Western Civilizations 2015/2016
Course Description:
Through participation in this course, students will journey through various historical epochs with the stated goal of being able to assess how democratic ideals and individual self-determination are not unique to the American experience, but found within multiple nations and civilizations throughout time. Students will trace the development of democracy from its historical and philosophical roots to its modern day successes and challenges. During this journey, students will develop an understanding of the key concepts, places, people, and conflicts within their historical contexts and students will be asked to evaluate how each of these historical issues are, or are not, connected to modern international affairs.
Course Purpose:
I am thrilled and honored to welcome you to Modern World History 2015/2016. This syllabus will serve as a guide into the basic expectations I have for you, and these expectations must be fulfilled in order to succeed in my class. The purpose of the social sciences is for the better understanding of how society has shaped and continues to shape culture. The social sciences are never absolute, but fluid, meaning that as a society changes over time, so does its culture. The purpose of a social science education is for students to be able to analyze how cultures change over time. Through the social sciences, students will prepare to be informed, rational, understanding, active, and humane citizens in our increasingly interdependent world. Without an informed society, our own society will fail. Your study of the social sciences will help teach you the skills necessary to ensure that the future is a better place for all peoples.
Unit Pacing Calendar
Semester 1:
Unit 1 – The Development of modern political thought
Unit 2 – Historical Revolutions
Unit 3 – The Industrial Revolution
Unit 4 – Imperialism
Semester 2:
Unit 5 – The Causes and Consequences of World War I
Unit 6 – Totalitarianism and World War II
Unit 7 – The Cold War Years
Unit 8 – Globalization
Through participation in this course, students will journey through various historical epochs with the stated goal of being able to assess how democratic ideals and individual self-determination are not unique to the American experience, but found within multiple nations and civilizations throughout time. Students will trace the development of democracy from its historical and philosophical roots to its modern day successes and challenges. During this journey, students will develop an understanding of the key concepts, places, people, and conflicts within their historical contexts and students will be asked to evaluate how each of these historical issues are, or are not, connected to modern international affairs.
Course Purpose:
I am thrilled and honored to welcome you to Modern World History 2015/2016. This syllabus will serve as a guide into the basic expectations I have for you, and these expectations must be fulfilled in order to succeed in my class. The purpose of the social sciences is for the better understanding of how society has shaped and continues to shape culture. The social sciences are never absolute, but fluid, meaning that as a society changes over time, so does its culture. The purpose of a social science education is for students to be able to analyze how cultures change over time. Through the social sciences, students will prepare to be informed, rational, understanding, active, and humane citizens in our increasingly interdependent world. Without an informed society, our own society will fail. Your study of the social sciences will help teach you the skills necessary to ensure that the future is a better place for all peoples.
Unit Pacing Calendar
Semester 1:
Unit 1 – The Development of modern political thought
Unit 2 – Historical Revolutions
Unit 3 – The Industrial Revolution
Unit 4 – Imperialism
Semester 2:
Unit 5 – The Causes and Consequences of World War I
Unit 6 – Totalitarianism and World War II
Unit 7 – The Cold War Years
Unit 8 – Globalization
Unit 1: The Development of Western Political Thought
Unit 1 Sequence and Learning Objectives:
Overview:
Unit 1 is the introductory unit of this world history course. Upon completion of this course, students will be able to identify, and then analyze and evaluate the origins and principles behind the development of Western political thought. As a result, students will be exposed to a selection of historical eras and contexts, with a specific focus on Greco-Roman philosophy, Judeo-Christian Values, and the influences of the U.S. Constitution on other political systems within the contemporary world. Students will access the primary text and supplemental research material to understand the key unit concepts, and to analyze how specific historical works have influenced the development of political theory. Students will examine the impacts of Enlightenment ideals and that period’s impact on modern political thought. Students will read Plato’s Allegory of the Cave, Aristotle’s Politics, the Persian Letters, the Magna Carta, the US Bill of Rights, and the French Declaration of the Rights of Man to determine how each document is foundational to the development of Western political theory.
Transfer:
Students will be able to understand, analyze, and evaluate:
A) Western political principles (Rule of Law, Government, Democracy, Tyranny, Constitutionalism, Reason, Natural Rights, Individualism)
B) Greco-Roman contributions to the development of Western political thought
C) Written law
D) Enlightenment ideals
E) Impact of US Constitution on other nations within a modern context
Unit Big Idea: Change – can be evolutionary or revolutionary
Key Unit Concepts: Democracy, reason, the rule of law, government, monarchy, aristocracy, oligarchy, republic, tyranny, monotheism, Reformation, Common Law, Magna Carta, Due Process, Divine Rights of Kings, Constitutionalism, Enlightenment, Social Contract, Natural Rights, Checks and Balances, Plato, Aristotle, Socrates, Individualism, Absolutism, Salon, US Bill of Rights, French Declaration of the Rights of Man, English Bill of Rights, Allegory of the Cave,
Unit Essential Questions:
1) What are the attributes of Western Political Thought?
2) What are the lasting legacies of Greco-Roman philosophy?
3) How have Judeo-Christian values impacted ideas on what the relation should be between people and their government?
4) To what extent have the ideas behind the U.S. Constitution impacted other nations in the modern world?
5) What do people want from a government? What from of government is preferable to serve basic human rights/needs/desires?
Unit 1 Sequence and Learning Objectives:
Overview:
Unit 1 is the introductory unit of this world history course. Upon completion of this course, students will be able to identify, and then analyze and evaluate the origins and principles behind the development of Western political thought. As a result, students will be exposed to a selection of historical eras and contexts, with a specific focus on Greco-Roman philosophy, Judeo-Christian Values, and the influences of the U.S. Constitution on other political systems within the contemporary world. Students will access the primary text and supplemental research material to understand the key unit concepts, and to analyze how specific historical works have influenced the development of political theory. Students will examine the impacts of Enlightenment ideals and that period’s impact on modern political thought. Students will read Plato’s Allegory of the Cave, Aristotle’s Politics, the Persian Letters, the Magna Carta, the US Bill of Rights, and the French Declaration of the Rights of Man to determine how each document is foundational to the development of Western political theory.
Transfer:
Students will be able to understand, analyze, and evaluate:
A) Western political principles (Rule of Law, Government, Democracy, Tyranny, Constitutionalism, Reason, Natural Rights, Individualism)
B) Greco-Roman contributions to the development of Western political thought
C) Written law
D) Enlightenment ideals
E) Impact of US Constitution on other nations within a modern context
Unit Big Idea: Change – can be evolutionary or revolutionary
Key Unit Concepts: Democracy, reason, the rule of law, government, monarchy, aristocracy, oligarchy, republic, tyranny, monotheism, Reformation, Common Law, Magna Carta, Due Process, Divine Rights of Kings, Constitutionalism, Enlightenment, Social Contract, Natural Rights, Checks and Balances, Plato, Aristotle, Socrates, Individualism, Absolutism, Salon, US Bill of Rights, French Declaration of the Rights of Man, English Bill of Rights, Allegory of the Cave,
Unit Essential Questions:
1) What are the attributes of Western Political Thought?
2) What are the lasting legacies of Greco-Roman philosophy?
3) How have Judeo-Christian values impacted ideas on what the relation should be between people and their government?
4) To what extent have the ideas behind the U.S. Constitution impacted other nations in the modern world?
5) What do people want from a government? What from of government is preferable to serve basic human rights/needs/desires?
