SOCIAL STUDIES World History & Geography CURRICULUM FRAMEWORK. The Age of Revolution

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1 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography The Age of Revolution Weeks STATE STANDARDS W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussaint L Ouverture, and Thomas Jefferson. W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), the American Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. W.3 Conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoléon. W.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. W.5 Describe how nationalism spread across Europe with Napoléon then repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of BIG IDEAS The ideas of the Enlightenment inspired revolutionaries in Europe and overseas to seek for radical changes in economics, government, and society. Relevance: These documents, individuals and philosophies stand as some of the most important in recent history and serve as inspiration for people and governments around the world. TNSS: W.1, W.2 The beginning of the French Revolution of 1789, along with each phase and faction involved, represents a set of beliefs and group and class interests that were to become common in most world societies ever since. Relevance: The French Revolution empowered citizens in Europe and overseas to pursue change and it became a significant factor in ending economic, political, and social oppression around the world. TNSS: W.3, W.4 The decision makers at the Congress of Vienna had the goal of restoring peace after the French Revolution and the wars with Napoleon. These leaders were able to create a lasting peace in Europe that lasted until Relevance: The Congress of Vienna and the Concert of Europe serves as a foundation for the United Nations, which is built on the same principle of keeping and restoring peace around the globe. TNSS: W.5 GUIDING QUESTIONS How were major political reforms and revolutions of the late eighteenth and early nineteenth centuries influenced by Enlightenment thinkers? What were the causes and effects of the French Revolution and how did the Revolution lead to the Napoleonic Empire? How did the Congress of Vienna and the Concert of Europe insure peace in Europe? Shelby County Schools 1 of 4

2 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography SUGGESTED ACTIVITIES 1. Write a dialogue between two Enlightenment thinkers as if they were analyzing a current economic, political, or social issue. Suggestion: have students create the conversation using an animation website or program (for example, GoAnimate) 2. Citing textual evidence, conduct a debate in which students address the purpose of government. 3. Create a table of Enlightenment Thinkers that identifies their key works and summarizes each individual s ideas. Include in the chart a quote that best represents the main idea of each thinker. 4. Organize the class as it were a salon in Paris during this time period. Participants research one of several philosophers or revolutionaries (e.g., Montesquieu or Rousseau) and respond in character to predetermined focus questions or topics. 5. Create a poster that analyzes an important document of the Age of Revolution using a reading strategy. (See Resources). 6. Rewrite, dramatize, or illustrate a passage, quote, or excerpt from one of the key documents from this time period. 7. Student groups will compose an original revolutionary song that incorporates Enlightenment ideas and details of either the English Glorious Revolution, American Revolution, French Revolution, or the wars of independence in Latin American. 8. Draw a social pyramid that represents the class and political structure of pre-revolutionary France. (Include details regarding each class) 9. Have students work with a partner to write brief profiles of various French citizens: priest, manufacturer, peasant, member of the royal family, apprentice, and nobleman. In the profile, students should identify the pre-revolutionary social class to which citizen belong to, any grievances each might have had, and suggestions to the king for changes that need to take place. Suggestion After assigning roles, have the class participate in a simulation that reflects the feudal society that pre-revolutionary France maintained. ( 10. Students suppose they are living during the Age of Revolution. Have them choose an event and write two letters to the editor, one from the viewpoint of a revolutionary and another from the viewpoint of someone in the monarchy. 11. List changes that occurred during the different phases of the French Revolution. Ask students to assess whether the changes made France a better or worse place for its citizens. 12. Produce a flowchart of Napoleon s rise and eventual defeat. Next, categorize each event as an accomplishment or a mistake. Use the flowchart to explain whether Napoleon had a positive or negative impact on France. 13. Create an annotated or illustrated timeline of French Revolution events. Develop a color system that can be used to color code events and their relationship with Enlightenment ideals. (Example: using red to code an event that could be associated with Hobbes' perspective of an absolute government being the best model of government) 14. Distribute a selection of pre-revolutionary cartoons. Students write explanations or interpretations of the cartoons. As an alternative assignment, students create their own cartoons after studying samples. 15. Students map the movement of democratic ideas, enlightenment, and reform during the seventeenth and eighteenth centuries. Also, identify and locate earlier cultures around the world where democratic practices and ideas existed in some form. 16. Make a list of symbols used by our government today to help shape American views and opinions about our nation and the ideals for which it stands. Compare and contrast these with symbols of the French Revolution. 17. Groups work together to create an infographic that graphically represents various characteristics and issues of a selected or chosen revolution. RESOURCES 1. The Official Website of France 2. French Revolution 3. Liberty, Equality, Fraternity. Exploring the French Revolution The Glorious Revolution Shelby County Schools 2 of 4

