World History 11 th /12 th Grade

Transcription

1 Title: World History Grade Level(s): 11/12 th Objectives: All students will: Develop an understanding of what issues cause peoples or countries to come into conflict Develop an understanding of what factors allow empires to rise and factors that contribute to their decline/fall Draw connections of past events and conflict and relate that to the world s problems today Utilize maps to examine how geographic features affect the course of history Analyze diagrams, charts, and other numerical data to determine the severity and implications of major world events throughout history Develop an understanding of the three major shifts/time periods of recorded history Develop an understanding of the transitions from one historical time period to the next but cause and effect Enhance their awareness of major religion and belief systems worldwide in order to fully know how religion influences different ways of life, customs, traditions, and ideology Read and analyze primary documents to gain insight into the thought process of the writer and audience Utilize technology in order for supplemental information as well as technology for application and creation of assignments Analyze the contribution of individuals and groups throughout history Develop an understanding for influential movements, continuity, and rapid change Listen to classmates presentations and input, as well as supplemental videos and music that enhance overall understanding of concepts Research historical events/people and form opinion, persuade classmates in debate, or evaluate inconsistencies Essential Questions: 1

2 Title: End of the Middle Ages PA.8.1.W.A. PA.8.1.W.B. CC B Middle Ages and the effect it had on European society. Student will explain how the Middle Ages interfered with progression for roughly 1,000 year between the Fall of Rome and the Beginning of the European Renaissance Create a timeline of the major events of the Middle Ages: Fall of Rome, Rise of the Catholic Church, the Crusades, and the Plague 2

3 Title: Renaissance PA.8.1.W.A. PA.8.1.W.B. PA.8.1.W.C. PA.8.4.W.A. CC B CC I CC A Origins of the Italian Renaissance. Students will describe the characteristics of the Renaissance and understand why it began. Students will Identify Renaissance artists and explain how new ideas affected the arts of the period. Students will identify how writers of the time addressed Renaissance themes. Students will read an excerpt of the primary source The Prince by Niccolo Machiavelli and Summarize why Machiavelli believes that it is better for a prince to be feared than to be loved. Students will compare Castiglione s Ideal Courtier and Machiavelli s The Prince idea of a prince to determine the consistency PA.8.4.W.A. PA.8.4.W.B. PA.8.4.W.C. CC B Renaissance ideas and how those ideas migrated north throughout Europe Explain how the printing revolution shaped European Society. Describe the themes that northern European artists, humanist, and writers explored. Students will write the significance of each person during the Italian Renaissance Writing Activity: - Students will compare the accomplishments of northern European Renaissance writers and artists with the Italian Renaissance writers and artists. 3

4 PA.8.1.W.B. PA.8.4.B.C. PA.8.4.W.D. CC D Factors that encouraged the Protestant Reformation Students will analyze Martin Luther s role in shaping the Protestant Reformation. Students will discover how the Protestant Reformation divided European Christians. Graphic Organizer detailing the different writers, artists, and humanists. Debate: Which Christian Religion, during the Renaissance, fit into the ideas of the Protestant Reformation Students will examine Martin Luther s 95 Thesis PA.7.1.W.A. PA.8.1.W.A CC C CC B European motivations for exploring the seas Students will analyze early Portuguese and Spanish explorations. Students will describe the importance of the Spice Islands. Mapping Activity: Students will select an explorer and map out their journey to present to the class. PA.7.4.W.B. PA.8.1.W.A. PA.8.4.W.A. CC C CC A PA.8.1.W.B. New discoveries in astronomy and how it changed the way people viewed the universe. Students will identify the dangers and risks involved with exploration. Students will predict the outcome of new scientific findings and its effects on traditional thought. Writing Activity: Students will compare the ways in which the scientific methods differed from earlier approaches to learning. Culminating Activity: Students will create a children s book that supports the main ideas and people during the 4

5 European Renaissance. 5

6 Title: Colonialism PA.7.1.W.A. PA.8.1.W.A. CC B PA.7.1.W.A. PA.8.4.W.C. CC G Impact of colonial powers in new areas of the world and how colonialism differs from exploration. Impact of the Atlantic Slave Trade. Students will list the four major European colonial powers of the 16 th and 17 th Centuries. Students will compare locations of the empires by creating a map. Students will illustrate the nature of the Middle Passage and describe its effects. Students will evaluate the economic impact of slavery and compare it to the immoral aspect of slavery. Students will explain how William Wilberforce s efforts in England affected slave trade. Map Activity: Student will create and color a map that corresponds to a colonial territory. Graphic Organizer: Students will create a graphic organizer comparing Spain, Portugal, France, and England. Video: Students will watch a portion of Amistad to gain an understanding of the Middle Passage. Mapping Activity: Students will trace the course of the Triangular Trade and explain what goods were traded on each leg. Writing Activity: Students will predict how the colonies may have formed without the Atlantic 6