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Unit 1: Warm-ups and nightly homework assignments
Warm-up #1 A Day 08/17/15 & B Day 08/18/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=Ed-_KJ4fE0g Warm-up #2: A Day 08/19/15 & B Day 08/20/15 Using your prior knowledge, define the following 3 terms in your own words: 1) Ethics 2) Virtue 3) Knowledge Warm-up #3 B Day 08/21/15 1) True/False: Though philosophy is defined as the pursuit of wisdom, it does not investigate what it means to ask questions in the first place. 2) According to Socrates, an unexamined life is not worth living; and it certainly could not be a virtuous life. Why not? A) Because if someone did not know how to act virtuously, he or she would still be considered virtuous by others who also did not know the principles for good living. B) Because since Socrates was a philosopher, he of course thought that people who examined their lives philosophically were more virtuous than those who did not. C) Because without knowing the rationale for why one should act in a particular way, one does not know whether actions are justified and ought to be repeated. D) Because a virtuous life would be one in which someone does what the rest of the society says is right, and that means examining views other than one's own. Warm-up #4 A Day 08/24/15 & B Day 08/25/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=lflHi1N-PPU Warm-up #5 A Day 08/26/15 & B Day 08/27/15 1) Discuss the two of Socrates points that you find the most valuable to you: Warm-up #6 A Day 08/28/15 1) True/False: Though philosophy is defined as the pursuit of wisdom, it does not investigate what it means to ask questions in the first place. 2) According to Socrates, an unexamined life is not worth living; and it certainly could not be a virtuous life. Why not? A) Because if someone did not know how to act virtuously, he or she would still be considered virtuous by others who also did not know the principles for good living. B) Because since Socrates was a philosopher, he of course thought that people who examined their lives philosophically were more virtuous than those who did not. C) Because without knowing the rationale for why one should act in a particular way, one does not know whether actions are justified and ought to be repeated. D) Because a virtuous life would be one in which someone does what the rest of the society says is right, and that means examining views other than one's own. Warm-up #7 A Day 08/31/15 & B Day 09/01/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=sFLTjqVS7AE Warm-up #8 A Day 09/02/15 & B Day 09/03/15 1) To Plato, governments served what roles within society? 2) Describe an area of our society where you believe we are still living in a cave? Warm-up #9 B Day 9/04/15 1) What are the similarities and differences between Greco-Roman political philosophy and the modern day? Warm-up #10 B Day 09/08/15 & A Day 09/09/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=KpKBemsAJHM Warm-up #11 B Day 09/10/15 & A Day 09/11/15 1) Which cost surprises you the most about the total cost of 9/11 and why? LInk: http://www.nytimes.com/interactive/2011/09/08/us/sept-11-reckoning/cost-graphic.html?_r=1& Warm-up #12 A Day 9/14/15 & B Day 9/15/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=Tpaj9Sm7i7I Warm-up #13 A Day 9/16/15 and B Day 9/17/15 1) List two specific takeaways that you have from listening to Mr. Clausi talk about his experiences on 9/11: 2) What event or set of events have shaped you the most and why? Warm-up #14 B Day 09/18/15 1) Having studied the foundations of Western political thought with regards to the Greco (The Greeks) philosophical contributions, think about the favorable aspects of that form of governance. Please generate a list of 2 arguments that could serve as starters for a persuasive essay on the topic its benefits. Warm-up # Watch the video below on the School of Athens and answer the understanding questions below: 1) List three specific things that you learned about Raphael's School of Athens from the video. Be sure to explain each specific thing. 2) How does Raphael's use of viewer direction (forced perspective) effect you as a viewer of this painting? Warm-up #
1) What concerns did many Athenians have with the Parthenon when it was built? 2) Summarize the importance of Greek architecture to a historian trying to better understand Greek culture. What does Greek architecture tell us about Greek culture? Homework #2 -- Complete the 6cs for the "School of Athens" Due A Day due 9/22 & B Day Due 9/19
Homework #3 Unit 10.1 Vocab, Due A 09/29 or B 09/30
Research to understand all unit 10.1 vocab. Create a two column T-Chart where in one column where you define each of the terms in your own words and in the second column where you represent your findings in a visual way. Try using your Chromebook for this assignment and try finding images online for the terms instead of doing this on lined paper and hand drawing the terms (though that will work as well). |
Unit 1: Lesson Documents
Unit 1, Lesson #1: The Greek influence on Democracy Objective: Students will be able to understand the foundations of Western political thought through comparing and contrasting the views of Socrates, Plato, and Aristotle to develop a set principles about Rule of Law, Ideal leadership and forms, Democracy vs. Tyranny, and Reason. Essential Question: According to Plato, Aristotle, and Socrates, who within our own society are best suited to govern and why?
Unit 1, Lesson #2: Plato's Republic Objective: Students will be able to understand the foundations of Western political thought through analyzing Plato's arguments on the Theory of Forms. Students will evaluate Plato's arguments within his Allegory of the Cave to determine the consequences of Plato's argument for Philosopher Kings. Essential Question: According to Plato, who is best suited to govern society and why?
Unit 1, Lesson #3: Foundations of Western Political Thought DBQ
Objective: Students will be able to understand the foundations of Western political thought by studying the work of multiple key political philosophies together. Students will conduct a DBQ analysis on selected works from the Greco-Roman period, Judeo-Christain period, and from the Magna Carta. Students will be asked to analyze these documents and then synthesize them together to determine the shared influences that each of these civilizations had on the development of modern Western political thought, Western ethics, and values. Essential Question: How have Greco-Roman and Judeo-Christian values impacted ideas on what the relation should be between people and their government? Unit 1, Summative Assessment #1 Turn My Head Around Project
Objective: Students will be able to demonstrate their ability to synthesize the political arguments of Plato's Cave with that of a modern current global issue. Students will demonstrate this objective through the development of a research project that (A) Compares Plato's Cave to a current global issue, (B) provides a connect to current society, and (C) proposes a solution to the issue. Essential Question: What are the lasting legacies of the Greco-Roman philosophical tradition? Unit 1, Lesson #4: Engineering an Empire
Objective: Students will be able to determine the influence that Greek philosophy had on the development of its architecture. Students will be asked to analyze visual sources to examine and compare the different Greco architectural characteristics within the overall development of Greek engineering and politics. Essential Question: To what extent did Greco-Roman architecture leave a lasting impression on democracy in the modern world? Unit 1, Summative Assessment #2: Greco-Roman Art and Architecture Objective: Students will be able to demonstrate their ability to connect the Greco-Roman artistic tradition with modern political and governmental architectural trends. Students will be assessed on their ability to connect Greco-Roman political views with that of modern democratic states. Students will complete this task through researching a specific building or location and connecting its style and scope with a historical counter-part. | ||||||||||||||
Unit 2: Revolutions
Unit 2 Sequence and Learning Objectives:
Unit 2 Sequence: Overview:
Students will connect the ideas on the foundations of democracy and the worth of the individual studied within Unit 1 to a case study look at the causes and the results of the Glorious Revolution, the French Revolution, and the American Revolution. Students will be able to connect the ideas of the Enlightenment thinkers with the call for individual self-determination across Europe in the 17th and 18th Centuries. Students utilize the key historical documents of the English Bill of Rights, the Magna Carta, the American Bill of Rights and Declaration of Independence, the French Declaration of the Rights of Man and of the Citizen, as well as Olympia de Gouge’s Declaration of the Rights of Women to conduct case study analyses on how these documents established democratic ideals within a government structure. Students will understand the series of events that surrounded each of the three revolutions and determine what were the major turning points within each. Students will evaluate the Reign of Terror and determine if that period was an abandonment of revolutionary ideals within France. Students will understand the rise of Napoleon to power within France and critique his leadership in light of the ideals of the revolution. Lastly, students will assess the success of the Congress of Vienna and the Concert of Europe in suppressing nationalism within post-Napoleon Europe, but at the same time hypothesize the dangers of alliance-based systems.
Transfer:
Students will be able to understand, analyze, and evaluate:
A) Determine the main contributions to democratic ideals from the major political philosophers of Enlightenment Europe and what effect did they have on the develop of specific Western revolutions between 1200 and 1791
B) Note the connections between the foundations of democratic revolutions and the worth of the individual
C) Analyze the major similarities and differences between the English, American, and French revolutionary documents (The English Bill of Rights, the French Declaration of the Rights of Man, and the American Declaration of Independence)
D) Discuss the role of art in shaping public perception of social classes, wealth distribution, and public opinions on state sponsored violence
E) Evaluate the successes and failures of the English, French, and American Revolutions
F) Determine the impact of historical figures, such as Napoleon, William and Mary, Maximilien Robespierre, Thomas Jefferson, John Adams, Benjamin Franklin, Jean-Paul Marat, and Jacques Louis David
G) Discuss the impact of nationalism and its impact on the development of modern Europe
H) Determine the importance of the Treaty of Paris (1814), the Congress of Vienna (1815), and role of the alliances under the Concert of Europe (1815-1914)
Unit Big Idea: Conflict – is composed of opposing forces
Key Unit Concepts: Democratic Revolutions within England, America, and France, government, monarchy, aristocracy, republic, common law, due process, Glorious Revolution, constitutional monarchy, English Bill of Rights, Enlightenment, social contract, natural rights, Estates/Social classes, National Assembly, Legislative Assembly, Jacobins vs. Girondins, Reign of Terror, plebiscite, Napoleonic Code, Continental System, the Congress Vienna (1815), nationalism, the
Treaty of Paris (1814), Guillotine, alliance systems, such as the Concert of Europe (1815 - 1914)
Unit Essential Questions:
1) Why do individuals rebel against their own government?
