10 Grade World History World History - Holt

Transcription

10th Grade World History
Textbook/Publisher
World History - Holt
Unit 1 Chapters
1&2
SSS
Sample Performance Description/ Character Trait
Supporting Reading
and Literature
Civilization Begins
SS.A.14.1, SS.A.1.4.2, SS.A.2.4.1, SS.A. 2.4.2, SS.A. 2.4.3, SS.A. 2.4.4, SS.A.2.4.6, SS.A.2.4.7, SS.A.3.4.4
Goal
Describe how prehistory is studied.
Identify major achievements and important changes of Neanderthal and Cro-Magnon
people in the Neolithic agricultural revolution.
Explain main characteristics shared by civilizations, describing other characteristics
and achievements that marked the first river valley civilizations.
Activity (All these activities may be done cooperatively, promoting fairness and respect.)
Have students choose a location for a settlement; then describe the influences on their decision. (Knowledge)
Have students write or discuss what character traits were necessary for early settlements to flourish. (Respect, Responsibility,
Caring, Fairness, Service, Loyalty)
Have students write a “recipe” for a civilization. (Knowledge)
Have the class form groups and develop maps for an area they have been assigned. Discuss how maps were made. (Service,
Knowledge)
Have students write a diary entry that “Lucy” might have written, including as many character traits as possible. (Knowledge,
Responsibility)
Have students explain how grains and other plants grown from seed affected their lives. (Gratitude, Knowledge)
Have students compare / contrast the government of ancient Egypt with the US government. (Patriotism, Fairness)
Summary
Early humans, settling along rivers, became successful hunters and gatherers and then developed farming, which led to the
development of civilizations.
Textbook/Publisher
Unit 1 Chapters
3 &4
SSS
Goal
Supporting Reading
and Literature
Ancient Indian & Chinese Civilizations
SS.A.1.4.1, SS.A.1.4.2, SS.A.1.4.3, SS.A.1.4.4, SS.A.2.4.1, SS.A.2.4.2, SS.A.2.4.3, SS.A.2.4.5, SS.A. 2.4.7,
SS.A.3.4.4
Explain how geography affected the development of Indian and Chinese culture.
Describe achievements, beliefs, and daily lifestyle of these two peoples,
specifically Indo-Aryan Migrants, Hinduism and Buddhism in India and the
Dynasties, Confucianism, Daoism and Buddhism in China.
Ask students to imagine they are women in ancient India and have each write a letter to a friend describing what life is life in Indian
society (for a woman). (Respect, Caring)
Have students create Achievement Chart for each culture, filling in with information on Art and Architecture, Education, Math and
Astronomy, Medicine, Economy. Students could go further and research one area of interest, creating a timeline or other diagram that
shows relationship and impact of past achievement on the world today. (Respect, Courage, Knowledge)
Have students create visual representation (collage, diagram) depicting the importance of water as a resource. Include poem,
paragraph or short story as desired. Students could go further and research their city’s water system today, making connections and
gaining insight into our resources today. (Knowledge, Respect, Patriotism)
Compare and contrast rural life in ancient China with rural life in the US (or students’ home country) today. (Knowledge, Patriotism,
Respect)
Have students research philosophies and beliefs in China today, comparing /contrasting with ancient Chinese culture. (Respect,
Knowledge)
Summary
The ancient cultures of India and China were indispensable for history and the cultures that came after them.
Textbook/Publisher
Unit 2 Chapters
5&6
SSS
Supporting Reading
and Literature
Greek City States and Greece’s Golden & Hellenistic Ages
SS.A.1.4.3, SS.A. 1.4.5, SS.A.2.4.1, SS.A. 2.4.4, SS.A. 2.4.5
Goal
Explain how geography affected the development of Greek history and culture.
Identify major aspects of Greek culture: religious beliefs, city-states, Homer, the
development of democracy, art and architecture, and philosophers and writers of the
Golden Age.
Describe the expansion of Greece, the Persian and Peloponnesian Wars, Alexander
the Great, and the spread of Hellenistic culture.
