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            GLOBAL  STUDIES   10

 
 
Course Description:  The Global Studies 10 (year long) course engages students in the study of the world from 1750 to modern times. Students will investigate, compare and contrast arguments supporting and criticizing globalization; the tensions and conflicts between modernization and traditional culture and the impacts of different Nationalist movements on contemporary global relationships and geography. Students will explore the competition for power and ideological differences between the United States and the Soviet Union and the impact and influence of this on a global scale.-á Students will explore multinational treaties, the international court system, and violations of human rights for their historical context and impact on global relations.-á Students will specifically investigate the Age of Revolutions, Industrialism, and Empires (1750-1914); Crisis and Achievement in the 20th Century (1914-1945); Unresolved Global Conflict and the Cold War (1945-1991); Decolonization and Nationalism (1900-2000); Globalization and a Changing Global Environment (1990-present).

 



Textbook:  World History and Geography  by MCGRAW HILL 








Academic Standards: 
                                                    CCRS for History and SS


Course Outline:

Unit 1: The World in 1750
August - September

Essential Question:  How were global kingdoms and empires built? What conditions favor empire building?
Inquiries
1.  What global forces affected change in Europe ca. 1750? 
2.  What role did commercial activity play in developing the Ottoman Empire and Mughal Empire? 
3.  How does the centralization of the Tokugawa Shogunate compare to the efforts of the Bourbon Dynasty in France?
4.  Why was silver a global commodity?
5.  How did the large African kingdoms approach trade, territory and people?  
6.  How did the relationship between African kingdoms and European merchants change over time? 
 
Resources
 
Reading Like a Historian
N/A
 
C3 Inquiries
N/A
 
DBQ PROJECT
 
10.1 THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interaction of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks. (Standards 2, 3, 5)
 
Eurasian states and empires ca. 1750 10.1a
(including brief review of major historical forces that shaped the world in 1750)
●                Map of world in 1750 (highlighting major empires)
●                The Renaissance and Scientific Revolution
●                Absolutist States
●                Characteristics of the Bourbon Dynasty
●                The Encounter, European colonialism, and the growth of transoceanic trade routes
●                Atlantic World, Indian Ocean Trade, Acapulco to China silver trade
●                The Great Divergence
 
Interactions with Outsiders 10.1b
Eurasian states and empire ca. 1750
Ottoman Empire (ca.1571- ca.1750 C.E.)
●                Human and physical geography (importance of Istanbul, extent of the empire)
●                Location and relative size compared to the Safavid Empire and Mughal Empire
●                Religious and ethnic tolerance (secularism)
●                Trade (increased competition from Americas and neighboring empires)
●                Role of the Janissary and use of gunpowder
●                Islam as a unifying force within the Empire, tolerance for People of the Book
●                Declining power
 
Mughal Empire (1526- ca.1750 C.E.)
●                Human and physical geography (Himalayas, Indian Ocean, monsoons, Indian Ocean trade, British Empire)
●                Location and relative size compared to the Safavid Empire and Ottoman Empire
●                Religious and ethnic tolerance (Muslim control of Hindu majority, persecution of Sikhs)
●                Decline in power after Akbar the Great
●                Cotton textile trade with Europeans
 
Tokugawa Shogunate (1603-ca. 1750 C.E.)
●                Human and physical geography (archipelago and mountainous topography, Pacific Ocean, Sea of Japan)
●                Location  and relative size compared to China and Korea
●                Centralization of government at Edo/ Tokyo
●                Shift from feudal structure, control of daimyo, development of bureaucracy
●                Use of gunpowder
●                View of outsiders, shift from acceptance toward persecution of Christians and Jesuits
●                Increased isolation
 
Qing Dynasty (1644- ca. 1750 C.E.)
●                Human and physical geography (expansion of Great Wall)
●                Location  and relative size compared to contemporary world empires
●                Overseas trade (silver, tea, porcelain, textiles)
●                Neo-Confucianism and the influence of Confucian ideals, including subjugation of women
●                Decline in power
 