2) Is a democratic form of government the answers for all people?
3) How should decisions among nations be made?
4) What are the shared, and what are the different, principles of the English, French, and American revolutions?
5) Are concerns expressed by the revolutionaries of the 21st century similar or different than the concerns that the revolutionaries of France, England, and America had?
6) Must a revolution be bloody?
7) How have democratic ideals grown over time (1200 to 1791)?
8) How much violence is justified in achieving a better society? Do people have the right to overthrow what they see as an unjust system - to replace it with what they are convinced in their hearts is a more just system? How much violence is justified in doing that?
Unit 2 Sequence and Learning Objectives:
Unit 2 Sequence: Overview:
Students will connect the ideas on the foundations of democracy and the worth of the individual studied within Unit 1 to a case study look at the causes and the results of the Glorious Revolution, the French Revolution, and the American Revolution. Students will be able to connect the ideas of the Enlightenment thinkers with the call for individual self-determination across Europe in the 17th and 18th Centuries. Students utilize the key historical documents of the English Bill of Rights, the Magna Carta, the American Bill of Rights and Declaration of Independence, the French Declaration of the Rights of Man and of the Citizen, as well as Olympia de Gouge’s Declaration of the Rights of Women to conduct case study analyses on how these documents established democratic ideals within a government structure. Students will understand the series of events that surrounded each of the three revolutions and determine what were the major turning points within each. Students will evaluate the Reign of Terror and determine if that period was an abandonment of revolutionary ideals within France. Students will understand the rise of Napoleon to power within France and critique his leadership in light of the ideals of the revolution. Lastly, students will assess the success of the Congress of Vienna and the Concert of Europe in suppressing nationalism within post-Napoleon Europe, but at the same time hypothesize the dangers of alliance-based systems.
Transfer:
Students will be able to understand, analyze, and evaluate:
A) Determine the main contributions to democratic ideals from the major political philosophers of Enlightenment Europe and what effect did they have on the develop of specific Western revolutions between 1200 and 1791
B) Note the connections between the foundations of democratic revolutions and the worth of the individual
C) Analyze the major similarities and differences between the English, American, and French revolutionary documents (The English Bill of Rights, the French Declaration of the Rights of Man, and the American Declaration of Independence)
D) Discuss the role of art in shaping public perception of social classes, wealth distribution, and public opinions on state sponsored violence
E) Evaluate the successes and failures of the English, French, and American Revolutions
F) Determine the impact of historical figures, such as Napoleon, William and Mary, Maximilien Robespierre, Thomas Jefferson, John Adams, Benjamin Franklin, Jean-Paul Marat, and Jacques Louis David
G) Discuss the impact of nationalism and its impact on the development of modern Europe
H) Determine the importance of the Treaty of Paris (1814), the Congress of Vienna (1815), and role of the alliances under the Concert of Europe (1815-1914)
Unit Big Idea: Conflict – is composed of opposing forces
Key Unit Concepts: Democratic Revolutions within England, America, and France, government, monarchy, aristocracy, republic, common law, due process, Glorious Revolution, constitutional monarchy, English Bill of Rights, Enlightenment, social contract, natural rights, Estates/Social classes, National Assembly, Legislative Assembly, Jacobins vs. Girondins, Reign of Terror, plebiscite, Napoleonic Code, Continental System, the Congress Vienna (1815), nationalism, the
Treaty of Paris (1814), Guillotine, alliance systems, such as the Concert of Europe (1815 - 1914)
Unit Essential Questions:
1) Why do individuals rebel against their own government?
2) Is a democratic form of government the answers for all people?
3) How should decisions among nations be made?
4) What are the shared, and what are the different, principles of the English, French, and American revolutions?
5) Are concerns expressed by the revolutionaries of the 21st century similar or different than the concerns that the revolutionaries of France, England, and America had?
6) Must a revolution be bloody?
7) How have democratic ideals grown over time (1200 to 1791)?
8) How much violence is justified in achieving a better society? Do people have the right to overthrow what they see as an unjust system - to replace it with what they are convinced in their hearts is a more just system? How much violence is justified in doing that?
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Unit 2: Warm-ups and nightly homework assignments
Warm-up #15 A Day 09/21/15 & B Day 09/22/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?t=1&v=du3B4VM_QS8 Warm-up #16 Please respond to the prompt below in two to three sentences: "How much violence is justified in achieving a better society? Do people have the right to overthrow what they see as an unjust system - to replace it with what they are convinced in their hearts is a more just system? How much violence is justified in doing that?” Warm-up #17 B Day 09/24/15 & A Day 09/25/15 1) In your opinion, what is the purpose of government? 2) Which answer from the video clip did you most disagree with and why? Link: https://www.youtube.com/watch?v=3QGy2SbXTNE Warm-up #18 A Day 09/28/15 & B Day 09/29/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=VvyJcjExoFo Warm-up #19 A Day 09/30/15 & B Day 10/01/15 1) Compare and contrast John Locke's view on the nature of government with that of Thomas Hobbs. 2) View the following image and make an argument for it supporting either the theory of John Locke or Thomas Hobbs. 
Warm-up #20 A Day 10/02/15
1) According to Locke, how should a land be governed? 2) What does Locke say can happen if a government fails to protect the rights of its people? Warm-up #21 A Day 10/05/15 and B Day 10/06/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=eJ8fZfKlF0A Warm-up #22 A Day 10/07/15 and B Day 10/08/15 Read the attached weblink and use it to answer the following question: Link: http://www.un.org/apps/news/story.asp?NewsID=38989#.VhUzcvlVhBc 1) Moving forward, how will success be measured in South Sudan? Warm-up #23 A Day 10/09/15 Considering the importance of foundations, which quote is most powerful to you and why? Quotes: A house must be built on solid foundations if it is to last. The same principle applies to man, otherwise he too will sink back into the soft ground and becomes swallowed up by the world of illusion. Sai Baba We cannot build foundations of a state without rule of law. Mahmoud Abbas Do not worry if you have built your castles in the air. They are where they should be. Now put the foundations under them. Henry David Thoreau The main foundations of every state, new states as well as ancient or composite ones, are good laws and good arms you cannot have good laws without good arms, and where there are good arms, good laws inevitably follow. Niccolo Machiavelli In spite of everything I still believe that people are really good at heart. I simply can't build up my hopes on a foundation consisting of confusion, misery and death. Anne Frank Warm-up #24 A Day 10/12/15 & B Day 10/13/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=eJ8fZfKlF0A Warm-up #25 A Day 10/14/15 & B Day 10/15/15 1) Select a politician, philosopher, artist, or an author and explain how his or her actions, beliefs, and/or works have contributed to improving society. 2) Use your Chromebooks to find one example of his or her work and be prepared to share it with the class. Email me either an image or quote so that I can share it with the class. Warm-up #26 B Day 10/22/15 Develop a thesis argument for an essay on government in South Sudan: Warm-up #27 A Day 10/26/2015 & B Day 10/27/2015 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=MzrC2nzNy70 Warm-up #28 A Day 10/28/15 and B Day 10/29/15 1) The Enlightenment influenced revolutionary thought by A) Encouraging the poor to take up arms B) Stressing the importance of the monarchy C) Designing a common revolutionary strategy D) Instilling a belief in the natural rights of man “The person of the king is sacred, and to attack him in any way is an attack on God itself. Kings represent the Divine Majesty and have been appointed to Him to carry out His purposes. Serving God and respecting kings are bound together.” - Bishop Jacques Bossuet 2) Which group directly challenged the political philosophy expressed in this statement? A) Advocates of divine right B) Writers of the Enlightenment C) Absolute monarchs of Europe D) Leaders of the Catholic Church Warm-up #29 B Day 10/30/15 1) Explain the contributions of one specific Enlightenment thinker who you found the most interesting: Warm-up #30 A Day 11/02/15 & B Day 11/03/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=jDWAlrtjLuU Warm-up #31 A Day 11/04/15 & B Day 11/05/15 1) Considering what you have learned about the Enlightenment as a social and intellectual movement, do you see any of its ideals within our own time, or is it now a purely historical event? And why? Warm-up #32 A Day 11/06/15 1) How does music (music in general) affect your senses? 2) Using the quote and the film clip below, assess Mozart's ability to meet the ideals of the Enlightenment. Quote: "Few have captured the spirit of the Enlightenment, its intellectual social agenda, as has Mozart in his opera, The Magic Flute,.... It is a series of variations on the triumph of light over darkness, of the sun over moon, of day over night, of reason, tolerance, and love over passion, hate, and revenge."
