Middle School Curriculum

Sixth Grade Social Studies Curriculum – The Ancient World

Through focus on the ancient world, students will investigate prehistoric civilizations, foundations of society, and development of system which shape the world.

HUMAN SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Man has basic needs. From prehistoric times, man has learned to adapt to the environment.

· The River Valley Civilizations (Tigris/Euphrates and Nile) played a significant role in religion and development of architecture.

· The Mediterranean civilizations developed systems important to society.

· Phoenician and Hebrew societies developed written alphabets, written history, and demonstrated the changing needs of society.

· Greek society developed differing societal roles, religious unification, and individual systems.

· The Roman civilization, through unification and expansion, made its impact felt in many aspects of society across a wide geographic area.

· What forces affect the patterns of human settlement?

· What forces of cooperation and conflict shape the divisions of the Earth’s surface?

· How does culture develop, change, and expand?

· How do humans modify the human environment?

· How do physical systems affect human systems?

· What is the importance of natural resources to a society?

The student will be able to:

· Compare and contrast aspects of different cultures.

· Make inferences and draw conclusions.

· Present evidence of research.

· Demonstrate chronological thinking.

· Synthesize information.

History of Our World: The Early Ages,

ISBN: 0-13-130771-1, Prentice Hall Publishers (Pearson Learning).

Sixth Grade Social Studies Curriculum – The Ancient World

Through focus on the ancient world, students will investigate prehistoric civilizations, foundations of society, and development of system which shape the world.

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ECONOMIC SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Prehistoric man developed rudimentary systems of trade.

· The River Valley civilizations developed sophisticated economic systems.

· The Mediterranean civilizations developed trade and dealt with economic conflict.

· Greece confronted the impact of increasing wealth.

· Roman civilization’s decline was due in part to economic forces.

· Civilizations of the Middle Ages developed new economic systems with feudalism and self-sufficiencies.

· What are the levels of economic structure?

· How did trade develop?

· What are the patterns and networks of economic interde-pendence on the Earth’s systems?

Student will be able to:

· Define the economic systems of ancient civilizations.

· Compare and contrast economic systems of the ancient world.

· Make inferences and draw conclusions about economic systems.

· Demonstrate research capabilities.

· Synthesize information.

Sixth Grade Social Studies Curriculum – The Ancient World

Through focus on the ancient world, students will investigate prehistoric civilizations, foundations of society, and development of system which shape the world.

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PHYSICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Geography is a combination of physical and human systems.

· Humans adapt to the environment and geologic changes.

· Geography influences agricultural development in many ways.

· Geography presents many advantages and disadvantages to humans.

· Civilizations are shaped by the physical environment around them.

· What is geography?

· What are the Five Themes of Geography?

· What are climate and weather?

· How do land forms affect climate?

· How does climate affect vegetation?

· What forces shape the earth and how have those forces affected the development of civilizations?

· How do people use their environment?

The student will be able to:

· Apply the Five Themes to

specific ancient civilizations.

· Demonstrate understanding of how internal and external forces shape the Earth.

· Explain how the geography of an area determines its settlement.

· Explain the relationship between climate and flora and fauna.

· Explain geography as a natural fortification.

Sixth Grade Social Studies Curriculum – The Ancient World

Through focus on the ancient world, students will investigate prehistoric civilizations, foundations of society, and development of system which shape the world.

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POLITICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Political systems are as old as history beginning with conflicts in the early societies of prehistoric humans.

· The River Valley civilizations developed the concepts of city organization and government.

· Mediterranean civilizations established fortress cities.

· Greece developed the city-state structure; dealt with political structures of democracy and oligarchy.

· The Roman civilization made further political and cultural adaptations.

· The Middle Ages saw the collapse of the Roman Empire and the eventual revival of towns and cities.

· What is government?

· What are the basic types and levels of government?

· What types of conflict existed in early civilizations?

· What are the causes of conflict?

· What are some of the causes of revolution?

· How are government, power, and society related?

· What determines a person’s place in society?

· How do current events relate to ancient civilizations?

The student will be able to:

· Define government.

· Compare and contrast political systems.

· Make inferences and draw conclusions.

· Present evidence of research capabilities.

· Demonstrate chronological thinking.

· Synthesize information.

Sixth Grade Social Studies Curriculum – The Ancient World

Through focus on the ancient world, students will investigate prehistoric civilizations, foundations of society, and development of system which shape the world.

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SPATIAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Historical information can be presented on various types of maps and charts.

· Maps may have a number of different purposes.

· Timelines help to put historical development into an understandable sequence and allow for comparison of different civilizations.

· Maps and charts can show such types of information as relative location, absolute location, population, resources, movement, and conflict.

· Maps and charts are a way of organizing data.

· How do you place key influences on a time line?

· How can charts or maps depict change over time?

· What information about the history of the ancient world can be derived from maps and charts?

The student will be able to:

· Demonstrate the ability to discern information from different types of maps and globes.

· Compare and contrast information from different types of maps.

· Demonstrate chronological thinking.

· Analyze and interpret data.

Seventh Grade Social Studies Curriculum – Geography

Through focus on the Eastern Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

HUMAN SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Throughout history, countries have been formed and destroyed.

· World cultures develop, change, and expand over time.

· Countries are often involved in conflicts involving other nations, i.e., Japan’s involvement in WWII.

· Population sparsity and density, as well as location (urban or rural) affect exploration, colonization, and migration.

· The physical environment has a direct effect on birth and death rates.

· Religion involves the worship of supreme beings.

· Wars are fought in the name of religion.

· The origins and history of Islam, Judaism, Hinduism, and Christianity have influenced culture and conflict world wide.

· What causes patterns of human settlement?

· What forces of cooperation and conflict shape divisions of Earth’s surfaces?

· What is culture:

· How does culture develop, change, and expand?

· What are exploration, colonization, and migration?

· How do physical systems affect human systems?

· How do humans modify the physical environment?

· What is the importance of natural resources to a society?

· What natural and man-made disasters impact on Human Systems?

· What is religion?

· How does religion affect culture?

The student will be able to:

· Make inferences and draw conclusions about the effect of different cultures on human systems.

· Demonstrate research skills and chronological thinking.

· Synthesize information.

· Identify the main religions of various nations.

· Provide examples of colonization in India, Africa, and the Far East.

· Differentiate between polytheistic and monotheistic cultures.

· Compare and contrast world cultures and world religions.

· Be able to use a demographic chart to determine mortality rates.

ISBN: 13-181651-9, Prentice Hall Publishers (Pearson Learning).

Asia and the Pacific, by Jacobs, et.al.

Seventh Grade Social Studies Curriculum – Geography

Through focus on the Eastern Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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ECONOMIC SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Capitalism, communism, socialism are types of economic systems.

· Different economic activities develop in different places based on human-environment interaction.

· There are primary and secondary economies around the world.

· Trade connects countries around the world.

· There are three levels of economic activity.

· Countries can be categorized as “developing” or “developed”.

· What are the different types of economies in the world?

· What are the levels of economic development in the Eastern hemisphere?

· How do world trade and economic development affect the Middle East, Africa, and Asia?

· How do natural and man-made disasters impact economic systems?

Student will be able to:

· Compare and contrast economic

systems.

· Identify economic systems in

various locations around the

world.

Seventh Grade Social Studies Curriculum – Geography

Through focus on the Eastern Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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PHYSICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Geography includes physical as well as human systems.

· Climate is the long term condition of day to day atmosphere/weather.

· Mountains are classified as windward and leeward.

· Plate tectonics, volcanoes, earthquakes and erosion have specific, identifiable causes.

· The Five Themes of Geography help to inform our understanding of the world.

· There are renewable and non-renewable resources which may have specific geographic locations.

· What is geography?

· What is climate and weather?

· How do landforms affect climate?

· How does climate affect vegetation?

· What forces shape the earth?

· What are the Five Themes of Geography?

· How do people use their environment?

The student will be able to:

· Apply the Five Themes to

specific areas of the world.

· Recognize renewable and non-renewable resources.

· Understand that internal and external forces shape the Earth.

· Understand the relationship between climate and flora and fauna.

Seventh Grade Social Studies Curriculum – Geography

Through focus on the Eastern Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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POLITICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Government makes, enforces and judges laws.

· Government allows different levels of power in different nations.

· There are three basic types of government: authoritarian, monarchy, and democracy.

· What is government?

· What are the basic types of government in the non-Western world?

· What are the levels of government?

· What are some basic causes of human conflict?

· What are causes of revolution?

· How are government, power, and society related?

· What determines your class (caste) in society?

· How do current events and international organizations impact political systems?

The student will be able to:

· Define government.

· Compare and contrast different types of government including dictatorship, monarchy and democracy.

· Describe the rights a constitution guarantees.

Seventh Grade Social Studies Curriculum – Geography

Through focus on the Eastern Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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SPATIAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Time zones; latitude and longitude; absolute and relative location help to define the regions of the Earth.

· Maps and globes present different types of information about the Earth’s surface including location, physical environment, economic activities, and regions.

· There are three types of maps: political, physical, and special purpose.

· There are four types of map projections: great circle, global gores, Mercator, and Robinson.

· What systems are used to define the regions of the Earth?

· What are the major geographic features and patterns of the environment on the Earth’s surface?

The student will be able to:

· Discern different types of information from different types of maps and globes.

· Compare and contrast information from different types of maps and globes.

· Use and produce maps containing the four basic map components: scale, key, compass, and title.

Eighth Grade Social Studies Curriculum – Geography

Through focus on the Western Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

HUMAN SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Wars are fought in the name of religion.

· Elimination of native cultures in North and South America resulted from European conquests.

· Revolution and colonization have resulted in the formation and destruction of societies and countries.

· World cultures develop and expand over time.

· Countries are often in conflict involving other nations, i.e., World Wars I and II in Europe.

· Population sparsity and density, as well as location (urban or rural) affect exploration, colonization and migration, ex: Cortez and Pizarro.

· Demographics, such as birth and death have a direct effect on the physical environment.

· What causes patterns of human settlement?

· What forces of cooperation and conflict shape divisions of Earth’s surface?

· What effect do human population patterns have on the world?

· What is culture?

· How does culture develop, change, and expand?

· How does religion affect culture?

· How have exploration colonization, and migration affected the world?

· How do physical systems affect human systems?

· How do humans modify the physical environment?

· How are natural resources important to a society?

· How are imports and exports important to a society?

· What are the current issues in human systems?

· How have events in history affected human systems?

Students will be able to:

· Compare and contrast world cultures.

· Make inferences and draw conclusions about the effect of different cultures on human systems.

· Demonstrate research skills and chronological thinking.

· Synthesize information.

· Identify the main religions of various nations.

· Provide examples of colonization in North and South America.

· Explain the motivations behind European colonization of North and South America.

ISBN: 0-13-181651-9, Prentice Hall Publishers (Pearson Learning).

Prentice Hall Publishers (Pearson Learning).

ISBN: 13-181653-5, Prentice Hall Publishers (Pearson Learning).

Eighth Grade Social Studies Curriculum – Geography

Through focus on the Western Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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ECONOMIC SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Capitalism, communism, socialism are types of economic systems.

· Different economic activities develop in different places based on human-environment interaction.

· There are primary and secondary economies around the world.

· Trade connects countries around the world.

· Economic systems may have private ownership through business, government ownership or a combination of both.

· What are the different types of economies in the world?

· What are the levels of economic development in the Western hemisphere?

· How do world trade and economic development affect the North America, South America, and Europe?

· What are current events affecting economic systems in the Western hemisphere?

Student will be able to:

· Compare and contrast economic

systems.

· Identify economic systems in

various locations around the

world.

· Understand the differences between levels of industry and technology.

Eighth Grade Social Studies Curriculum – Geography

Through focus on the Western Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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PHYSICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Geography includes physical as well as human systems.

· Climate is the long term condition of day to day atmosphere/weather.

· Mountains are classified as windward and leeward.

· Plate tectonics, volcanoes, earthquakes and erosion have specific, identifiable causes.

· The Five Themes of Geography help to inform our understanding of the world.

· There are renewable and non-renewable resources which may have specific geographic locations.

Review at the beginning of the Year:

· What are the five themes of geography?

· How do people shape their environment?

· What forces shape the earth?

· How does climate affect vegetation?

· How do climate and weather affect North America, South America, and Europe?

· What are the current issues which affect physical systems?

· How does the world use land water and natural resources?

The student will be able to:

· Apply the Five Themes to

specific areas of the world.

· Recognize renewable and non-renewable resources.

· Understand that internal and external forces shape the Earth.

· Understand the relationship between climate and flora and fauna.

· Understand the various climate regions.

· Analyze and interpret climate, vegetation, and physical maps.

· Compare and contrast the different physical environments of the regions.

Eighth Grade Social Studies Curriculum – Geography

Through focus on the Western Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

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POLITICAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Government makes, enforces and judges laws.

· Government allows different levels of power in different nations.

· Governments may join together in alliances and international organizations (examples: NATO and the United Nations).

· What is government?

· What are the basic types of government in North America, South America, and Europe?

· What are the levels of government?

· How does the U.S. government work?

· What are some basic causes of human conflict?

· What are causes of revolution?

· How are government, power, and society related?

· Do societies have class systems and, if so, what determines your class in your society?

· How do current events and international organizations impact political systems? (examples: European Union and United Nations).

