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Calendar of Lessons List of AIMS |
In accordance the the New York State Education Department's Global History & Geography Curriculum (2005), H3 begins with Unit Five: An Age of Revolution (1750-1914) and may continue through Unit Six: a Half Century of Crisis & Achievement (1900-1945) |
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Topic: Scientific Revolution Themes: Science & Technology, Turning point/change Social Studies Standard: 2
Topic: The Enlightenment Themes: Culture & Intellectual life, Political systems Social Studies Standard: 5
Topic: Political Revolutions Themes: Human/Physical Geography, Conflict, Turning point/change, Political Systems, Economic systems Social Studies Standard: 1, 2, 3, 4, 5
Topic: Reaction against Revolutionary Ideas ~ Global Nationalism Themes: Human/Physical Geography, Turning point/Change, Economic systems, Human Rights, Conflict Social Studies Standard: (1), 2, 3, 4, 5
Topic: Industrial Revolution Themes: Human/Physical Geography, Turning point/Change, Economic systems, Human Rights, Conflict Social Studies Standard: 2, 3, 4, 5
Topic: Imperialism Themes: Economic & Political Systems Social Studies Standard: 2, 3, 4, 5
Topic: Japan & the Meiji Restoration (Can be collaborated with Industrial Revolution) Themes: Human/Physical Geography, Turning point/Change, Economic systems,Conflict Social Studies Standard: 2, 3, 4, 5
Topic: World War I Themes: Human/Physical Geography, Political systems, Conflict, Culture & Intellectual Life, Science & Technology Social Studies Standard: 2, 3, 4, 5
Topic: Revolution & Change in Russia--- Causes & Impacts (Can be collaborated with Reaction against Revolutionary Ideas) Themes: Political & Economic systems, Conflict, Justice & Law, Human Rights Social Studies Standard: 2, 3, 4, 5_
Topic: The Interwar Years Themes: Human/Physical Geography, Justice & Law, Human Rights, Economic systems, Conflict, Change Social Studies Standard: 2, 3, 4, 5
Topic: World War II Themes: Human/Physical Geography, Justice & Law, Human Rights, Economic & Political systems, Conflict, Turning point/Change, Science & Technology Social Studies Standard: 1, 2, 3, 4, 5 |
OBJECTIVES: Students should understand that the Scientific Revolution in Europe, with its emphasis on observation, experimentation, investigation, and speculation, represented a new approach to problem solving. This philosophy became synonymous with modern though throughout the world. Content: The development of scientific methods; the work of Copernicus, Galileo, Newton, and Descartes What role did science & technology play in the changes that took place in Europe from 1450 to 1770? Should people fear new ideas? How did the Scientific Revolution changed the way we viewed the world? How was the Scientific Revolution a new approach to problem solving? How did the Scientific Revolution contribute to modern thought? How did the Scientific Revolution challenge the authority of the church? How did the Scientific Revolution change the way we view the world?SUGGESTED DOCUMENTS: Nicolaus Copernicus, On the Revolutions of the Heavenly Spheres; Galileo Galilei, Letter to the Grand Dutchess Christina, Dialogue Concerning the Two Chief World Systems, Papal Inquisition of 1633: Galileo Condemned; Rene Descartes, Discourse on Method; The Scientific Method; [Secondary Sources] Michael Postan, Why was Science Backward in the Middle Ages?; Sir George Clark, Early Modern Europe: Motives for the Scientific Revolution; Bonnie S. Anderson & Judith P. Zinsser, No OBJECTIVES: Students should understand that during the Age of Enlightenment, Europeans moved toward new assumptions regarding power, authority, governance, and law. These assumptions led to the new social and political systems during the Age of Revolutions. Content: The writings of Locke, Voltaire, Rousseau, and Montesquieu; the impact of the Enlightenment on nationalism and democracy; the enlightened despots—Maria Theresa and Catherine the Great To what extent was the Scientific Revolution related to the Enlightenment? Why was the Enlightenment a “turning point” in world history” To what extent was the Enlightenment connected to the accomplishments of ancient Greece and the Renaissance? To what extent was the Enlightenment responsible for the American and/or French Revolution? How do the political theories of the Enlightenment embody modern democratic principles? SUGGESTED DOCUMENTS: John Locke, Two Treatises of Government; Jean-Jacques Rousseau, The Social Contract; Voltaire, Treatise on Toleration; René Descartes, Discourse on Method OBJECTIVES: Students should focus on the impact of the Enlightenment on American political thought and, in turn, the impact of the American Revolution on subsequent revolutions. The American, French, and Latin American revolutions were turning points in global history. Students should be able to identify the forces that brought about these changes and their long-term effects. Each of these revolutions, both political and economic, provides students with multiple opportunities for examination of issues from multiple perspectives . Content: Human and