Have students research, then compare / contrast the first Olympic Games with the Olympics of today. (Knowledge)
Work with students to learn about different writing systems of the Mediterranean. (Respect, Knowledge, Fairness)
Have students role play different groups that traded with each other, analyzing the benefits to each group, i.e. Mycenaeans trading
with Cyprus, Syria, Egypt, Baltic’s, and Italy. (Fairness, Patriotism, Cooperation)
Have students make a brochure describing the qualifications for citizenship in ancient Greece. (Fairness, Patriotism)
Have students create philosophy brochures with a page devoted to the three great philosophers and four main schools of the times.
People of Character
Summary
Greek culture developed and, with help from a power outside Greece, spread throughout the ancient world. (Respect, Cooperation)
Textbook/Publisher
Unit 2 Chapter 7
Supporting Reading
and Literature
The Roman World
SSS
SS.A.1.4.3, SS.A. 1.4.5, SS.A.2.4.1, SS.A. 2.4.4, SS.A. 2.4.5
Goal
To learn how geography affected the development of Rome and Italy.
Identify political, economic and social changes caused by Roman expansion and the
rise of Christianity.
Describe the problems the Roman Empire faced and the factors that led to its
eventual final decline.
Research the destruction of Pompeii and review the tectonic causes of volcanoes. Connect with volcanoes, earthquakes and tsunamis
of this era. Analyze issues in today’s era. (Respect, Fairness)
Analyze the role the Roman Empire played in world history. Have students make posters or collages in which they illustrate Roman
contributions and achievements. (Respect, Patriotism, Knowledge)
In small groups select one aspect of Roman republican or imperial government and role-play an issue such as democracy.
(Knowledge, Patriotism)
Summary
The influence of Greeks lived on in Roman culture. Rome’s location, its policies and its society contributed to the expansion of
Roman power.
Textbook/Publisher
Unit 2 Chapter 8
Supporting Reading
and Literature
Africa
SSS
SS.A.1.4.1, SS.A.1.4.3, SS.A.2.4.1, SS.A.2.4.5, SS.A.2.4.7, SS.A.2.4.8, SS.A.2.4.10
Goal
Identify what geographic features of Africa affected human cultures, including
migration and other predominant patterns of life in early African societies.
Explain the factors that helped Kush and Aksum develop as independent kingdoms.
Describe trade along the East African coast and development of rich, powerful
kingdoms in West Africa.
Have students research ancient Nubia to find information about the people, their customs and their homes. Imagine they are traveling
back in time; write a journal entry as if they were living there. (Knowledge, Respect, Tolerance)
Have students research how African Americans view and celebrate their ancestry, which many look to as Sub-Saharan Africa.
(Respect, Gratitude)
Learn with the students about Bantu languages, noting similarities among them and memorizing words. Chart on a map to show how
language spread reflects early migration patterns. (Respect, Knowledge)
Have students focus on the topic, “What is the Truth About Africa?” where students brainstorm misconceptions about the continent
and then disprove it using facts gleaned from the text and research. (This could be a good 5-paragraph essay.) (Honesty, Knowledge,
Caring, Tolerance)
Have students develop a story about their own history (their family, school, town), one that could be told orally in the manner of
African storytellers (Oral Tradition). (Respect, Patriotism, Knowledge, Gratitude)
Summary
Early civilizations emerged, flourished and then gave way to succeeding cultures in many parts of the African continent.
Textbook/Publisher
Unit 2 Chapter 9
Supporting Reading
and Literature
The Americas
SSS
SS.A.1.4.1, SS.A.1.4.3, SS.A.2.4.1, SS.A.2.4.5, SS.A.2.4.7, SS.A.2.4.8, SS.A.2.4.10
Goal
Explain how the first people arrived in the Americas, and the changes that came with
agriculture.
Explain how geography and climate affected life in the different regions as different
cultures developed in the Pacific Northwest, Southwest, Great Plains and Eastern
Woodlands.
Identify characteristics of the Olmec, Toltec and Maya cultures and explain how the
Aztec and Inca built and strengthened their empires.
Have students research explorations of the Vikings. They ‘found’ North America; why didn’t they stay? Brainstorm the challenges
they faced and speculate on how history might have gone a different route if they had stayed and colonized the lands 500 years before
Columbus. (Respect, Courage, Honesty, Knowledge)
Have students identify and plot on a map some of the major Native American groups in history. Then have students research ‘where’
each group is today, i.e. What their lives are like. (Knowledge, Respect, Responsibility)
Analyze the role the Mesoamerican and Andean cultures played in world history. Have students make posters or collages in which
they illustrate contributions and achievements in astronomy, math, and architectural engineering. Make connections to modern era.