Warm-up #33 A Day 11/09/15 & B Day 11/10/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=-9mSTKUWS7U Warm-up #34 A Day 11/11/15 & B Day 11/12/15 1) What impact did Enlightenment ideas have on the French Revolution? 2) Which political philosophers most inspired the French Revolution and why? Warm-up # 35 A Day 11/16/15 & B Day 11/17/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=VWc_aHqaPeE Warm-up #36 A Day 11/18/15 & B Day 11/19/15 1) Describe how you feel when listening to Edith Piaf's version of La Marseillaise? Think about adjectives to describe your emotions and thoughts?
Link: http://www.marseillaise.org/english/english.html 2) What themes of the revolution can you see within its lyrics? Quote specific parts. 3) While considering that the Piaf's version is in French, how do the actual lyrics effect your answer for question #1? Warm-up #37 Directions: Read the three excerpts from the French "Declaration of the Rights of Man" and answer the two questions below: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. 2. The aim of all political association is the preservation of the natural and imprescriptible2 rights of man. These rights are liberty, property, security, and resistance to oppression. . 6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its formation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents. Summarize 1) Summarize article 6. Why is this article especially significant? Identify Central Issues 2) What central idea does this declaration share with the American Declaration of Independence? Warm-up #38 Read the quote below and answer the following questions: "Architecture is intricately tied to political power. It provides a model for the system of structural thought used by a society to conceptualize the world. Such architecturally based structural thought includes understanding of social and political relationships. These relations of power are embodied in architecture, especially the monumental architecture created by political powers. These monuments demonstrate the power of the individuals responsible for their creation and they demonstrate the nature of that power." -- Molly Glenn 1) What is the Architecture of Power? 2) What examples of Architecture of Power do you see today? Warm-up # 39 A Day 11/23/15 & B Day 11/24/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=hOcQl-3cAGI Warm-up # 1) Compare and contrast the images of Charles I and Louis XIV. 2) How do these images reflect Louis XIV famous quote L'etat, c'est moi "I am the state"? Homework # Read Chapter 3.1 and complete the section 3.1 assessment, questions 1 to 5. Due at the start of the next class. Complete and turn in a paper hardcopy of this assignment. Homework # Read Chapter 3.2 and complete the section 3.2 assessment, questions 1 to 5. Due at the start of the next class. Complete and turn in a paper hardcopy of this assignment Homework # Read Chapter 3.3 and complete the section 3.3 assessment, questions 1 to 6. Due at the start of the next class. Complete and turn in a paper hardcopy of this assignment |
Unit 2: Lesson Documents
Unit 2, Lesson #1 -- The Divine Right Of Kings Objective: Students will be able to determine the extent to which the political theory known as the Divine Right of Kings shaped Western governance and legal theory for 1500 years. Students will then study the political contributes of various political thinkers with the stated goal of being able to synthesize together how each political thinker approached the traditional view of kingship and how each changed governmental theory. Essential Question: What effects did Enlightenment philosophers have on government and society? Unit 2, Lesson #2: Introduction into the Enlightenment
Objective: Students will be able to understand the foundations of Western political thought by organizing the principle ideals and concepts of the Enlightenment through a comparison study of John Locke and Thomas Hobbs. Essential Question: What effects did Enlightenment philosophers have on government and society? Unit 2, Lesson #3: Absolutism vs. Constitutionalism
Objective: Students will be able to compare and contrast political absolutism with that of political constitutionalism to determine how Europe struggled with the development of individualism and new social, cultural, and political norms. Essential Question: What impacts did enlightenment ideas have on absolutism within Europe? Unit 2, Lesson #4: Art and Culture during the Enlightenment
Objective: Students will conduct an art-based analysis project to determine the extent to which art and music during the Enlightenment was shaped by the development of individualism, natural rights, and new scientific advances. Essential Question: Must a revolution be bloody? "Few have captured the spirit of the Enlightenment, its intellectual social agenda, as has Mozart in his opera, The Magic Flute,.... It is a series of variations on the triumph of light over darkness, of the sun over moon, of day over night, of reason, tolerance, and love over passion, hate, and revenge." Within Google docs responded to the following two questions: 1) Determine Mozart's ability to meet the ideals of the Enlightenment: 2) How does music (music in general) affect your senses: Unit 2, Summative Assessment #1: Enlightenment Philosopher Research Project
Objective: Students will be able to determine the extent to which specific Enlightenment philosophers altered the popular beliefs of Europe during the 1600s. Students will complete this task by developing a research project around an Enlightenment philosopher of their choosing to analyze and evaluate how that philosopher challenged the status quo and impacted the cultural, political, and social changes of Europe during the 16th and 17th centuries. Essential Questions: What impact did enlightenment thinkers have on the development of modern western thought and culture? Unit 2, Lesson #5 The Causes and Courses of the French Revolution
Objective: Students will be able to determine the social, economic, and political causes of the French Revolution through a study of the events, people, and places that shaped the revolution. Lastly, students will connect the course of the French Revolution with its American counter-part to determine the root causes of politically violent revolutions. Essential Question: What are the shared, and what are the different, principles of the French and American revolutions? Unit 2, Lesson #6 The Reign of Terror DBQ
Objective: Students will be able to evaluate the events, people, and places that shaped the French revolution to determine if the revolution was true to its Enlightenment ideals or not. Essential Question: What are the shared, and what are the different, principles of the French and American revolutions? Unit 2, Summative Assessment #2 Bloody Revolutions Persuasive Essay
Objective: Students will be able to develop a one-page minimum persuasive essay addressing their opinions to the prompt: Unit Essential Question: "How much violence is justified in achieving a better society? Do people have the right to overthrow what they see as an unjust system - to replace it with what they are convinced in their hearts is a more just system? How much violence is justified in doing that?” Be sure to include any specific examples or historical events from within this unit of study to support your points. A mastery level persuasive essay is personal and argumentative in nature, with sound historical references as evidence. |
Unit 3: The Industrial Revolution
Unit 3 learning objectives:
1. Why the Industrial Revolution began in England
2. Impacts of scientific and technological advancements and new forms of energy
3. Rural to urban migration and the growth of populations and cities
4. The evolution of work and labor (specialization, unions, etc.)
5. Connections between natural resources, entrepreneurship, labor and capital in industrial economies
6. The emergence of capitalism as a dominant economic pattern as well as responses to it such as social democracy, socialism, utopianism, etc.
Unit 3 learning objectives:
1. Why the Industrial Revolution began in England
2. Impacts of scientific and technological advancements and new forms of energy
3. Rural to urban migration and the growth of populations and cities
4. The evolution of work and labor (specialization, unions, etc.)
5. Connections between natural resources, entrepreneurship, labor and capital in industrial economies
6. The emergence of capitalism as a dominant economic pattern as well as responses to it such as social democracy, socialism, utopianism, etc.
