{"id":397,"date":"2016-08-24T18:25:11","date_gmt":"2016-08-24T22:25:11","guid":{"rendered":"http:\/\/www.nhvweb.net\/nhhs\/socialstudies\/bmaginnis\/?page_id=397"},"modified":"2016-08-25T08:07:05","modified_gmt":"2016-08-25T12:07:05","slug":"world-history-syllabus","status":"publish","type":"page","link":"https:\/\/www.nhvweb.net\/nhhs\/socialstudies\/bmaginnis\/world-history-syllabus\/","title":{"rendered":"World History Syllabus"},"content":{"rendered":"

Advanced World History<\/p>\n

Course Syllabus 2016\/2017<\/p>\n

Course Description:<\/u> 701 \u00a0\u00a0\u00a0\u00a0\u00a0WORLD HISTORY\/ CULTURES (ADV) Gr.11 5 cr., 36 weeks<\/strong><\/p>\n

This comprehensive full year required course focuses on both Western and Non-Western History and cultures of the world. From the Renaissance and the Age of European domination, and into Modern\/Current Times, the emphasis is placed on historical themes, cultural influences, and geographic concepts. The subject matter of this required course, although similar to the Honors\/AP courses, it will not be as demanding in terms of workload. By the end of the course, the students will be able to comprehend the basic concepts of World History, and a strong emphasis will be placed on improving the student\u2019s social studies skills .Students will be expected to read with comprehension, and to complete projects, written and oral reports, and essays which reinforce the concepts and the historical and cultural themes taught in the course.<\/p>\n

.<\/p>\n

Course Objectives<\/u>:<\/p>\n

    \n
  1. To use and think about maps and spatial data.<\/li>\n
  2. To understand and interpret implications of associations among phenomena in the global arena.<\/li>\n
  3. To recognize and interpret at the regional level relationship among places.<\/li>\n
  4. To define and evaluate historical processes.<\/li>\n
  5. To give students practical experience in communicating understandings of various world issues.<\/li>\n
  6. To understand the human experience, in moving toward a sense of community is truly a long, complex, messy process.<\/li>\n
  7. To develop Creativity and Innovation; Critical Thinking and Problem Solving; Communication and Collaboration; Life and Career Skills<\/li>\n
  8. To develop 21st Century Cultural Themes: Global Awareness; Financial, Economic and business awareness.<\/li>\n<\/ol>\n

     <\/p>\n

    Method of Presentation of material:<\/u><\/p>\n

    The primary mode of presentation is interactive Socratic dialogue.\u00a0 Students\u00a0are expected to research\/read<\/u><\/strong>\u00a0and actively participate in the development of concepts. They are expected to demons<\/sub>trate an ability to analyze concepts through the use of documents, maps and specific historic examples.<\/p>\n

    Goals<\/u>\u00a0-CC= COLLEGE\/CAREERS- Reading, thinking, speaking, and writing=success in college and in a career, which depends on mastering these four skills.\u00a0Daily growth- every day counts and you will be evaluated on your desire to improve in the 4 goal areas<\/p>\n

    Classwork is worth the same as other evaluation tools. However classwork will be 40% of the grades you\u00a0receive for the year.\u00a0 This demands that you use the 20 minutes you are given in the beginning of the class\u00a0to prepare with great vigor. YOU SHALL BECOME AN INDEPENDENT LEARNER!!<\/p>\n

    Textbook:<\/u><\/p>\n

    World History Patterns of Interaction<\/em><\/u>\u2013 Holt McDougal-Beck, Black, Krieger, Naylor, Shabaka<\/p>\n