3 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 5. Liberty! The American Revolution 6. Was the American Revolution Inevitable? 7. The History of Latin America: the Independence Era ( ) 8. A Revolution in Haiti 9. Enlightenment Age of Enlightenment Magna Carta The English Bill of Rights Declaration of Independence Declaration of the Rights of Man and Citizen Napoleon Bonaparte Concert of Europe Mary Wollstonecraft s Vindication of the Rights of Women Montesquieu s Spirit of the Law Immanuel Kant s Critique of Pure Reason John Locke s Second Treatise of Government (pdf) orias.berkeley.edu/summer2004/final%20drafts/locke.pdf 21. Thomas Hobbes Leviathan Jean Jacques Rousseau s The Social Contract READING PRIMARY SOURCE STRATEGIES 23. APPARTS SOAPSTone PAPER Shelby County Schools 3 of 4

4 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography ASSESSMENT 1. Re-create the ending of the Congress of Vienna. Assign students a country that attended the Congress of Vienna (Great Britain, France, Russia, Austria, and Prussia) and either assign them a specific role or allow them to choose a role within the group. Students will participate in a press conference that details the finishing of the treaty. Encourage them to cite evidence from Internet resources and/or the textbook in preparing and writing statements Select either a philosopher from the Enlightenment or a figure form the Revolutions. Explain how his/her actions, beliefs, and/or works contribute to improving society. Shelby County Schools 4 of 4

5 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS The Industrial Revolution Weeks W.6 Describe the growth of population, rural to urban migration, and growth of cities. W.7 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. W.8 Write an informative piece analyzing the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. W.9 Evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe. W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. W.12 Participate effectively in collaborative discussions explaining the vast increases in productivity and wealth, growth of a middle class, and general rise in the standard of living and life span. BIG IDEAS Great Britain possessed an abundance of natural resources, available capital, and the political support that encouraged economic growth and innovations. Relevance: Combining these and other factors allowed Great Britain to transition from an agrarian society to an industrial leader. Along with Britain s lead in the industrial revolution emerged the rise of the factory system, which is common in today s industrialized nations. These factors allowed for new technologies and energy resources to take root and flourish. TNSS: W.7 New ways of thinking regarding economics and government emerged because of the wants and needs of business leaders and politicians. Relevance: Due to the industrial growth, new political systems, such as communism and socialism, arose that emphasized the power of the working class. However, as time progressed few nations remain communist, while nearly every government and economic system today include elements of capitalism. TNSS: W.8 Industrial production increased dramatically during the 1800s, bringing wealth and power to governments and capitalists. Industrialization also had various effects on society, including the daily living and working conditions of the common people. Relevance: The Industrial Revolution changed the face of nations, giving rise to urban centers and population expansion. It created a specialized and interdependent economic life and made the urban worker dependent on the will of the employer. The Industrial Revolution also provided an improvement in living standards that remains a primary goal of less developed nations. Industrialization gave rise to sweeping increases in production capacity and would affect all basic human needs, including food production, medicine, housing, and clothing. It also impacted cultural aspects of society, bring new forms of art and literature to the forefront. Society developed the ability to have more things faster, it would be able to develop better things. These industrialization processes continue today. A major point is that humans gave up much of their self sufficiency, even as meager as it was, for more things but perhaps less genuine control of their own economic destiny and control. Most were now dependent upon industry to provide the majority of the items of their life. TNSS: W.6, W.9, W.10, W.11, W.12 Shelby County Schools 1 of 4