The student will be able to:

· Define government.

· Compare and contrast different types of government including dictatorship, monarchy and democracy.

· Describe the rights a constitution guarantees.

Eighth Grade Social Studies Curriculum – Geography

Through focus on the Western Hemisphere, students will investigate the five themes of geography. Instruction is aligned to national geography standards.

________________________________________________________________________________________________________________

SPATIAL SYSTEMS

Essential Understandings

Essential Questions

Essential Skills

Texts, Materials, Strategies

· Time zones; latitude and longitude; absolute and relative location help to define the regions of the Earth.

· Maps and globes present different types of information about the Earth’s surface including location, physical environment, economic activities, and regions.

· What systems are used to define the regions of the Earth?

· What are the major geographic features and patterns of the environment on the Earth’s surface?

The student will be able to:

· Discern different types of information from different types of maps and globes.

· Compare and contrast information from different types of maps and globes.

· Understand and describe the characteristics and uses of spatial organization

Modern World History 1500 - Present

Era 6: The Emergence of the First Global Age, 1450-1770

· How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations

· How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450- 1750

· How large territorial empires dominated much of Eurasia between the 16th and 18th centuries

· Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750

· Transformations in Asian societies in the era of European expansion

· Major global trends from 1450-1770

Era 7: An Age of Revolutions, 1750-1914

· The causes and consequences of political revolutions in the late 18th and early 19th centuries

· The causes and consequences of the agricultural and industrial revolutions, 1700-1850

· The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870

· Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914

· Patterns of global change in the era of Western military and economic domination, 1800-1914

· Major global trends from 1750-1914

Era 8: A Half-Century of Crisis and Achievement, 1900-1945

· .Reform, revolution, and social change in the world economy of the early century

· The causes and global consequences of World War I

· The search for peace and stability in the 1920s and 1930s

· The causes and global consequences of World War II

· Major global trends from 1900 to the end of World War II

Era 9: The 20th Century Since 1945 – Promises and Paradoxes

· How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up

· The search for community, stability, and peace in an interdependent world

· Major global trends since World War II

The World in 1500

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

a) locating major states and empires.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

By 1500 A.D., major states and empires had developed in various regions of the world.

On the world political map, where were some of the major states and empires located around 1500 A.D.?

Location of some of the major states

and empires in the Eastern Hemisphere

• England

• France

• Spain

• Russia

• Ottoman Empire

• Persia

• China

• Mughal India

• Songhai Empire

Location of major states and empires in the Western Hemisphere

• Incan Empire

• Mayan Empire

• Aztec Empire

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

b) describing the distribution of major religions.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

By 1500 A.D., the five world religions

had spread to many areas of the Eastern Hemisphere.

Where were the five world religions

located around 1500 A.D.?

Location and importance of world

religions in 1500 A.D.

§ Judaism—Concentrated in Europe and the Middle East

§ Christianity—Concentrated in Europe and the Middle East

§ Islam—Parts of Asia, Africa, and

§ southern Europe

§ Hinduism—India and part of

§ Southeast Asia

§ Buddhism, Taoism, Confucianism—East and Southeast Asia

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by

a) describing their beliefs, sacred writings, traditions, and customs.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Five world religions have had a profound impact on culture and civilization.

What are some characteristics of the five major world religions?

How are these religions similar or different?

Judaism

§ Monotheism

§ Ten Commandments of moral and religious conduct

§ Torah—Written record and beliefs of Hebrews

Christianity

§ Monotheism

§ Jesus as Son of God

§ Life after death

§ New Testament

§ Establishment of Christian doctrine by early church councils

Islam

§ Monotheism

§ Muhammad the prophet

§ Koran

§ Five Pillars of Islam

§ Mecca and Medina

Buddhism

§ Founder—Siddhartha Gautama (Buddha)

§ Four Noble Truths

§ Eightfold Path to Enlightenment

§ Spread of Buddhism from India to China and other parts of Asia, resulting from Asoka’s missionaries and their writings

Hinduism

§ Many forms of one deity

§ Caste system / Reincarnation

§ Karma

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by

b) locating the geographic distribution of religions in the contemporary world.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Five world religions have had a profound impact on culture and civilization. These religions are found

worldwide, but their followers tend to be concentrated in certain geographic areas.

Where are the followers of the five world religions concentrated?

Geographical distribution of world’s

major religions

§ Judaism—Concentrated in Israel

§ and North America

§ Christianity —Concentrated in

§ Europe, North and South America

§ Islam—Concentrated in the Middle

§ East, Africa, and Asia

§ Hinduism—Concentrated in India

§ Buddhism—Concentrated in East

§ and Southeast Asia

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

c) analyzing major trade patterns.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

By 1500, regional trade patterns had

developed that linked Africa, the

Middle East, Asia, and Europe.

What were the regional trading patterns around 1500 A.D.?

Why were the regional trading patterns important?

Traditional trade patterns linking

Europe with Asia and Africa

§ Silk roads across Asia to the Mediterranean basin

§ Maritime routes across the Indian Ocean

§ Trans-Saharan routes across North Africa

§ Northern European links with the Black Sea

§ Western European sea and river trade

§ South China Sea and lands of Southeast Asia

Importance of trade patterns

§ Exchange of products and ideas

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

d) citing major technological and scientific exchanges in the Eastern Hemisphere.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

By 1500 A.D., technological and

scientific advancements had been exchanged among cultures of the world.

What technological and scientific advancements had been made and exchanged by 1500 A.D.?

What impact do these advances have on the world?

Advancements exchanged along

trade routes

§ Paper, compass, silk, porcelain (China)

§ Textiles, numeral system (India and Middle East)

§ Scientific transfer—Medicine, astronomy, mathematics

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

The World in 1500

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by

e) describing artistic, literary, and intellectual ideas of the Renaissance.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world.

What were the artistic, literary, and intellectual ideas of the Renaissance?

How did cultural interaction and trade contribute to the Renaissance?

Renaissance

§ “Rebirth” of classical knowledge, “birth” of the modern world

§ Spread of the Renaissance from the Italian city states to northern Europe

Contributions of the Renaissance

§ Accomplishments in the visual arts—Michelangelo, Leonardo da Vinci

§ Accomplishments in literature (printing press, vernacular)

§ Accomplishments in intellectual ideas (humanism)—Erasmus, Machiavelli

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, and Henry VIII.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

For centuries, the Roman Catholic

Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

What were the problems and issues that provoked religious reforms in Western Christianity?

What were the beliefs of Martin Luther, John Calvin, and Henry VIII?

What can the Reformation say about peoples ideas concerning power?

Conflicts that challenged the

authority of the Church in Rome

§ Merchant wealth challenged the Church’s view of usury.

§ German and English nobility disliked Italian domination of the Church.

§ The Church’s great political power and wealth caused conflict.

§ Church corruption and the sale of indulgences were widespread and caused conflict.

Martin Luther (the Lutheran

tradition)

§ Views—Salvation by faith alone, Bible as the ultimate authority, all humans equal before God

§ Actions—95 theses, birth of the Protestant Church

John Calvin (the Calvinist tradition)

§ Views—Predestination, faith revealed by living a righteous life, work ethic

§ Actions—Expansion of the Protestant Movement

King Henry VIII (the Anglican

tradition)

§ Views—Dismissed the authority of the Pope in Rome

§ Actions—Divorced; broke with Rome; headed the national church in England; appropriated lands and wealth of the Roman Catholic Church in England

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

b) describing the impact of religious conflicts, including the Inquisition, on society and government actions.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.

What were the major economic, political, and theological issues involved in the Reformation?

How did the Reformation create change in Europe?

Reformation in Germany

§ Princes in Northern Germany converted to Protestantism, ending authority of the Pope in their states.

§ The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church.

§ Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War).

Reformation in England

§ Anglican Church became a national church throughout the British Isles under Elizabeth I.

§ The Reformation contributed to the rise of capitalism.

Reformation in France

§ Catholic monarchy granted Protestant Huguenots freedom of worship by the Edit of Nantes (later revoked).

§ Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious to a political conflict.

Catholic Counter Reformation

§ Catholic Church mounted a series of reforms and reasserted its authority.

§ Society of Jesus (The Jesuits) was

§ founded to spread Catholic doctrine around the world.

§ Inquisition was established to reinforce Catholic doctrine.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

At first the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

Power in most European states was

concentrated in the monarch.

Religious toleration gradually emerged,

along with democratic thought.

What were some of the changing

cultural values, traditions, and

philosophies during the Reformation?

What was the role of the printing press in the spread of new ideas?

How did technology impact the way that people think?

Changing cultural values, traditions,

and philosophies

§ Growth of secularism

§ Growth of individualism

§ Growth of religious tolerance

Role of the printing press

§ Growth of literacy was stimulated by the Gutenberg printing press.

§ The Bible was printed in English, French, and German.

§ These factors had an important impact on spreading the ideas of the Reformation and Renaissance.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the impact of the European Age of Exploration and expansion into the Americas, Africa, and Asia by

a) explaining the roles of explorers and conquistadors.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The expanding economies of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.

Why were Europeans interested in discovering new lands and markets?

Who were some important explorers?

What impact do you think that European exploration will have on the rest of the world?

Factors contributing to the European discovery of lands in the Western Hemisphere

§ Demand for gold, spices, and

§ natural resources in Europe

§ Support for the diffusion of Christianity

§ Political and economic competition between European empires

§ Innovations in navigational arts (European and Islamic origins)

§ Pioneering role of Prince Henry the Navigator

Establishment of overseas empires

and decimation of indigenous

populations

§ Portugal—Vasco da Gama

§ Spain—Christopher Columbus,

§ Hernando Cortez, Francisco Pizarro, Ferdinand Magellan

§ England—Francis Drake

§ France—Jacques Cartier

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the impact of the European Age of Exploration and expansion into the Americas, Africa, and Asia by

b) describing the influence of religion.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

One motive for exploration was to spread the Christian religion.

How did the expansion of European

empires into the Americas, Africa, and

Asia affect the religion in those areas?

Is there a common thread that ties the Renaissance, Reformation, and European expansion together?

Means of diffusion of Christianity

§ Migration of colonists to new lands

§ Influence of Catholics and Protestants, who carried their faith, language, and cultures to new lands

§ Conversion of indigenous peoples

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the impact of the European Age of Exploration and expansion into the Americas, Africa, and Asia by

c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Europeans migrated to new colonies in the Americas, creating new cultural and social patterns.

Europeans established trading posts and colonies in Africa and Asia.

What was the effect of European migration and settlement on the Americas, Africa, and Asia?

Americas

§ Expansion of overseas territorial claims and European emigration to North and South America

§ Demise of Aztec, Maya, and Inca Empires

§ Legacy of a rigid class system and dictatorial rule in Latin America

§ Forced migration of some Africans into slavery

§ Colonies’ imitation of the culture and social patterns of their parent country

Africa

§ European trading posts along the coast

§ Trade in slaves, gold, and other products

Asia

§ Colonization by small groups of merchants (India, the Indies, China)

§ Influence of trading companies (Portuguese, Dutch, British)

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the impact of the European Age of Exploration and expansion into the Americas, Africa, and Asia by

d) defining the Columbian Exchange.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The discovery of the Americas by

Europeans resulted in an exchange of

products and resources between the

Eastern and Western Hemispheres.

What was the impact of the Columbian

Exchange between European and indigenous cultures?

How did the Columbian Exchange alter the world?

Columbian Exchange

§ Western Hemisphere agricultural products such as corn, potatoes, and tobacco changed European lifestyles.

§ European horses and cattle changed the lifestyles of Native Americans

§ European diseases like smallpox killed many Native Americans

Impact of the Columbian Exchange

§ Shortage of labor to grow cash crops led to the use of African slaves.

§ Slavery was based on race.

§ European plantation system in the Caribbean and the Americas destroyed indigenous economics and damaged the environment.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the impact of the European Age of Exploration and expansion into the Americas, Africa, and Asia by

e) explaining the triangular trade;

f) describing the impact of precious metal exports from the Americas.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas.

What was the triangular trade?

What was the impact of precious metal exports from the Americas?

Why were the Europeans successful in establishing the triangular trade route?

The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded.

Export of precious metals

§ Gold and silver (exported to Europe and Asia)

§ Impact on indigenous empires of the Americas

§ Impact on Spain and international trade

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

a) describing the location and development of the Ottoman Empire.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Ottoman Empire emerged as a political and economic power following the conquest of Constantinople.

The Ottomans brought much of Muslim territory in Southwest Asia and North Africa under their rule.

Where was the Ottoman Empire located and how did it expand?

Why was the power of the Ottoman Empire limited as compared to the power of Europe?

Original location of the Ottoman Empire

§ Asia Minor

Expansion and extent of the Ottoman Empire

§ Southwest Asia

§ Southeastern Europe, Balkan Peninsula

§ North Africa

Development of the Ottoman Empire

§ Capital at Constantinople renamed Istanbul

§ Islamic religion as a unifying force that accepted other religions

§ Trade in coffee and ceramics

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

b) describing India, including the Mughal Empire and coastal trade.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Descendants of the Mongols, the Muslim Mughal (Mogul) rulers established an empire in northern India.

The Mughal Empire traded with

European nations.

What were the contributions of the Mughal emperors of India?

How did the Mughal Empire trade with European nations?

How did the Mughal Empire compare with the Ottoman Empire and Europe?