Coastal African Kingdoms: Ashanti, Benin, Dahomey (ca. 1440- ca. 1750 C.E.)
●                Human and physical geography (Gold Coast, currents, proximity to North and South America)
●                Location and relative size compared to one another and neighboring peoples
●                Different approaches to trade and interactions with Europeans
●                Ashanti (gold, maize, slave trade)
●                Benin (pepper, textiles, ivory, slave trade)
●                Dahomey (western guns for slaves trade)
●                Technological and artistic achievements
●                Changing relationship over time with Europeans including view of slave trade
 
 

Unit 2:An Age of Revolution and Empire (1750 – 1914)
October - November

Essential Question:  How are turning points in world history defined?
Inquiries
1. How did the concepts of natural law, social contract, consent of the governed, and the rights of citizens influence historical events following the Enlightenment?
2. What are some examples of resistance to colonization in the Americas?  Were they effective? 
3. How did nationalism differ from previous political ideas?
4. How did new technologies lead to the mass production of goods? 
5. How did revolution and industrialization lead to competing political and economic ideologies? 
6. How did the various groups and individuals create and challenge the systems of imperialism?
7. What were the long-term effects of global imperialism?
Resources
 
Reading Like a Historian
 
C3 Inquiries
 
DBQ PROJECT
-Wash the Reign of Terror Justified?
-The Enlightenment Philosophers: What was Their Main Idea?
-Latin American Independence: Why did the Creoles Lead the Fight?
-What was the Driving Force Behind Imperialism in Africa?
 -How Should We Remember Toussaint Louverture?

10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas.  These ideals inspired political and social movements. (Standards 2, 3, 5)
 
The Enlightenment in Europe (1689-ca. 1796 C.E.) 10.2a, 10.2b
●                The writings of Locke, Voltaire, Rousseau, Montesquieu, Wollstonecraft, and Wilberforce
●                The concepts of natural law (social contract, consent of the governed, the rights of citizens)
●                Abolitionism
●                The impact of the Enlightenment on nationalism and democracy
●                The influence of Enlightenment ideals on issues of gender and abolition
●                The Enlightened Despots (Maria Theresa, Catherine the Great or Fredrick the Great)
 
Political Revolutions  
 10.2c   Human and physical geography of revolutions (Atlantic world, maps, natural resources and monoculture, role of seamen, slaves and colonists, transfer of ideas and connection to trade)
●                French Revolution (1799-1815 C.E.)
●                Influence of the American Revolution
●                Influence of Enlightenment thinking
●                Causes
●                Effect of class distinctions and economic roles in France prior to the Revolution
●                Key individuals (Maximilien de Robespierre, Louis XVI and Olympe de Gouges)
●                Leadership of women
●                Influence on France and other nations
●                Response of European powers
●                Rise to power of Napoleon
 
Independence movements in Latin America (1792-1830 C.E.)
●                Resistance, rebellion and revolution in the Caribbean and Latin America
●                Slavery in the Atlantic World
●                Influence of the French Revolution on these movements, Atlantic World as a conduit for the spread of the ideals of liberty
●                Class and\or racial subjugation as a precursor to revolution
●                Economic relations with the metropole (France and Spain)
●                Simon Bolivar, Toussaint L’Ouverture, José de San Martín
●                Gran Colombia
●                Haitian Constitution (1801, 1804 and 1805)
●                Relationship to the United States of America, before and after the Revolution
 
The reaction against revolutionary ideas 10.2c
●                Balance of power politics and the Congress of Vienna, Klemens von Metternich
●                Revolutions of 1848
●                Russian absolutism: reforms and expansion
●                Expansion of Russia into Siberia
 
Latin America: The failure of democracy and the search for stability 10.2b, 10.2c
●                Human and physical geography (political maps of revolutions and connections to mother countries)
●                Roles of social classes
●                Roles of the Church and military
●                Role of cash crop economies in a global market
●                The Mexican Revolution
 