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Unit 3: Warm-ups and nightly homework assignments
Warm-up #1 A Day 01/07/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=mnilkdlOrBI Warm-up #2 A Day 01/08/16 1) Define "modern" in your own words 2) Select and summarize one current event that you would describe as "modern". Be sure to state what makes it modern. Warm-up #3 B Day 01/11/16 & A Day 01/12/16
1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=WQM6VG5F3Ek Warm-up #4 B Day 01/13/16 & A Day 01/14/15 1) Which definition of industrialization best describes the process of it within 18th & 19th Century Britain and why? A) Industrialization is the period of social and economic change that transforms a human group from an agrarian society into an industrial one, involving the extensive re-organisation of an economy for the purpose of manufacturing. B) Modern society is an industrial society. To modernize a society is, first of all, to industrialize it. Historically, the rise of modern society has been inextricably linked with the emergence of industrial society. All the features that are associated with modernity can be shown to be related to the set of changes that, no more than two centuries ago, brought into being the industrial type of society. This suggests that the terms industrialism and industrial society imply far more than the economic and technological components that make up their core. C) By 2008, for the first time in human history, more people in the world lived in cities than in rural areas (“World Population”). The same 250-year-old process has also resulted in modern technological innovations that generations of people have grown accustomed to—such as steam engines, railroads, cars, modern appliances, and computers. Average life expectancy has more than doubled in industrialized nations, while average incomes have increased even more. To be sure, industrialization has improved life in many ways for many people. Warm-up #5 B Day 01/15/16 1) Identify two potential issues that may have developed as a result of the process of industrialization: Warm-up #6 A Day 01/19/16 & B Day 01/20/16
1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #7 A Day 01/21/16 1) In your opinion, was the industrial revolution a revolution or just an evolution in technology? Warm-up #8 A Day 01/22/16 1) Based off of Mrs. Gaskells' and Mr. Engels' descriptions of the Industrial Revolution within Britain, list three one word descriptors for Britain during this time. Warm-up #9 A Day 01/26/16 & B Day 01/25/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #10 A Day 01/28/16
1) List three conclusions we can make from sources #1 and #2 about what labor looked like during the industrial revolution: Source #1 
Source #2
Warm-up #11 A Day 02/01/16 & B Day 02/02/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #12 A Day 02/03/16 & B Day 02/04/16 1) Define Adam Smith's economic theory: 2) Marx believed the working class was: 3) Marx believed the working class needed a ___________. Warm-up #13 A Day 02/05/16
1) Develop a list of objects and people for each of the following images from China's Cultural Revolution (Make a t-chart and label the images): 
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Unit 3: Lesson Documents
Lesson # 1: What is Industrialization? Objective: Students will be able to determine what specific factors within Europe led to the Industrial Revolution by assessing the role of geography, technology, economic systems, and social conditions within pre and post industrialized societies. Essential Question: What were the social, economic, and political effects of the industrial revolution? Lesson #2: Modern Industrialization? Objective: Students will be able to understand the basic concepts of industrialization, understand the complexities of the manufacturing process, and evaluate 21st Century challenges to industrialized nations. Essential Question: Video Link: https://www.youtube.com/watch?v=XiPuCSGo_wo&index=8&list=PLPS48KxY0ZgrWLTk2KyKV6K57bmySTOfP
Lesson # 2 Modern Industrialization
Objective: Students will be able to understand the basic concepts of industrialization, understand the complexities of the manufacturing process, and evaluate 21st Century challenges to industrialized nations. Essential Question: Lesson #3 New Technologies
Objective: Students will be able to analyze the short-term and long-term effects of the Industrial Revolution on the development of Western Civilization. Students will access both primary and secondary source material to assess the impacts that developments within new technologies and science had on the industrialization of Europe during the 18th and 19th centuries. Essential Question: Explain the impacts of multiple technological or scientific innovations of the industrial revolution.
Lesson #4: Working Conditions during the Industrial Revolution
Objective: Students will be able to determine the conditions of workers during the Industrial Revolution through conducting a primary source reading of Friedrich Engels' "The Condition of the Working Class in England in 1844". Students will then answer a set of analysis questions to demonstrate their ability to draw critical analysis from the primary text. Lastly, students will represent this imagery via the creation of a visual art image or photo collage.
Lesson #5: New Economic Systems
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Warm-up Warm-up #14 A Day 02/09/16 & B Day 02/08/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #15 A Day 02/11/16 & B Day 02/10/16 Link: https://www.youtube.com/watch?v=XGIvVXVmnss 1) How many rural residents does China hope to move into cities by 2025? 2) What effects is urbanization having on China? 3) What future issues do you see with this push towards urbanization within China? Warm-up #16 B Day 02/12/16 1) Try to address the US/China relationship from the Chinese perspective. What do you think the average Chinese citizen worries about on a daily basis? Do you think it is similar or different to your own concerns and worries? Why be reflective. Warm-up #17 A Day 02/16/16 & B Day 02/17/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #18 A Day 02/18/16 1) Select one of the images below and develop 3 questions (1 level 2 question, 1 level 3 question, & 1 level 4 question) to determine what the image is about. 
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Warm-up #19 A Day 02/19/16 Match the Question with the level of question: 1) How did the Industrial Revolution affect the government and or politics of the nations involved? _____ Level 2) In your opinion, was the Industrial Revolution a positive thing or a negative thing for the average person? ______ Level 3) List three reasons for the Industrial Revolution beginning in Britain: ____ Level Warm-up #20 A Day 02/23/16 & B Day 02/22/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #19 B Day 02/24/16 Match the Question with the level of question and state the why: 1) How did the Industrial Revolution affect the government and or politics of the nations involved? _____ Level 2) In your opinion, was the Industrial Revolution a positive thing or a negative thing for the average person? ______ Level 3) List three reasons for the Industrial Revolution beginning in Britain: ____ Level Warm-up #21 A Day 02/25/16 & 02/26/16 1) Which description of the Industrial Revolution best describes its effects on the social structure of the time and why? Option 1: As the factory system developed women and children increasingly worked outside of the home in terrible conditions and more people transitioned from farming to full-time factory work. Option 2: The invention and refinement of the steam engine dramatically sped up the process of industrialization and eventually led to the development of railroads and steam powered ships in the middle of the 19th century. Option 3: Industrialization drastically changed the way people lived and worked and many new influential ideas on politics, economics and social relations emerged during this time. Warm-up #22 A Day 03/01/16 & B Day 02/29/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #23 03/03/16 A Day 03/03/16 1) Taking everything that you have learning about the Industrial Revolution and the age of new industrialization, create a 5-7-5 haiku to describe one role that technology plays in changing societies. Warm-up #24 03/04/16 1) Describe an important historical event of your choosing: Follow the format below: A) When it happened B) What happened C) Who were the most important people involved D) And say why you think it was important Read more: Describe an important historical event for IELTS | http://www.dcielts.com/ielts-speaking/describe-important-historical-event-for-ielts/#ixzz41x8GbQ97 Under Creative Commons License: Attribution Non-Commercial No Derivatives |
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Unit 4: Imperialism
Unit 4 Learning Objectives:
1) Economic, political, social, religious, and military motives for imperialism
2) The effects of industrialization on the desire for new markets and access to human and natural resources
3) The native response to imperialism
4) The imperialist countries motives for control of Africa, Southeast Asia, China, and Japan
5) The effects of Social Darwinism within the context of imperialism, and the Abolitionist movements to end slavery within the US and Britain
Unit 4 Learning Objectives:
1) Economic, political, social, religious, and military motives for imperialism
2) The effects of industrialization on the desire for new markets and access to human and natural resources
3) The native response to imperialism
4) The imperialist countries motives for control of Africa, Southeast Asia, China, and Japan
5) The effects of Social Darwinism within the context of imperialism, and the Abolitionist movements to end slavery within the US and Britain
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Unit 4: Warm-ups and nightly homework assignments
Imperialism Homework #1 Complete the attached Imperialism terminology assignment by developing definitions for each of the key unit concepts. Due A Day 12/02/15 and B Day 12/03/15
:Warm-up # 40 A Day 11/30/15 & B Day 12/01/15
1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=wY4u7F2ujNQ Warm-up # 41 A Day 12/02/15 & B Day 12/03/15 1) Define Imperialism in your own words: 2) What is one historical and one modern example of Imperialism that you can think of? Warm-up # 42 B Day 12/04/15 1) How do you see Imperialism within the business world? Warm-up # 43 A Day 12/07/15 & B Day 12/08/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=cHyB8fLiEMs Warm-up # 44 A Day 12/09/15 & B Day 12/10/15 1) Explain an author's point-of-view through the application of this poem: The True Imperialism By William Watson HERE, while the tide of conquest rolls Against the distant golden shore, The starved and stunted human souls Are with us more and more. Vain is your Science, vain your Art, 5 Your triumphs and your glories vain, To feed the hunger of their heart And famine of their brain. Your savage deserts howling near, Your wastes of ignorance, vice, and shame,-- 10 Is there no room for victories here, No fields for deeds of fame? Arise and conquer while ye can The foe that in your midst resides, And build within the mind of Man 15 The Empire that abides. Warm-up #45 A Day 12/10/15 1) Western colonial officials and missionaries thought that they had a duty to spread the “blessings of Western civilization” to their African and Asian “little brothers.” How is this a biased viewpoint? Warm-up #46 A Day 12/14/15 & B Day 12/15/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=uwoXppkTnng Warm-up #47 A Day 12/16/15 Follow the attached link for the warm-up. Link: http://www.slavevoyages.org/tast/assessment/intro-maps.faces 1) Using all 9 maps, (A) please group each of the maps into at least 3 groups based off of some similarity or cause and effect, & (B) provide justification for how you grouped the maps and why: |
Unit 4: Lesson Documents
Lesson #1 What is imperialism, primary source analysis
Objective: (1) Students will be able to read and analyze two contrasting primary sources regarding 19th century Imperialism. (2) Students will be able to define and describe "Imperialism" as an academic concept. Unit Essential Question: What is imperialism, and were its effects overall good or bad?