Location of the Mughal Empire

§ North India

Contributions of Mughal rulers

§ Spread of Islam into India

§ Art and architecture—Taj Mahal

§ Arrival of European trading outposts

§ Influence of Indian textiles on British textile industry

Trade with European nations

§ Portugal, England, and the Netherlands competed for the Indian Ocean trade by establishing Coastal ports on the Indian subcontinent

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

c) describing East Asia, including China and the Japanese shogunate.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

China and Japan sought to limit the

influence and activities of European merchants.

How did the Chinese and Japanese

React?

Why were the Japanese and Chinese reactions to European contact of different?

China

§ Creation of foreign enclaves to control trade

§ Imperial policy of controlling foreign influences and trade

§ Increase in European demand for Chinese goods (tea, porcelain)

Japan

§ Characterized by powerless emperor ruled by military leader (shogun)

§ Adopted policy of isolation to limit foreign influences

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

d) describing Africa and its increasing involvement in global trade.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The exportation of slaves and demand

for imported goods began to alter traditional economic patterns in Africa.

How did Africa become involved in foreign trade?

What impact did international trade have on Africa?

African exports

§ Slaves (triangular trade)

§ Raw materials

African imports

§ Manufactured goods from Europe, Asia, and the Americas

§ New food products (corn, peanuts)

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

e) describing the growth of European nations, including the Commercial Revolution and mercantilism.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

European maritime nations competed

for overseas markets, colonies, and

resources, creating new economic

practices, such as mercantilism, linking

European nations with their colonies.

What were the roles of the Commercial

Revolution and mercantilism in the growth of European nations?

How did the influence of government intervention assist merchants?

Terms to know

§ Mercantilism: An economic practice adopted by European colonial powers in an effort to become self-sufficient; based on the theory that colonies existed for the benefit of the mother country

Commercial Revolution

§ European maritime nations competed for overseas markets, colonies, and resources.

§ A new economic system emerged.

§ New money and banking systems were created.

§ Economic practices such as mercantilism evolved.

§ Colonial economies were limited by the economic needs of the mother country.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 6: The Emergence of the First Global Age

The student will demonstrate knowledge of scientific changes during the sixteenth, seventeenth, and eighteenth centuries by

a) describing the Scientific Revolution and its effects.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

With its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.

What were some new scientific theories and discoveries?

What were some of the effects of these new theories?

How do the new theories affect the way that people view the power of the church and government?

Pioneers of the scientific revolution

§ Nicolaus Copernicus: Developed heliocentric theory

§ Johannes Kepler: Discovered planetary motion

§ Galileo Galilei: Used telescope to support heliocentric theory

§ Isaac Newton: Discovered Laws of Gravity

§ William Harvey: Discovered circulation of the blood

Importance of the scientific revolution

§ Emphasis on reason and systematic observation of nature

§ Formulation of the scientific method

§ Expansion of scientific knowledge

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

a) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Age of Absolutism takes its name

from a series of European monarchs

who increased the power of their central governments.

Who were the absolute monarchs?

How did the absolute monarchs rule?

What effect did the absolute monarchs have on their countries?

Characteristics of absolute

monarchies

§ Centralization of power

§ Concept of rule by divine right

Absolute monarchs

§ Louis XIV—France, Palace of Versailles as a symbol of royal power

§ Frederick the Great—Prussia, emphasis on military power

§ Peter the Great—Russia, westernization of Russia

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

b) assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Political democracy rests on the principle that government derives power from the consent of the governed.

The foundations of English freedoms included the jury trial, the Magna Carta, and common law.

The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen?

How did power shift in England due to the Glorious Revolution?

Development of the rights of

Englishmen

§ Oliver Cromwell and the execution of Charles I

§ The restoration of Charles II

§ Development of political parties/factions

§ Glorious Revolution (William and Mary)

§ Increase of parliamentary power over royal power

§ English Bill of Rights of 1689

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

c) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.

Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

Who were some Enlightenment thinkers, and what were their ideas?

How did philosophers of the Enlightenment influence thinking on political issues?

How did the Enlightenment promote revolution in the American colonies?

What long term ideas were being overthrown in the Enlightenment?

The Enlightenment

§ Applied reason to the human world, not just the natural world

§ Stimulated religious tolerance

§ Fueled democratic revolutions around the world

Enlightenment thinkers and their ideas

§ Thomas Hobbes’ Leviathan—The state must have central authority to manage behavior.

§ John Locke’s Two Treatises on Government—People are sovereign; monarchs are not chosen by God.

§ Montesquieu’s The Spirit of Laws—The best form of government includes a separation of powers.

§ Jean-Jacques Rousseau’s The Social Contract—Government is a contract between rulers and the people.

§ Voltaire—Religious toleration should triumph over religious fanaticism; separation of church and state

Influence of the Enlightenment

§ Political philosophies of the Enlightenment fueled revolution in the Americas and France.

§ Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.

§ The Constitution of the United

§ States of America and Bill of Rights incorporated Enlightenment ideas.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

d) describing the expansion of the arts, philosophy, literature, and new technology.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Enlightenment brought a new emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and Rome, and new forms of literature were established.

The Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

Who were some artists, philosophers, and writers of the period?

What improved technologies and institutions were important to European economies?

How did these new technologies improve the lives of people?

Representative artists, philosophers,

and writers

§ Johann Sebastian Bach— Composer

§ Wolfgang Amadeus Mozart—Composer

§ Eugène Delacroix—Painter

§ Voltaire—Philosopher

§ Miguel de Cervantes—Novelist

New forms of art and literature

§ Paintings depicted classical subjects, public events, natural scenes, and living people (portraits)

§ New forms of literature evolved—The novel (e.g., Cervantes’ Don Quixote)

Technologies

§ All-weather roads improved year round transport and trade.

§ New designs in farm tools increased productivity (agricultural revolution).

§ Improvements in ship design lowered the cost of transport.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

e) describing the French Revolution;

f) identifying the impact of the American and French Revolutions on Latin America.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.

These ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations.

How did the ideas of the Enlightenment contribute to causing the French Revolution?

How did the French and American Revolutions influence Latin American independence movements?

What long term ideas and institutions were overthrown during the French Revolution?

Causes of the French Revolution

§ Influence of Enlightenment ideas

§ Influence of the American Revolution

Events of the French Revolution

§ Storming of the Bastille

§ Reign of Terror

Outcomes of the French Revolution

§ End of the absolute monarchy of Louis XVI

§ Rise of Napoleon

Influence of the American and

French Revolutions on the Americas

§ Independence came to French, Spanish, and Portuguese colonies

§ Toussaint L’Ouverture—Haiti

§ Simon Bolivar—South America

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas.

Napoleon’s attempt to unify Europe under French domination was unsuccessful.

The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.

What was the legacy of Napoleon?

How did Napoleon attempt to control his subjects and then Europe?

What was the significance of the

Congress of Vienna?

Legacy of Napoleon

§ Unsuccessful attempt to unify Europe under French domination

§ Napoleonic Code

§ Awakened feelings of national pride and growth of nationalism

Legacy of the Congress of Vienna

§ “Balance of power” doctrine

§ Restoration of monarchies

§ New political map of Europe

§ New political philosophies (liberalism, conservatism, radicalism)

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

b) describing the influence of revolutions on the expansion of political rights in Europe.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The rise of nationalism was a powerful force behind European politics during the nineteenth century.

Widespread demands for political rights led to revolutions and legislative actions in Europe.

How did nationalism and democracy influence national revolutions?

What beliefs and cultural interactions cause nationalism?

§ National pride, economic competition, and democratic ideals stimulated the growth of nationalism.

§ The terms of the Congress of Vienna led to widespread discontent in Europe.

§ Unsuccessful revolutions of 1848 increased nationalistic tensions.

§ In contrast to continental Europe, Great Britain expanded political rights through legislative means and made slavery illegal in the British Empire.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

c) explaining events related to the unification of Italy and the role of Italian nationalists;

d) explaining events related to the unification of Germany and the role of Bismarck.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Italy and Germany became nation-states long after the rest of Europe.

What events led to the unification of

Italy?

What role did Otto von Bismarck play

in the unification of Germany?

What were the results of Italian and German unification?

Unification of Italy

§ Count Cavour unified Northern Italy.

§ Giuseppe Garibaldi joined southern Italy to northern Italy.

§ The Papal States (including Rome) became the last to join Italy.

Unification of Germany

§ Otto von Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings.

§ Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power.

§ The Franco-Prussian War led to the creation of the German state.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Industrial Revolution began in England, spreading to the rest of Western Europe and the United States.

With the Industrial Revolution, came an increased demand for raw materials from the Americas, Asia, and Africa.

Advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed.

Why did the Industrial Revolution originate in England?

Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

How did the Industrial Revolution produce changes in culture and society?

What positive and negative effects resulted from the Industrial Revolution?

Industrial Revolution

§ Origin in England, because of its natural resources like coal, iron ore, and the invention and improvement of the steam engine

§ Spread to Europe and the United States

§ Role of cotton textile, iron, and steel industries

§ Relationship to the British

§ Enclosure Movement

§ Rise of the factory system and demise of cottage industries

§ Rising economic powers that wanted to control raw materials and markets throughout the world

Technological advances that

produced the Industrial Revolution

§ James Watt—Steam engine

§ Eli Whitney—Cotton gin

§ Henry Bessemer—Process for making steel

Advancements in science and

medicine

§ Edward Jenner—Developed smallpox vaccination

§ Louis Pasteur—Discovered bacteria

Impacts of the Industrial Revolution on industrialized countries

§ Population increase

§ Increased standards of living for many, though not all

§ Improved transportation

§ Urbanization

§ Environmental pollution

§ Increased education

§ Dissatisfaction of working class with working conditions

§ Growth of the middle class

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

b) explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Capitalism and market competition fueled the Industrial Revolution.

Wealth increased the standard of living for some.

Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism.

What was the role of capitalism and

market competition in the Industrial

Revolution?

Who controlled wealth and power in the Capitalist system?

What were some theories opposed to

capitalism?

Capitalism

§ Adam Smith’s Wealth of Nations

§ Role of market competition and entrepreneurial abilities

§ Impact on standard of living and the growth of the middle class

§ Dissatisfaction with poor working conditions and the unequal distribution of wealth in society

Socialism and communism

§ Karl Marx’s Communist Manifesto (written with Friedrich Engels) and Das Capital

§ Response to the injustices of capitalism

§ Importance of redistribution of wealth

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Agricultural economies were based on the family unit.

The Industrial Revolution had a significant impact on the structure and function of the family.

The Industrial Revolution placed new

demands on the labor of men, women, and children.

Workers organized labor unions to fight for improved working conditions and workers’ rights.

How did the Industrial Revolution impact the lives of women, children, and the family?

How did the Industrial Revolution affect slavery?

Why did workers organize into labor

unions?

The nature of work in the factory

system

§ Family-based cottage industries displaced by the factory system

§ Harsh working conditions with men competing with women and children for wages

§ Child labor that kept costs of production low and profits high

§ Owners of mines and factories who exercised considerable control over the lives of their laborers

Impact of the Industrial Revolution

on slavery

§ The cotton gin increased demand for slave labor on American plantations.

§ The United States and Britain outlawed the slave trade and then slavery.

Social effects of the Industrial

Revolution

§ Women and children entering the workplace as cheap labor

§ Introduction of reforms to end child labor

§ Expansion of education

§ Women’s increased demands for suffrage

The rise of labor unions

§ Encouraged worker-organized strikes to increase wages and improve working conditions

§ Lobbied for laws to improve the lives of workers, including women and children

§ Wanted worker rights and collective bargaining between labor and management

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 7: An Age of Revolutions, 1750 – 1914

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

d) explaining the rise of industrial economies and their link to imperialism and nationalism;

e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Industrial nations in Europe needed natural resources and markets to expand their economies.

These nations competed to control Africa and Asia to secure their economic and political success.

Imperialism spread economic, political,

and social philosophies of Europe throughout the world.

Resistance to imperialism took many forms including armed conflict and intellectual movements.

Why did European countries participate in imperialism and a race for colonies?

What were some responses of colonized peoples to European imperialism?

§ Nationalism motivated European nations to compete for colonial possessions.

§ European economic, military, and political power forced colonized countries to trade on European terms. Industrially-produced goods flooded colonial markets and displaced their traditional industries.

§ Colonized peoples resisted European domination and responded in diverse ways to Western influences.

Forms of imperialism

§ Colonies

§ Protectorates

§ Spheres of influence

Imperialism in Africa and Asia

§ European domination

§ European conflicts carried to the colonies

§ Christian missionary efforts

§ Spheres of influence in China Suez Canal

§ East India Company’s domination of Indian states

§ American opening of Japan to trade

Responses of colonized peoples

§ Armed conflicts / Nationalism

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of the worldwide impact of World War I by

a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;

b) explaining the outcomes and global effect of the war and the Treaty of Versailles.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy.

The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

What were the factors that produced World War I?

What were the major events of the war?

Who were the major leaders?

What were the outcomes and global effects of World War I?

What were the terms of the Treaty of

Versailles?