6 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS What factors allowed Britain to lead the way in the Industrial Revolution? Which of the key factors was the most influential in Britain leading the way in the Industrial Revolution? What new ideas about government and economics were fostered as a result of the Industrial Revolution? Which was the most effective solution for the challenges of the Industrial Revolution? What social and technological movements emerged in response to the Industrial Revolution? SUGGESTED ACTIVITIES 1. To demonstrate the influence of technology, have students chart the use of machines and machine-made items during a normal day from the time they wake up to going to sleep at night. 2. Hall of Fame - ask students choose an inventor or invention of that era that they think would earn a place in a fictional Hall of Fame. Research information to prepare a presentation that explains the development of each invention/inventor and its/their impact on society. 3. Poll at least 10 other individuals on whether society is experiencing an agricultural revolution, population explosion, or technological revolution. Write a brief essay that examines the data and findings. 4. After reviewing the factors that allowed Britain to lead the way in the Industrial Revolution, have students rank each factor based on its impact and justify their decisions using contextual evidence. 5. Students will create a fictional company and create a business plan that includes examples of each of the factors that allowed Britain to be at the forefront of the Industrial Revolution. (for example, how are they planning to acquire capital) 6. Develop a scripted tour of a factory during the Industrial Revolution. 7. Discuss the benefits and challenges of Industrialization and whether they still exist in today s society. 8. Create a poster for one of the political systems. 9. Map countries or regions that are associated with each of the economic systems and/or political systems. Write a brief essay that centers on inferences based on the map(s). 10. Create a graphic organizer that identifies key inventors and their contributions. 11. Using publishing software (if applicable) create an infographic that focuses on an invention during this time period and its importance today. 12. Within a Socratic Seminar, categorize and discuss the positive and negative effects industrialization had on daily life during the Industrial Revolution. 13. Scan newspaper headlines for present-day examples of the pros and cons of city life and the effects of technologies on daily life. Have students take headlines and have them produce a collage that highlights their research. 14. Write, illustrate, or otherwise depict how the Industrial Age impacted various areas of daily life. 15. Create an organization that would provide help to an area of society that was being negatively impacted by the Industrial Revolution. Include reasons for starting the organization and a description of what the organization would actually be doing. Have students set up presentations that will be judged by community leaders or other stakeholders. Extend Sort organizations based on topics/issues. Provide recognition by having a best in class (i.e. working conditions, education, etc ) 16. Division of Labor/Cottage Industry Simulations Create an advertisement for one of the inventions of that era using a modern advertising technique and/or format. 18. Communism vs. Capitalism Heaven on Earth: The Rise and Fall of Socialism (PBS) Suppose your class has been an agricultural/feudal society that wants to transition to a modern industrial nation. Where do you start (i.e. education, government, economy, other ) and why? Shelby County Schools 2 of 4

7 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography RESOURCES 1. William Wilberforce John Stuart Mill On Liberty 3. Charles Darwin Origin of Species Louis Blanc Organization of Work 5. Karl Marx and Friedrich Engels Communist Manifesto 6. Adam Smith Wealth of Nations 7. Thomas Malthus Essay on Principle Population 8. Robert Owen and Utopianism What is Social Democracy? (YouTube) Socialism The Principles of Communism Communism Saved the American Worker (Article) Why the Industrial Revolution happened in Britain Industrial Revolution Linking Population, Poverty, and Development (current) Adam Smith Robert Owen Karl Marx Samples of Romantic Era Art Romanticism Romanticism Composers (YouTube) Shelby County Schools 3 of 4

8 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 22. William Blake William Wordsworth Charles Dickens Inventors and Inventions of the Industrial Revolution Standards of Living and Modern Economic Growth (Article) Still Waiting for Nike To Do It (Article) Capitalism Urbanization Writing Resources 1. Informative/Expository Essay (W.8) Socratic Seminars (W.12) ASSESSMENT Have students imagine they are members of a revolutionary group that just overthrew their local or national government. Now they must decide to install a new government (can only choose from those that are discussed during this era). To assist in making their decision, have students chart the strengths and weaknesses of each political system. Students and/or groups must justify their choice in an essay or writing piece (i.e. political speech). Extend Student groups can record their speeches or present them in class. Also, students could create propaganda that highlights their choice. Shelby County Schools 4 of 4

