationism
• The Meiji Restoration
• Joining the Imperialist Club
• Japanese Culture in Transition
• The Meiji Restoration: A Revolution from Above
http://www.abac.edu/awright/
HIST1112/PDF6/ch20.pdf


http://encyclopedia.farlex.
com/British+colonial+rule



http://philpapers.org/browse/
6563




http://en.wikipedia.org/wiki/
Decolonization







http://wsu.edu/~dee/MING/
DECLINE.HTM











http://www.japan-guide.com
/e/e2130.html

Students will create a charter for a new colony and generate a list of supplies that the would need for their new homeland.

Students will create a chart showing the positive and negative effects of colonization on the people of Africa, Asia, and the America's.

Students will create a tour gide map of their assigned colony and highlight the benifits of relocating to the "Colony"

Students will debate was merchantilism helpful or harmful to the colonies?

Students will create a map that shows the progression of independace from 1914 to 1975 across Africa.

 

Students will create an acrostic poem NATIONALISM using the letters to describe 19th century nationalism in Germany, the Balkans, and Italy.

Students will write speaches that support the position of British officals in the colonial expansion. Next they will write replies from Nationalist leaders in response to the British leaders.

Students will use clips from the film Ghandi to analyze the technique of non-violent resistantce.

Students will complete an detailed account of Matthew Perry's expidition to Japan from Primary source documentation.

Create a map of Japanese imperialism in Asia from 1900 to 1942 with a time line that depicts key events.

Students will create a newspaper account of the assisnation of the Austrian Arch-Duke and his wife in 1914.

Students will analyze the war stratigies of the key combatants of World War I and how the changed from 1914 to 1918.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will create a recruitment poster for their assigned nations army in World War I

Students will create a chart of the technological advancement in World War I and the impact that it had on warfare.

Students will discuss what might have happened if the United States had ratified the Treaty of Versailles and joined the League of Nations.

 Students will create a time line of the 1930's events that lead to World War II

Students will create a Venn Diagram of the causes of World War I and II.

Students will create a map of the key battles of World War II and a time line that highlights the importance of the event.

Students will create a World Newscast of the key events of the 1920's in the fields of politics, culture, economics, and society.

Students will compare the outcomes of World War I and II and explain methods of preventing future conflicts.

Analyze the rise of totalatarian governments in Europe and the failure to take route in the United States,

Create a biograpical sheet ( Facebook) page for the varrious leaders of World War II , Military and Political.

Students will map significant events of the cold war, U2, Korean War, Hungarian Revolt, Bay of Pigs,Suez Crisis, Berlin Wall, Viet-Nam, and Prague Spring.

Students will write a dialogue between a Soviet citizen and a US citizen discussing key cold war topics, ie, Korea, Berlin, Hungary, Viet-Nam.

Students will create a Newslaetter highlighting peace efforts in the 20th century. The League of Nations, Kellog-Briand Pact, The washington Naval Treaty, and the United Nations.

 

 

 

44. How did
the subject
peoples
respond
to colonialism,
and what
role did
nationalism
play in
their responses?



45. Why did
 the Qing
dynasty
decline
and
ultimately
collapse,
and what
role did the
western
powers
play in this
process?
46. To what
degree was
the Meiji
Restoration
a revolution
and to what
degree did
 it succeed
intrans-forming
Japan?
(3) 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.2.1C Students analyze historic events from around the world by examining accounts written from different perspectives.
(1) SS.C.2.1E Students analyze changing and competing interpretations of issues, events, and developments throughout world history.
(2) SS.C.2.2C Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
(1) SS.C.2.2E Students investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
(3) 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.2.3B Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
(1) 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.
(1) SS.C.2.4B Students interpret and analyze documents and artifacts related to significant developments and events in world history.
(1) SS.C.2.4C Students plan and organize historical research projects related to regional or global interdependence.
(2) SS.C.4.1A Students analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.
(2) SS.C.4.1B Students define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems.
(1) SS.C.4.1G Students understand the roles in the economic system of consumers, producers, workers, investors, and voters.
Chapter 22: The Beginning of the Twentieth-Century Crisis: War and Revolution

1. The Road to World War I
• Nationalism and Internal Dissent
• Militarism
• The Outbreak of War: Summer 1914
2. The Great War
• 1914-1915: Illusions and Stalemate
• 1916-1917: The Great Slaughter
• The Widening of the War
• The Home Front: The Impact of Total War
3. War and Revolution
• The Russian Revolution
• The Last Year of the War
• The Peace Settlement
4. The Futile Search for Stability
• Uneasy Peace, Uncertain Security
• The Great Depression
• The Democratic States
• Socialism in Soviet Russia
5. In Pursuit of a New Reality: Cultural and Intellectual Trends
• Nightmares and New Visions
• Probing the Unconscious
http://www.spartacus.
schoolnet.co.uk/A4F
WW.htm



http://www.collier.k12.fl.
us/bch/teachers/gersbach/
documents/Ch%2028%
20notes.doc


http://www.bookrags.com
/essay-2004/1/26/20825
/0634



http://www.barnsdle.demon.
co.uk/russ/rusrev.html


http://ezinearticles.com/?
The-Great-Depression---
Why-It-Spread-World-
Wide&id=263094

47. What
were the
long-range
and
immediate
causes of
World War I?

48. What were
the causes of
The Russian
Revolution of
1917, and
why did the
Bolsheviks
prevail in
the civil
and gain
control
of Russia?