Causes of World War I

§ Alliances that divided Europe into competing camps

§ Nationalism

§ Imperialism

§ Militarism

Major events

§ Assassination of Austria’s Archduke Ferdinand

§ United States enters war

§ Russia leaves the war

Major leaders

§ Woodrow Wilson

§ Kaiser Wilhelm II

Outcomes and global effects

§ Colonies’ participation in the war,

§ which increased demands for

§ independence

§ End of the Russian Imperial,

§ Ottoman, German, and Austro-Hungarian empires

§ Enormous cost of the war in lives, property, and social disruption

Treaty of Versailles

§ Forced Germany to accept guilt for war and loss of territory and pay reparations

§ Limited the German military

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of the worldwide impact of World War I by

c) citing causes and consequences of the Russian Revolution.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers

and peasants were not resolved by the

Tsar. Inadequate administration in

World War I led to revolution and an unsuccessful provisional government.

A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R.

Why did Russia erupt in revolution while fighting in World War I?

How did communism rise in Russia?

Causes of 1917 revolutions

§ Defeat in war with Japan in 1905

§ Landless peasantry

§ Incompetence of Tsar Nicholas II

§ Military defeats and high casualties in World War I

Rise of communism

§ Bolshevik Revolution and civil war

§ Vladimir Lenin’s New Economic Policy

§ Lenin’s successor—Joseph Stalin

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

a) describing the League of Nations and the mandate system.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

After World War I, international organizations and agreements were established to avoid future conflicts.

What was the League of Nations and why did it fail?

Why was the mandate system created?

League of Nations

International cooperative organization

Established to prevent future wars

United States not a member

Failure of League because it did not have power to enforce its decisions

The mandate system

The system was created to administer the colonies of defeated powers on a temporary basis.

France and Great Britain became mandatory powers in the Middle East.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

b) citing causes and assessing the impact of worldwide depression in the 1930s.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

A period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s.

Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

Why did the world experience depression in the 1930s?

What political changes resulted from the worldwide depression?

Causes of worldwide depression

§ German reparations

§ Expansion of production capacities

§ and dominance of the United States

§ in the global economy

§ High protective tariffs

§ Excessive expansion of credit

§ Stock Market Crash (1929)

Impact of world depression

§ High unemployment in industrial

§ countries

§ Bank failures and collapse of credit

§ Collapse of prices in world trade

§ Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse.

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Economic dislocations following World War I led to unstable political conditions.

Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan.

A communist dictatorship was

established by Vladimir Lenin and

continued by Joseph Stalin in the Soviet

Union.

The Treaty of Versailles worsened

economic and political conditions in

Europe and led to the rise of totalitarian

regimes in Italy and Germany.

Japan emerged as a world power after

World War I and conducted aggressive

imperialistic policies in Asia.

Why did dictatorial governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I?

How did these regimes affect the world following World War I?

U.S.S.R. during the Interwar

Period—Joseph Stalin

§ Entrenchment of communism

§ Stalin’s policies (five-year plans, collectivization of farms, state industrialization, secret police)

§ Great Purge

Germany during the Interwar

Period—Adolf Hitler

§ Inflation and depression

§ Democratic government weakened

§ Anti-Semitism

§ Extreme nationalism

§ National Socialism (Nazism)

§ German occupation of nearby countries

Italy during the Interwar

Period—Benito Mussolini

§ Rise of fascism

§ Ambition to restore the glory of Rome

§ Invasion of Ethiopia

Japan during the Interwar

Period—Hirohito and Hideki Tojo

§ Militarism

§ Industrialization of Japan, leading to drive for raw materials

§ Invasion of Korea, Manchuria, and the rest of China

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of the worldwide impact of World War II by

a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

What were the causes of World War II?

What were the major events of World

War II?

Who were the major leaders of World

War II?

Economic and political causes of World War II

§ Aggression by totalitarian powers (Germany, Italy, Japan)

§ Nationalism

§ Failures of the Treaty of Versailles

§ Weakness of the League of Nations

§ Appeasement

§ Tendencies towards isolationism and pacifism in Europe and the United States

Major events of the war (1939-1945)

§ German invasion of Poland

§ Fall of France

§ Battle of Britain

§ German invasion of the Soviet

§ Union

§ Japanese attack on Pearl Harbor

§ D-Day (Allied invasion of Europe)

§ Atomic bombs dropped on Hiroshima and Nagasaki

Major leaders of the war

§ Franklin D. Roosevelt—U.S. President

§ Harry Truman—U.S. President after death of President Roosevelt

§ Dwight D. Eisenhower—U.S. General

§ Douglas MacArthur—U.S. General

§ George Marshall—U.S. General

§ Winston Churchill—British Prime Minister

§ Joseph Stalin—Soviet dictator

§ Adolf Hitler—Nazi dictator of Germany

§ Hideki Tojo—Japanese General

§ Hirohito—Emperor of Japan

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 8: A Half Century of Crisis and Achievement, 1900 – 1945

The student will demonstrate knowledge of the worldwide impact of World War II by

b) examining the Holocaust and other examples of genocide in the twentieth century.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

There had been a climate of hatred against Jews in Europe and Russia for centuries.

Various instances of genocide have occurred throughout the twentieth century.

Why did the Holocaust occur?

What are other examples of genocides in the twentieth century?

Terms to know

Genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group

Elements leading to the Holocaust

§ Totalitarianism combined with nationalism

§ History of anti-Semitism

§ Defeat in World War I and economic depression blamed on German Jews

§ Hitler’s belief in the master race

§ Final solution—Extermination camps, gas chambers

Examples of other genocides

§ Armenians by leaders of the Ottoman Empire

§ Peasants, government and military leaders, and members of the elite in the Soviet Union by Joseph Stalin

§ The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia

§ Tutsi minority by Hutu in Rwanda

§ Muslims and Croats by Bosnian Serbs in former Yugoslavia

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of the worldwide impact of World War II by

a) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

What were the outcomes of World War

II?

What were the war crimes trials?

How did the Allies promote reconstruction of the defeated powers?

What were the international cooperative organizations created after World War II?

Outcomes of World War II

§ European powers’ loss of empires

§ Establishment of two major powers in the world: The United States and the U.S.S.R.

§ War crimes trials

§ Division of Europe—Iron Curtain

§ Establishment of the United Nations

§ Marshall Plan

§ Formation of North Atlantic Treaty Organization (NATO) and Warsaw Pact

Efforts for reconstruction of

Germany

§ Democratic government installed in West Germany and West Berlin

§ Germany and Berlin divided among the four Allied powers

§ Emergence of West Germany as economic power in postwar Europe

Efforts for reconstruction of Japan

§ U.S. occupation of Japan under MacArthur’s administration

§ Democracy and economic development

§ Elimination of Japanese offensive military capabilities; United States’ guarantee of Japan’s security

§ Emergence of Japan as dominant economy in Asia

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of major events and outcomes of the Cold War by

a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of Communism in the Soviet Union and Eastern Europe;

b) assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Competition between the United States

and the U.S.S.R. laid the foundation for the Cold War.

The Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world.

The presence of nuclear weapons influenced patterns of conflict and cooperation since 1945.

Communism failed as an economic system in the Soviet Union and elsewhere.

What events led to the Cold War?

What was the impact of nuclear weapons?

What were the causes and

consequences of the collapse of the

Soviet Union?

Beginning of the Cold War (1945-

1948)

The Yalta Conference and the Soviet control of Eastern Europe

Rivalry between the United States and the U.S.S.R.

Democracy and the free enterprise system v. dictatorship and communism

President Truman and the Policy of Containment

Eastern Europe—Soviet satellite nations; the Iron Curtain

Characteristics of the Cold War

(1948-1989)

§ North Atlantic Treaty Organization

§ (NATO) v. the Warsaw Pact

§ Korean Conflict

§ Vietnam War

§ Berlin and significance of Berlin Wall

§ Cuban Missile Crisis

§ Nuclear weapons and the theory of deterrence

Collapse of Communism in the Soviet Union and Eastern Europe (1989-)

Soviet economic collapse

Nationalism in Warsaw Pact countries

Tearing down of Berlin Wall

Breakup of U.S.S.R.

Expansion of NATO

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

a) describing the struggles for self-rule, including Gandhi’s leadership in India.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

Who was a leader of the Indian independence movement, and what tactics did he use?

What were the outcomes of the Indian independence movement?

Regional setting for the Indian

independence movement

§ Indian sub-continent

§ British India

§ India

§ Pakistan (former West Pakistan)

§ Bangladesh (former East Pakistan)

§ Sri Lanka (former Ceylon)

Evolution of the Indian independence movement

§ British rule in India

§ Leadership of Mohandas Ghandi

§ Role of civil disobedience and passive resistance

§ Political division along Hindu-Muslim lines, Pakistan/India

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

b) describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The charter of the United Nations guaranteed colonial populations the right to self-determination.

Independence movements in Africa challenged European imperialism.

Why did independence movements in

Africa gain success after World War II?

What was Kenyatta’s leadership role in

Kenya?

The independence movement in

Africa

§ Right to self-determination (U.N. charter)

§ Peaceful and violent revolutions after World War II

§ Pride in African cultures and heritage

§ Resentment toward imperial rule and

§ economic exploitation

§ Loss of colonies by Great Britain, France, Belgium, and Portugal Influence of superpower rivalry during the Cold War

Examples of independence

movements and subsequent

development efforts

§ West Africa—Peaceful transition

§ Algeria—War for Independence from France

§ Kenya (Britain)—Violent struggle under leadership of Kenyatta

§ South Africa—Black South Africans’ struggle against apartheid

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

c) describing the end of the mandate system and the creation of states in the Middle East.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

What were the results of the United Nations’ decision to end the mandate system in terms of states created (locations) and their subsequent problems?

Mandates in the Middle East

§ Established by the League of Nations

§ Granted independence after World War II

§ Resulted in Middle East conflicts created by religious differences

French Mandates in the Middle East

§ Syria

§ Lebanon

British Mandates in the Middle East

§ Jordan

§ Palestine (part became independent as the State of Israel)

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of major events and outcomes of the Cold War by

d) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e. Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Japanese occupation of European colonies in Asia heightened demands for independence after World War II.

After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression.

The Cold War led to armed conflict in

Korea and Vietnam.

How did the Cold War influence conflicts in Eastern Asia after World War II?

What was the policy of containment?

Terms to know

§ Containment: Policy for preventing the expansion of communism

Conflicts and revolutionary

movements in China

§ Division of China into two nations at the end of the Chinese civil war

§ Chiang Kai-shek (Jiang Jieshi)-Nationalist China (island of Taiwan)

§ Mao Tse-tung (Mao Zedong) Communist China (mainland China)

§ Continuing conflict between the two Chinas

§ Communist China’s participation in Korean Conflict

Conflicts and revolutionary

movements in Vietnam

§ Role of French Imperialism

§ Leadership of Ho Chi Minh

§ Vietnam as a divided nation

§ Influence of policy of containment

§ The United States and the Vietnam War

§ Vietnam as a reunited communist country today

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of major events and outcomes of the Cold War by

e) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe;

f) assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

A variety of economic, political, and social issues contributed to the collapse of the USSR and the Soviet Bloc.

How did economic, political, and social pressures combine to influence the collapse of the Soviet Union and the Eastern Block?

Collapse of Communism in the Soviet

Union and Eastern Europe (1989-)

§ Soviet economic collapse

§ Nationalism in Warsaw Pact countries

§ Tearing down of Berlin Wall

§ Breakup of U.S.S.R.

§ Expansion of NATO

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

a) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions.

Economic development and the rapid growth of population are having an impact on the environment.

Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.

How does the developing world compare with the developed world in terms of economic, social, and population characteristics?

What impact are economic development and rapid population growth having on the environment?

What are the links between economic development and political freedom?

Contrasts between developed and

developing nations

§ Geographic locations of major developed and developing countries

§ Economic conditions

§ Social conditions (literacy, access to health care)

§ Population size and rate of growth

Factors affecting environment and

society

§ Economic development

§ Rapid population growth

Environmental challenges

§ Pollution

§ Loss of habitat

§ Ozone depletion

Social challenges

§ Poverty

§ Poor health

§ Illiteracy

§ Famine

§ Migration

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

b) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies.

What are some challenges faced by the contemporary world?

What new technologies have created opportunities and challenges?

Migrations of refugees and others

§ Refugees as an issue in international conflicts

§ Migrations of “guest workers” to European cities

Ethnic and religious conflicts

§ Middle East

§ Northern Ireland

§ Balkans

§ Africa

§ Asia

Impact of new technologies

§ Widespread but unequal access to computers and instantaneous communications

§ Genetic engineering and bioethics

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

Era 9: The 20^th Century Since 1945; Promises and Paradoxes

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.

How is economic interdependence changing the world?

Economic interdependence

§ Role of rapid transportation,

§ communication, and computer networks

§ Rise and influence of multinational corporations

§ Changing role of international boundaries

§ Regional integration (European Union)

§ Trade agreements—North American Free Trade Agreement (NAFTA), World Trade Organization (WTO)

§ International organizations—United Nations (UN), International Monetary Fund (IMF)

§ Chronological Thinking

§ Historical Comprehension

§ Historical Analysis and Interpretation

§ Historical Issues-Analysis

§ Historical Research Capabilities

United States History I to 1877

Era 2: Colonization and Settlement (1585-1763)

Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
How political, religious, and social institutions emerged in the English colonies
How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas

Era 3: Revolution and the New Nation (1754-1820s)

The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
The impact of the American Revolution on politics, economy, and society
The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights

Era 4: Expansion and Reform (1801-1861)

United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
The extension, restriction, and reorganization of political democracy after 1800
The sources and character of cultural, religious, and social reform movements in the antebellum period

Era 5: Civil War and Reconstruction (1850-1877)

The causes of the Civil War
The course and character of the Civil War and its effects on the American people
How various reconstruction plans succeeded or failed

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

a) describing the religious and economic events and conditions that led to the colonization of America.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Colonies in North America were established for religious and economic reasons.