7 Slave Trade. 7

8 Title: Enlightenment PA.8.1.W.C. PA.8.4.W.B. Who the Enlightenment Thinkers were and how they inspired revolutionaries to push for radical changes in government and society. Students will compare the ideas of Hobbes, Montesquieu, Rousseau, Locke, Voltaire, Diderot and Smith. Students will convince classmates the positives and negatives of each of the thinkers of the Enlightenment Thinkers. Debate: Students will debate the different theories of Enlightenment Thinkers. Students will examine Leviathan and the Social Contract as a primary resource to compare enlightenment philosophies. Students will design a bumper sticker to illustrate the philosophy of one of the Enlightenment thinkers. 8

9 Title: French and Indian War/American Revolution PA.7.1.W.A. CC G Conflicts of the French and Indian War Students will explain the French and Indian War conflict in American and in Europe as the two continents fought for world and colonial dominance. Video: Students will watch parts of The Last of the Mohicans to understand frontier battles and the role of attaining an advantage. Students will construct a map of the Ohio Valley and explain why both France and England valued that territory. PA.7.3.W.A. PA.7.4.W.A. PA.8.4.W.C PA.8.4.W.D. Events that led to the American Revolution Students will describe colonial grievances and England s justifications as to who should control the Thirteen Colonies. Students will summarize the events and significance of the American Revolution. Analyze how prominent individuals in other nations contributed to the causes, execution and outcomes of the American Revolution. Students will analyze the outcome of the Treaty of Paris (1763) and its future implications on the American Colonists. Timeline: Students will create a time line of major events during the American Revolution that led to the creation of the Declaration of Independence. Debate: Students will debate by taking the side of the 9

10 Patriots and loyalists. 10

11 Title: French Revolution PA.8.1.W.A PA.8.4.W.A. CC B Causes and effects of the French Revolution and how the revolution led to the Napoleonic Era. Students will describe the social divisions between the French feudal systems (estates system). Students will list the reasons for France s economic troubles in Students will connect the events of storming the Bastille and the beheading of the king and queen of France. Create a play that illustrates and demonstrates an understanding of the events of the French Revolution; including the famous people (King Louie XVI, Marie Antoinette, Maximillian, Robespierre, and Napoleon) PA.7.4.W.B. PA.8.1.W.B. Napoleon s empire and how it changed the face of Europe in the early 19 th Century. Students will conclude that the Age of Napoleon were similar to that of Absolutism. Graphic Organizer: Describe the concepts of the French Revolution (Bastille, Estates General, the Tennis Court Oath, the Declaration of Rights of Man and Citizen, Reign of Terror, the Rise of Napoleon) Writing Activity: Students will write a cause and effect essay highlighting Napoleon s accomplishments to that of the absolute monarchs of past regimes. 11

12 Title: Industrial Revolution PA.8.1.W.A. PA.8.1.W.C. PA.8.4.W.C. Technological advancements in transportation, agriculture, and construction that occurred during the Industrial Revolution. Students will summarize how an agricultural revolution led to the growth of industry Students will outline the new technologies that helped trigger the Industrial Revolution. Students will analyze new industrial innovations (the Spinning Ginny, James Watts Steam Engine, the Reaper, Use of Iron, Cotton Gin) by examining pictures and videos and creating a presentation. PA.7.4.W.B. PA.8.1.W.C. Urbanization and what life was like in the new industrial cities. Students will compare and contrast the benefits and challenges of urbanization. Students will create a mini biography for an inventor during the Industrial Revolution. Urbanization Game: Students will create an Industrial City by listening to instructions given by the teacher. PA.8.1.W.A. PA.8.1.W.C. Capitalism and the impact that it had on growing Industrialized Societies. Students will be able to explain Laissez-Faire Economics, Utilitarian, the rise of European Socialism, and why they failed. Writing Activity: Students will explain how life changed for people when moving from the rural areas to urban areas in search of jobs. 12