      \n
    • Current History Magazine<\/em><\/li>\n
    • National Geographic<\/em><\/li>\n
    • Technology Aids\\Web site-<\/u><\/li>\n
    • <\/li>\n<\/ul>\n
        \n
      • Syllabus-calendar-special paper & other necessities<\/u><\/li>\n
      • E-book\u00a0\u2013Access to Text (code required)<\/u><\/li>\n
      • Maps 101<\/li>\n
      • Quizlet-Flash cards<\/li>\n
      • Google Classroom<\/li>\n
      • Anthony Bourdain<\/li>\n
      • Evaluations:<\/u><\/li>\n<\/ul>\n
          \n
        • Classwork=Research\/Reading\/VOCAB -Thinking(on your feet)- Speaking(discussion) & Writing<\/li>\n
        • Daily reading\/VOCAB- use of specific examples to back your points during discussions<\/li>\n
        • TIME\u00a0TO<\/u>\u00a0TASK\/TIME\u00a0ON\u00a0<\/u>TASK<\/em><\/strong>\/INTENSITY<\/u>\u00a0TIME<\/em><\/strong><\/li>\n
        • Concept Evaluations- small Group problem solving- using \u00a0\u2026\u2026-SUBMITTED ON GOOGLE CLASSROOM<\/li>\n<\/ul>\n
            \n
          • Army Assessments\u2013large Group problem solving- using the concept of spatial analysis<\/li>\n
          • Reading\/Book quiz<\/li>\n<\/ul>\n
              \n
            • Case Studies- Student will develop concepts based on content material and make applications. Students will participate in week long case studies.\u00a0 All work must reflect understanding of major geographic unit concepts & VOCAB\u00a0application<\/u><\/em>. Students will receive class time to work on their case study.<\/li>\n
            • Map drawing and analysis, interpretations and applications to CONCEPTS & VOCAB<\/li>\n
            • Research \u2013R & D<\/u><\/em>\u00a0-Nov.<\/li>\n
            • SG(student growth) Exam 1\u2014October 14<\/li>\n
            • SG mid \u2013\u00a0 January 13<\/li>\n
            • SG Exam 3 \u2013 March 17<\/li>\n
            • FINAL\u00a0 EXAM \u2013June____<\/li>\n<\/ul>\n

              Absent from class-<\/u>follow the syllabus topic for the day-check website\u00a0\u2013SUBMIT IN GOOGLE CLASSROOM <\/em><\/strong><\/p>\n

              Absent on evaluation\/assessment days<\/u>\u2013\u00a0submit on google classroom- make up solo<\/em><\/strong><\/p>\n

              \u00a0<\/em><\/strong><\/p>\n

                \n
              • NO\u00a0<\/em><\/strong>final marking period grades will be rounded up\/This will ensure you maintain performance level for entire semester\n
                  \n
                • ALL ASSIGNMENTS TURNED IN LATE are subject to decrease in grade\/Will drop 1 FULL letter grade for each day it is late<\/li>\n
                • CHEATING AND PLAGIARISM WILL NOT BE TOLERATED. ANY STUDENT CAUGHT WILL AUTOMATICLY RECEIVE F FOR THAT SPECIFIC ASSIGNMENTPlease do not hesitate to contact me for assistance.\u00a0 I am available to assist you in any way that I can to help you be successful in your academic endeavors. Please make an appointment if you would like to meet with me\u00a0Rubric point system for all evaluations\u00a0(including classwork<\/em>)<\/li>\n
                • <\/li>\n
                • <\/li>\n
                • Student-Teacher CONFERENCES<\/u><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                  Letter Grade<\/td>\n4pts.<\/td>\n5pts.<\/td>\n6pts.<\/td>\n7pts.<\/td>\n8pts.<\/td>\n9pts.<\/td>\n12pts<\/td>\n<\/tr>\n
                  A<\/strong><\/td>\n4<\/td>\n5<\/td>\n6<\/td>\n7<\/td>\n8<\/td>\n9<\/td>\n12<\/td>\n<\/tr>\n
                  A-<\/strong><\/td>\n<\/td>\n4<\/td>\n5<\/td>\n6<\/td>\n7<\/td>\n8<\/td>\n11<\/td>\n<\/tr>\n
                  B+<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n10<\/td>\n<\/tr>\n
                  B<\/strong><\/td>\n3<\/td>\n3<\/td>\n4<\/td>\n5<\/td>\n6<\/td>\n7<\/td>\n9<\/td>\n<\/tr>\n
                  B-<\/strong><\/td>\n<\/td>\n<\/td>\n3<\/td>\n4<\/td>\n5<\/td>\n6<\/td>\n8<\/td>\n<\/tr>\n
                  C+<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n4<\/td>\n5<\/td>\n7<\/td>\n<\/tr>\n
                  C<\/strong><\/td>\n2<\/td>\n2<\/td>\n2<\/td>\n3<\/td>\n3<\/td>\n4<\/td>\n6<\/td>\n<\/tr>\n
                  C-<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n2<\/td>\n2<\/td>\n3<\/td>\n5<\/td>\n<\/tr>\n
                  D+<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n2<\/td>\n4<\/td>\n<\/tr>\n
                  D<\/strong><\/td>\n1<\/td>\n1<\/td>\n1<\/td>\n1<\/td>\n1<\/td>\n1<\/td>\n3<\/td>\n<\/tr>\n
                  F<\/strong><\/td>\n0<\/td>\n0<\/td>\n0<\/td>\n0<\/td>\n0<\/td>\n0<\/td>\n2-0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                   <\/p>\n