Cultural Identity and Nationalism 10.2d
Global nationalism (1815-1919 C.E.) 
●                Human and physical geography (Italian city-states, political borders, linguistic maps)
●                Role in political revolutions
●                Force for unity and self-determination
o Unification of Italy, Germany (Camillo Cavour, Garibaldi, Otto von Bismarck)
o Asian and Middle Eastern nationalism 
●                Dissolution of the Ottoman and Austrian Empires 
●                Zionism
●                Force leading to conflicts 
o Balkans before World War I
o Decline of Ottoman Empire
 
 
10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. (Standard 2, 3, 4)
 
Economic and social revolutions 10.3a
●                Human and physical geography (resource extraction, trade demands of island nations)
●                Agrarian Revolution 
 
The British Industrial Revolution (1770- ca. 1870s C.E.) 10.3b, 10.3c
●                Causes
●                Capitalism/ market economy
●                Factory system
●                Innovations in energy, technology, communication, transportation
●                Shift from mercantilism to laissez-faire economics (Adam Smith, The Wealth of Nations)
●                Changes in social classes 
●                Changing roles of men, women, and children
●                Urbanization (Manchester, London, growth of slums)
 
Responses to industrialization 10.3c, 10.3d
●                Influence of reform movements
●                Utopian reform (Robert Owen)
●                Legislative reform, Sadler Report
●                Role of unions
●                Labor unrest
●                Karl Marx and Friedrich Engels and communism, The Communist Manifesto 
●                Parliamentary reforms, expansion of suffrage
●                Writers (Dickens and Zola)
●                Global migrations during 19th Century
●                Writings of Thomas Malthus  (Essay on the Principles of Population)
●                Irish potato famine (1845 - 1850)
●                Relationship of industrialization to British agricultural revolution
●                Growth of Irish nationalism
●                Compulsory education laws
 
 
10.4 IMPERIALISM: Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.  (Standards 2, 3, 4)
 
Imperialism (ca. 1757- 1914 C.E.) 10.4a, 10.4b, 10.4c
British in India
●                British East India Company
●                Role of tea and opium
●                British exploitation of ethnic conflict
●                Resistance (Sepoy Mutiny)
●                Role of Indigenous and British women in a range of social classes
 
Resisting and Adapting to Colonial Rule 10.4a, 10.4b, 10.4c
British, French, Belgians, and Germans in Africa
●                The Congress of Berlin (Berlin Conference)
●                Direct and indirect rule in Africa (Congo and South Africa)
●                African resistance (Zulu Empire, Ethiopia, Southern Egypt/Sudan)
●                Boer War
●                Cecil Rhodes
●                19th-century anti-slave trade legislation/ abolitionism
 
International Conflicts 10.4a, 10.4b, 10.4c
European spheres of influence in China
●                Opium Wars (1839 - 1842 and 1858 - 1860) and the Treaty of Nanjing
●                Resistance (role of Empress Dowager CiXi , Taiping Rebellion (1850-1864), Boxer Rebellion (1898-1901))
●                Roles of women
●                Sun Yat-sen (Sun Yixian) and the Chinese Revolution (1910- 1911)
Multiple perspectives toward imperialism
●                Perspective of missionaries, indigenous people, women, merchants, government officials
●                Immediate and long-term changes made under European rule
●                Long-term effects in Europe and the rest of the world
 
Changes in political maps
●                Disregard for traditional cultures and commerce
●                Changes and continuities of ethnic groups and regions from ca. 1800 to ca. 1914
 
Japan and the Meiji restoration (1868-1912) 10.4a, 10.4b
●                Human and physical geography
●                Reaction to threat of Western imperialism
●                The opening of Japan/ Commodore Matthew Perry
●                Impact upon Japan of Treaty of Kanagawa
●                Modernization, industrialization, westernization
●                Japan as an imperialist power
●                First Sino-Japanese War (1894-1895)
●                Russo-Japanese War (1904-1905)
●                Annexation of Korea
●                Dependence on world market