(Respect, Patriotism, Knowledge)
Summary
The great civilizations of the Americas offered great progress and achievements in many areas of society and culture.
Textbook/Publisher
Unit 3 Chapter 10
Supporting Reading
and Literature
The Byzantine Empire and Russia
SSS
SS.A.1.4.1, SS.A.1.4.3, SS.A.2.4.1, SS.A.2.4.3, SS.A.2.4.6, SS.A. 2.4.7, SS.A.2.4.8, SS.A.2.4.11, SS.B.2.4.1
Goal
Identify factors that contributed to both the growth and strength and the downfall of
the Byzantine Empire, as well as its contributions.
Explain how different peoples settled in eastern Europe, and its differences from
Byzantine.
Describe the effects of Moscow’s growing power and independence.
Discuss the importance of location in the patriotism of the Byzantine Empire.
Write a story following the life of a young person who is living during this historical time as a Slavic, Viking, Byzantine or Mongol.
Have several students read their papers in class and discuss how the lives of each group are different. (Respect)
Have students point out events on the papers that were shaped by geography. (Knowledge)
Summary
Part of the Roman Empire remained intact after the Decline, and became the Byzantine Empire, growing at the same time as Russia.
Textbook/Publisher
Unit 3 Chapters
11 & 12
SSS
Supporting Reading
and Literature
The Islamic World & Civilizations of East Asia
SS.A.1.4.1, SS.A.1.4.3, SS.A.2.4.1, SS.A.2.4.3, SS.A.2.4.6, SS.A. 2.4.7, SS.A.2.4.8, SS.A.2.4.11, SS.B.2.4.1
Goal
Describe how geography affected the development of these cultural groups.
Identify factors that contributed to the expansion of the Muslim and Mongol Empires.
Explain what society and family life were like in these cultures.
Examine the influence of China and India throughout Southeast Asia, and
specifically China’s influence on Japan.
Compare and contrast the Gregorian and Islamic calendars. (Respect, Knowledge)
Have students brainstorm, “Do unto al men as you would that they should do unto you.” Then explain that the passage comes from
the Qur’an (Koran). Compare /contrast Islam, Judaism and Christianity. (Respect, Knowledge, Caring)
In small groups representing China, Japan, Korea, Southeast Asia, and the Mongols, have students research and create visual
presentations about the culture of their group. (Knowledge, Respect)
Compare / contrast Japanese samurai with American cowboys. (One film resource: “The Seven Samurai”, which was the inspiration
for the “Star Wars” series.
Summary
At the same time as the Byzantine were the emergence of both the Muslim Empire, with a new religion and advances in the arts and
sciences, and the unique cultures of East Asia that, like Islamic civilization, reflected a strong spiritual influence.
Textbook/Publisher
Unit 3 Chapters
13 & 14
SSS
Supporting
Reading and
Literature
The Middle Ages
SS.A.2.4.7, SS.A.1.4.2, SS.A.1.4.3, SS.B.2.4.3
Goal
The goal of this unit is to look at the Rise of Europe and discover the elements that
contributed to this time. The Students will look at the new technologies that led to an
agricultural revolution, the Church dominated life of this period and how feudalism
shaped medieval society. They will study the gratitude, respect, as well as the
courtesy that was a part of the nobility during this age.
Have students study the honor code of the knights. Then have them evaluate the patriotism, service, courtesy and respect that were
expected of the knight and lords.
Have students compare the requirements for chivalry (courage, fight fairly, be loyal, honesty, courtesy to women) to the behavior
etiquette dictates we show each other in today’s world. How are they the same? What differences are there?
Discuss the movie First Knight, or King Arthur focusing on the conduct of the Knights and the areas of fairness, courage respect,
honest, generosity, responsibility, service, and courtesy.
Summary
New societies and cultures arose from the ashes of Rome’s collapse. Feudalism, manorialism and the Christian church played primary
roles in the political and economic growth of the time.