Lesson #2 Motivating Factors For Imperialism
Objective: Students will be able to further define what imperialism was as a historical concept. Students will then be able to understanding the motives for Imperialism through analyzing secondary and primary sources from the 19th Century. Essential Question: What are some of the motivating factors for nations to colonize other nations?
Lesson #3 The Scramble for Africa Part 1
Objective: Students will be able to assess the scope of imperialism within Africa during the 1800s. Students will be able to understand the effects of the Berlin Conference and the scramble for Africa. Essential Question: What are the short term and long term effects of the Berlin Conference?
Lesson #4 The Scramble for Africa Part 2
Objective: Students will be able to evaluate the scope of imperialism within Africa during the 1800s. Students will be able to determine the effects of the Berlin Conference and the scramble for Africa. Essential Question: What are the short term and long term effects of the Berlin Conference?
Lesson #5 Imperialism DBQ
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Unit 5: World War I
Learning Objectives:
Students will be able to understand, analyze, and evaluate:
A) The Causes of World War I: militarism, nationalism, & imperialism
B) Human rights and the concept of genocide during WWI
C) Compare and contrast pre war-time and post war-time culture of Europe and the United States
D) The role of technology during the War and the causes and effects of specific war strategies
E) Understanding the scope/size of the war, with a specific focus on the idea of Total War
F) The consequences and changes to political and geographic structures post WWI
G) Assessing the long-term 100 year effects of WWI on world history
Key Unit Concepts:
Nationalism, Imperialism, Militarism, Triple Alliance, Triple Entente, Central Powers, Allies, Western Front, Trench Warfare, Fourteen Points, Treaty of Versailles, League of Nations, mandates, The Lost Generation, existentialism, surrealism, The Weimar Republic, Reparation, The Eastern Front, pandemic, Stalemate, The Bolsheviks, V.I. Lenin, White and Red Armies, Archduke Francis Ferdinand, The Armenian Genocide, the Ottoman Empire, The Spanish Flu, Verdun, Somme, The March and November Revolutions, Proletariat, Gregory Rasputin, Paris Peace Conference, Over There, David Lloyd George, Clemenceau, Woodrow Wilson, The Zimmerman Telegraph, Armistice, Lusitania, Propaganda, Siegfried Sassoon, In Flanders Fields, Dr. John McCrae, Erich Maria Remarque, Johnny Got His Gun, J.R.R. Tolkien, Pablo Picasso, Gertrude Stein, T.E. Lawrence, Schlieffen Plan, Gallipoli, Caporetto, Ypres, Passchendaele, Marne 1st and 2nd Battles, Zeppelin, U-Boat, Poison Gas, Alsace and Lorraine, Kaiser William II, Gavrilo Princip, Sarajevo
Learning Objectives:
Students will be able to understand, analyze, and evaluate:
A) The Causes of World War I: militarism, nationalism, & imperialism
B) Human rights and the concept of genocide during WWI
C) Compare and contrast pre war-time and post war-time culture of Europe and the United States
D) The role of technology during the War and the causes and effects of specific war strategies
E) Understanding the scope/size of the war, with a specific focus on the idea of Total War
F) The consequences and changes to political and geographic structures post WWI
G) Assessing the long-term 100 year effects of WWI on world history
Key Unit Concepts:
Nationalism, Imperialism, Militarism, Triple Alliance, Triple Entente, Central Powers, Allies, Western Front, Trench Warfare, Fourteen Points, Treaty of Versailles, League of Nations, mandates, The Lost Generation, existentialism, surrealism, The Weimar Republic, Reparation, The Eastern Front, pandemic, Stalemate, The Bolsheviks, V.I. Lenin, White and Red Armies, Archduke Francis Ferdinand, The Armenian Genocide, the Ottoman Empire, The Spanish Flu, Verdun, Somme, The March and November Revolutions, Proletariat, Gregory Rasputin, Paris Peace Conference, Over There, David Lloyd George, Clemenceau, Woodrow Wilson, The Zimmerman Telegraph, Armistice, Lusitania, Propaganda, Siegfried Sassoon, In Flanders Fields, Dr. John McCrae, Erich Maria Remarque, Johnny Got His Gun, J.R.R. Tolkien, Pablo Picasso, Gertrude Stein, T.E. Lawrence, Schlieffen Plan, Gallipoli, Caporetto, Ypres, Passchendaele, Marne 1st and 2nd Battles, Zeppelin, U-Boat, Poison Gas, Alsace and Lorraine, Kaiser William II, Gavrilo Princip, Sarajevo
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Unit 5: Warm-ups and nightly homework assignments
Warm-up #25 B Day 03/07/16 and A Day 03/08/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #26 B Day 03/09/16 & A Day 03/10/16
1) In your opinion, when is violence necessary? 2) In your opinion, when is violence senseless? Warm-up #27 B Day 03/11/16 Use the chart below to answer questions 1 to 2. 
1) Which nation had the highest population at the outbreak of WWI: 2) Which nation had the largest military at the outbreak of WWI: Warm-up #28 B Day 03/14/16 and A Day 03/15/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #29 B Day Only 03/16/16 1) What do you think is the long term historical significance behind your WWI research topic? 2) In the short term, how do you think it is going to shape the war? Warm-up #30 A Day 03/17/16 1) List the member nations of the Triple Alliance: 2) List the member nations of the Triple Entente: 3) What sort of things do you notice about the nations of each alliance? About the alliances themselves? Warm-up #30 A Day 03/18/16 1) List two causes of WWI: 2) Of those two causes, which seems to you to be the most preventable and why? Warm-up #31 A Day 03/22/16 and B Day 03/21/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #32 A Day 03/24/16 and B Day 03/23/16 Use the text below to answer the warm-up questions: “It is utterly impossible to describe one’s feelings during the hours waiting for “zero hour” – the mind is full of wild thoughts and fancies etc. which are utterly beyond control. Recollections of friends and dear ones, places we have seen and known and different phases of life all seem to pass in review before one’s eyes and one is recalled to the bitter realities of the moment by the officer’s voice: “Fifteen minutes to go, boys, get ready.” Immediately there is a great stir and excitement, a final setting of equipment etc. and examination of arms and then a handshake with or two dear comrades. 6.45 am, “Over you go, boys,’ and we are away on that strange journey across “No-Man’s Land”. AudioLink: http://www.bbc.co.uk/history/worldwars/wwone/soldiers_stories_gallery_04.shtml 1) Define "zero hour": 2) What feelings or emotions does the author describe within the journal? 3) How would you react if you found yourself within this same situation? Warm-up #32 B Day 03/25/16 1) On average, how many soldiers were killed per day during WWI? 2) Around how many were killed during the entire war? 3) Which nation had the highest number of overall deaths? Warm-up #33 B Day 04/11/16 and A Day 04/12/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #34 B Day 04/13/16 and A Day 04/14/16 1) Considering our focus on preserving historically important sites, select a location within either Ventura County, California, or the USA that you feel should be preserved or better preserved. Explain why you believe that it is important enough to want to preserve it for future generations. What does it tell us about who we are? What would it tell people of the future about us or our past? Don't just take a safe location, think outside of the box. Warm-up #35 A Day 04/15/16 1) What is one thing that confuses you about WWI? 2) What is one thing about WWI that you enjoyed learning the most about and why? 3) What is one unanswered question that you still have about WWI? Warm-up #36 A Day 04/19/16 & B Day 04/20/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #33 B Day
1) Of the 14 or so locations or landscape of WWI that we have looked at, which location or landscape has helped you to best understand what the war was like, and why? Warm-up #18 B Day 03/04/15 1) Of the 14 or so locations or landscape of WWI that we have looked at, which location or landscape has helped you to best understand what the war was like, and why? Warm-up #19 A Day 03/05/15 1) Considering our focus on preserving historically important sites, select a location within either Ventura County, California, or the USA that you feel should be preserved or better preserved. Explain why you believe that it is important enough to want to preserve it for future generations. What does it tell us about who we are? What would it tell people of the future about us or our past? Don't just take a safe location, think outside of the box. Warm-up #20 A Day 03/06/15 1) What does "survival" mean within your own life? Warm-up #22 B Day 03/11/15 A Day 03/12/15 1) Compare "historical context" with that of "historical significance": 2) What do the follow two posters tell us about how the national governments viewed their home audiences during the war?