                  INITIATIVE<\/strong><\/p>\n

                  Cultivate<\/em><\/strong>\u00a0the ability to make\u00a0Decisions<\/em><\/strong>\u00a0and\u00a0Think Alone<\/em><\/strong>.<\/p>\n

                  Do not be\u00a0afraid<\/em><\/strong>\u00a0of failure but\u00a0Learn<\/em><\/strong>\u00a0from it.<\/p>\n

                  John Wooden.<\/p>\n

                  Course Topical Outline:<\/u><\/p>\n

                  Days 1& 2{Aug.25 & 26}-Course Introduction<\/u><\/p>\n

                    \n
                  • Intro to course of study<\/li>\n
                  • Course syllabus-class routines<\/li>\n
                  • I. Emergence of the First Global Age <\/strong>{Aug 29-Sept. 30}<\/li>\n<\/ul>\n
                      \n
                    • Why are some empires (Ming, Qing, Spanish, Mughal, Ottoman, Japanese \u00a0Shogunates) more effective at maintaining control than others? {Aug 29-Sep-2}<\/li>\n<\/ul>\n
                        \n
                      • The rulers of all three great Muslim empires (Ottoman, Safavid and Mughal) of this era based their authority on Islam.<\/li>\n
                      • Advances under the Ming and Qing dynasties left China uninterested in European contact, resulting in limitations on Europeans.<\/li>\n
                      • The Spanish were the first to explore the Americas and came to dominated control over Central and South America (less Brazil, which was acquired by the Portuguese), acquiring great wealth for Spain.<\/li>\n
                      • The Tokugawa regime unified Japan and began 250 years of isolation, autocracy and economic growth.<\/li>\n<\/ul>\n
                          \n
                        • How have natural resources, climate and topography motivated expansion and settlement {Sept 6-8}<\/li>\n<\/ul>\n
                            \n
                          • Disruption in traditional Mediterranean and land (Silk Road) trade routes led to the exploration of water routes to Asia by Europeans.<\/li>\n
                          • How new wealth from the Americas coupled with dramatic growth in overseas trade prompted new business and trade practices. (capitalism, joint stock companies).<\/li>\n
                          • Europeans were driven by the economic theory of mercantilism to attain wealth, which resulted in the establishment and exploitation of colonies and the development of a favorable balance of trade with rival countries.<\/li>\n
                          • \u00a0\u00a0 SG B-Sept 9<\/li>\n<\/ul>\n
                              \n
                            • What resources and commodities drove the Colombian Exchange as well as New World economies and societies? {Sept.12-16}<\/li>\n
                            • CASE STUDY<\/li>\n<\/ul>\n
                                \n
                              • The Spanish forced Native Americans to work within a system known as the encomienda, in an effort to exploit the land for its precious resources.<\/li>\n
                              • That the Columbian Exchange describes the interchange of plants, animals and disease between Europe, Africa and Asia and the Americas following Columbus’s arrival in the Caribbean in 1492.<\/li>\n<\/ul>\n
                                  \n
                                • Map<\/li>\n
                                • EQ<\/li>\n<\/ul>\n
                                    \n
                                  • Why was the Atlantic Slave Trade developed and maintained? {Sept.19-23}<\/li>\n<\/ul>\n
                                      \n
                                    • The vast wealth to be had from colonizing\u00a0the Americas and the limitations of Native American forced labor led to the enslavement and transportation of Africans in the trans-Atlantic slave trade or Middle Passage.<\/li>\n<\/ul>\n
                                        \n
                                      • That the transatlantic trading network (triangular trade) along which slaves and other goods were carried between Africa, England, Europe, the West Indies, and the colonies in the Americas.<\/li>\n
                                      • Several European nations (Spanish, Dutch, French, and British) fought for control of North America, and England emerged victorious.<\/li>\n<\/ul>\n
                                          \n
                                        • Consequences of the Slave Trade<\/li>\n<\/ul>\n
                                            \n
                                          • What social, moral and religious justifications were used to perpetuate the Atlantic slave trade and strict structures of social stratification? {Sept. 26-30}<\/li>\n
                                          • CASE STUDY<\/li>\n<\/ul>\n
                                              \n
                                            • European beliefs in their own racial superiority, thoughts that they were bettering the lives of Africans, acknowledgement that slavery already existed in Africa and the bible were used as justifications for African slavery in the Americas.<\/li>\n<\/ul>\n
                                                \n
                                              • Slave Life<\/li>\n
                                              • Map<\/li>\n
                                              • EQ<\/li>\n<\/ul>\n