Unit 3: Unresolved Global Conflict   (1914 – 1991)
December - January

Essential Question:  How do unresolved conflicts affect future events? 
Inquiries
1.   How were WWI and WWII examples of total war?
2.   Would Karl Marx have supported the Russian Revolution and Soviet state?
3.   How did WWI lead to WWII?
4.   How did geo-politics and natural resources allocation influence the relations between nations and regions following WWII?
5.   How did the Cold War begin?  Which countries were involved in the Cold War?  How was the Cold War fought?
6.   How did the events of WWII shape the creation of the United Nations, World Court and Universal Declaration of Human Rights? 
7.   What causes genocide and ethnic cleansing and what should other nations do to stop it? 
Resources
 
Reading Like a Historian
 
C3 Inquiries
 
 
DBQ PROJECT
-How did the Versailles Treaty Help Cause WWII?
-What was the Underlying Cause of WWI?
-The Soviet Union: What Should Textbooks Emphazize
 
 
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace. (Standards 2, 3, 4, 5)
 
World War I (1914-1918 C.E.) 10.5a, 10.5b
● Human and physical geography (pre and post-war political maps, diagrams of trenches and trench maps)
● Causes of War
● Effects of War
● Effects of technological advances on warfare
● Armenian Genocide (1915)
● Collapse of Ottoman Empire
● The war as reflected in literature, art, and propaganda
 
Revolution and change in Russia (ca. 1905-1939 C.E.) 10.5d
● Czar Nicholas II
● The Revolution of 1905
● March Revolution and provisional government
● Bolshevik Revolution
●  Modernization of a feudal society
● Education, healthcare
● Lenin’s rule in Russia
● Stalin and the rise of a modern totalitarian state
● Development of ideology and nationalism under Lenin and Stalin
● Russification of ethnic republics
● Forced famine in Ukraine
● Reign of Terror
 
Interwar period (1919-1939 C.E.) 10.5c, 10.5d
● Treaty of Versailles and the League of Nations
● Modernization and westernization of a secular Turkey (Atatürk)
● Women’s suffrage movement
● Great Depression
● Influence of the Great Depression on the rise of totalitarian dictators
● Weimar Republic and the rise of fascism
● Spanish Civil War (1936-1939)
● Japanese militarism and imperialism (Manchuria, 1931 and Second Sino-Japanese War, 1937-1945)
● Policy of appeasement (Munich Pact)
● Arab nationalism and Zionism
 
World War II (causes and impact) 10.5a, 10.5b, 10.5c, 10.5d, 10.5e
● Human and physical geography (pre and post-war political maps)
● The Nazi and Japanese states
● Key individuals (Hitler, Mussolini, Stalin, Churchill, Roosevelt, Tojo)
● Atrocities and genocide (The Holocaust--Jews, Poles, Roma, homosexuals, Ukrainian Holodomor)
● Resistance
● Japan’s role (Nanjing, Bataan, Pearl Harbor)
● Effects of technological advances on warfare
 
Connection between World War I and World War II 10.5a, 10.5b, 10.5c, 10.5d, 10.5e
● Use of total war
● Comparisons and contrasts of the long- and short-term causes and effects for World War I and World War II
● Comparisons and contrasts of the technologies utilized in both World War I and World War II
 
 
10.6 UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR): The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.  (Standards 2, 3, 4, 5)
 
Cold War balance of power (1945-1991 C.E.) 10.6a
●               Human and physical geography of the world in 1945 (North Atlantic Treaty Organization (NATO)/ Warsaw Pact, Iron Curtain)
●               Origins in tensions of end of WWII (Yalta and Potsdam)
●               Emergence of the superpowers and the ideological differences between the United States and the Soviet Union
●               Political climate of the Cold War (Marshall Plan, Truman Doctrine, Berlin airlift/ blockade, and a divided Germany)
●               United States occupation of Germany and Japan
 