Textbook/Publisher
Unit 4 Chapters
15 & 16
SSS
Supporting Reading
and Literature
The Renaissance & Exploration and Expansion
SS.A.3.4.1, SS.A.3.4.2, SS.A.3.4.3, SS.A.1.4.2, SS.B.2.4.1, SS.B.2.4.2, SS.B.2.4.3, SS.B.2.4.6
Goal
To explain the ideas that influenced Renaissance scholars, artists, and writers,
showing their courage, generosity knowledge and caring. These reformers where
an important part of what made the Renaissance such a turning point in history.
Have the students produce a play that reflects that experience of Martin Luther. The script should reflect the courage, and caring of
this priest as he grapples with the doctrine of the Church. Do background research to help explain the mailing of his treaties on the
church door.
Have students select art from the Renaissance to discuss. They should find examples of at least three works to reflect the knowledge
of the artist and what his works reflect about this time period.
For group work students should write a play titled “You are There.” Act out a scene of importance from this era and have the class
guess what the scene being depicted is about. They should also identify the personal quality that is reflected by the writer, artist,
reformer, (i.e. Martin Luther – courage. Isaac Newton – knowledge etc).
Summary
New societies and cultures arose from the ashes of Rome’s collapse. Feudalism, manorialism and the Christian church played primary
roles in the political and economic growth of the time.
Textbook/Publisher
Unit 4 Chapters
17 & 18
SSS
Goal
Supporting Reading
and Literature
Asia in Transition & Islamic Empires in Asia
SS.A. 3.4.3
Explain the similarities, differences and consequences of the Ming and Qing
Dynasties in China, including the contact with Europe.
Explain the rise to power, imposed isolation, and characteristics of society and
culture under the Tokugawa Shogunate.
Explain how the Ottomans built, expanded, and organized their government and
society.
Discuss the role of religion in the development of the Safavid Empire.
Describe the events and policies that led to the development of the Mughal Empire.
Have students imagine they are Portuguese traders in Japan. Have them write letters home describing their life in Japan and what they
have observed about its government and society. (Respect, Gratitude or Generosity)
Have students read the quote by Francis Xavier, a Jesuit missionary in Japan in 1549 (p. 429). After discussing the answers to the
questions, brainstorm reasons for his comments, and whether they show bias and / or racial stereotyping. (Respect)
After learning about the ‘Millet System’, brainstorm possible reasons for the conflicts between Christians, Muslims and Jews. As
teacher provides accurate information, have students offer methods for solving the problems. (Knowledge, Respect, Cooperation,
Tolerance)
Summary
As Europe experienced great changes, Chinese and Japanese leaders tried to prevent change by limiting contact with the outside
world, particularly with Europeans, and sought to maintain their traditions and values. Islamic rulers, on the other hand, were trying to
expand their empires through conquest, as their teachings were carried to many parts of Asia and influenced many Asian cultures.
Textbook/Publisher
Unit 5 Chapter 19
Supporting Reading
and Literature
Monarchs of Europe
SSS
SS.A.1.4.3, SS.A.3.4.6, SS.A.3.4.7, SS.A.4.4.3, SS.B.2.4.1, SS.B.2.4.2
Goal
Explain France, Russia and Central Europe in the Age of Absolutism.
Describe the English Monarchy: Mary Tudor, Elizabeth I and James I.
Compare / contrast the leaders Catherine the Great and Queen Elizabeth I on the following points: era of reign, main political focus,
social reforms, challenges, and wars engaged in. Explain which of the two rulers you would have preferred to live under, providing
reasons and including the character traits that a good leader has.
Define absolute monarchy. Make a chart comparing / contrasting the governments of an absolute monarchy, a Greek democracy, the
Roman Republic, the Roman Empire, and feudalism. (Knowledge, Patriotism)
Summary
As Nations began overseas exploration and colonization, and economic and political conditions in Europe led many people to move to
newly found overseas colonies, the monarchs of Europe rose to power.
Textbook/Publisher
Unit 5 Chapter 20
Supporting Reading
and Literature
Enlightenment & Revolution in England and America
SSS
Goal
Explain France, Russia and Central Europe in the Age of Absolutism.
Describe the English Monarchy: Mary Tudor, Elizabeth I and James I.
Read or explain to the students ‘Linking Past to Present’ on p. 501 regarding the Revolutionary War situation of rich men buying their
way out of fighting. Brainstorm the critical thinking question that asks students about current issues that tend to be split between the
wealthy and poor. Bring in the concepts of Civic Responsibility, Respect and Fairness.