                                                SKILL\/ Wednesday\u00a0\u00a0 MAP\/Friday<\/p>\n

                                                KEY TERMS-Quizlet \/KEY Concepts- Chapters 18-19-20<\/p>\n

                                                  \n
                                                1. Renaissance\/Reform.\/Scientific Rev.\/Enlightenment<\/strong>{Oct.4-28}<\/li>\n<\/ol>\n
                                                    \n
                                                  • Was the Enlightenment solely a European creation? {Oct.4-7}<\/li>\n<\/ul>\n
                                                      \n
                                                    • The use of reason and freedom of inquiry developed during the Enlightenment led to challenges to authoritarianism or absolutism and traditional society.<\/li>\n
                                                    • In the mid-1500s, scientists began to question accepted beliefs and make new theories based on experimentation. (Heliocentric Theory, Law of Gravitation and Motion, etc.)<\/li>\n
                                                    • The invention of the printing press allowed books and pamphlets to be made faster and more cheaply, as well as helped to spread the ideas of the Renaissance and Reformation.<\/li>\n<\/ul>\n
                                                        \n
                                                      • How does technology facilitate the dissemination of new ideas? {Oct.11-13}<\/li>\n<\/ul>\n
                                                          \n
                                                        • Scholars of the Scientific Revolution used observation, experimentation, and scientific reasoning to gather knowledge and draw conclusions. (Scientific Method)<\/li>\n
                                                        • New scientific instruments and tools were developed to make the precise observations that the scientific method demanded.<\/li>\n<\/ul>\n