Why did Europeans establish colonies in North America?

Colonies and the reasons they were established

· Roanoke Island (Lost Colony) was established as an economic venture. The first permanent English settlement in North America (1607), Jamestown Settlement, was an economic venture by the Virginia Company.

· Plymouth colony was settled by separatists from the Church of England who wanted to avoid religious persecution. Massachusetts Bay Colony was settled by the Puritans for the same reasons.

· Pennsylvania was settled by the

Quakers, who wanted to have freedom to practice their faith without interference.

· Georgia was settled by people who had been in debtor’s prisons in England. They hoped to experience a new life in the colony and to experience economic freedom in the New World.

Work on the Grade Span Expectations is in progress

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Life in the colonies reflected the geographical features of the settlements.

How did climate and geographic features distinguish the three regions from each other?

How did people use the natural resources of their region to earn a living?

How did political and social life evolve in each of the three regions?

Interactions of people and environment

New England

· Geography and climate

– Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline

– Moderate summers, cold winters

· Economy

– Fishing, shipbuilding industry and naval supplies, trade and port cities

– Skilled craftsmen, shopkeepers

· Social life

– Village and church as center of life

– Religious reformers and separatists

· Political and civic life

– Town meetings

Mid-Atlantic

· Geography and climate

– Appalachian Mountains, coastal lowlands (harbors and bays, wide and deep rivers), rich farmlands

– Moderate climate

Work on the Grade Span Expectations is in progress

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Economy

– Livestock and grain, trading

– Unskilled and skilled workers and fishermen

· Social life

– Villages and cities

– Varied and diverse lifestyles

– Diverse religions

· Political and civic life

– Market towns

South

· Geography and climate

– Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors, rivers

– Humid climate

· Economy

– Large farms/plantations, cash crops, wood products, small farms

– Slavery

· Social life

– Plantations (slavery), mansions, indentured servants, few cities, few schools

– Church of England

· Political and civic life

– Counties

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The colonies were made up of different groups of people whose lives varied depending on their social position.

How did people’s lives vary among different social groups in colonial America?

Large landowners

· Lived predominately in the South

· Relied on indentured servants and/or slaves for labor

· Were educated in some cases

· Had rich social culture

Farmers

· Worked the land according to the region

· Relied on family members for labor

Artisans

· Worked as craftsmen in towns and on the plantation

· Lived in small villages and cities

Women

· Worked as caretakers, house-workers, homemakers

· Could not vote

· Had few chances for an education

Work on the Grade Span Expectations is in progress

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Indentured servants

· Consisted of men and women who did not have money for passage to the colonies and who agreed to work without pay for the person who paid for their passage

· Were free at the end of their contract

Slaves

· Were captured in their native Africa and sold to slave traders, then were shipped to the colonies where they were sold into slavery

· Were owned as property for life with no rights

· Were often born into slavery (Children of slaves were born into slavery.)

Era 2 Colonization and Settlement (1585-1763)

The student will demonstrate knowledge of the factors that shaped colonial America by

d) identifying the political and economic relationships between the colonies and England.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

England established and attempted to maintain control over the colonies.

How did England impose its political and economic control over the colonies?

Economic relationships

· England imposed strict control over trade.

· England taxed the colonies after the French and Indian War.

· Colonies traded raw materials for goods.

Political relationships

· Colonists had to obey English laws that were enforced by governors.

· Colonial governors were appointed by the king or by the proprietor.

· Colonial legislatures made laws for each colony and were monitored by colonial governors.

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the causes and results of the American Revolution by

a) identifying the issues of dissatisfaction that led to the American Revolution.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

As England expanded control over the American colonies, many colonists became dissatisfied and rebellious.

What steps did England take to increase control over its colonies?

Why did many colonists become dissatisfied with England’s control over the colonies?

England’s reasons for control

· England desired to remain a world power.

· England imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the French and Indian War.

England’s reasons for taxation

· To help finance the French and Indian War

· To help with the maintaining of English troops in the colonies

Sources of colonial dissatisfaction

· Colonies had no representation in Parliament.

· Some colonists resented power of colonial governors.

· England wanted strict control over colonial legislatures.

· Colonies opposed taxes.

· The Proclamation of l763 hampered the western movement of settlers.

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the causes and results of the American Revolution by

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

New political ideas led to a desire for independence and democratic government in the American colonies.

The Declaration of Independence proclaimed independence from England. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness.

What ideas/philosophies about government were expressed in the Declaration of Independence?

Ideas of John Locke

· People have natural rights to life, liberty, and property.

· Government is created to protect the rights of people and has only the limited and specific powers the people consent to give it.

Key philosophies in the Declaration of Independence

· People have “certain unalienable rights” (rights that cannot be taken away)—life, liberty, pursuit of happiness.

· People establish government to protect those rights.

· Government derives power from the people.

· People have a right and a duty to change a government that violates their rights.

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the causes and results of the American Revolution by

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Many individuals played important roles in shaping events of the American Revolution.

Who were some of the key individuals in the Revolutionary War?

What role did key individuals play in the Revolutionary War?

What were some of the key events that occurred during the Revolutionary War period?

Key individuals

· King George III: British king during the Revolutionary era

· Lord Cornwallis: British general who surrendered at Yorktown

· John Adams: Championed the cause of independence

· George Washington: Commander of the Continental Army

· Thomas Jefferson: Major author of the Declaration of Independence

· Patrick Henry: Outspoken member of House of Burgesses; inspired colonial patriotism with “Give me liberty or give me death” speech

· Benjamin Franklin: Prominent member of Continental Congress; helped frame the Declaration of Independence

· Thomas Paine: Journalist, author of Common Sense

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the causes and results of the American Revolution by

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Key Events

· Boston Massacre: Colonists in Boston were shot after taunting British soldiers.

· Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea into Boston Harbor to protest tea taxes.

· First Continental Congress: Delegates from all colonies except Georgia met to discuss problems with England and to promote independence.

· Battle of Lexington and Concord: This was the site of the first armed conflict of the Revolutionary War.

· Approval of the Declaration of Independence: Colonies declared independence from England (July 4, 1776).

· Battle of Saratoga: This American victory was the turning point in the war.

· Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end of the Revolutionary War.

· Signing of the Treaty of Paris: England recognized American independence in this treaty.

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the causes and results of the American Revolution by

d) explaining reasons why the colonies were able to defeat Britain.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Defense of the colonists’ own land, strong beliefs, and capable leadership contributed to the American victory in the Revolutionary War.

What advantages helped the American colonists win the Revolutionary War?

Colonial advantages

· Colonists’ defense of their own land, principles, and beliefs

· Support from France and Spain

· Strong leadership

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government.

What were the basic weaknesses of the Articles of Confederation?

Articles of Confederation

· Provided for a weak national government

· Gave Congress no power to tax or regulate commerce among the states

· Provided for no common currency

· Gave each state one vote regardless of size

· Provided for no executive or judicial branch

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Constitution of the United States of America established a federal system of government based on power shared between the national and state governments.

The Bill of Rights provided a written guarantee of individual rights.

What were the basic principles of governments stated in the Constitution of the United States of America and Bill of Rights?

Terms to know

Federal system of government: A system that divides governmental powers between national government and the governments of the states

Basic principles of government

Separation of powers

· The structure of the new national government was based on James Madison’s “Virginia Plan,” which called for three separate branches of government:

– Legislative Branch (Congress) makes the laws. Congress is a two-house legislature in which all states are represented equally in the Senate (two Senators per state) and people are represented in the House of Representatives (number of a state’s representatives is based on state’s population).

– Judicial Branch (Supreme Court) determines if laws made by Congress are constitutional.

– Executive Branch (President) carries out the laws.

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Checks and balances

· Each branch can check the power of the other.

· These checks keep any one branch from gaining too much power.

Bill of Rights

· James Madison was the author of the Bill of Rights.

· The first ten amendments to the Constitution of the United States of America provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion).

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

c) identifying the conflicts that resulted in the emergence of two political parties.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Alexander Hamilton and Thomas Jefferson had opposing views on the role of the national government. That opposition resulted in the creation of two political parties.

The debate over the role of the national government has continued throughout United States history.

What were the major differences between Hamilton and Jefferson?

Major party differences

· Alexander Hamilton

– Leader of Federalists

– Favored strong national government

– Favored limits on states’ powers

– Favored development of industry on a national scale

– Favored a national bank

· Thomas Jefferson

– Leader of the Democratic Republicans

– Favored a weak national government

– Supported states’ powers

– Favored small business and farmers

– Opposed a national bank

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

d) describing the major accomplishments of the first five presidents of the United States.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power.

What were the major national issues and events faced by the first five presidents?

Accomplishments during first five presidencies

George Washington

· Federal court system was established.

· Political parties grew out of the disagreements between Hamilton and Jefferson over the proper role of the national government.

· The Bill of Rights was added to the Constitution of the United States of America.

· Plans were initiated for development of the national capital in Washington, D.C. Benjamin Banneker, an African American astronomer and surveyor, helped complete the design for the city.

John Adams

· A two-party system emerged during his administration.

Thomas Jefferson

· He bought Louisiana from France (Louisiana Purchase).

· Lewis and Clark explored this new land west of the Mississippi River.

Work on the Grade Span Expectations is in progress

Era 3 Revolution and the New Nation (1754-1820s)

The student will demonstrate knowledge of the challenges faced by the new nation by

d) describing the major accomplishments of the first five presidents of the United States.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

James Madison

· The War of l812 caused European nations to gain respect for the United States.

James Monroe

· He introduced the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.

Era 4 Expansion and Reform (1801-1861)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement.

What new territories became part of the United States between 1801 and 1861?

New territories added to the United States after 1801

Louisiana Purchase

· Jefferson bought land from France (the Louisiana Purchase), which doubled the size of the United States.

· In the Lewis and Clark expedition, Meriwether Lewis and William Clark explored the Louisiana Purchase from the Mississippi River to the Pacific Ocean.

Florida

· Spain gave Florida to the United States through a treaty.

Texas

· Texas was added after it became an independent republic.

Oregon

· The Oregon Territory was divided by the United States and Great Britain.

California

· War with Mexico resulted in California and the southwest territory becoming part of the United States.

Work on the Grade Span Expectations is in progress

Era 4 Expansion and Reform (1801-1861)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

b) identifying the geographic and economic factors that influenced the westward movement of settlers.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Westward migration was influenced by geography and economic opportunity.

What factors influenced westward migration?

Geographic and economic factors that influenced westward movement

· Population growth in the eastern states

· Availability of cheap, fertile land

· Economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom (for runaway slaves)

· Cheaper and faster transportation, e.g., rivers and canals (Erie Canal), steamboats

· Knowledge of overland trails (Oregon and Santa Fe)

· Belief in the right of “Manifest Destiny”—The idea that expansion was for the good of the country and was the right of the country

Work on the Grade Span Expectations is in progress

Era 4 Expansion and Reform (1801-1861)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Prior to the Civil War, most industrialization in America was in the North; however, the equipment produced in the North had an impact on the farming society in the South.

How did the inventions affect the lives of Americans?

New technologies

· The cotton gin was invented by Eli Whitney. It increased the production of cotton and thus increased the need for slave labor to cultivate and pick the cotton.

· Jo Anderson (a slave) and Cyrus McCormick worked to invent the reaper. The reaper increased the productivity of the American farmer.

· The steamboat was improved by Robert Fulton. It eventually provided faster river transportation that connected Southern plantations and farms to Northern industries and Western territories.

· The steam locomotive provided faster land transportation.

Work on the Grade Span Expectations is in progress

Era 4 Expansion and Reform (1801-1861)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The abolitionists worked to end slavery.

The suffrage movement helped women gain equal rights.

What were the main ideas expressed by the abolitionists?

What were the main ideas expressed during the suffrage movement?

Abolitionist movement

· Most abolitionists demanded immediate freeing of the slaves.

· Abolitionists believed that slavery was wrong.

– Morally wrong

– Cruel and inhumane

– A violation of the principles of democracy

· Abolitionist leaders included both men and women.

– Harriet Tubman

– William Lloyd Garrison

– Frederick Douglass

Suffrage movement

· Supporters declared that “All men and women are created equal.”

· Supporters believed that women were deprived of basic rights.

– Denied the right to vote

– Denied educational opportunities, especially higher education

– Denied equal opportunities in business

– Limited in rights to own property

Work on the Grade Span Expectations is in progress

Era 4 Expansion and Reform (1801-1861)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· The movement was led by strong women who began their campaign before the Civil War and continued after the war had ended.

– Isabel Sojourner Truth

– Susan B. Anthony

– Elizabeth Cady Stanton

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a) describing the cultural, economic, and constitutional issues that divided the nation.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Cultural, economic, and constitutional differences between the North and the South eventually resulted in the Civil War.

How did cultural, economical, and constitutional issues create bitter divisions between the North and the South?

