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).
Unit 1: The World in
August - September
Question: How were global kingdoms and
empires built? What conditions favor empire building?
1. What global forces affected change in Europe ca.
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?
Reading Like a Historian
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
brief review of major historical forces that shaped the world in 1750)
Map of world in
1750 (highlighting major empires)
and Scientific Revolution
of the Bourbon Dynasty
European colonialism, and the growth of transoceanic trade routes
Indian Ocean Trade, Acapulco to China silver trade
Interactions with Outsiders 10.1b
Eurasian states and empire ca. 1750
Ottoman Empire (ca.1571- ca.1750 C.E.)
physical geography (importance of Istanbul, extent of the empire)
relative size compared to the Safavid Empire and Mughal Empire
ethnic tolerance (secularism)
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
Empire (1526- ca.1750 C.E.)
physical geography (Himalayas, Indian Ocean, monsoons, Indian Ocean trade,
relative size compared to the Safavid Empire and Ottoman Empire
ethnic tolerance (Muslim control of Hindu majority, persecution of Sikhs)
Decline in power
after Akbar the Great
trade with Europeans
Shogunate (1603-ca. 1750 C.E.)
physical geography (archipelago and mountainous topography, Pacific Ocean,
Sea of Japan)
Location and relative size compared to China and
of government at Edo/ Tokyo
feudal structure, control of daimyo, development of bureaucracy
Use of gunpowder
outsiders, shift from acceptance toward persecution of Christians and Jesuits
Dynasty (1644- ca. 1750 C.E.)
physical geography (expansion of Great Wall)
Location and relative size compared to contemporary
(silver, tea, porcelain, textiles)
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.)
physical geography (Gold Coast, currents, proximity to North and South
relative size compared to one another and neighboring peoples
approaches to trade and interactions with Europeans
maize, slave trade)
textiles, ivory, slave trade)
guns for slaves trade)
and artistic achievements
relationship over time with Europeans including view of slave trade
Unit 2:An Age of Revolution and Empire (1750 – 1914)
October - November
Question: How are turning points in
world history defined?
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
3. How did nationalism differ from previous political
4. How did new technologies lead to the mass production
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
Reading Like a Historian
Reign of Terror Justified?
Enlightenment Philosophers: What was Their Main Idea?
American Independence: Why did the Creoles Lead the Fight?
the Driving Force Behind Imperialism in Africa?
-How Should We Remember Toussaint
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
The impact of
the Enlightenment on nationalism and democracy
The influence of
Enlightenment ideals on issues of gender and abolition
Despots (Maria Theresa, Catherine the Great or Fredrick the Great)
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)
Revolution (1799-1815 C.E.)
● Influence of the
● Influence of
Effect of class
distinctions and economic roles in France prior to the Revolution
(Maximilien de Robespierre, Louis XVI and Olympe de Gouges)
France and other nations
Rise to power of
movements in Latin America (1792-1830 C.E.)
rebellion and revolution in the Caribbean and Latin America
Slavery in the
Influence of the
French Revolution on these movements, Atlantic World as a conduit for the
spread of the ideals of liberty
racial subjugation as a precursor to revolution
relations with the metropole (France and Spain)
Toussaint L’Ouverture, José de San Martín
Constitution (1801, 1804 and 1805)
the United States of America, before and after the Revolution
The reaction against revolutionary
Balance of power
politics and the Congress of Vienna, Klemens von Metternich
absolutism: reforms and expansion
Russia into Siberia
Latin America: The failure of
democracy and the search for stability 10.2b, 10.2c
physical geography (political maps of revolutions and connections to mother
Roles of social
Roles of the
Church and military
Role of cash
crop economies in a global market
Cultural Identity and Nationalism
nationalism (1815-1919 C.E.)