                                                          SG1 Exam\u00a0Oct 14<\/p>\n

                                                            \n
                                                          • What factors served to divide the emerging European nation states? {Oct.17-21}<\/li>\n
                                                          • CASE STUDY<\/li>\n<\/ul>\n
                                                              \n
                                                            • Concept of a Nation\/Concept of a State<\/li>\n
                                                            • \u00a0Renaissance Humanism emphasized human potential, achievements and reason as opposed to the previous emphasis and reliance on faith.<\/li>\n
                                                            • \u00a0Map<\/li>\n
                                                            • \u00a0EQ<\/li>\n<\/ul>\n
                                                                \n
                                                              • How did finance, politics, art and borrowed international cultural influences (Asian and Islamic civilizations as well as Greek and Roman culture) lead to the European Renaissance? {Oct.24-28}<\/li>\n<\/ul>\n
                                                                  \n
                                                                • The Italian Renaissance was the rebirth of learning that produced many great works of art and literature.<\/li>\n
                                                                • The ideas of the Italian Renaissance began to spread to Northern Europe in the 1400s.<\/li>\n
                                                                • Renaissance Humanism emphasized human potential, achievements and reason as opposed to the previous emphasis and reliance on faith.<\/li>\n
                                                                • Martin Luther’s protest over abuses in the Catholic Church led to the founding of non-Catholic churches or Protestants faiths.\u00a0\u00a0\u00a0 KEY TERMS-Quizlet \/ KEY Concepts- Chapter 17\u00a0 21<\/li>\n
                                                                • III. Age of Revolutions<\/strong>{Oct.31 \u2013Dec.22}<\/li>\n
                                                                • SKILL\/Wednesday MAP\/Friday<\/li>\n<\/ul>\n
                                                                    \n
                                                                  • How did Enlightenment ideals (liberty, popular sovereignty, natural rights, democracy, nationalism) drive reforms and revolution across the globe? {Oct.31 \u2013Nov.4}<\/li>\n<\/ul>\n
                                                                      \n
                                                                    • Between the 16th and 18th centuries, a series of revolutions helped to usher in the modern era in Western history.<\/li>\n
                                                                    • \u00a0\u00a0Hobbes, Locke, Montesquieu<\/li>\n<\/ul>\n
                                                                        \n
                                                                      • \u00a0\u00a0Frederick the Great, Catherine the Great<\/li>\n
                                                                      • \u00a0\u00a0Women in revolution<\/li>\n<\/ul>\n
                                                                          \n
                                                                        • How did revolutions in agriculture lead to further revolutions in labor and industry?<\/li>\n
                                                                        • R & D Nov 7-9<\/em><\/strong><\/li>\n<\/ul>\n
                                                                            \n
                                                                          • New agricultural innovations like the enclosure movement, crop rotation, and new tools led to a revolution in agricultural.<\/li>\n
                                                                          • Many farmers lost their land to large enclosed farms, as a result many became factory workers<\/li>\n<\/ul>\n
                                                                              \n
                                                                            • Consequences of Agricultural improvements<\/li>\n<\/ul>\n
                                                                                \n
                                                                              • How did the Industrial Revolution give rise to competing economic systems such as capitalism, communism and socialism? {Nov14 \u2013Nov.18}<\/li>\n<\/ul>\n
                                                                                  \n
                                                                                • The Industrial Revolution led to economic, social, and political reforms.<\/li>\n
                                                                                • An explosion of inventions and technological advances like\u00a0the spinning jenny, the locomotive train, etc.\u00a0paved the way for the Industrial Revolution.<\/li>\n
                                                                                • Revolutions in both thought and action forever changed European and American society.<\/li>\n<\/ul>\n

                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 R & D Nov 21-23<\/em><\/strong><\/p>\n

                                                                                    \n
                                                                                  • Capitalism<\/li>\n
                                                                                  • Socialism<\/li>\n
                                                                                  • Communism<\/li>\n<\/ul>\n
                                                                                      \n
                                                                                    • In what ways did the Industrial Revolution lead to both domestic reforms, social change and global Imperialism? {Nov.28-Dec.22}<\/li>\n
                                                                                    • CASE STUDY {Nov.28-Dec.2}<\/li>\n<\/ul>\n
                                                                                        \n
                                                                                      • The industrialization increased the need for raw materials and new markets, causing Western Imperialists to acquire new colonies.<\/li>\n
                                                                                      • The Industrial Revolution started in England and soon spread to other countries.<\/li>\n
                                                                                      • Map<\/li>\n
                                                                                      • EQ<\/li>\n<\/ul>\n

                                                                                        FRENCH \u00a0REVOLUTION {Dec.5-9}<\/p>\n

                                                                                          \n
                                                                                        • Old Order & Forces of change<\/li>\n
                                                                                        • Reform & Terror<\/li>\n
                                                                                        • Napoleon<\/li>\n
                                                                                        • Congress of Vienna<\/li>\n<\/ul>\n
                                                                                            \n
                                                                                          • What motivations for and impacts of Imperialism existed? {Dec.12-22}<\/li>\n<\/ul>\n

                                                                                            CASE STUDY {Dec.12-16}<\/p>\n

                                                                                              \n
                                                                                            • During the 19th and early 20th centuries, Great Britain, other European nations, the United States, and Japan sought political and economic influence over other countries.<\/li>\n
                                                                                            • Imperialism brought new religions, philosophies, and technological innovations to East Asia and Latin America. People in these areas resisted some Western ideas and adopted or adapted others.<\/li>\n<\/ul>\n
                                                                                                \n
                                                                                              • Map<\/li>\n
                                                                                              • EQ<\/li>\n<\/ul>\n

                                                                                                LATIN AMERICA\/AFRICA\/MIDDLE EAST\/INDIA{Dec.18-22}<\/p>\n

                                                                                                  \n
                                                                                                • Latin peoples win independence<\/li>\n
                                                                                                • Scramble for Africa<\/li>\n
                                                                                                • Muslim lands\u00a0\u00a0 .<\/li>\n
                                                                                                • British & India<\/li>\n<\/ul>\n