Issues that divided the nation

Slavery

· While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War.

Cultural

· The North was mainly an urban society in which people held jobs.

· The South was primarily an agricultural society in which people lived in small villages and on farms and plantations.

· Because of their cultural differences, people of the North and South found it difficult to agree on social and political issues.

Economic

· The North was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition.

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a) describing the cultural, economic, and constitutional issues that divided the nation.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that England might stop buying cotton from the South if tariffs were added.

Constitutional

· A major conflict was states’ rights versus strong central government.

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b) explaining how the issues of states’ rights and slavery increased sectional tensions.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The South feared that the North would take control of Congress, and Southerners began to proclaim states’ rights as a means of self-protection.

The North believed that the nation was a union and could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation.

How did the issues of states’ rights and slavery increase sectional tension between the North and South?

Issues that divided the nation

· An important issue separating the country related to the power of the Federal government. Southerners believed that they had the power to declare any national law illegal. Northerners believed that the national government’s power was supreme over that of the states.

· Southerners felt that the abolition of slavery would destroy their region’s economy. Northerners believed that slavery should be abolished for moral reasons.

Compromises attempting to resolve differences

· Missouri Compromise (1820): Missouri was a slave state; Maine, a free state.

· Compromise of l850: California was a free state. Southwest territories would decide about slavery.

· Kansas-Nebraska Act: People decided the slavery issue (“popular sovereignty”).

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b) explaining how the issues of states’ rights and slavery increased sectional tensions.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Southern secession

Following Lincoln’s election, the southern states seceded from the Union. Confederate forces attacked Fort Sumter, in South Carolina, marking the beginning of the Civil War.

Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. Most Southerners believed that states had freely created and joined the union and could freely leave it.

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

c) identifying on a map the states that seceded from the Union and those that remained in the Union.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Southern states that were dependent upon labor-intensive cash crops seceded from the Union. Northernmost slave states (border states) stayed in the Union.

Which states seceded from the Union?

Which four slave states stayed in the Union?

Where were the other states that remained in the Union located?

States that seceded from the Union

· Alabama

· Arkansas

· Florida

· Georgia

· Louisiana

· Mississippi

· North Carolina

· South Carolina

· Tennessee

· Texas

· Virginia

States remaining in the Union

· Border states (slave states)

– Delaware

– Kentucky

– Maryland

– Missouri

· Free States

– California

– Connecticut

– Illinois

– Indiana

– Iowa

– Kansas

– Maine

– Massachusetts

– Michigan

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

c) identifying on a map the states that seceded from the Union and those that remained in the Union.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

– Minnesota

– New Hampshire

– New Jersey

– New York

– Ohio

– Oregon

– Pennsylvania

– Rhode Island

– Vermont

– West Virginia (Western counties of Virginia that refused to secede from the Union)

– Wisconsin

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Lincoln and Lee were men who represented views of the nature of the United States that were very different, leading to an unavoidable conflict.

Who are considered leaders of the Civil War?

How did Lincoln’s view of the nature of the Union differ from Lee’s?

Roles of Civil War leaders

· Abraham Lincoln

– Was President of the United States

– Opposed the spread of slavery

– Issued the Emancipation Proclamation

– Determined to preserve the Union—by force if necessary

– Believed the United States was one nation, not a collection of independent states

– Wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people, by the people, and for the people.”

· Jefferson Davis

– Was president of the Confederate States of America

· Ulysses S. Grant

– Was general of the Union army that defeated Lee

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Robert E. Lee

– Was leader of the Army of Northern Virginia

– Was offered command of the Union forces at the beginning of the war but chose not to fight against Virginia

– Opposed secession, but did not believe the union should be held together by force

– Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to fight on

· Thomas “Stonewall” Jackson

– Was a skilled Confederate general

· Frederick Douglass

– Was a former slave who escaped to the North and became an abolitionist

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

e) using maps to explain critical developments in the war, including major battles.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Location and topography were critical elements influencing important developments in the Civil War, including major battles.

Where did critical events of the Civil War take place?

Where were the major battles fought?

What are the ways location and topography influenced important developments in the war, including major battles?

Major battles and events

· The firing on Fort Sumter, S.C., began the war.

· The first Battle of Manassas (Bull Run) was the first major battle.

· The signing of the Emancipation Proclamation made “freeing the slaves” the new focus of the war. Many freed slaves joined the Union army.

· The Battle of Vicksburg divided the South; the North controlled the Mississippi River.

· The Battle of Gettysburg was the turning point of the war; the North repelled Lee’s invasion.

· Lee’s surrender to Grant at Appomattox Court House in 1865 ended the war.

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

e) using maps to explain critical developments in the war, including major battles.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Influence of location and topography on critical developments in the war

· The Union blockade of southern ports (e.g., Savannah, Charleston, New Orleans)

· Control of the Mississippi River (e.g., Vicksburg)

· Battle locations influenced by the struggle to capture capital cities (e.g., Richmond; Washington, D.C.)

· Control of the high ground (e.g., Gettysburg)

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Life on the battlefield and on the homefront was extremely harsh. Many died from disease and exposure.

What hardships were experienced during the Civil War?

How did the Civil War change the lives of soldiers, women, and slaves?

General effects of the war

· Families and friends were often pitted against one another.

· Southern troops became increasingly younger and more poorly equipped and clothed.

· Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond).

· Disease was a major killer.

· Clara Barton, a Civil War nurse, created the American Red Cross.

· Combat was brutal and often man-to-man.

· Women were left to run businesses in the North and farms and plantations in the South.

· The collapse of the Confederacy made Confederate money worthless.

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Effects of the war on African Americans

· African Americans fought in both the Confederate and Union armies.

· The Confederacy often used slaves as naval crew members and soldiers.

· The Union moved to enlist African American sailors early in the war.

· African American soldiers were paid less than white soldiers.

· African American soldiers were discriminated against and served in segregated units under the command of white officers.

· Robert Smalls, a sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He became a Congressman after the Civil War.

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America and their impact on the expansion of freedom in America.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens.

What are the basic provisions of the 13th, 14th, and 15th Amendments?

Basic provisions of the Amendments

· 13th Amendment: Bans slavery in the United States and any of its territories

· 14th Amendment: Grants citizenship to all persons born in the United States and guarantees them equal protection under the law

· 15th Amendment: Ensures all citizens the right to vote regardless of race or color or previous condition of servitude

These three amendments guarantee equal protection under the law for all citizens.

Work on the Grade Span Expectations is in progress

Era 5 Civil War and Reconstruction (1850-1877)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b) describing the impact of Reconstruction policies on the South.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Reconstruction policies were harsh and created problems in the South.

Reconstruction attempted to give meaning to the freedom that the former slaves had achieved.

What were the Reconstruction policies for the South?

Reconstruction policies and problems

· Southern military leaders could not hold office.

· Southerners resented northern “carpetbaggers,” who took advantage of the South during Reconstruction.

· African Americans held public office.

· African Americans gained equal rights as a result of the Civil Rights Act of 1866, which authorized the use of federal troops for its enforcement.

· Northern soldiers supervised the South.

Work on the Grade Span Expectations is in progress

United States History II 1877-Present

Era 6: The Development of the Industrial United States (1870-1900)

· How the rise of corporations, heavy industry, and mechanized farming transformed the American people

· Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity

· The rise of the American labor movement and how political issues reflected social and economic changes

· Federal Indian policy and United States foreign policy after the Civil War

Era 7: The Emergence of Modern America (1890-1930)

· How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption

· The changing role of the United States in world affairs through World War I

· How the United States changed from the end of World War I to the eve of the Great Depression

Era 8 :The Great Depression and World War II (1929-1945)

· The causes of the Great Depression and how it affected American society

· How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state

· The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs

Era 9: Postwar United States (1945 to early 1970s)

· The economic boom and social transformation of postwar United States

· How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics

· Domestic policies after World War II

· The struggle for racial and gender equality and for the extension of civil liberties

Era 10: Contemporary United States (1968 to the present)

· Recent developments in foreign policy and domestic politics

· Economic, social, and cultural developments in contemporary United States

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

a) identifying the reasons for westward expansion.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

New opportunities and technological advances led to westward migration following the Civil War.

Why did westward expansion occur?

Reasons for westward expansion

· Opportunities for land ownership

· Technological advances, including the Transcontinental Railroad

· Possibility of wealth created by the discovery of gold and silver

· Adventure

· A new beginning for former slaves

Work on the Grade Span Expectations is in progress

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups.

Population changes, growth of cities, and new inventions produced problems in urban areas.

Inventions had both positive and negative effects on society.

Why did immigration increase?

Why did cities develop?

What inventions created great change and industrial growth in the United States?

What challenges faced Americans as a result of those social and technological changes?

Reasons for increased immigration

· Hope for better opportunities

· Religious freedom

· Escape from oppressive governments

· Adventure

Reasons why cities developed

· Specialized industries including steel (Pittsburgh), meat packing (Chicago)

· Immigration from other countries

· Movement of Americans from rural to urban areas for job opportunities

Inventions that contributed to great change and industrial growth

· Lighting and mechanical uses of electricity (Thomas Edison)

· Telephone service (Alexander Graham Bell)

Work on the Grade Span Expectations is in progress

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.

Efforts to solve immigration problems

· Settlement houses, such as Hull House founded by Jane Addams

· Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing)

Interaction and conflict between different cultural groups

· Indian policies and wars

– Reservations

– Battle of Little Bighorn

– Chief Joseph

· Discrimination against immigrants

– Chinese

– Irish

Challenges faced by cities

· Tenements and ghettos

· Political corruption (political machines)

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans in the post-Reconstruction South.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Discrimination against African Americans continued after Reconstruction.

“Jim Crow” laws institutionalized a system of legal segregation.

African Americans differed in their responses to discrimination and “Jim Crow.”

What is racial segregation?

How were African Americans discriminated against?

How did African Americans respond to discrimination and “Jim Crow”?

Racial segregation

· Based upon race

· Directed primarily against African Americans, but other groups also were kept segregated

“Jim Crow” laws were passed to discriminate against African Americans.

“Jim Crow” laws

· Made discrimination practices legal in many communities and states

· Were characterized by unequal opportunities in housing, work, education, government

African American response

· Booker T. Washington—Believed equality could be achieved through vocational education; accepted social separation

· W.E.B. Du Bois—Believed in full political, civil, and social rights for African Americans

Work on the Grade Span Expectations is in progress

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

d) explaining the rise of big business, the growth of industry, and life on American farms.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Between the Civil War and World

War I, the United States was transformed from an agricultural to an industrial nation.

What created the rise in big business?

What factors caused the growth of industry?

How did industrialization and the rise in big business influence life on American farms?

Reasons for rise and prosperity of big business

· National markets created by transportation advances

· Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Henry Ford, automobile)

· Advertising

· Lower-cost production

Factors resulting in growth of industry

· Access to raw materials and energy

· Availability of work force

· Inventions

· Financial resources

Examples of big business

· Railroads

· Oil

· Steel

Postwar changes in farm and city life

· Mechanization (e.g., the reaper) had reduced farm labor needs and increased production.

· Industrial development in cities created increased labor needs.

· Industrialization provided access to consumer goods (e.g., mail order).

Work on the Grade Span Expectations is in progress

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The effects of industrialization led to the rise of organized labor and important workplace reforms.

How did the reforms of the Progressive Movement change the United States?

How did workers respond to the negative effects of industrialization?

Negative effects of industrialization

· Child labor

· Low wages, long hours

· Unsafe working conditions

Rise of organized labor

· Formation of unions—Growth of American Federation of Labor

· Strikes—Aftermath of Homestead Strike

Progressive Movement workplace reforms

· Improved safety conditions

· Reduced work hours

· Placed restrictions on child labor

Women’s suffrage

· Increased educational opportunities

· Attained voting rights

– Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United States of America.

– Susan B. Anthony worked for women’s suffrage.

Work on the Grade Span Expectations is in progress

Era 6 The Development of the Industrial United States (1870-1900)

The student will demonstrate knowledge of how life changed after the Civil War by

e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Temperance Movement

· Composed of groups opposed to the making and consuming of alcohol

· Supported 18th Amendment prohibiting the manufacture, sale, and transport of alcoholic beverages

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by

a) explaining the reasons for and results of the Spanish American War.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The United States emerged as a world power as a result of victory over Spain in the Spanish American War.

Economic interests and public opinion often influence U.S. involvement in international affairs.

What were the reasons for the Spanish American War?

What were the results of the Spanish American War?

Reasons for the Spanish American War

· Protection of American business interests in Cuba

· American support of Cuban rebels to gain independence from Spain

· Rising tensions as a result of the sinking of the U.S.S. Maine in Havana Harbor

· Exaggerated news reports of events (Yellow Journalism)

Results of the Spanish American War

· The United States emerged as a world power.

· Cuba gained independence from Spain.

· The United States gained possession of the Philippines, Guam, and Puerto Rico.

Work on the Grade Span Expectations is in progress

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by

b) explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The United States involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the 20th century.

There were disagreements about the extent to which the United States should isolate itself from world affairs.

What were the reasons for the United States becoming involved in World War I?

Who were the Allies?

Who were the Central Powers?

In what ways did the United States provide leadership at the conclusion of the war?