physical geography (Italian city-states, political borders, linguistic maps)
Force for unity
Italy, Germany (Camillo Cavour, Garibaldi, Otto von Bismarck)
Asian and Middle
the Ottoman and Austrian Empires
Force leading to
World War I
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,
Economic and social revolutions
physical geography (resource extraction, trade demands of island nations)
The British Industrial Revolution
(1770- ca. 1870s C.E.) 10.3b, 10.3c
energy, technology, communication, transportation
mercantilism to laissez-faire economics (Adam Smith, The Wealth of Nations)
of men, women, and children
(Manchester, London, growth of slums)
Responses to industrialization
reform, Sadler Report
Role of unions
Karl Marx and
Friedrich Engels and communism, The Communist Manifesto
reforms, expansion of suffrage
migrations during 19th Century
Thomas Malthus (Essay on the
Principles of Population)
famine (1845 - 1850)
industrialization to British agricultural revolution
Growth of Irish
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
Role of tea and
exploitation of ethnic conflict
Indigenous and British women in a range of social classes
Resisting and Adapting to Colonial
Rule 10.4a, 10.4b, 10.4c
French, Belgians, and Germans in Africa
The Congress of
Berlin (Berlin Conference)
indirect rule in Africa (Congo and South Africa)
resistance (Zulu Empire, Ethiopia, Southern Egypt/Sudan)
anti-slave trade legislation/ abolitionism
International Conflicts 10.4a,
spheres of influence in China
Opium Wars (1839
- 1842 and 1858 - 1860) and the Treaty of Nanjing
of Empress Dowager CiXi , Taiping Rebellion (1850-1864), Boxer Rebellion
Roles of women
Sun Yat-sen (Sun
Yixian) and the Chinese Revolution (1910- 1911)
perspectives toward imperialism
missionaries, indigenous people, women, merchants, government officials
long-term changes made under European rule
effects in Europe and the rest of the world
traditional cultures and commerce
continuities of ethnic groups and regions from ca. 1800 to ca. 1914
Japan and the Meiji restoration
(1868-1912) 10.4a, 10.4b
threat of Western imperialism
The opening of
Japan/ Commodore Matthew Perry
Japan of Treaty of Kanagawa
Japan as an
Sino-Japanese War (1894-1895)
Unit 3: Unresolved
Global Conflict (1914 – 1991)
December - January
Essential Question: How do unresolved conflicts affect future
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?
Reading Like a Historian
-How did the Versailles Treaty Help Cause WWII?
the Underlying Cause of WWI?
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,
physical geography (pre and post-war political maps, diagrams of trenches and
Causes of War
Effects of War
Effects of technological
advances on warfare
The war as
reflected in literature, art, and propaganda
Revolution and change in Russia (ca.
1905-1939 C.E.) 10.5d
Czar Nicholas II
and provisional government
Modernization of a feudal society
Lenin’s rule in
Stalin and the
rise of a modern totalitarian state
ideology and nationalism under Lenin and Stalin
Forced famine in
Reign of Terror
Interwar period (1919-1939 C.E.)
Versailles and the League of Nations
and westernization of a secular Turkey (Atatürk)
Influence of the
Great Depression on the rise of totalitarian dictators
and the rise of fascism
militarism and imperialism (Manchuria, 1931 and Second Sino-Japanese War,
appeasement (Munich Pact)
World War II (causes and impact)
10.5a, 10.5b, 10.5c, 10.5d, 10.5e
physical geography (pre and post-war political maps)
The Nazi and
(Hitler, Mussolini, Stalin, Churchill, Roosevelt, Tojo)
genocide (The Holocaust--Jews, Poles, Roma, homosexuals, Ukrainian Holodomor)
(Nanjing, Bataan, Pearl Harbor)
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
contrasts of the long- and short-term causes and effects for World War I and
World War II
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
physical geography of the world in 1945 (North Atlantic Treaty Organization
(NATO)/ Warsaw Pact, Iron Curtain)
tensions of end of WWII (Yalta and Potsdam)
Emergence of the
superpowers and the ideological differences between the United States and the
climate of the Cold War (Marshall Plan, Truman Doctrine, Berlin airlift/
blockade, and a divided Germany)
occupation of Germany and Japan
Cold War confrontations and attempts
at peace 10.6b
containment and efforts to expand communism
proliferation, rise of the military-industrial complex and space race
of Czechoslovakia (1968)
superpower rivalries (Egypt, Congo, Angola, Chile, Iran, Iraq, Korea,
technology of the cold war
nonaligned nations (Egypt and India)
Economic issues in the Cold War and
Post-Cold War era 10.6a, 10.6b
recovery in Europe and Japan
Petroleum Exporting Countries (OPEC) and oil crisis of the 1970s
economies and economic crisis
Free Trade Agreement
Collapse of communism and the
breakup of the Soviet Union 10.6c
physical geography (changing political boundaries)
events, 1970 to 1987
Solidarity and Lech Walesa
political reforms of glasnost and economic reforms of perestroika (Mikhail
Fall of Berlin
Wall and reunification of Germany
in former satellite states
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
Universal Declaration of Human Rights (1948)
creation of the Universal Declaration of Human Rights (Holocaust, Nuremburg
Trials, Tokyo Trials)
Roles of the
and multinational efforts to protect human rights, maintain peace, stability,
and economic prosperity
Case studies of human rights
Declaration of Human Rights principles and articles
perpetrator and bystanders
Use of ideology
and role of ethnic and/or religious conflict
committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic
Darfur, Democratic Republic of Congo, Sudan, Syria
apartheid in South Africa and the growth of the anti-apartheid movements
role in anti-apartheid movements
Aung San Sui Kyi, the Mothers of the Plaza de Mayo, Malala Yousafzai
(educational rights for women) Rigoberta Menchu (indigenous rights)
Unit 4: Decolonization
February - March
Essential Question: Was the collapse
of European Imperialism inevitable?