Discuss John Locke’s views on property, taxation, and civic and governmental responsibilities. As an important philosopher of his
time, his views influenced the framers of the Declaration of Independence and the US Constitution. Identify which of his thoughts
appears in US life today. (Patriotism)
Summary
As growing numbers of states began to dispute political ideas of absolutism, revolutionary ideas brought sweeping political and social
change to England and America.
Textbook/Publisher
Unit 5 Chapter 21
SSS
Supporting Reading
and Literature
The French Revolution and Napoleon
Goal
Explain how the French Revolution grew, spread and changed French government.
Describe the French Republic and Napoleon’s rise to power.
Identify the successes of the Napoleonic Era and the events that led to Napoleon’s
final defeat at Waterloo.
Explain the return to Peace: congress of Vienna, Metternich and conservative
politics.
Have students list the lasting cultural, social and political effects of the French Revolution. Debate whether it was successful,
identifying those characteristics that were present then and that are with us in today’s democracies. (Patriotism, Courage, Respect,
Responsibility)
Have students read and respond to the questions following the Mirabeau quote on p. 535. Take the discussion a step further having
students brainstorm the ways we support our country today. (Patriotism, Responsibility)
Have students chart on a map Napoleon’s movements across Europe in his determined conquests. Then select and chart a different
war situation, where an army moved on different fronts to seize control. Compare and contrast the two (or more) and define the
common characteristics or factors that allowed for success. (Knowledge, Courage, Responsibility)
Summary
The Enlightenment, as well as the success of the American Revolution, inspired similar efforts in France as a new empire rose and fell
there.
Textbook/Publisher
Unit 6 Chapters
22 & 23
SSS
Supporting Reading
and Literature
The Industrial Revolution & Life in the Industrial Age
SS.A.1.4.3, SS.A.3.4.8
Goal
Explain the origins of the I.R. in Britain including developments in the textile
industry, transportation and communication.
Describe the factory system and new methods of business and organizations.
Identify the ideas of Adam Smith on industrialism and Robert Owen and Karl Marx
on socialism.
Explain advances in technology, communication, science and medicine.
Describe society, culture, arts and social sciences in the Industrial Age.
Have students identify three inventions mentioned in the chapter that have had the greatest effect on their lives. Discuss and then
write a description of what their lives would be like today without at least two of these. Include the importance of creative thinkers in
every era. (Knowledge, Gratitude)
Elicit from students the problems caused by the Industrial Revolution that affected society. Include issues of cost of production, labor
supply, wages for other work and gender. (Knowledge, Fairness)
Have students in five groups focus on the economic theories of a different economist or philosopher of the era: Adam Smith, Thomas
Malthus, David Ricardo, Jeremy Bentham or John Stuart Mill. Have students evaluate benefits and detriments to society. (Fairness,
Responsibility)
Summary
Industrial developments were taking place and had a huge effect on society, as lifestyles and living standards changed as a result of the
Industrial Revolution.
Textbook/Publisher
Unit 6 Chapter 24
Supporting Reading
and Literature
The Age of Reform
SSS
SS.A.1.4.3, SS.A.3.4.8, SS.A.3.4.9, SS.A.3.4.7, SS.A.3.4.7, SS.B.2.4.3
Goal
Describe liberal reforms in Britain and the British Empire; expansion and reform in
the US; revolution and reform in France; and Latin America’s independence.
Have students compare / contrast a labor reform movement in England in the 1800s with a labor reform movement in the US in recent
times. Evaluate effectiveness and benefits to society of each movement. (Fairness, Knowledge)
Research the British reformer Emmeline Pankhurst, who worked to achieve the vote for women. Compare / contrast her tactics with
those of the American Civil Rights Movement. Include discussion on whether the ends ever justify the means, and if so, when.
(Patriotism, Courage, Responsibility)
The US won independence through revolution, as did many Latin American countries, yet many Latin American countries have had
military dictatorships and the US hasn’t. Discuss possible reasons for this, paying attention to cultural values. (Respect, Caring,
Patriotism)
Summary
People in various nations worked to reform their governments and societies in the name of Enlightenment ideals.