9 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS Unification and Imperialism Weeks W.13 Summarize the causes, course, and consequences of unification in Italy and Germany including the role of Giuseppe Garibaldi and Otto von Bismarck. W.14 Cite strong and thorough textual evidence to support analysis of the causes of 19th century European imperialism, the role of Social Darwinism, the desire for increased political power, and the search for natural resources and new markets as prelude to the Berlin Conference. W.15 Describe the Berlin Conference and the rise of modern colonialism in the 19th century and describe the impact of colonization on indigenous populations by such nations as England, France, Germany, Italy, Spain, and the United States. W.16 Analyze the political, social, and industrial revolution in Japan (Meiji Restoration) and its growing role in international affairs. W.17 Compare the progression of imperialistic claims on the African continent using historical maps. W.18 Students describe the independence struggles of the colonized regions of the world including imperialism in Africa (Zulu Wars, Ashanti Wars, and Ethiopia s struggle to remain independent). W.19 Explain the growing influence of the West in China, the Boxer Rebellion, Sun Yat-sen, and the Xinhai Revolution. W.20 Explain the transfer in 1858 of government to Great Britain on the Indian Subcontinent following the Sepoy Rebellion. W.21 Describe American imperialism in the Philippines and the Philippine-American War led by Emilio Aguinaldo. W.22 Cite evidence from text to describe the movements led by Emiliano Zapata, Francisco Madero, Pancho Villa, and Venustiano Carranza in Mexico stemming from the desire for land reform and democratic participation. BIG IDEAS Unification in Germany and Italy was brought about by the efforts of nationalism and furthered by strong political and military leaders. Relevance: Leaders of Germany and Italy were determined to maintain economic strength as well as military power. These goals would eventually lead to each country s participation in the world wars of the early twentieth-century. Today, both countries serve as industrial leaders and influential members of the European community. TNSS: W.13 Armed with new economic, political and military power gained by the Industrial Revolution, Western nations set out on a mission to colonize the rest of the world. Relevance: The Industrial Revolution led Europe to new highs in economic levels and prosperity and caused the need for additional resources and markets to sell goods. This heightened the European competition for colonization and led to increased militarism due to defense of overseas investment. Another effect was the idea of European or Western superiority over the ethnicities of the distant areas being colonized and an increased level of racism and racist policies. TNSS: W.14, W.15 For Europeans and other industrialized nations, conquering countries was a way to increase power and spread their culture to new places. To the natives living in these lands, imperialism was viewed less favorably. However, there were some groups and countries who chose to adopt Western culture; meanwhile, others attempted to resist Western imperialism. Relevance: While European countries prospered, nations of Africa, Asia, the Americas, and the Pacific Ocean were left to face the consequences of imperialism. Some weaker nations, for example Japan and China, received the necessary means to develop and become global leaders in today s economy. Others were destroyed by political and economic instability, along with social exploitation, as exemplified by the continuous struggles in Africa today. TNSS: W.16, W.17, W.18, W.19, W.20, W.21, W.22 Shelby County Schools 1 of 4

10 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS What conditions favored unification in Germany and Italy? How did Otto von Bismarck and Giuseppe Garibaldi lead the drive for unification in their respective countries? What challenges did each new country face after unification? When does a stronger nation have the right to take over a weaker country? How did the nations of Africa, Asia, the Americas, and Oceania react to the new imperialism of industrialized European countries? SUGGESTED ACTIVITIES 1. Construct an annotated timeline that parallels the unifications of Germany and Italy. 2. Make a chart comparing Bismarck s and Garibaldi s personalities, ideas on government, and their role in unification for their respective countries. Assess whether there were any correlations between the personalities and ideas of government with their roles in unification. 3. Write an editorial about the problems faced by Italy or Germany either before or after unification. 4. Compose a brief news article presenting research regarding one of the various types (religious, royal, or political) or examples of resistance by Africans during European imperialism. 5. Create a poster/advertisement that illustrates one of the motives for new imperialism. 6. Suppose students are living in the second half of the 1800s and have them write a letter to the editor arguing in favor of or opposing imperialism. 7. Organize a debate on whether or not imperialism was advantageous for the peoples of Africa, Asia, India, Latin America, or Oceania. 8. Write a letter from a sepoy to Queen Victoria or British government protesting the policies of the East India Company. 9. Design a propaganda poster advocating change and representing the ideas of either the Boxers, Chinese nationalists, or Sun Yatsen. 10. Hold a classroom discussion focusing on the various reactions of colonized countries. Begin by dividing the class into three groups: agrees with cooperation, resist imperialism, and neutrality. The first two groups should try and persuade the third group by using contextual information (while the first two groups are gathering research and constructing arguments, the third group could be preparing questions to ask the other groups). Suggestion Use data from different countries from World Bank to create a fictional country that represents the class Produce an infographic on change within one area of a colonized country. 12. Create a four-column chart that lists the colonized countries, when colonized, why colonized, and by whom they were colonized. In addition, assign groups of students create a series of overlapping or continental maps that reflect the same information. 13. Construct a bulletin board that explores the topic of European imperialism in Asia, Africa, and Latin America from 1800 to The bulletin board should include many different media, such as maps, captions, political cartoons, charts, graphs, artwork, letters, and journals. Suggestions have students work in smaller groups and use digital format (Prezi) to present a draft of their bulletin board. 14. Work in groups to complete a four-page newspaper covering life in the Age of Imperialism. Each group will have to create a different page: a front page, a national news page, an editorial page, and a human-interest page. 15. After reviewing Kipling s White Man s Burden and other responses to it, students are to create a modern poem focusing on a burden of their choice. Suggestion Students could compose a poem that focuses on the burden of being a high school student. RESOURCES 1. White Man s Burden (by Rudyard Kipling) 2. The Black Man s Burden (H.T. Johnson s poem) (Edward D. Morel s response) Shelby County Schools 2 of 4