                                                                                                  SKILL Wednesday\u00a0 MAP\u00a0 Friday<\/p>\n

                                                                                                  KEY TERMS- Quizlet\/ KEY Concepts-Chapters 22 25 26 27 28<\/p>\n

                                                                                                    \n
                                                                                                  1. The Era of the Great Wars<\/strong>{Jan.3-March 3}<\/li>\n<\/ol>\n
                                                                                                      \n
                                                                                                    • In what ways did geography determine the outcomes of both World War I and World War II? {Jan.3-6}<\/li>\n<\/ul>\n
                                                                                                        \n
                                                                                                      • Tangled Alliances<\/li>\n
                                                                                                      • The quest among European nations for greater power played a role in causing World War I. By the turn of the 20th century, relations among these countries had grown increasingly tense.<\/li>\n
                                                                                                      • Western Front<\/li>\n
                                                                                                      • Eastern Front<\/li>\n<\/ul>\n
                                                                                                          \n
                                                                                                        • How were new national boundaries set after each World War and what consequences did they entail? {Jan.9-12}<\/li>\n<\/ul>\n
                                                                                                            \n
                                                                                                          • New nations appeared during the 1920s and 1930s in the former Ottoman Empire in Southwest Asia. These nations adopted a variety of government styles from a republic to a monarchy<\/li>\n
                                                                                                          • Nationalist movements in India successfully challenged the British<\/li>\n<\/ul>\n
                                                                                                              \n
                                                                                                            • Southwest Asia<\/li>\n
                                                                                                            • Chinese Empires<\/li>\n<\/ul>\n

                                                                                                              MID TERM\u00a0EXAM\u00a0Jan.13<\/p>\n

                                                                                                                \n
                                                                                                              • How does “total war” affect the life and role of an individual when compared to prior conflicts\/wars? {Jan.17-20}<\/li>\n<\/ul>\n