physical geography of revolutions; impact of the Enlightenment on the
American Revolution; impact of the American Revolution on other
revolutions; French Revolution, causes, Key individuals (Robespierre and
Louis XVI), impact on France and other nations, rise to power of
Napoleon and his impact (Napoleonic Code); Independence movements in
Latin America; Case studies: Simon Bolivar, Toussaint L’Ouverture, José
de San Martín, causes, impacts In what ways did the French
Revolution overturn the balance of power that had existed in Europe? How did new ideas and social pressures contribute to the outbreak of the French Revolution? How did the French Revolution impact on the growth of liberalism and nationalism? How did the French Revolution set into motion the political restructuring of Europe? Why was the French Revolution considered a classical pattern of revolutionary causation? Did Napoleon carry out the revolutionary legacy?SUGGESTED DOCUMENTS: Thomas Paine, Common Sense; the Declaration of Independence; the Bill of Rights; the Declaration of the Rights of Man and of Citizens; Edmund Burke, Reflections on the Revolution in France; Simon Bolivar, Message to the Congress of Angostura OBJECTIVES: Students should be able to define nationalism and analyze the impact of nationalism as a unifying and divisive force in Europe and other areas of the world. They should also be able to examine nationalism across time and place. Content: Human and physical geography; Balance of power politics and the Congress of Vienna (Klemens von Metternich); Revolutions of 1848; Impact of the French Revolution and Napoleon; Latin America: The failure of democracy and the search for stability; The Mexican Revolution (1910-1930); Roles of Porfirio Diaz, Francisco “Pancho” Villa, and Emiliano Zapata; Economic and social nationalism; Global nationalism; Role in political revolutions; Force for unity and self-determination; Unification of Italy and Germany (Camillo Cavour, Otto von Bismarck); Zionism; Force leading to conflicts; Balkans before World War I; Ottoman Empire as the pawn of European powers What impact did the Congress
of Vienna and conservative reaction across Europe have on the
establishment of democratic states in Europe? What role did nationalism play in
Europe, Eastern Europe, Asia, Africa, and Latin America?
What were the perspectives of various social
classes on the revolutions in Latin America? How did the Enlightenment influence Simon Bolivar? Why can Simon Bolivar be called the George Washington of Latin America? How did Bolivar achieve independence for the Spanish Colonies? How did Toussaint L’Ouverture help gain Haiti’s independence? How did Haiti’s struggle for freedom differ from independence movements in other parts of Latin America?How did the Congress of Vienna undo the changes of the French Revolution and of Napoleon? How did the movements for independence represent a crack in the Metternich system? Why did the South American nations fail to achieve unity? How did liberal ideas lead to the European political ferment during the period of 1830 – 1848? Why did democracy fail in the newly independent nations of South America? Was Pancho Villa a hero or a villain? Do nationalist movements share a set of common beliefs, goals and methods? To what extent does nationalism play a unifying role? Has nationalism done more good than bad for the world? To what extent are the principles and beliefs of 19th century nationalism still prominent in today’s world? To what extent were the ideas of the Enlightenment embodied in global nationalism? Was nationalism in Western Europe more a cause or an effect or expanding European colonialism in the 19th century?SUGGESTED DOCUMENTS: Political maps of these revolutions reflecting adjustments and boundary changes, before and after the Congress of Vienna; Giuseppe Mazzini, Young Italy; Carl Schurz, Revolution Spreads to the German States OBJECTIVES: Students should understand that the Agrarian and Industrial revolutions, like the Neolithic Revolution, led to radical change. Students should realize that the process of industrialization is still occurring in developing nations. Students should be able to compare social and economic revolutions with political revolutions. In looking at the Industrial Revolution, students should be provided with the opportunity to investigate this phenomenon in at least two nations. Students should understand that Marx and Engels proposed an economic system that would replace capitalism. A response by individuals to industrialization was the mass migration of Europeans to other parts of the world. Look at other examples of migration. Students may want to look at industrialization in other nations.