11 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 3. The Poor Man s Burden (by Labor Lampoon Kipling) 4. Burden Questions and Poems 5. Joseph Conrad s Heart of Darkness 6. An Image of Africa: Racism in Conrad s Heart of Darkness (Excerpt) by Chinua Achebe 7. Otto von Bismarck Bismarck s Letter to Minister von Manteuffel 9. Unification of Germany Was Bismarck the Key Factor in the Unification of Germany? (article) Giuseppe Garibaldi Italian Unification Social Darwinism Motives for Imperialism Berlin Conference and the Scramble for Africa (map) (map) 16. Impact of Imperialism on Africa Today Africa Resistance (p.5-10) 18. Zulu Wars Ashanti Wars Ethiopia Liberia Shelby County Schools 3 of 4

12 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 22. Stanley and Livingstone Chinua Achebe Things Fall Apart (Teacher s Guide) 24. British Imperialism in India Sepoy Rebellion (The Rising with subtitles) 26. Imperialism in China (Sphere of Influence map) 27. Boxer Rebellion Sun Yat-sen Xinhai Revolution Open Door Policy The Philippines and American Imperialism Mexican Revolution ASSESSMENT Upon completing the unit of study, students will gather in cooperative groups and formulate a series of rules that will assist imperialist nations in governing colonial territories. Groups should consider various facets of ruling a colony, such as government structure, economic systems, retaining colonial culture, etc. After completing the task, student groups will convene in a mock Imperial Conference in which a final set of rules will be compiled. Shelby County Schools 4 of 4

13 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS Interwar Changes Weeks W.33 Explain how the outcome of World War I contributed to nationalist movements in the Middle East, India, Africa, and Southeast Asia. W.34 Analyze various accounts of the impact of World War I on women and minorities. W.35 Integrate multiple sources of information presented in diverse media explaining the influence of World War I on literature, art, and intellectual life, including Pablo Picasso, the Lost Generation, and the rise of Jazz music. W.36 Compare the impact of restrictive monetary and trade policies. W.37 Describe the collapse of international economies in 1929 that led to the Great Depression, including the relationships that had been forged between the United States and European economies after World War I. W.38 Gather information from multiple sources describing issues of overproduction, unemployment, and inflation. BIG IDEAS After World War I, many regions expected reforms or independence for their support during the war. In most instances, freedoms did not come automatically, forcing nationalist movements in Africa, Asia and the Middle East to fight for reforms. Relevance: Nationalist movements between that rose between World War I and World War II gave the world a spectrum famous reformers such as Mohandas Gandhi. Where Gandhi was a man of peace there were many other men of violence who saw themselves as reformers, the creation of new nations and the rise of new world powers which would play an integral part in history for most of the twentieth century. TNSS: W.33 World War I changed the economic and political lives of millions, but it also brought considerable social changes for women and minorities. Relevance: Life following the war provided women and minorities new opportunities. Women assumed new roles in the workplace and in politics through gaining the right to vote. These new rights allow women today to serve in leadership positions in various aspects of society. Although minorities gained some economic power through access to new fields of work while millions were fighting World War I in Europe they continued to face discrimination despite their efforts in the cause helping to achieve victory. However, aspects of minority cultures flourished and became a mainstay in Western societies. TNSS: W.34, W.35 In reaction to the destruction of World War I, many groups and individuals within the societies and cultures of Europe, the United States and other parts of the world became disillusioned with governments and the morality of humans. This new perspective gave way to radical changes in art, literature, and music. Relevance: Artists, musicians, and writers abandoned traditional forms in exchange of new innovative styles and techniques. These changes allowed for new art styles and literary movements that are still present in today s society. TNSS: W.35 The Great Depression, an economic crisis that began in the United States, quickly spread throughout the world causing nations to assess the role and purpose of government. Relevance: The Great Depression left a lasting impact on governments and economic systems around the world. Critics still argue about primary causes, the expansion of the role of the government in the economy, and the direct involvement the government has within the lives of its citizens. Coupled with the despair and hopelessness of the war, the depression laid the foundation for radical dictators to rise to power and lead the world into another world war. TNSS: W.36, W.37, W.38 Shelby County Schools 1 of 4