13 PA.8.4.W.A. PA.8.4.W.B Students will be able to explain Capitalism. Assembly Line Activity to illustrate mass production in Capitalist America. Primary Source: Students will study excerpts of the Communist Manifesto and be able to explain the significance that the ideas had on Industrial Europe. 13

14 Title: Imperialism/Expansionism PA.8.1.W.A. PA.8.4.W.C. CC B PA.7.1.W.A. PA.8.4.W.A. PA.8.4.W.D. Causes of the new imperialism and explain why Western imperialism spread so rapidly. The forces that shaped Africa and explain why Europeans contact with Africa increased. Students will examine the similarities and differences between Imperialism and Colonialism. Students will be able to identify African explorers (Livingston and Stanley) and evaluate their contributions as well as Africans resistance to European Imperialism. Graphic Organizer: Students will explain why colonialism took place and the purpose of missionaries. Map Activity: Students will color code a map showing the partition of Africa due to Imperialist interest. CC B Graphic Organizer: Students will use a graphic organizer to identify the cause, events and effects of the partition of Africa by the Europeans. 14

15 Title: World War I PA.8.1.W.D. PA.8.4.W.B. PA.8.4.W.C. CC G CC B PA.8.1.W.C. PA.8.4.W.C. Causes and effects of the European alliance system, the concepts of nationalism, militarism and the assassination of the Serbian Archduke that culminated in World War I. Explain the course of events during WWI and describe how technology made this war different than any other war in history. Students will identify the early causes of WWI. Students will describe the significance of the assassination of Archduke Ferdinand, and how this led to alliances. Students will explain nationalism and empire building. Students will describe the Allied and Central Powers. Students will focus on new technology (poison gas, tanks, airplanes, submarines, zeppelins, machine guns, and flame throwers) to explain the implications on the mass destruction and death and how it changed the face of warfare. Video: All is Quiet on the Western Front Students will gain an understanding of trench warfare and the living conditions during time of war. Venn Diagram comparing the Central Powers and Allied Powers Students will examine a map to show the different fronts of the war (Western, European, and the Middle East) PA.8.1.W.B. PA.8.1.W.C. Explain how WWI became a total war and summarize events that led to the end of the war. Students will analyze the cause and effect of America s entry into World War I. Students will research a type of new warfare technology and write an essay describing how it originated it would be used in future wars. Students will create propaganda posters for an agenda that fits today s 15

16 PA.8.1.W.A. CC G Students will be able to explain conscription and how it led to a total world war. Students will outline key events that led to the end of the war. society. Students will analyze primary source documents (Fourteen Points and League of Nations) to determine the outcome of the war and concessions that were made to resolve the conflict (temporary) Culminating Activity: Students will create a photo story or multimedia video detailing World War I from beginning to end including famous people, events, and documents. 16

17 Title: World War II PA.8.1.W.B. Rise of Totalitarian Dictators Compare and contrast the rise of Hitler, Stalin, and Mussolini PA.8.1.W.B. Economic crisis of the Depression Era Students will support or refute the idea that war is a solution for a depression PA.8.4.W.A. CC G CC B Axis Powers vs. Allied Powers and major events of the war. Holocaust Students will divide the war into the European front and the Pacific Conflict. Students will differentiate the Axis Powers and Allied Powers agendas. Students will hypothesis the events of WWII from a different nations perspective (ex. European or Asia) Students will evaluate and criticize the German treatment of European Jews, Slavs, handicapped, political dissidents, etc. Students will compare and contrast other documented evidence of genocides in the world throughout history (ex. China, USSR, Create a brochure for one of the following Dictators Students will create a list of reasons for why countries get involved in wars with the focus on money and power. Students will work in pairs to select a country to represent involved in World War II and create a presentation to share with the class. Presentations will include a map of battles fought, important people and events, how they got involved and the consequences when the war ended. Video: Schlinder s List Students will analyze the differences between a concentration, death, and labor camp and create a 17

18 etc) Venn Diagram PA B End of World War II Students will judge whether the dropping of the Atomic Bomb was necessary to end the Pacific front of the War. Students will compare and contrast the Holocaust camps with those in other parts of the world Students will read and excerpt from Paul Tibbets (pilot of the Enola Gay) CC A CC F Students will summarize the result of V-E Day and V-J Day Students will defend the creation of the United Nations Debate: Was the Atomic Bomb necessary to end the war in Japan? (from the perspective of the Japanese and Americans) Students will outline the key points of the United Nations in a writing assignment that explains its effectiveness in keeping world peace. 18