49. What was
the
relationship
between
World War I
and the
Russian
Revolution.
(3) SS.C.2.1C Students analyze historic events from around the world by examining accounts written from different perspectives.
(3) 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.2.3B Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.
(1) SS.C.2.4D Students analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts.
Chapter 23: Nationalism, Revolution, and Dictatorship: Africa, Asia, and Latin America from 1919 to 1939

1. The Rise of Nationalism
• Modern Nationalism
• Gandhi and the Indian National Congress
• The Nationalist Revolt in the Middle East
• Nationalism and Revolution in Asia and Africa
2. Revolution in China
• Mr. Science and Mr. Democracy: The New Culture Movement
• The Nationalist-Communist Alliance
• The Nanjing Republic
• “Down with Confucius and Sons”: Economic, Social and Cultural Change in Republican China
3. Japan Between the Wars
• Experiment in Democracy
• A Zaibatsu Economy
• Shidehara Diplomacy
4. Nationalism and Dictatorship in Latin America
• The Economy and the United States
• The Move to Authoritarianism
• Latin American Culture

http://www.kamat.com/
kalranga/freedom/inc.htm


http://www.abac.edu/a
wright/HIST1112/PPT/
ch23.ppt


http://www.thecorner.org/
hist/china/chin-revo.htm


http://www.experiencefestival.
com/history_of_the_republic_
of_china_-_nanjing_decade_
1928-1937


http://www.country-data.
com/cgi-bin/query/r-7084.
html



http://www.abac.edu/awright/
HIST1112/PDF6/ch23.pdf

Students will create a powerpoint of the Russo-Japanese War , Causes, Results, Impact, and long term effect on the World/Asia.

Students will examine the geopolitical conflict between Russia, China, and Japan.

Students will analyze the impact of the Treaty of Kanagawa on Japanese plans for expansion.

Students will develop a powerpoint presentation that analyzes the political impact of Japanese control of Korea from 1910 to 1945.

How does Japanese imperialism of the past effect Japan's relationship to it's Pacific neighbors today?

What role do the landless peasants play in the revolutions of Latin America?

Describe the class structure in Latin America and it's impact on political/social revolutions.

What role did the cash crop play in Latin America? Compare this to the effect it had in India and Africa.

 

Have students form groups and create power points that analyze the contribution of Indian society in the terms of Art, Literature, Mathematics, science, and religion.

Have students compare and contrast China and Japan in reguards to polotics, art, religion, technology, and culture.

 

50. What were
the various
stages in
the rise of
nationalist
movements
in Asia,
Africa,
and the
Middle East,
and what
problems did
they face?

51. How did
Japan
address the
problems
of nation-
building
in the first
decades of
the 20th
century,
and why did
democratic
institutions
not take
hold more
effectively?
(3) 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.
(1) SS.C.2.1D Students understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.
(2) SS.C.2.2C Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.
(1) SS.C.2.2D Students explain the importance of analyzing narratives drawn from different times and places to understand historical events.
(3) 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.3.1A Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.
(1) 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.
Chapter 24: The Crisis Deepens: World War II

1. Retreat from Democracy: Dictatorial Regimes
• The Birth of Fascism
• Hitler and Nazi Germany
• The Stalinist Era in the Soviet Union
• The Rise of Militarism in Japan
2. The Path to War
• The Path to War in Europe
• The Path to War in Asia
3. World War II
• Europe at War
• Japan at War
• The Turning Point of the War, 1942-1943
• The Last Years of the War
4. The New Order
• The New Order in Europe
• The Holocaust
• The New Order in Asia
5. The Home Front
• Mobilizing the People
• The Bombing of Cities
6. Aftermath: Toward the Cold War
• The Yalta Conference
• The Potsdam Conference
http://www.worldwar-2.net/

http://www.abac.edu/awright/
HIST1112/PDF3/ch24.pdf

http://www.jewishvirtuallibrary.
org/jsource/Holocaust/hitler.html

http://www.historyplace.com
/worldwar2/timeline/ww2time.
htm




http://www.archives.gov/research
/ww2/photos
/

http://www.schoolshistory.org.uk
/EuropeatWar/index.htm


http://funnytogo.com/stories/
stalingrad/stalingrad.htm


http://www.auschwitz.dk/

http://www.spartacus.schoolnet.
co.uk/2WWyalta.htm

















http://WorldWarI.com/

http://www.cfcsc.dnd.ca
/links/milhist/wwi.html

52. What
were the
underlying
causes of
World War
II, and what
specific steps
taken by Nazi
Germany and
Japan led to
war?

53. What
was the
nature of
the new
orders that
Germany
and Japan
attempted to
establish
in the
territories
they occupied?
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