14 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography GUIDING QUESTIONS How did nationalism and the desire for change shape world events in the early 1900s after World War I? What gains did women and minorities make during the postwar era of the 1920s and 1930s? What changes did Western society and culture experience after WWI? What were the primary causes of the global economic collapse of the 1930s? How did the governments of the United States and Europe react? SUGGESTED ACTIVITIES 1. Write a letter from the perspective of a colonial nationalist that urges people to break from traditional cultural norms and adopt the new Western customs of their colonizers. Have students consider resistance and what arguments should be used to make the letter effective. 2. Write a report that compares historical problems of the past and present in a specific region/country. Focus should be on whether any current events are influenced by events that occurred after World War I. 3. Research individual nationalists and give class presentations about the person, his or her life, beliefs and goals, and methods used to accomplish their goals. 4. Create a persuasive pamphlet encouraging citizens to unite against a common enemy. 5. Write newspaper headlines that summarize major developments in a chosen or assigned nationalistic movement. Choose one of the headlines and create an original illustration to accompany it. 6. Create a timeline of events for a country affected by post-wwi nationalism movement. Categorize each event as positive or negative and write a brief analysis of their findings. 7. Simulate a mock League of Nations meeting in which students address the nationalism movements and provide response to the events taken place in each of the countries/regions. 8. Develop a flag that would symbolize a country s post-wwi nationalist movement. 9. Locate and label on a map countries and events associated with the 1920s and 1930s nationalism movements around the world. 10. Choose a poem from the Harlem Renaissance that best depicts the time period. Students will read the passage out loud, give their interpretation of its meaning, and explain how it reflects the social changes that took place after World War I. 11. Create a chart that identifies the new artistic and literary movements of this era, their styles, key artists, and what they stood for. Create an image or a written document that would exemplify the movement. 12. Gather various artistic, musical, and writings to produce a museum exhibit that highlights the culture and society of the 1920s and 1930s. Along with the exhibit, students should a program that includes the name of the exhibit and background on each piece. 13. Research the New Deal programs created by the United States during the Great Depression. Choose an issue and create an original New Deal program. Include the issue, name of the program, abbreviation, and description. To extend this activity, use publishing or office documents to create a propaganda poster supporting your New Deal program. 14. Debate which cause was most responsible for the Great Depression. 15. Rewrite the famous Great Depression song Brother Can You Spare a Dime to reflect economic and social conditions of today. 16. Using a web-based graphic design program, students will use their knowledge of abstract art to create an image that depicts the time period. Along with the image, students will write a brief explanation that relates their work to the art movements of the 1920s and 1930s. RESOURCES 1. Pan-Africanism 2. Apartheid in South Africa 3. African National Congress Shelby County Schools 2 of 4

15 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 4. Back to Africa with Marcus Garvey 5. The Negritude Movement 6. Egyptian Independence 7. Ataturk 8. The Establishment of the Republic of Turkey 9. Reza Khan Pan-Arabism Zionism Balfour Declaration The Amritsar Massacre Teachings of Mahatma Gandhi Civil Disobedience The May Fourth Movement Chinese Civil War The Long March The 1920s Harlem Renaissance Jazz Great Depression Shelby County Schools 3 of 4

16 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 23. Post-WWI Women Lost Generation Ernest Hemingway T.S. Eliot F. Scott Fitzgerald Gertrude Stein Pablo Picasso Art Movements of the 1920s and 1930s Salvador Dali ASSESSMENT Simulate an early-1930s radio interview program in which students will take on the roles of domestic and international experts. Three members of the group will be leaders with knowledge of the recent global nationalism movements, the cultural movements of the time period, and the economic depression. Another member will serve as facilitator and ask questions periodically. Groups will have to compose an original script that details the main ideas, events, and individuals involved within each category. Extend Student groups could present their program before the rest of the class, or use an audio program to record the interviews ahead of time and broadcast them. Shelby County Schools 4 of 4