Reasons for U.S. involvement in war

· Inability to remain neutral

· German submarine warfare— sinking of Lusitania

· U.S. economic and political ties to Great Britain

Allies

· Great Britain

· France

· Russia

· Serbia

· Belgium

Central Powers

· Germany

· Austria-Hungary

· Bulgaria

· Ottoman Empire

U.S. leadership as the war ended

· At the end of World War I, President Woodrow Wilson prepared a peace plan that called for the formation of the League of Nations, a peace-keeping organization.

· The United States decided not to join the League of Nations.

Work on the Grade Span Expectations is in progress

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

a) explaining how developments in transportation (including the use of the automobile), communication, and electrification changed American life.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Technology extended progress into all areas of American life, including neglected rural areas.

How was social and economic life in the early twentieth century different from that of the late nineteenth century?

Results of improved transportation brought by affordable automobiles

· Greater mobility

· Creation of jobs

· Growth of transportation-related industries (road construction, oil, steel, automobile)

· Movement to suburban areas

Invention of the airplane

· The Wright brothers

Use of the assembly line

· Henry Ford

Communication changes

· Increased availability of telephones

· Development of the radio (role of Guglielmo Marconi) and broadcast industry (role of David Sarnoff)

· Development of the movies

Ways electrification changed American life

· Labor-saving products (e.g., washing machines, electric stoves, water pumps)

· Electric lighting

· Entertainment (e.g., radio)

· Improved communications

Work on the Grade Span Expectations is in progress

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

b) describing the social changes that took place, including Prohibition, and the Great Migration north.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Reforms in the early twentieth century could not legislate how people behaved.

Economic conditions and violence led to the migration of people.

What was Prohibition, and how effective was it?

Why did African Americans migrate to northern cities?

Prohibition was imposed by a constitutional amendment that made it

illegal to manufacture, transport, and sell alcoholic beverages.

Results of Prohibition

· Speakeasies were created as places for people to drink alcoholic beverages.

· Bootleggers smuggled illegal alcohol and promoted organized crime.

Great Migration north

· Jobs for African Americans in the South were scarce and low paying.

· African Americans faced discrimination and violence in the South.

· African Americans moved to northern cities in search of better employment opportunities.

· African Americans also faced discrimination and violence in the North.

Work on the Grade Span Expectations is in progress

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The 1920s and 1930s were important decades for American art, literature, and music.

The leaders of the Harlem Renaissance drew upon the heritage of black culture to establish themselves as powerful forces for cultural change.

Who were the leaders in art, literature, and music? What were their contributions?

How did the Harlem Renaissance influence American life?

Cultural climate of the 1920s and 1930s

· Art—Georgia O’Keeffe, an artist known for urban scenes and, later, paintings of the Southwest

· Literature—F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s

· Music—Aaron Copland and George Gershwin, composers who wrote uniquely American music

Harlem Renaissance

African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African American culture.

· Art—Jacob Lawrence, painter who chronicled the experiences of the Great Migration north through art

· Literature—Langston Hughes, poet who combined the experiences of African and American cultural roots

Work on the Grade Span Expectations is in progress

Era 7 The Emergence of Modern America (1890-1930)

The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Music—Duke Ellington and Louis Armstrong, jazz composers; Bessie Smith, blues singer

Popularity of these artists spread to the rest of society.

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The optimism of the 1920s concealed problems in the American economic system and attitudes about the role of government in controlling the economy.

The Great Depression had a widespread and severe impact on American life.

Franklin Roosevelt’s New Deal used government programs to help the nation recover from the Depression.

What were the causes of the Great Depression?

How were the lives of Americans affected by the Great Depression?

What were the major features of the New Deal?

Causes of the Great Depression

· People overspeculated on stocks, using borrowed money that they could not repay when stock prices crashed.

· The Federal Reserve failed to prevent the collapse of the banking system.

· High tariffs strangled international trade.

Impact on Americans

· A large numbers of banks and businesses failed.

· One-fourth of workers were without jobs.

· Large numbers of people were hungry and homeless.

· Farmers’ incomes fell to low levels.

Major features of the New Deal

· Social Security

· Federal work programs

· Environmental improvement programs

· Farm assistance programs

· Increased rights for labor

Work on the Grade Span Expectations is in progress

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II.

The rise of fascism threatened peace in Europe and Asia.

As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement.

How did post-World War I Europe set the stage for World War II?

How did the rise of fascism affect world events following World War I?

How did American policy toward events in Europe and Asia change over time?

Causes of World War II

· Political instability and economic devastation in Europe resulting from World War I

– Worldwide depression

– High war debt owed by Germany

– High inflation

– Massive unemployment

· Rise of Fascism

– Fascism is a political philosophy in which total power is given to a dictator and individual freedoms are denied.

– Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan).

– These dictators led the countries that became known as the Axis Powers.

The Allies

· Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany.

Work on the Grade Span Expectations is in progress

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Allied leaders included Franklin D. Roosevelt and later Harry S. Truman (United States), Winston Churchill (Great Britain), Joseph Stalin (Soviet Union)

Gradual change in American policy from neutrality to involvement

· Isolationism (Great Depression, legacy of World War I)

· Economic aid to Allies

· Direct involvement in the war

War in the Pacific

· Rising tension developed between the United States and Japan because of Japanese aggression in East Asia.

· On December 7, 1941, Japan attacked the United States at Pearl Harbor without warning.

· The United States declared war on Japan.

· Germany declared war on the United States.

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

b) describing the major events and turning points of the war in Europe and the Pacific.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan.

The Holocaust is an example of prejudice and discrimination taken to the extreme.

What were the major events and turning points of World War II?

What was the Holocaust?

Major events and turning points of World War II

· Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations.

· Germany invaded France, capturing Paris.

· Germany bombed London and the Battle of Britain began.

· The United States gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean.

· Japan bombed Pearl Harbor.

· After Japan bombed Pearl Harbor, Germany declared war on the United States.

· The United States declared war on Japan and Germany.

· The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific.

· Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe.

Work on the Grade Span Expectations is in progress

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

b) describing the major events and turning points of the war in Europe and the Pacific.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· American and Allied troops landed in Normandy, France, on

D-Day to begin the liberation of Western Europe.

· The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II.

The Holocaust

· Anti-Semitism

· Aryan supremacy

· Systematic attempt to rid Europe of all Jews

· Tactics

– Boycott of Jewish stores

– Threats

– Segregation

– Imprisonment and killing of Jews and others in concentration camps

Liberation by Allied forces of Jews and others in concentration camps

Era 8 The Great Depression and World War II (1929-1945)

The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

c) describing the impact of World War II on the homefront.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

World War II affected every aspect of American life.

Americans were asked to make sacrifices in support of the war effort and the ideas for which we fought.

How did Americans at home support the war effort?

What effect did the war have on race relations in America?

American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war.

Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter).

Americans at home supported the war by conserving and rationing resources.

The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants) although discrimination against African Americans continued.

While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps.

Work on the Grade Span Expectations is in progress

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Learning from the mistakes of the past, the United States accepted its role as a world superpower, helping to rebuild Europe and Japan and taking the leading role in establishing the United Nations.

How did the United States help rebuild postwar Europe and Japan?

Much of Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central Europe and the eastern portion of Germany. The United States felt it was in its best interest to rebuild Europe and prevent political and economic instability.

Rebuilding efforts

· The United States instituted George C. Marshall’s plan to rebuild Europe (the Marshall Plan), which provided massive financial aid to rebuild European economies and prevent the spread of communism.

· Germany was partitioned into East and West Germany. West Germany became democratic and resumed self-government after a few years of American, British, and French occupation. East Germany remained under the domination of the Soviet Union and did not adopt democratic institutions.

Work on the Grade Span Expectations is in progress

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· Following its defeat, Japan was occupied by American forces. It soon adopted a democratic form of government, resumed self-government, and became a strong ally of the United States.

Establishment of the United Nations

· The United Nations was formed near the end of World War II to create a body for the nations of the world to try to prevent future global wars.

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

b) describing the conversion from a wartime to a peacetime economy.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Following World War II, Americans prospered due to an expanding economy stimulated by America’s involvement in the war.

What contributed to the prosperity of Americans following World War II?

Reasons for rapid growth of American economy following World War II

· With rationing of consumer goods over, business converted from production of war materials to consumer goods.

· Americans purchased goods on credit.

· The workforce shifted back to men, and most women returned to family responsibilities.

· Labor unions merged and became more powerful; workers gained new benefits and higher salaries.

· As economic prosperity continued and technology boomed, the next generation of women re-entered the labor force in large numbers.

Work on the Grade Span Expectations is in progress

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The United States and the Soviet Union emerged from World War II as world powers, triggering a rivalry over ideology and national security.

Since World War II, the United States has been directly involved in various conflicts that reflected the divisions created by Cold War tensions and hostilities.

The tension between the free world and the communist world caused divisiveness at home and abroad.

The Cold War was the central organizing principle in foreign affairs for 40 years.

How and why did the Cold War begin?

What have been the major conflicts and confrontations involving America in the post-World War II era?

How did Cold War tensions cause divisiveness at home?

How did communism collapse in Europe?

How were the challenges after the Cold War different from earlier challenges?

Terms to know

· Cold War: State of tension between the United States and the Soviet Union without actual fighting that divided the world into two camps

Origins of the Cold War

· Differences in goals and ideologies between the United States and the Soviet Union (the two superpowers)—The United States was democratic and capitalist; the Soviet Union was dictatorial and communist.

· The Soviet Union’s domination over Eastern European countries

· American policy of containment (to stop the spread of communism)

· North Atlantic Treaty Organization (NATO) versus Warsaw Pact

Major conflicts in the post-World War II era

· South Korea and the United States resisted Chinese and North Korean aggression. The conflict ended in a stalemate.

Work on the Grade Span Expectations is in progress

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

· The Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a U.S. blockade.

· The United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Americans were divided over whether the United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which U.S. troops withdrew.

Collapse of Communism in Europe

· Breakup of the Soviet Union into independent countries

· Destruction of Berlin Wall

New challenges

· Role of U.S. military intervention

· Environmental challenges

· Global issues, including trade, jobs, diseases

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Changing patterns in American society at the end of World War II changed the way most Americans lived and worked.

What factors led to changing patterns of society in the post-World War II era?

What policies and programs expanded educational and employment opportunities for the military, women, and minorities?

Factors leading to changing patterns in U.S. society

· Strong economy (healthy job market, increased productivity, increased demand for American products)

· Greater investment in education

· “The Baby Boom,” which led to changing demographics

· Interstate highway system

· Evolving role of women (expected to play supporting role in the family, but increasingly working outside the home)

· Role of Eleanor Roosevelt in expanding women’s rights

· African Americans’ aspirations for equal opportunities

· Changes in make-up of immigrants after 1965 (e.g., Hispanic Americans, Asian Americans)

Work on the Grade Span Expectations is in progress

Era 9: Postwar United States (1945 to early 1970s)

The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Policies and programs expanding educational and employment opportunities

· G.I. Bill of Rights gave educational, housing, and employment benefits to World War II veterans.

· Truman desegregated the armed forces.

· Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities.

Era 10 Contemporary United States (1968 to the present)

The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

a) examining the Civil Rights Movement and the changing role of women;

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

The Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens regardless of race.

Women activists were inspired by the achievements of the Civil Rights Movement and took action to gain equality for themselves, particularly in the workplace.

What were some effects of segregation on American society?

How did the African American struggle for equality become a mass movement?

How did the law support the struggle for equality for African Americans?

How were women disadvantaged in the workplace?

What actions were taken to improve conditions for women?

Some effects of segregation

· Separate educational facilities and resources for white and African American students

· Separate public facilities (e.g., restrooms, drinking fountains, restaurants)

· Social isolation of races

Civil Rights Movement

· Opposition to Plessy v. Ferguson—“Separate but equal”

· Brown v. Board of Education, desegregation of schools

· Martin Luther King, Jr.—Passive resistance against segregated facilities; “I have a dream…” speech

· Rosa Parks—Montgomery bus boycott

· Organized protests, Freedom Riders, sit-ins, marches

· Expansion of the National Association for the Advancement of Colored People (NAACP)

· Civil Rights Act of 1964

· Voting Rights Act of 1965

Work on the Grade Span Expectations is in progress

Era 10 Contemporary United States (1968 to the present)

The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

a) examining the Civil Rights Movement and the changing role of women;

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Changing role of women

· Workplace disadvantages

– Discrimination in hiring practices against women

– Lower wages for women than for men doing the same job

· Improved conditions

– National Organization for Women (NOW)

– Federal legislation to force colleges to give women equal athletic opportunities

– The Equal Rights Amendment, despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.

Era 10 Contemporary United States (1968 to the present)

The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

b) describing the development of new technologies and their impact on American life.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

After the war, Americans turned their energies to the development of peacetime technologies.

Which industries benefited the most from the new technologies?

What impact did the new technologies have on American life?

Industries benefiting from new technologies

· Airline industry—Jets

· Automobile industry and interstate highway system

· Entertainment and news media industry

· Exploration of space

· Computer industry

· Satellite system— Telecommunications (pagers, cell phones, television)

· Internet

Impact of new technologies on American life

· Increased domestic and international travel for business and pleasure

· Greater access to news and other information

· Cheaper and more convenient means of communication

· Greater access to heating and air-conditioning

· Decreased regional variation, resulting from nationwide access to entertainment and information provided by national television and radio programming, Internet services, computer games

Work on the Grade Span Expectations is in progress

Social Studies Electives

Cultural Anthropology of Native Americans

This course is a study of the history and culture of Native Americans. Using the framework of anthropology, students,will explore the variety of tribes who inhabited the region that is now the United States.