Textbook/Publisher
Unit 6 Chapter 25
Supporting Reading
and Literature
Nationalism in Europe
SSS
SS.A.1.4.3, SS.A.3.4.7, SS.A.3.4.9, SS.B.1.4.2, SS.B.1.4.3, SS.B.2.4.1, SS.B. 2.4.3
Goal
Describe the events that led up to and the consequences of the following nationalistic
events: the unification of Italy and of Germany; opposition to Bismark; reform and
revolution in Russia; and unrest in Austria-Hungary.
Guiseppe Garibaldi is considered a national hero in Italy. Discuss his life achievements and the characteristics that allowed him to
succeed, i.e. courage, responsibility. Evaluate his accomplishments with regard to the democratic principles.
Have students imagine they are Red Cross volunteers accompanying Bismarck’s soldiers to war. Use their textbooks, biographies,
computer software, and any other available resources to find out about wartime medicine in the 1860s and 1870s, and then write
journal entries. (Knowledge, Caring)
Summary
While changes in Britain and France led to more democratic policies, nationalism became the driving force for change in Italy,
Germany, Russia and Austria-Hungary. (Patriotism)
Textbook/Publisher
Unit 6 Chapter 26
Supporting Reading
and Literature
The Age of Imperialism
SSS
SS.A.1.4.3, SS.A.3.4.7, SS.A.3.4.9, SS.B.1.4.2, SS.B.1.4.3, SS.B.2.4.1, SS.B. 2.4.3
Goal
Explain the roots of western imperialism.
Identify European claims in North and Sub-Saharan Africa.
Describe expansion in India, Japan, Southeast Asia and the Pacific Islands.
Explain the conditions of imperialism in Latin America.
Discuss the life and achievements of Samory Toure, a reformer and great military leader. Elicit from students the qualities that make a
good and effective leader. (Responsibility, Courage, Honesty)
Discuss the actions of Queen Liliuokalani of Hawaii, including why she gave up control of Hawaii to the United States. Was she
showing courage or weakness, and did her decision ultimately benefit Hawaii or weaken it? (Patriotism)
Create a chart that shows the reasons for US military intervention in Nicaragua, Haiti, the Dominican Republic and Cuba. Evaluate
whether the reasons justified the actions, allowing students to explain their opinions. Does the end ever justify the means? (Honesty,
Responsibility, Fairness)
Summary
The strongest of the European countries began to expand their empires across the globe.
Textbook/Publisher
Unit 7 Chapter 27
Supporting Reading
and Literature
WW I and the Russian Revolution
SSS
SS.A,1.4.3, SS.A.3.4.9, SS.A.2.4.1
Goal
Explain the stage and setting for the war as well as the advantages and new
technology that each side had.
Identify the events that led to the Russian Revolution and its affect on WW I.
Define the terms of peace and disagreements that the peacemakers faced.
Explain how a “New Europe” was created: the Treaty of Versailles and the League of
Nations.
Brainstorm ‘Nationalism’ and ‘Militarism’, leading students to concepts of civic responsibility. (Patriotism)
In groups list or chart causes and effects of WWI. Discuss how these changed the world. (Knowledge, Fairness, Patriotism)
Have students role play various leaders and points of view of the Russian Revolution, debating individual and societal issues.
(Patriotism, Respect)
Compare / contrast French Revolution and Russian Revolution, including long-term effects on political developments around the
world. (Knowledge, Patriotism, Fairness, Respect)
Summary
Tension in Europe was very high and competition among the industrialized powers reached the point of military threats and
confrontations, which led to a global war and great social changes.
Textbook/Publisher
Unit 7 Chapter 28
Supporting Reading
and Literature
The Great Depression & the Rise of Totalitarianism
SSS
SS.A,1.4.3, SS.A.3.4.9, SS.A.2.4.1
Goal
Discuss the postwar era growth in popular culture and science and weakness in
economic prosperity.
Explain the political tensions after WW 1 and ensuing rise in dictatorships in Italy,
Germany and Russia.