17 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography STATE STANDARDS World War I Weeks W.23 Evaluate primary source documents while analyzing the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent, disorder, propaganda, and nationalism in mobilizing the civilian population in leading to the outbreak of World War I. W.24 Trace the principal theaters of battle, major battles, and major turning points of World War I. W.25 Analyze the importance of geographic factors in military decisions and outcomes. W.26 Explain how the Russian Revolution and the entry of the United States into the conflict affected the course and outcome of the war. W.27 Argue human rights violations and genocide, including the Armenian genocide in Turkey, through collaborative discussions. W.28 Explain the nature of the war and its human costs (military and civilian) on all sides of the conflict, including unprecedented loss of life from prolonged trench warfare. W.29 Trace advances in weaponry, the belief that the Great War would end war, and disarmament movements. W.30 Describe the effects of the war and resulting peace treaties on population movement, environmental changes resulting from trench warfare, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. W.31 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson s Fourteen Points, and the causes and effects of the United States rejection of the League of Nations on world politics. W.32 Compare the conflicting aims and aspirations of the conferees at Versailles and the Treaty of Versailles economic and moral effects on Germany. BIG IDEAS World War I escalated from a localized conflict between two countries because of underlying issues at the turn of the century. Relevance: Historians continue to debate about that actual cause of The Great War. Alliances, international rivalries and nationalism will continue to factor into the causes of future conflicts, both on the local and global scale. TNSS: W.23 World War I was fought on several fronts across Europe, the Atlantic Ocean and in European colonies across the globe. Relevance: In parts of Europe this is referred to as The Great War because it was so large and affected so many. It was also carried out in distant colonies around the globe and involved so many countries that it earned the moniker of a World War. TNSS: W.24, W.25 The United States tried to remain neutral but was eventually brought in to the conflict by hostile acts that threatened the lives of American citizens. Relevance: This war set a precedent for intervention by the United States in future conflicts over the next century that directly and indirectly affected the security of America and its citizens. TNSS: W.26 Previous unrest and the impact of World War I led to the Communist control of Russia. Relevance: The October Revolution of 1917 in Russia was transformed the monarchy into the Soviet Union, a totalitarian state controlled by a powerful and imposing government that would completely differ from the cultural, economic, and political ideals of the United States. TNSS: W:26 Despite heavy loss of life and property, the war came to a stalemate which required countries to adjust the way they would fight future wars. Relevance: These adjustments allowed for the emergence of new technologies, strategies and rules of engagement that set the foundation for the modern warfare that is present today. TNSS: W.27, W.28, W.29 Shelby County Schools 1 of 3

18 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography The Treaty of Versailles affected a change in the political conditions within Europe and around the world. Relevance: The disregard for Germany along with the economic hardships brought about by the war combined to create an uncertain environment in Europe that would lead to the rise of powerful leaders and eventually another world war. TNSS: W.30, W.31, W.32 GUIDING QUESTIONS What are the leading arguments and theories regarding the cause(s) of World War I? What made World War I more deadly than previous wars? How did America s entrance into the war bring about a turning point for the Allies? What is the relationship between World War I and the Russian Revolution of 1917? Was the Treaty of Versailles a reasonable and effective settlement for lasting world peace? SUGGESTED ACTIVITIES 1. On a map of Europe before World War I, have students locate and label all of the countries involved in World War I along with coding which alliance they are members of. 2. Students will be assigned a country in Europe and then write a few paragraphs that describes the position of their assigned country prior to the beginning of World War I. Then have students present their position to the class. 3. Have students create a chart that cites factual information to support the various causes of the war. 4. Students will create a graphic organizer that compares and contrasts the change in war between World War I and the Napoleon Bonaparte conflict of Students will create a multimedia presentation that details aspects of the various battlefronts. (Western Front, Eastern Front, Elsewhere in Europe, and the Atlantic Ocean) 6. Students will write a poem or a letter home from the viewpoint of a soldier from one of the battlefronts of World War I. 7. Using Google Maps, students will create a virtual field trip that includes the major battles fought during WWI. Included should be an itinerary that covers information regarding each battle. 8. Students will list each new form of technology created during World War I, its description, and its effects on soldiers and the war. Then write a paragraph explaining which innovation had the greatest impact on the war. 9. Divide students into groups and have each group create a radio talk show that discusses whether America should join the war. (group members should include the host, an isolationist, and an interventionist) 10. Serving as members of Woodrow Wilson s advisors, students will reduce the Fourteen Points peace plan to Seven Points. Students have the options of eliminating, combining, or creating new terms. Students should also justify their actions. 11. Students will compose four diary entries of a soldier during World War I. The entries should focus on the following four events: Enlistment or being drafted During battle End of the War Signing of the Treaty of Versailles 12. Students will construct an annotated and/or illustrated timeline of the events surrounding the Russian Revolution. 13. Create a propaganda poster that assesses whether Lenin delivered on his promises of Peace, Land and Bread. 14. On a blank map, have students draw, locate, and label what Europe looked like after World War I. RESOURCES 1. The Great War. Shelby County Schools 2 of 3