Cold War confrontations and attempts at peace 10.6b
● Policy of containment and efforts to expand communism
● Nuclear weapons proliferation, rise of the military-industrial complex and space race
● Hungarian Revolt (1956)
● Soviet invasion of Czechoslovakia (1968)
● Surrogate superpower rivalries (Egypt, Congo, Angola, Chile, Iran, Iraq, Korea, Vietnam, Guatemala)
● Military technology of the cold war
● Role of nonaligned nations (Egypt and India)
 
Economic issues in the Cold War and Post-Cold War era 10.6a, 10.6b
● Market vs. command economies 
● Economic recovery in Europe and Japan
● Organization of Petroleum Exporting Countries (OPEC) and oil crisis of the 1970s
● Pacific Rim economies and economic crisis
● North America Free Trade Agreement
 
Collapse of communism and the breakup of the Soviet Union 10.6c
● Human and physical geography (changing political boundaries)
● Background events, 1970 to 1987
● Poland’s Solidarity and Lech Walesa
● Influence of political reforms of glasnost and economic reforms of perestroika (Mikhail Gorbachev)
● Fall of Berlin Wall and reunification of Germany 
● Velvet Revolution
● Ethnic conflict in former satellite states
● Challenges faced by post-communist Russia (Boris Yeltsin)
 
 
10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens by which historical occurrences of oppression can be evaluated. (Standards 2, 5)
 
Human Rights violations and the efforts to protect threatened groups 10.10a, 10.10b
● United Nations Universal Declaration of Human Rights (1948)
● Influences on creation of the Universal Declaration of Human Rights (Holocaust, Nuremburg Trials, Tokyo Trials)
● Roles of the United Nations
● International and multinational efforts to protect human rights, maintain peace, stability, and economic prosperity
 
Case studies of human rights violations 10.10c
● Universal Declaration of Human Rights principles and articles
● Roles of perpetrator and bystanders
● Use of ideology and role of ethnic and/or religious conflict
● Atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic
● Cambodia, Rwanda, Darfur, Democratic Republic of Congo, Sudan, Syria
● Policy of apartheid in South Africa and the growth of the anti-apartheid movements
● Nelson Mandela’s role in anti-apartheid movements
● Mother Teresa, Aung San Sui Kyi, the Mothers of the Plaza de Mayo, Malala Yousafzai (educational rights for women) Rigoberta Menchu (indigenous rights)
 
 
Unit 4: Decolonization and Nationalism
 February - March

Essential Question: Was the collapse of European Imperialism inevitable? 
Inquiries
1.  What methods did Gandhi and other Indian Nationalists employ to challenge the British Empire?
2.  How were the methods of the Indian Liberation movement similar and different from the methods of the Vietnamese nationalists?
3.  Are the conflicts in the Middle East religious, political or economic? 
4.  How did economic decisions by colonial powers influence post-colonial economies in Africa?
5.  What is meant by the term “a new China” and did Mao and other Communist leaders succeed in creating it?
6.  How has Latin America’s proximity to the United States shaped the economics and politics of the region?  How have Latin Americans fought to create autonomy free from U.S. intervention? 
Resources
 
Reading Like a Historian
 
C3 Inquiries
N/A
 
 
Unit 5: Tensions Between Traditional Cultures and Modernization
 April - June

Essential Question:  What is the price of modernization?
Inquiries
1.  Why is the world becoming increasingly urbanized? 
2.  How has modernization created tension and conflict regarding social norms, gender roles and institutions??
3.  Can modernity and traditionalism co-exist?
4.  Has modernization and development improved the status of women and children?
5.  Does a technologically interconnected world decrease the likelihood of conflict?
6.  Has modern technology increased people’s sense of security?
7.  Can a cell phone launch a revolution?  How has technology shaped and influenced world events such as the Arab Spring? 
 