Have students conduct research on an important facet of popular culture, such as Lindbergh’s Spirit of St Louis and transatlantic flight
or the first radio broadcast on Christmas Eve 1906. Create displays to commemorate them, promoting awareness and appreciation of
the contributions of this era. (Gratitude, Knowledge)
Ask students to imagine they have been sent to a gulag for some petty crime. Have them write a diary entry telling what happened and
what life in the gulag is like. (Courage, Caring, Knowledge)
Summary
The war’s aftermath led to anxiety, conflict, and in some parts of Europe the rise of totalitarian governments.
Textbook/Publisher
Unit 7 Chapter 29
Supporting Reading
and Literature
Nationalist Movements Around the World
SSS
SS.A.3.4.9, SS.A.3.4.10, SS.A.5.4.5, SS.A.5.4.6, SS.B.2.4.3
Goal
Describe the British Empire in the Postwar Era.
Explain ideas regarding modern nationalism in Turkey, Persia and Africa.
Identify unrest in China and imperialism in Japan.
Describe the changes in Latin America between the wars.
Have students compare / contrast American dissatisfaction with British rule in the 1700s with the reaction of 20th century British
colonies to long-term British authority. Focus specifically on the 1928 British parliamentary commission to India. (Patriotism,
Knowledge, Caring)
Have students think of a rule or law that they find unfair and brainstorm what they could do to change it. (Fairness, Respect)
Summary
Alongside the turmoil in Europe, revolutionary movements took place in other parts of the world that had effects on their politics and
economies.
Textbook/Publisher
Unit 7 Chapter 30
Supporting Reading
and Literature
World War II
SSS
Goal
Analyze threats to world peace, Hitler’s aggressions and the gains of the Axis
powers.
Describe aggression involving the Soviet Union and the United States.
Describe the Holocaust.
Identify factors and outcomes of the end of the war.
Have students research the US Neutrality Acts as they affected entry and participation in WW II. Ask students to describe the reasons
a country might try to maintain neutrality, and whether the US should have maintained its neutrality at all costs. Apply to other
situations (Rwanda, Chechnya) as well. (Patriotism, Responsibility)
Have small groups of students, acting as Chinese and Japanese officials, present their side in the Asian crisis to the League of Nations.
Have the rest of the class debate what to do. Then have Japan pull out of the League and explore the changes in options.
(Responsibility, Caring)
Have students write an editorial about the horrors and atrocities of the war and the importance of making sure such things never
happen again. Include specific examples and suggestions. (Responsibility, Honesty)
Summary
Japanese, German and Italian aggression led to the outbreak of a new world war; the Allies fought this aggression and defeated the
Axis powers.
Textbook/Publisher
Unit 8 Chapters
The World After WW II & The Modern World
31-35
SSS
Analyze threats to world peace, Hitler’s aggressions and the gains of the Axis
Goal
powers.
Supporting Reading
and Literature
Describe aggression involving the Soviet Union and the United States.
Describe the Holocaust.
Identify factors and outcomes of the end of the war.
Disobeying a law because of moral principles is an act of Civil Disobedience. Have students brainstorm / write about social or
political issues they feel strongly about and would be willing to go to jail for. (Patriotism, Responsibility)
Have students in groups research the rights of citizens in various nations. (Choose carefully to include a wide range of government /
societies.) In what countries has citizenship changed, what prompted those changes, and were the changes for the better? Where are
people still fighting for rights as citizens? (Patriotism, Responsibility, Knowledge)
Have students research the history of the OAS (Organization of American States), formed in 1948 for the purpose of achieving
peaceful settlements to disputes and promoting regional cooperation. Discuss the peace and reform talks in Central America in 1987.
Include Violeta Barrios de Chamorro and Oscar Romero. (Patriotism, Responsibility, Respect)
Ask students to imagine they are art curators a hundred years from now, looking for icons of the late 1900s. Have them create a list of
artists and art objects that symbolized the challenges of the era. Have them write an explanation of each item. (Gratitude,
Knowledge)
Summary
Prewar differences in Europe emerged after the war and took the form of the Cold War as the nations of Europe and Asia began to
recover. As Asian and African and nations made the transition from colonial possessions to independence, conflicts between
communism and democracy led to civil armed conflicts. Latin America struggled to establish economic and political stability. With
the breakup of the USSR, the US became the sole superpower. Science, technology and a new commitment to human rights has
brought about new styles in a rapidly changing world. (Patriotism, Respect, Responsibility, Tolerance)

10 Grade World History World History - Holt

Transcription

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