Culture

Analyze and explain the ways groups, societies, and cultures address human needs and concerns.
Interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding.
Explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Evidence suggests that the first humans in North America arrived over 50,000 years ago by crossing the Bering Strait Land Bridge and their culture survives in North America today.

· Who were the first inhabitants of North America and how did they get to the continent?

· Why did the early Native Americans branch off and develop so many different types of cultures?

· How were Native American cultures impacted by the arrival of Europeans and the development of the United States and Canada?

· Which Native American cultures and cultural traits survive today?

· There are multiple theories as to how and why humans first populated the North American continent.

· One of the most popular theories is that humans settled on the continent of North America by crossing Beringia and stayed there as a result of a favorable climate and landscape

· Native Americans developed cultures that were closely tied to the land and nature and many of these cultures were nomadic.

· The varying North American climate led to the development of many different regional cultures, cultural patterns, and cultural traits.

· Native American culture suffered greatly as a result of European influence but several cultures and traits survive to this day.

Cultural Anthropology of Native Americans

Time, Continuity, and Change

1. Identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions.

2. Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Native American cultures evolved over time in order to adapt to a changing physical, social, and political environment.

How did Native Americans evolve over time, both physically and culturally, in order to adapt to the environment?

How did Native Americans adapt following the arrival of Europeans on the North American continent?

· Early Native Americans adapted physically to their environment very well. Living off the land provided for a healthy lifestyle and the absence of major diseases in North America contributed to their physical well being.

· Native American cultures had evolved into very complex civilizations by the time Europeans arrived to the continent of North America.

· Native American cultures were forced to adapt as a result of European exploration, persecution, diseases, and the development of the United States and Canada.

· The Revolutionary War, the Civil War, racism, and harsh political policies on the part of the United States government forced Native Americans to adapt in an effort to survive. The effects of this can still be seen today.

Cultural Anthropology of Native Americans

People, Places, and Environments

1. Create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs.

2. Examine, interpret, and analyze, physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Native Americans settled in North America because of a favorable climate and organized themselves into cultures and cultural regions not only because of similar beliefs and interests but also because of the varying physical landscape of the North American continent.

Why did Native Americans develop into so many different cultures?

How did the physical landscape in each region of North America influence the culture of the Native Americans who settled there?

- Geography and climate played a large role in the cultural development of individual Native American tribes.

- The North American cultural areas include the Artic, Subartic, Northwest Coast, Plateau, Great Basin, California, Southwest, Great Plains, Northeast, and Southwest regional areas.

- Chronological Thinking

- Historical Comprehension

- Historical Research Capabilities

Cultural Anthropology of Native Americans

Individuals, Groups, and Institutions

Describe the various forms institutions take, and explain how they develop and change over time.
Evaluate the role of institutions in furthering both continuity and change.

Essential Understandings

Essential Questions

Essential Knowledge

Essential Skills

Native American cultures developed highly complex social institutions such as governments, families, and religions. Components of these institutions survive today.

How did individual tribes organize themselves in order deal with the issues and concerns of day to day life?

How were individual families organized within the tribal structure?

What religious beliefs, values, customs, and norms did Native American tribes have?

What characteristics of government, family, and religion survive in Native American culture today?

- Native American tribal government was informal and was usually based on customs and traditions instead of rigid laws or centralized regulations. Individuals became leaders because they were respected and considered wise. Often, they were not given any specific title.

- Native American family patterns are highly debated because they change from tribe to tribe. The vast majority of tribes practiced exogamy (marriage outside the immediate family). However, lines of descent, matrilineal or patrilineal, change from region to region.

- Native American religion changes from tribe to tribe as well but most are rooted in a highly spiritual belief in nature and tribal ancestors.

- Tribal language, both spoken and written, evolved over time and again varies from tribe to tribe.

Cultural Anthropology of Native Americans

Production, Distribution, and Consumption

Analyze the role of specialization and exchange in economic processes.
Compare how values and beliefs influence economic decisions in different societies.

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Native American tribes developed highly complex methods of survival by the time of European contact.

Were the tribes mainly made up of hunters and gatherers or were there farmers too?

How was the work divided between men, women, and children?

- Early Native Americans were mostly hunters and gatherers because many had followed big game herds down from Beringia.

- Hunting was a complex process where each person in the tribe, both male and female, had a specific, or “specialized” role.

- The end of the last ice age 12,000 years ago uncovered the fertile North American soil and many tribes slowly moved toward an agricultural means of survival

Cultural Anthropology of Native Americans

Science, Technology, and Consumption

1. Identify and describe both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

2. Recognize and interpret varied perspectives about human societies and the physical world using scientific knowledge, ethical standards, and technologies diverse world cultures.

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Evidence of early Native American cultures provides anthropologists with an understanding of the Native American’s mastery of arts and crafts, trades, and transportation.

How did Native Americans turn raw materials into quality products that were necessary in order to survive?

What types of structures did Native Americans build to live in?

What types of transportation systems did Native Americans develop?

How are present day Native Americans furthering the development of science, technology, and society in modern culture?

- Early Native Americans became experts in dealing with the raw materials of stone, earth, wood, skins, shells, beads, feathers etc.

- Early Native Americans built many different types of housing, to include igloos, tepees, and earth lodges. All living structures were tied directly to the regional climate and landscape.

- Methods of transportation included items such as snowshoes, sleds, canoes, and the introduction of horse by the Spanish in the 1500’s.

- Throughout the history of the United States, Native Americans have been involved in advancing science, technology and society.

- Chronological Thinking

- Historical Comprehension

- Historical Analysis and Interpretation

- Historical Issues – Analysis

- Historical Research

Capabilities

Cultural Anthropology of Native Americans

Global Connections

1. Explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding.

2. Explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

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The culture and livelihood of the Native Americans suffered greatly as a result of European exploration and the development of the United States. There are many issues that still remain unresolved today.

How was the arrival by Europeans on the North American continent received by the Native Americans?

What was the role of Native Americans in the development of the United States?

How did the United States choose to deal with Native Americans from colonial times to the present day?

- During the ages of exploration and colonization of North America, Europeans and Native Americans cooperated and conflicted with each other depending on the location, time, and issues.

- European egocentrism in the colonies and in the early days of the United States led to the massacre of Native American populations throughout the country.

-Political policies, such as the development of reservations, continued through the Civil War and into the twentieth century, which ensured a systematic decline to Native American populations and culture.

- Today, the United States continues to deal with the legal, moral, and ethical ramifications for its past actions while Native American tribes attempt to rebuild once powerful cultures.

Economics

As citizens, we face economic problems in our day-to-day lives at every turn, in both public and private affairs. The economic role of the government and the complexity of the economic issues with which it deals have changed enormously in the past sixty years. This course is designed to give students an understanding of the basic economic rules as well as concepts of money, banking, investments, and competition.

Essential Understandings	Essential Questions	Essential Knowledge	Essential Skills
A wide variety of factors contribute to how economic decisions are made in the market place.	How are economic decisions made in the marketplace?	Scarcity Resources Choice Opportunity cost Price Incentive Supply and demand Production Consumption Free Market Economies Command Economies Mixed Economies	· applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; · comparing the differences among free market, command, and mixed economies; · describing the characteristics of the United States economy, including free markets, private property, profit, and competition.
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The United States economy isdependant on relationships between and among consumers, businesses, intitutions, and international trade.	How does the United States Economy operate?	Entrepreneurship circular flow consumers financial institutions saving and investing global economy	· describing the types of business organizations and the role of entrepreneurship; · explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; · explaining how financial institutions encourage saving and investing; · examining the relationship of the United States to the global economy, with emphasis on the impact of technological innovations.

Economics

Essential Understandings

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The United States government plays a critical yet limited role in the economy

What is the role of government in the United States economy

competition

public goods and services taxation

spending, and borrowing regulation of the money supply

· examining competition in the marketplace;

· explaining the creation of public goods and services;

· describing the impact of taxation, including an understanding of the reasons for the 16th amendment, spending, and borrowing;

· explaining how the Federal Reserve System regulates the money supply

Geography

This course of study will cover the five themes of geography as well as physical, cultural, and economic geography and demographics.

THE WORLD IN SPATIAL TERMS:

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Globes and maps have been among the most ubiquitous tools for learning geography. They have been joined by aerial photographs, remotely sensed images, and geographic information systems. As technology makes them easier to make, maps and other geographic representations appear practically everywhere.

Mental maps, or cognitive maps, are among our most important geographic tools. Because they exist in our minds, they are the maps we use for thinking and decision-making. Hard copy maps are often designed to develop, and sometimes distort, our mental maps.

· How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.

· How to use mental maps to organize information about people, places, and environments.

· How to analyze the spatial organization of people, places, and environments on Earth's surface.

PLACES AND REGIONS:

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When we understand where a place is located, we may begin to associate physical and human characteristics with that location.

The world is so complex. We can't understand it without some mental tools to help us comprehend its component parts. The geographer's regional concept is one of those tools. Thinking about Earth as a mosaic of regions -- areas sharing similar characteristics -- helps us to simplify and understand reality.

Many urban places in the US today have spilled over their political boundaries, giving rise to suburbs and blurring distinctions between municipalities. What we call these new regions depends on how we perceive them.

People create regions to interpret Earth's complexity.

How culture and experience influence people's perception of places and regions.

The physical and human characteristics of places.

Geography

PHYSICAL SYSTEMS:

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Climate and geomorphic physical processes (e.g., weathering, erosion, diastrophism) help us to understand landforms large and small. Knowledge of these processes becomes a tool we can use to understand physical landscapes wherever we go.

A variety of factors combine to set the stage for the evolution of different types of ecosystems, assemblages of plants and animals that share an environment. Strongly influenced by climate, these ecosystems range from deserts, through grasslands, to forests. But tropical desert ecosystems are different from polar desert ecosystems, and the same holds true for grasslands and forests.

· The physical processes that shape the patterns of Earth's surface.

· The characteristics and spatial distribution of ecosystems on Earth's surface

THE USES OF GEOGRAPHY:

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"You can't understand history without understanding geography." The geographic features of the environment, both physical and human, strongly influence the events of history. By the same token, "you can't understand geography without understanding history." The geographic characteristics of Earth, its lands and peoples, can only be understood if we trace their evolution over time.

An understanding of the contemporary world requires an understanding of geography, that is, of the physical and human systems that drive world events. Geographic concepts also help us think clearly about alternative futures and make us wise decision-makers.

· How to apply geography to interpret the past

· To apply geography to interpret the present and plan for the future.

Geography

HUMAN SYSTEMS:

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Human beings are unevenly distributed across Earth's surface. Understanding why people live where they do, and why they move from place to place, is one of the most interesting aspects of geography. In addition, geographers seek to understand spatial variation in the social, cultural, and lifestyle characteristics of human populations.

Culture includes every aspect of a people's way of life. One element of the human cultural mosaic is language. In literate societies, we litter the landscape with language. Inscriptions, signs, handbills, and commercial advertisements all offer clues for understanding cultural relationships. They invite us to literally "read the landscape."

As transportation and communication between places reduce and, or even eliminate, the effects of distance, the Earth shrinks in size. Easy communication, instantaneous financial transfers, more efficient global transportation networks, and free trade are all restructuring world economic relationships and shaping a world of interdependent people and places.

People around the world congregate in settlements of different sizes, ranging from world cities like London, New York, and Tokyo, to the smallest of rural villages and hamlets. The forms and functions of these settlements are determined by their economic base, their political and military importance, and their symbolic role in the culture. Even within countries like Morocco, there is a wide difference in appearance between settlements in the north and the south of the country.

Political geographers study the forces of conflict and cooperation as they influence the division and control of Earth's surface. We can read some of the trends in conflict and cooperation on the linguistic landscape of the United States

· The characteristics, distribution, and migration of human populations on Earth's surface.

· The characteristics, distributions, and complexity of Earth's cultural mosaics.

· The patterns and networks of economic interdependence on Earth's surface.

· The process, patterns, and functions of human settlement.

· How forces of cooperation and conflict among people influence the division and control of Earth's surface

Geography

ENVIRONMENT AND SOCIETY:

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Physical geographers divide the Earth into four spheres for the purpose of study and understanding: the lithosphere (solid rock), atmosphere (air), hydrosphere (water), and biosphere (life). Human activities modify each of these spheres. Sometimes these modifications serve human purposes, sometimes they inadvertently present hazards.

Earth's human and physical environments are in a constant state of interaction. One particular type of interaction is how physical and ecological systems affect human beings and their activities. Geographers have rejected the notion that physical geography determines patterns of culture, but no one can deny that physical systems influence the way people live and the decisions they make. Yet, these relationships are always modified by the attitudes, objectives, and technical skills of the people themselves.

Natural resources are components of the natural environment that are useful to human beings. Resource management systems seek to optimize the use of resources. In the dry world, well-watered land takes on an essential role in sustaining life. Food-producing resources are too valuable to be squandered on non-essential uses.

· How human actions modify the physical environment

· How physical systems affect human systems.

· The changes that occur in the meaning, use, distribution, and importance of resources.