 
Resources
 
Reading Like a Historian
N/A
 
C3 Inquiries
 
10.8 TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.  (Standards 2, 3, 4, 5)
 
Tensions between traditional cultures and modernization 10.8a
●                Shift from traditional rural, agrarian condition to a secular, urban, industrial condition
●                Multiple perspectives on change
●                Attempts to balance modernization and tradition 
●                Population pressures and poverty 
●                Status of women and children
●                Ethnic/religious tensions
●                Global migration and urbanization
 
Urbanization and Industrialization
● Changing and modifying the roles of social institutions
● Africa (Zimbabwe, Kenya, Nigeria, Sierra Leone)
o Latin America (Brazil, Argentina, Chile, Mexico)
o  Asia (China, India, Indonesia, South Korea)
 
Modernization and traditional culture 10.8b
●                Changes in technology (communication and transportation)
●                Interactions between people and those in authority
o Efforts to affect change in government policy, engage people in the political process
o Use of social media, control access to information
o Terrorism
 
 
 
DBQ PROJECT
-What made Gandhi’s Nonviolent Movement Work?
-China’s One-Child Policy: Good Idea?
10.7 DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.  (Standards 2, 3, 4, 5)
 
India and Indochina—independence (1931-1975 C.E.) 10.7a
●  Collapse of European imperialism
●  Muslim/Hindu conflicts
●  Status of the caste system
●  Roles of Mohandas Gandhi and Jawaharlal Nehru
●  Nonviolent movement/ civil disobedience
●  Amritsar massacre, Salt March
●  Nonalignment
●  Kashmir and Punjab
●  Partitioning of India/ creation of Pakistan (role of Muslim League)
●  French colonialism in Indochina
●  Ho Chi Minh vs. Wilson on self-determination
●  Vietnam War (1954-1975)
●  United States involvement
●  Guerilla warfare
●  War of liberation
●  Southeast Asia (Vietnam/Ho Chi Minh, Cambodia/Pol Pot/Khmer Rouge, Aung San Suu Kyi—Myanmar)
●  Vietnamization
●  Fall of Saigon
 
African independence movements (1884-1994 C.E.) 10.7b
●  Changing political boundaries in Africa (Nigeria, Ghana, and Kenya)
●  Pan Africanism
●  Roles of Jomo Kenyatta and Kwame Nkrumah
●  Economic links to former colonial powers
●  Ethnic tensions vs. nationalism (Nigeria and civil war)
●  Apartheid
●  Freedom Charter (1954)
●  Economics: mines, labor 
●  Townships, Passbooks, Bantustans
●  South African Constitution (1996), election (1994), Truth and Reconciliation Commission
●  Political and economic instability
 
Conflicts and change in Middle East 10.7c, 10.8b
●  Human and physical geography (natural resources,  Aswan Dam, remapping after the fall of the Ottoman Empire, Suez Canal)
●  Overthrow of the Egyptian monarchy (1952), Gamal Nasser   
●  Role of religious beliefs and secularism
●  Creation of State of Israel, Arab Palestinians, and Israel’s Arab neighbors
●  Roles of individuals and organizations (Golda Meir, Yasir Arafat, Anwar Sadat, King Hussein, Yitzhak Rabin and Palestine Liberation Organization)
●  Arab-Israeli wars
●  Persian Gulf War (Saddam Hussein)
●  Islamic fundamentalism
●  The Iranian Revolution (Ayatollah Khomeini vs. Shah) compared to Turkey under the rule of Kemal Atatürk
 
Chinese Communist Revolution (1936-1997 C.E.) 10.7d
●  Chinese Civil War and creation of Peoples Republic of China and Taiwan
●  Communist rise to power (1936- 1949), Long March, Jiang Jieshi (Chiang Kai-shek), Mao Zedong
●  Communism under Mao Zedong
●  Communism under Deng Xiaoping
●  Fifth modernization: Democracy (Tiananmen Square, April/May 1989)
●  Return of Hong Kong (July 1, 1997) 
●  Social system
 