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
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?
Reading Like a Historian
Unit 5: Tensions
Between Traditional Cultures and Modernization
April - June
Essential Question: What is the price of modernization?
1. Why is the world becoming increasingly
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
7. Can a cell phone launch a revolution? How has technology shaped and influenced
world events such as the Arab Spring?
Reading Like a Historian
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
traditional rural, agrarian condition to a secular, urban, industrial
perspectives on change
balance modernization and tradition
pressures and poverty
Status of women
modifying the roles of social institutions
(Zimbabwe, Kenya, Nigeria, Sierra Leone)
(Brazil, Argentina, Chile, Mexico)
Asia (China, India, Indonesia, South Korea)
Modernization and traditional
technology (communication and transportation)
between people and those in authority
affect change in government policy, engage people in the political process
Use of social
media, control access to information
Gandhi’s Nonviolent Movement Work?
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
Status of the
Mohandas Gandhi and Jawaharlal Nehru
movement/ civil disobedience
massacre, Salt March
India/ creation of Pakistan (role of Muslim League)
colonialism in Indochina
Ho Chi Minh vs.
Wilson on self-determination
(Vietnam/Ho Chi Minh, Cambodia/Pol Pot/Khmer Rouge, Aung San Suu Kyi—Myanmar)
Fall of Saigon
African independence movements
(1884-1994 C.E.) 10.7b
political boundaries in Africa (Nigeria, Ghana, and Kenya)
Roles of Jomo
Kenyatta and Kwame Nkrumah
to former colonial powers
vs. nationalism (Nigeria and civil war)
Constitution (1996), election (1994), Truth and Reconciliation Commission
Conflicts and change in Middle East
physical geography (natural resources,
Aswan Dam, remapping after the fall of the Ottoman Empire, Suez Canal)
Overthrow of the
Egyptian monarchy (1952), Gamal Nasser
religious beliefs and secularism
State of Israel, Arab Palestinians, and Israel’s Arab neighbors
individuals and organizations (Golda Meir, Yasir Arafat, Anwar Sadat, King
Hussein, Yitzhak Rabin and Palestine Liberation Organization)
Persian Gulf War
Revolution (Ayatollah Khomeini vs. Shah) compared to Turkey under the rule of
Chinese Communist Revolution
(1936-1997 C.E.) 10.7d
War and creation of Peoples Republic of China and Taiwan
to power (1936- 1949), Long March, Jiang Jieshi (Chiang Kai-shek), Mao Zedong
modernization: Democracy (Tiananmen Square, April/May 1989)
Return of Hong
Kong (July 1, 1997)
Political and economic
change in Latin America (1930-1999 C.E.)
Peron, Mothers of the Plaza De Mayo)
Cuban Revolution (causes and effects, US embargo)
Republic under Rafael Trujillo
Sandinistas and U.S. backed Contras
indigenous rights campaign
War (militia and FARC)
Mexico (fall of
PRI, gang violence, government corruption)
Changing role of
Roman Catholic Church in Latin America
immigration to the United States
Return of the
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?
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.