Warm-up #24 A Day 03/19/15 1) What is one thing that confuses you about WWI? 2) What is one thing about WWI that you enjoyed learning the most about and why? 3) What is one unanswered question that you still have about WWI? Warm-up #27 B Day 03/25/15 1) What is the historical context of the image below: 2) As the audience of this image, what effects does it have one you? 
Warm-up #28 A Day 03/26/15
1) 100 years later, what part of WWI should matter the most to people of the 21st Century and why? Warm-up #29 B Day 03/27/15 1) What is one thing that confuses you about WWI? 2) What is one thing about WWI that you enjoyed learning the most about and why? 3) What is one unanswered question that you still have about WWI? Warm-up #30 B Day 04/06/15 and A Day 04/07/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=k3q_MImfRIg Warm-up #31 B Day 04/08/15 and A Day 04/09/15 Use the two maps below to answer the follow questions: 1) Locate: A) Lithuania B) Czechoslovakia C) Yugoslavia D) Poland E) Danzig 2) Regions: Which countries lost territory in Eastern Europe? 3) Draw Conclusions: Why might the distribution of territory after WWI leave behind widespread dissatisfaction?
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Unit 5: Lesson Documents
Lesson 1: The World in 1913 Objectives: Students will be able to determine what Europe looked like at the dawn of WWI with the goal of comparing and contrasting the political boundaries before the war with that post war Europe. Essential Questions: What were the political and geographic impacts of World War I?
Lesson 2: The causes of WWI
Objectives: Students will be able to assess the impact of European alliances as one of the causes of WWI. Students will be able to understand both the short term and long term causes of the war to assess if one cause was more responsible than the other causes in starting the war. Essential Questions: 1) Explain the varied short term and long term causes of World War I? 2) What aspects of the war led many to label it as the Great War?
Lesson 3: The Scope and events of WWI
Objectives: Students will be able to determine the role of technology during the war and assess the causes and effects of specific war strategies. Students will analyze a set of primary and secondary sources from the war to determine the size and scope of the war and how the war affected the participants of it. Essential Questions: 1) Determine the impact of new technologies on WWI: 2) What aspects of the war led mean to label WWI as the "Great War"?
Lesson 4: Gallipoli Text Based Questions
Objectives: Students will be able to analyze how the major events of World War I shaped the course and scope of the war. Students will use primary and secondary sources to develop an understanding of the course and scope of the war with the stated goal being that students are able to synthesize together text-based evidence to determine how specific events shaped the war. Lastly, students will evaluate that evidence to determine how specific events have impacted the memory of the war over time. Essential Questions: 1) How did the Battle of Gallipoli shape the course and scope of World War I and to what extent has that battle affected the memory of the war itself?
Lesson 5: The Battlefields of the Western Front
Objectives: Students will be able to determine what the geography of the Western Front looked like during the war and to then assess what those historical sites look like today. Students will interpret the ruins, artifacts, and the memorials of the war to develop source-based descriptions of the war. Lastly, students will draw conclusions from the locations to answer the essential question with specific evidence. Essential Questions: 1) Physical remnants are important historical records for historians to study. As historians, what should we write about regarding what remains of the Western Front? 2) As shown through the remnants of WWI, to what extent do you believe modern Europe has been effected by the memory of the war itself?
Lesson 7: World War I @ 100
Objectives: Essential Questions: CURRENT EVENT Fridays #1
Objective: Examine current war/conflict; summarize conflict; demonstrate understanding of opposing forces; compare and contrast motives; formulate conclusion regarding U.S. involvement Warm-Up: 1. Name one war taking currently place anywhere in the world: Class: Group Research Activity: 10 Wars to Watch in 2015 (Foreign Policy Magazine) 1. Divide class into specific war groups 2. Read assigned section 3. Complete presentation include video clip CURRENT EVENT Fridays #2 Objective: Communicate publicly findings from research process; Identify and understand 10 major conflicts to watch in 2015 as identified by Foreign Policy magazine Class: 1. Presentations: 10 Wars to Watch in 2015 | ||||||||||||||||||||||||||||||||||||||
Unit 6: Totalitarianism
Learning Objectives:
Students will be able to understand, analyze, and evaluate:
A) The geopolitical scope of post WWI Europe
B) The rise of Totalitarian regimes within Italy, Germany, and the USSR
C) The destruction of human rights, with a specific focus on modern comparisons within North Korea and China
D) The similarities and differences between Fascism within Italy, Nazi Germany, and Communism within the USSR
Key Unit Concepts:
Great Depression, Weimar Republic, Reparations, Treaty of Versailles, Totalitarian state, Adolph Hitler, Mein Kampf, National Socialist Party (Nazi), Anti-Semitism, Brown shirts, Propaganda, Fascism, Benito Mussolini, Black Shirts, Secret police, Militarism, Puppet state, individualism, liberty, dehumanization, autocrat, Purge, Censorship, Gulag, Scapegoats, 1984.
Learning Objectives:
Students will be able to understand, analyze, and evaluate:
A) The geopolitical scope of post WWI Europe
B) The rise of Totalitarian regimes within Italy, Germany, and the USSR
C) The destruction of human rights, with a specific focus on modern comparisons within North Korea and China
D) The similarities and differences between Fascism within Italy, Nazi Germany, and Communism within the USSR
Key Unit Concepts:
Great Depression, Weimar Republic, Reparations, Treaty of Versailles, Totalitarian state, Adolph Hitler, Mein Kampf, National Socialist Party (Nazi), Anti-Semitism, Brown shirts, Propaganda, Fascism, Benito Mussolini, Black Shirts, Secret police, Militarism, Puppet state, individualism, liberty, dehumanization, autocrat, Purge, Censorship, Gulag, Scapegoats, 1984.
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Unit 6: Warm-ups and nightly homework assignments Warm-up #37 A Day 04/21/16 & B Day 04/22/16 Read the below quote and answer the questions below: "There is a limit to the application of democratic methods. You can inquire of all the passengers as to what type of car they like to ride in, but it is impossible to question them as to whether to apply the brakes when the train is at full speed and accident threatens." -- Leon Trotsky 1) Summarize Mr. Trotsky's arguments on democracy: 2) Formulate what Mr. Trotsky's solution to this issue might be: Warm-up #39 A Day 04/28/16 & B Day 04/27/16 1) Define Totalitarianism Warm-up #40 A Day 04/29/16 Use the source document "Jewish Population in Europe and North Africa" and answer the three questions below: 1) Place this document within its correct chronology with regards to WWI and WWII: 2) Identify two trends that you noticed within the source: 3) What does this source tell you about the Jewish populations of Europe and North Africa? Warm-up # 41 05/06/16 1) Define to marginalize: 2) Explain one form of it within our society: Warm-up #42 B Day 05/09/16 & B Day 05/10/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #43 B Day 05/11/16 & B Day 05/12/16 1) President Harry Truman’s decision to use atomic bombs against Japan was primarily based on his belief that
2) What questions would you have for President Truman regarding the use of an atomic bomb Warm-up #44 A Day 05/13/16 & B Day 05/18/16 Develop two adjectives for the image below to describe what you have learned about historical genocides. 