Political and economic change in Latin America (1930-1999 C.E.)
●                Physical setting
●                Argentina (Eva Peron, Mothers of the Plaza De Mayo)
●                Fidel Castro’s Cuban Revolution (causes and effects, US embargo)
●                Dominican Republic under Rafael Trujillo
●                Nicaragua’s Sandinistas and U.S. backed Contras
●                Guatemala’s indigenous rights campaign
●                Columbian Civil War (militia and FARC)
●                Mexico (fall of PRI, gang violence, government corruption)
●                Changing role of Roman Catholic Church in Latin America
●                Latin American immigration to the United States
●                Return of the Panama Canal
 
 


 
Grading Policy/Scale:
Daily grades count 50% / Test (formal speeches, etc...) grades count 50% and all grading practices will adhere to school requirements. Generally, class work / homework, tests, projects, presentations, etc… will be based on accuracy / quality, completeness, and neatness. Specific work normally will have a rubric for determining scores / grades as necessary. Grading specific work, including but not limited to class work, homework, tests, and projects, will take into account student level of skill attainment / development with an expectation for reasonable skill development progress for a student at the appropriate grade level. Students will be evaluated on skill growth in the comprehending and creating of written and spoken English. Evaluation instruments include both summative and formative assessments such as: interdisciplinary activities, projects, diagnostic testing, content-based tests, and both teacher- and textbook-created assessments.
 
 
Homework: The majority of homework assignments coincide with unfinished classwork or work that the student has missed for various reasons. Homework is primarily a reinforcement and practice of skills and knowledge presented in a prior class. Homework should be complete, accurate, neat and timely.
 
 
 
 
GradeSpeed:Click on the Parent Portal icon on the school’s webpage.
 
 
Late Work: I do accept late work but reserve the right to assess a 10% penalty for each day an assignment is late.  But, please know, that all work must be completed, regardless of how long it takes.  Make-up Work: School policy applies.  You should remember that making up missed assignments is always your responsibility.  If you know in advance that you will be absent, you should ask for assignments ahead of time and have them completed when you return to class.
 
Tutorial / Extra Help /Supporting Services:  The school Information Service Center provides ample resources, material, and professional assistance for students to engage in course activities before, during, and after normal school hours.  Students are encouraged to utilize this center for additional help and support.  Any other additional help should be requested in person to me.  I will always do whatever is possible to assist you. 
 
 
Study Aides available on-line or at school:
Though not required, you will find these works useful to have at home and at school:
·         A college-level dictionary
·         The Synonym Finder, J. I. Rodale (or another thesaurus)
·         The Elements of Style, Strunk and White
·         The M.L.A. Handbook
 
 
Classroom Management:  Behavioral Expectations -The students will actively and effectively participant in all classroom endeavors, independently and within group settings; will complete all class work / lab. work / homework / projects, / reading & writing assignments, etc… as instructed; will secure and maintain all supplies and materials as needed to meet the learning objectives.  Students should conduct themselves in a manner appropriate to the best of schools:  careful listening, mutual respect, and extreme courtesy are essential in maintaining a class where all members feel comfortable participating.  Guidelines:
·         Be on time.
·         Be prepared.
·         Be quiet.
·         Be seated.
·         Be respectful of yourself, others, and property.
 
Infractions of school and class room rules of appropriate behavior will be handled in the following manner:  First infraction - Student / Teacher conference; Second infraction - Student / Teacher conference with optional parental notification; Third infraction – Student / Teacher conference, parental notification, and optional office referral.  Additional infractions result in Student / Teacher / Parent conference and definite office referral.  Any and all infractions are accumulative within any given semester.
 
 
Course Content Outline/Concepts:  Classroom instructional strategies will involve a variety of approaches including, but not limited to, lecturing, guided reading and writing, teacher analysis / modeling, self & peer assessing for learning, research-oriented literacy-based projects, student / teacher conferencing, and multi-media presentations. Each quarter will include grammar practice, quotation study, collecting/responding, independent reading logs, etc....  Students will read a variety of related works:  poems, short stories, speeches, essays, letters, editorials, cartoons, biographies, autobiographies, memoirs, etc.  Students will have a minimum of 10 grades each quarter. 