Content: Economic and social revolutions;
Human and physical geography; Agrarian revolution; The British
Industrial Revolution; Capitalism and a market economy; Factory system;
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; Responses to industrialization;
Utopian reform — Robert Owen; Legislative reform; Role of unions; Karl
Marx and Friedrich Engels and command economies; Sadler Report and
reform legislation; Parliamentary reforms—expansion of suffrage; Writers
(Dickens and Zola); Global migrations (19th century); Writings of Thomas
Malthus
What role did the Industrial Revolution play in
the changing roles of men and women? To what extent is the Industrial Revolution still occurring in the non-Western world? What is meant by postindustrial economy? Why did the Industrial Revolution start in England? How did the Industrial Revolution change the lives of the different social classes? How did workers fight for an improvement in working conditions? Why did industrialization lead to urbanization? How did the Industrial Revolution affect farming? Was the Industrial Revolution a blessing or a curse? Was the economic belief in laissez-faire capitalism beneficial to working people? How did workers try to remedy their grievances? To what extent did industrialization encourage the growth of conflicting ideologies? Was utopian socialism too idealistic? How successful was Marxism? Has the movement toward a global economy been beneficial?SUGGESTED DOCUMENTS: Resource maps, Sadler Commission Report on Child Labor; Friedrich Engels, The Conditions of the Working Class in England; Karl Marx and Friedrich Engels, Communist Manifesto; Thomas Malthus, Essay on the Principles of Population; Adam Smith, The Wealth of Nations; Charles Dickens, Hard Times and Oliver Twist; Emile Zola, Germinal OBJECTIVES: Using primary and secondary sources, students should be able to analyze and evaluate conflicting viewpoints regarding imperialism. Content: Imperialism; Reasons for imperialism—nationalistic, political, economic, “The White Man’s Burden”, Social Darwinism; Spatial characteristics—“new imperialism”; British in India, British East India Company, Sepoy Mutiny, British, French, Belgians, and Germans in Africa; Scramble for Africa; b. The Congress of Berlin; African resistance—Zulu Empire; Boer War, Cecil Rhodes; 19th-century anti-slave trade legislation; European spheres of influence in China; Opium Wars (1839 - 1842 and 1858 - 1860) and the Treaty of Nanjing, Unequal treaties, Extraterritoriality; Boxer Rebellion, Sun Yat-sen (Sun Yixian) and the Chinese Revolution (1910-1911); Multiple perspectives toward imperialism, immediate/long-term changes made under European rule, Long-term effects in Europe and the rest of the world. To what extent is there a
relationship between industrialization and imperialism? Why did European imperialism grow in the late 1800s? How did technology stimulate imperialism? How did westerner’s attitudes about their civilization affect imperialism? How did Africans respond to European imperialism? How did the British rule their territory in India in the early 1800s? How did Western imperialism influence China? How did the Chinese respond to Western imperialism?
SUGGESTED DOCUMENTS: Maps of migration, charts, graphs, rural and
urban demographics, maps of colonial possessions, journals, writings of
people and groups showing contending perspectives OBJECTIVES: Students should
analyze the Meiji Restoration in terms of the political, economic, and
social changes that were introduced. Students should be able to compare
and contrast English and Japanese industrialization. Have students
compare industrialization and westernization in Japan and the Content: Japan and the Meiji restoration; Human and physical geography; The opening of Japan, Commodore Matthew Perry, Impact upon Japan of Treaty of Kanagawa; Modernization, industrialization; Japan as an imperialist power, First Sino-Japanese War (1894 -1895), Russo-Japanese War, Annexation of Korea, Dependence on world market Why did the
Industrial Revolution occur in Japan before other Asian and African
nations? Why did Japan open its doors to Western influences? Why was Japan able to modernize rapidly? How did Japan become an imperialist power? How did the Japanese respond to Western imperialism? How did the Meiji Restoration reform Japan?SUGGESTED DOCUMENTS: Political maps of Japan and East Asia; Millard Fillmore, Letter to the Emperor of Japan; Ito Hirobumi, Reminiscence on Drafting of the New Constitution; 19th-century Japanese prints showing contact with the West OBJECTIVES: Students
analyze documents and artifacts related to the study of World War I.