Warm-up #45 A Day 05/17/16 & B Day 05/16/16 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.whitehouse.gov/briefing-room/weekly-address Warm-up #46 A Day 05/19/16 Read the attached article on the current trend within Western History. Link: http://www.telegraph.co.uk/culture/tvandradio/8362325/Niall-Ferguson-why-the-West-is-now-in-decline.html 1) Using your study of Western Civilization from throughout this course a guide, do you agree with the statement that we have lost faith in our own history? Why or why not? Warm-up #46 B Day 05/20/16 1) Using your study of Western Civilization from throughout this course a guide, what do you feel are the lessons of history? Warm-up # View and read the three primary sources and respond to the question below: Source 1: William Butler Yeats, “The Second Coming” (1921) “Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned.” 
Source 2: C.R.E. Nevinson, "Column on the March" (191 Source 3: Fernand Leger, "The City" (1919)
1) How did postwar artists show disillusionment, change, and contempt with prewar institutions?
Warm-up #38 04/24/15 A Day 1) Summarize the war that your group has been researching, what is the major conflict? Who is involved? What is the USA's role within this conflict? Warm-up #39 B Day 04/27/15 & A Day 04/28/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=RN4pfxOtdxk Warm-up #40 B Day 04/29/15 & A Day 04/30/15 Read the below quote and answer the questions below: "There is a limit to the application of democratic methods. You can inquire of all the passengers as to what type of car they like to ride in, but it is impossible to question them as to whether to apply the brakes when the train is at full speed and accident threatens." -- Leon Trotsky 1) Summarize Mr. Trotsky's arguments on democracy: 2) Based off Mr. Trotsky's quote, how does he describe the historical events of the Russian Revolution. Warm-up #41 B Day 05/01/15 Define the debate terms below: 1) Contention 2) Resolution 3) Negation 4) Affirmation Warm-up #42 B Day 05/04/15 and A Day 05/05/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=PbJTZC0Gh5E Warm-up #43 B Day 05/06/15 and A Day 05/07/15 1) Compare and contrast Fascism with Communism: 2) In what specific ways did Joseph Stalin demonstrate a little bit of both systems? Warm-up #44 A Day 05/08/15 1) Summarize the plot of George Orwell's 1984 thus far? 2) Summarize one specific link between 1984 and either Fascism or Communism as a practiced system. Warm-up #45 B Day 05/11/15 and A Day 05/12/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=ZsA_JWdVz9Q Warm-up #46 A Day 05/13/15 and B Day 05/14/15 1) Compare and contrast "1984" with "The Sounds of the Cicadas" Warm-up #47 B Day 05/15/15 1) Assess the extent of individualism within North Korea. It is there, but what does it and doesn't it look like? Warm-up #48 B Day 05/18/15 and A Day 05/19/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=dIU9jMwAQe8 Warm-up #49 B Day 05/20/15 and A Day 05/21/15 1) Assess the extent of individualism within North Korea. It is there, but what does it and doesn't it look like? Warm-up #50 A Day 05/22/15 1) Reflect on the back on the pre-assessment question, "What is the one thing in your life that you value the most?" To what extent would that person, object, or idea exist within a totalitarian state? Be specific about the evidence that you used to come to that conclusion. Warm-up #51 B Day 05/26/15 and A Day 05/27/15 1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=-LhfOv1-wOQ Warm-up #52 B Day 05/28/15 and A Day 05/29/15 1) What is the most surprising information you learned about life North Korea from this film? 2) What is one question you have about North Korea after viewing this film? Warm-up #53 B Day 06/01/15 and A Day 06/02/15
1) Please respond to one specific story from the CNN Student News broadcast: 2) Please respond to one specific statement from President Obama: Link 1: http://www.cnn.com/studentnews/ Link 2: https://www.youtube.com/watch?v=BLlKojPit0o |
Unit 6: Lesson Documents
Homework: Art of before and after WWI Directions: Read the attached article on the art of before and after WWI and respond to the reflection question in the comment section below. Answers should be at least 1 paragraph and you must show your own opinion and support it with evidence. Students who copy responses will lose credit for this assignment. Due at the start of class B Day 04/27 and A Day 04/28. Reflection Question: "How do you see the change postwar artists showed after World War I?"
Lesson #1 The End of WWI DBQ
Objective: Students will be able to analyze various opinions on the provisions of the Treaty of Versailles and the postwar conditions in Germany. Students will be able to draw specific arguments from primary sources to support their findings and to develop an argumentative essay evaluating the role the treaty played in establishing the conditions necessary for the rise of Hitler within Germany. Essential Question: How did the provisions of the Treaty of Versailles and the postwar conditions in Germany contribute to the rise of a fascist regime?
Lesson #2 Intro into The Russian Revolution
Objective: Students will be able to determine the similarities and differences between Lenin and Stalin's reign and assess how Stalin was or was not a continuation of Lenin's rule. Students will analyze secondary source material to conduct a text-based reading with the stated goal of answering analysis questions on the topic. Lastly, students will demonstrate their ability to apply what they are read through the development of an art application representation of one of the analysis questions. Essential Question: 1) How was Stalin's reign a continuation of Lenin's work? In what ways was it a departure from Lenin's vision?
Lesson #3 The Russian Revolution in Color Film Analysis
Objectives: Students will be able to determine the social, economic, and political causes of the Russian Revolution. Students will be able to link those social, economic, and political issues within Russia, to the root causes of the Russian Revolution, with the stated goal of being able to determine how true of a revolution it actually was. Students will be able to understand the key political figures behind the development of the Russian Revolution and determine to what extent each did or did not contribute to either the Russian Revolution being a peoples revolt or simply a changing of the guard. Essential Questions: 1) What events caused the Russian Revolution? 2) In your opinion, was the Russian Revolution a true peoples revolt or was it simply political change?
Lesson #4 Russian Revolution Debate
Objectives: Students will be able to argue whether the Russian Revolution was a true revolution or simply a political change-over. Students will access both primary and secondary sources to synthesize together arguments for and against each side with the stated goal of being able to cite with evidence arguments for each position. Essential Question: 1) Resolved: The Russian Revolution was a true peoples revolt and not one of simple political change.
Lesson #5 Sound of the Cicadas vs. 1984
Objectives: Students will be able to understand the different forms of totalitarianism and the actions that make a state totalitarian or not. Students students will access primary and secondary source readings on totalitarianism with the stated goal of being able to evaluate the implications of these systems and forms of government on personal freedom and individuality. Essential Question: 1) What does it mean to be an individual within a collective state?
Formative Assessment #2 1984 V. The Sounds of the Cicadas Application Assessment
Objective: Students will demonstrate their understanding of the themes of "1984" and "The Sound of the Cicadas" by developing an alternative book cover of either novel. The book cover needs to be based off of a specific quote or passage from either novel. Be sure to include the quote or passage within your image. Students are graded based off of their ability to link the textual evidence from either novel with the concepts of communism and fascism. Essential Question: 1) What does it mean to be an individual within a collective state? Lesson #6 The Secret State of North Korea
Learning Objective: Students will be able to determine to what extent the hostility between the United States and North Korea is the result of current geopolitical conflicts or a synthesis of the evolution of 65 years of historical events over time. Students will access both primary and secondary sources to construct a summary of major regional events and individuals. Lastly, students will evaluate the current state of United States and North Korean affairs by presenting original arguments within an academic debate. Essential Question: Resolved: Are United States' sanctions on North Korea justified?
Research Links:
1) http://www.pbs.org/frontlineworld/stories/northkorea/history.html 2) http://blogs.reuters.com/great-debate/tag/north-korea/ 3) http://www.pbs.org/frontlineworld/stories/northkorea/facts.html 4) http://www.korea-dpr.com/ 5) http://www.kcna.co.jp/index-e.htm 6) https://www.cia.gov/library/publications/the-world-factbook/geos/kn.html 7) https://www.cia.gov/library/publications/the-world-factbook/geos/ks.html Homework: Inside North Korea Read the attached article and answer the analysis question in the comment section below. All reflections must be at least one paragraph in length and only original answers will be scored. Both A and B Due are due 05/22/15 Analysis Question: In what specific ways does the North Korean government turn weakness into strength?
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