 
Table of Contents

Chapter 15 -    The Renaissance in Europe, 1350 - 1600

      Essential Questions: How can trade lead to economic prosperity and political power?
                                           How can ideas be reflected in art, sculpture, and architecture?

Chapter 16 -    The Reformation in Europe, 1517 - 1600

      Essential Questions: What conditions can encourage the desire for reform?
                                        How can reform influence society and beliefs?

Chapter 17 -    The Age of Exploration, 1500 - 1800

      Essential Questions: What are the effects of political and economic expansion?

Chapter 18 -    Conflict and Absolutism in Europe, 1550 - 1715

      Essential Questions: What effect might social, economic, and religious conflicts have on a country?
                                        How would the exercise of absolute power affect a country?

Chapter 19 -    The Muslim Empires, 1450 - 1800

      Essential Questions: What factors help unify an empire?
                                        How can the creation of a new empire impact the people and culture of a                                                region?

Chapter 20 -    The East Asian World, 1400 - 1800

      Essential Questions: What factors help unify a kingdom or dynasty?
                                        How can external forces influence a kingdom or dynasty?

Chapter 21 -    The Enlightenment and Revolutions, 1550 - 1800

      Essential Questions: Why do new ideas often spark change?
                                        How do new ways of thinking affect the way people respond to their new                                                surroundings?

Chapter 22 -    The French Revolution and Napoleon, 1789 - 1815

      Essential Questions: What causes revolution?  
                                        How does revolution change society?

Chapter 23 -    Industrialization and Nationalism, 1800 - 1870

      Essential Questions: How can innovation affect ways of life?
                                        How does revolution bring about political and economic change?

Chapter 24 -    Mass Society and Democracy, 1870 - 1914

      Essential Questions: How can industrialization affect a country's economy?
                                        How are political and social structures influenced by economic changes?

Chapter 25 -    The Reach of Imperialism, 1800 - 1914

      Essential Questions: What are the causes of imperialism?
                                        How do some groups resist control by others?

Chapter 26 -    Challenge and Transition in East Asia, 1800 - 1914

      Essential Questions: How can new ideas accelerate economic and political change?
                                        How do cultures influence each other?

Chapter 27 -    World War I and the Russian Revolution, 1914 - 1919

      Essential Questions: Why do politics often lead to war?
                                        How can technology impact war?

Chapter 28 -    The West between the Wars, 1919 - 1939

      Essential Questions: What can cause economic instability?
                                        How might political change impact society?

Chapter 29 -    Nationalism Around the World, 1919 - 1939

      Essential Questions: How can political control lead to nationalist movements?
                                        How does economic exploitation lead to nationalist movements?

Chapter 30 -    World War II and the Holocaust, 1939 - 1945

      Essential Questions:  Why do political actions often lead to war?
                                         How does war impact society and the environment?

Chapter 31 -    The Cold War, 1945 - 1989

      Essential Questions: How does conflict influence political relationships?

Chapter 32 -    Independence and Nationalism in the Developing World, 1945 - 1993

      Essential Questions: How can political change cause conflict?  
                                        How can political relationships affect economic relationships?

Chapter 33 -    Life During the Cold War, 1945 - 1989

      Essential Questions: How does war result in change?
                                        What challenges does a country face as a result of war?

Chapter 34 -    A New Era Begins, 1989 - Present

      Essential Questions:  What motivates political change?
                                         How can economic and social changes affect a country?

Chapter 35 -    Contemporary and Global Issues, 1989 - Present

     Essential Questions: What influence global political and economic relationships?
                                       How do social and environmental issues affect countries differently?


           
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This syllabus meets is intended to provide students and parents with the basic information concerning this course; and is subject to modification throughout the year as students’ / teachers’ / campus activities, needs, and requirements dictate. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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