They
Content: World War I; Europe: the physical
setting; Causes, Impacts; Effects of scientific/technological To what extent did scientific and technological advances reshape the world at the turn of the 20th century? To what extent did scientific and technological advances affect life expectancy, war and peace at the turn of the 20th century? How did discoveries in science and technology change the world at the turn of the 20th century? Did the scientific and technological advance at the turn of the 20th century have a positive or negative impact on society?
What role did nationalism and imperialism play in
World War I? Was World War I unavoidable? Was World War I the “war to end all wars”? How was World War I a new kind of war? Did World War I change the course of history? Did World War I change the world?SUGGESTED DOCUMENTS: Erich Maria Remarque, All Quiet on the Western Front; Mustafa Kemal, Proclamation of the Young Turks; videotapes OBJECTIVES: Students should understand that Lenin and Stalin used the work of Marx to create a command economy. Content: Revolution and change in Russia, causes and impacts; Czar Nicholas II; The Revolution of 1905; March Revolution and provisional government; Bolshevik Revolution; V.I. Lenin’s rule in Russia; Stalin and the rise of a modern totalitarian state: industrialization, command economy, collectivization; Russification of ethnic republics; Forced famine in Ukraine; Reign of Terror
What were the causes of the Russian Revolution? Why did the Russian Revolution take place? Was the Russian Revolution successful? Did the Stalinist regime follow a Marxist/Leninist blueprint? Were ordinary Russians better or worse off after 1917? Have the issues behind the Bolshevik Revolution of 1917 been resolved over the last 80 years? SUGGESTED DOCUMENTS: Communist political posters and art; V.I. Lenin, The Call to Power; Joseph Stalin, The Hard Line; Nikita S. Khrushchev, Address to the Twentieth Party Congress; for the Abdication of Nikolai II see http://www.dur.ac.uk/~dml0www/abdicatn.html OBJECTIVES: Content: Human and physical geography; Treaty of Versailles and the League of Nations; Modernization and westernization of a secular Turkey—Kemal Atatürk; Women’s suffrage movement; Great Depression—causes and impacts; Weimar Republic and the rise of fascism as an aftermath of World War I; Japanese militarism and imperialism, Manchuria, 1931, Second Sino-Japanese War (1937-1945); Policy of appeasement—Munich Pact; Colonial response to European imperialism; Case studies: Mohandas Gandhi, Reza Khan,Jiang Jieshi (Chiang Kaishek), Mao Zedong.;Zionism, Arab nationalism, the Amritsar massacre—Indian nationalism, Salt March, civil disobedience; Arabic and Zionist nationalism To what
extent did communism and fascism challenge liberal democratic
traditions? Was the time between the wars a period of uncertainty? Was world peace achieved in the time between the wars? Was world peace uncertain in the time between the wars? How was the time between the wars a period of rebuilding and change? How was the time between the wars a period of rising nationalism?
SUGGESTED DOCUMENTS: Political maps of the
Post World War I time period; Woodrow Wilson’s speeches; Mao Zedong,
Strategic Problems of China’s Revolutionary War; Mohandas
Gandhi, OBJECTIVES: Content: The Nazi and Japanese states; Key individuals—Hitler, Mussolini, Stalin, Churchill, and Roosevelt; Key events—Dunkirk, the Blitz, DDay, Hitler’s second front, the war in the Pacific; The Nazi Holocaust: the extermination of Jews, Poles, other Slavs, Gypsies, disabled, and others; Resistance; Japan’s role—Nanjing, Bataan, Pearl Harbor; War in China—Long March; Impacts of technology on total war; Hiroshima and Nagasaki; War crime trials; Global spatial arrangements—post-World War II world
What roles did Churchill, Roosevelt, Stalin,
Hitler, and Mussolini play in the outcome of World War II? Could World War II have been avoided? How did Adolf Hitler plan to change Europe? Why did the democratic nations allow Hitler to have his way? Why were Western democracies unable to stop aggressive dictators? Was the Treaty of Versailles the seed for World War II? How did the discovery of the atomic bomb change the nature of international relationships? How did World War II change the balance of power among nations? How has the technology that was developed for World War II changed modern life? How do 20th century artists and writers incorporate other cultures into their works? How has the United Nations prevented a third world war? Why did Hitler try to exterminate all Jews and other people he considered enemies of the Aryan state? How did the allies punish war criminals?
SUGGESTED DOCUMENTS: Maps, World War II
photographs, Teaching About the Holocaust
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