19 CURRICULUM FRAMEWORK SOCIAL STUDIES World History & Geography 2. Assassination of Archduke Franz Ferdinand 3. Causes of World War I (video) 4. Pre-World War I Era in Europe: Interactive Map 5. World War I in Photos 10 Galleries 6. Trench warfare 6. Soldier poems 7. New technologies All Quiet on Western Front selection faculty.kirkwood.edu/ryost/hist201/nationalism/remarque1929.doc (Microsoft Word) 9. Map of major battles Soldier diary entries Woodrow Wilson s Fourteen Points Treaty of Versailles document WWI Propaganda posters collection Wilfred Owen s Dulce et Decorum Est Zimmerman Telegram The Russian Revolution ASSESSMENT Serving as representatives of assigned countries, students will rework the stipulations of the World War I peace treaty. Using various primary and secondary sources, students will discuss national boundaries, reparations, colonies, disarmament, and other issues. After taking time to study and discuss the different documents and issues, students will work cooperatively to create their own peace treaty. Shelby County Schools 3 of 3

20 CURRICULUM FRAMEWORK SOCIAL STUDIES World History& Geography World War II Weeks STATE STANDARDS W.47 Identify and locate the Allied and Axis powers and explain the major battles of the Pacific and European theaters of war including the blitzkrieg, Dunkirk, Battle of Britain, Stalingrad, Normandy, Midway, Battle of the Bulge, Iwo Jima, and island hopping. W.48 Analyze the major turning points of the war, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors. W.49 Utilize primary and secondary sources to describe the contributions and roles of leaders during the war, including Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Hideki Tojo, Adolf Hitler, Benito Mussolini, Joseph Stalin, Harry Truman, Douglas MacArthur, and Dwight Eisenhower. W.50 Write an opinion piece on the impact of the Holocaust on the Jewish populations in Europe and Israel. W.51 Analyze the decision to use nuclear weapons to end World War II. W.52 Describe the casualties of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan. W.53 Evaluate the goals, leadership and postwar plans of the principal Allied leaders regarding the Atlantic, Yalta and Potsdam Conferences using textual evidence. BIG IDEAS World War II was a global war in its true sense as no part of the world was exempt from its impact. The war itself was fought in various areas around the globe, predominately in Europe and in the Pacific Ocean. Each front required soldiers and leaders to adapt to their environment in order to achieve success. Relevance: The impact of the war was felt throughout the military units of each side, but also on the home fronts as well. New technologies were developed for the purpose of aiding the military, but would eventually be adjusted to accommodate everyday life. For example, the electronic computer was invented to aid in the calculations of artillery. Today, computers are an essential part of society. TNSS: W.47, W.48 World War II brought together a diverse and dynamic group of leaders. Relevance: During the course of the war, leaders from the Allies and Axis would alter the course of history and shape political, economic, and cultural aspects of people throughout the world. On this victorious side democratically elected leaders combined efforts, materials and forces with autocratic dictators to defeat Germany and Japan. World War II brought an unprecedented new dynamic to war harm to large numbers of civilian non-combatants. Relevance: This war affected the civilian populations of virtually every country involved in a very negative manner. Cities in Europe, particularly in the United Kingdom, Germany and Japan, were reduced to rubble by bombing raids from the sky carried out by massive waves of airplanes and even primitive missiles towards the end of the war. Many times such bombings targeted factories that affected war production but at other times they were clear attacks on the civilians of one of the warring nations with the sole intent of terror, death and destruction. Terrible fighting within large cities also caused civilian death and destruction, such as Stalingrad. Because of the large numbers of mobilized units air, ground and water the fighting was no longer confined just to a standard battlefield. Trying to supply the large armies for both sides also caused shortages and rationing of food and other materials and sometimes even starvation of the common people. TNSS: W.50, W.51, W.52 Shelby County Schools 1 of 5