                                                                                                                CASE STUDY {Jan.17-20}<\/p>\n

                                                                                                                  \n
                                                                                                                • Gallipoli<\/li>\n<\/ul>\n
                                                                                                                    \n
                                                                                                                  • What was the spectrum of responses to the Great Depression and how did those responses lead to global conflict? {Jan.23-27}<\/li>\n<\/ul>\n
                                                                                                                      \n
                                                                                                                    • \u00a0Post War uncertainty<\/li>\n
                                                                                                                    • The war affected many European economies. Desperate for resources, the warring governments converted many industries to munitions factories. They also took greater control of the production of goods.<\/li>\n
                                                                                                                    • The collapse of the American economy in 1929 triggered a depression that threatened the economic and political systems of countries throughout the world.<\/li>\n
                                                                                                                    • Fighting the Axis terror weakened the economies of Great Britain, the Soviet Union, and other European countries. In contrast, when the United States entered the war, its economy grew sharply. The strength of the American economy bolstered the Allied war effor<\/li>\n<\/ul>\n
                                                                                                                        \n
                                                                                                                      • How were the World Wars a catalyst for technological advancement? {Jan.30-Feb.3}<\/li>\n<\/ul>\n
                                                                                                                          \n
                                                                                                                        • Advances in weaponry, from improvements to the machine gun and airplane, to the invention of the tank, led to mass devastation during World War I.<\/li>\n
                                                                                                                        • In the 1920s, new scientific ideas changed the way people looked at the world. New inventions improved transportation and communication.<\/li>\n
                                                                                                                        • Far-reaching developments in science and technology changed the course of World War II. Improvements in aircraft, tanks, and submarines and the development of radar and the atomic bomb drastically altered the way wars were fought.<\/li>\n
                                                                                                                        • Labor -saving devises<\/li>\n<\/ul>\n
                                                                                                                            \n
                                                                                                                          • What are the common causes and consequences of 20th century revolutions? (i.e., in Russia, China, Mexico, India, and Cuba) {Feb.6-10}<\/li>\n
                                                                                                                          • CASE STUDY (Feb.16-19)<\/li>\n<\/ul>\n
                                                                                                                              \n
                                                                                                                            • \u00a0Socialist movements in the US<\/li>\n
                                                                                                                            • Widespread social unrest troubled China and Russia during the late 1800s and early 1900s. Eventually revolutions erupted.<\/li>\n
                                                                                                                            • \u00a0Map<\/li>\n
                                                                                                                            • \u00a0EQ\u00a0\u00a0\u00a0\u00a0.<\/li>\n<\/ul>\n
                                                                                                                                \n
                                                                                                                              • What motivates both governments and individuals to participate in genocide? {Feb.13-17}<\/li>\n<\/ul>\n
                                                                                                                                  \n
                                                                                                                                • In the 1930s, several countries including Japan, Germany, and Italy adopted aggressive, militaristic policies<\/li>\n
                                                                                                                                • Germany, Italy, and Japan tried to build empires. They began their expansion by conquering other nations and dominating them politically and economically<\/li>\n
                                                                                                                                • During the Holocaust, Hitler’s Nazis killed six million Jews and five million other “non-Aryans.”.<\/li>\n
                                                                                                                                • Stalinist Russia<\/li>\n<\/ul>\n
                                                                                                                                    \n
                                                                                                                                  • What is the causal connection between the First and Second World War? {Feb.21-24}<\/li>\n<\/ul>\n
                                                                                                                                      \n
                                                                                                                                    • \u00a0\u00a0\u00a0Totalitarianism\u00a0\u00a0\u00a0\u00a0\u00a0.<\/li>\n
                                                                                                                                    • World War II cost millions of human lives and billions of dollars in damages. It left Europe and Japan in ruins.<\/li>\n
                                                                                                                                    • \u00a0\u00a0Nationalism<\/li>\n
                                                                                                                                    • \u00a0\u00a0\u00a0Peace accords<\/li>\n<\/ul>\n
                                                                                                                                        \n
                                                                                                                                      • How did the global community respond to the expansionist policies of Germany, Italy and Japan? {Feb.27-March 3}<\/li>\n
                                                                                                                                      • CASE STUDY.<\/li>\n<\/ul>\n
                                                                                                                                          \n
                                                                                                                                        • .WWII\u00a0\u00a0-war tactics<\/li>\n
                                                                                                                                        • \u00a0\u00a0\u00a0American Military<\/li>\n
                                                                                                                                        • SKILLS\u00a0 Wednesday\u00a0\u00a0 MAPs -Friday<\/li>\n<\/ul>\n

                                                                                                                                           <\/p>\n

                                                                                                                                          KEY TERMS Chapter 29 30 31 32 \u2013 Quizlet<\/p>\n

                                                                                                                                          V. Challenges for the Modern World Since 1945<\/strong><\/p>\n

                                                                                                                                            \n
                                                                                                                                          • In what ways did the Cold War manifest itself across the globe? {March 6-10}<\/li>\n
                                                                                                                                          • CASE STUDY<\/li>\n<\/ul>\n
                                                                                                                                              \n
                                                                                                                                            • That two conflicting economic systems, capitalism and communism, competed for influence and power after World War II. The superpowers in this struggle were the United States and the Soviet Union.<\/li>\n
                                                                                                                                            • \u00a0Communism in China<\/li>\n
                                                                                                                                            • \u00a0War in Korea<\/li>\n
                                                                                                                                            • \u00a0War in Vietnam<\/li>\n<\/ul>\n
                                                                                                                                                \n
                                                                                                                                              • What are the emerging roles of regional and global organizations during this era? (e.g., NATO, SEATO, Warsaw Pact, UN, EU, OPEC) {March 13-16}<\/li>\n
                                                                                                                                              • CASE STUDY<\/li>\n<\/ul>\n
                                                                                                                                                  \n
                                                                                                                                                • That the United States and the Soviet Union used military, economic, and humanitarian aid to extend their control over other countries.<\/li>\n
                                                                                                                                                • Each also tried to prevent the other superpower from gaining influence.<\/li>\n
                                                                                                                                                • \u00a0Conflicts in Middle East<\/li>\n
                                                                                                                                                • \u00a0\u00a0Central Asian Struggles<\/li>\n<\/ul>\n

                                                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 SG 3 EXAM\u00a0March 17<\/strong><\/p>\n