Region 4 Learning Support Center

REGION 4 LEARNING SUPPORT
CENTER
Reyes Irizarry Charles A. Amundsen
Regional Superintendent Deputy Regional Superintendent
DRAFT
GLOBAL HISTORY
AND GEOGRAPHY 3
Recommended Calendar of Lessons

John-Paul Bianchi
Regional Instructional Specialist (RIS)
for Social Studies
Region 4
718-391-8307
JBianch@nycboe.ne
1
New York City Department of Education

R EGION 4 L EARNING S UPPORT C ENTER
28-11 Queens Plaza North – 5th floor, Long Island City, NY 11101 Telephone · 718-391-8342 · Fax · 718-
391-8436
Reyes Irizarry, Regional Superintendent

Charles A. Amundsen, Regional Deputy Superintendent
TO: Global History and Geography Teachers:
The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher inspires.
William Arthur Ward
American scholar, author, editor, pastor and teacher
"Every revolution was first a thought in one man's mind"

Ralph Waldo Emerson
The increased movement toward smaller high schools has provided an opportunity to
organize curriculum to support social studies departments so that the delivery of
instruction, in every high school, is similar and reflective of the highest standards. The
movement of students between and within high schools and the rigors of a Regents
course make the need for a common body of knowledge delivered in a regular time frame
a necessity in all schools.
This document is intended to provide all Global Studies 3 teachers with the essential
framework to deliver content. This course of study is to be taught in the first semester of
the tenth grade and includes units five and six of the New York State Core Curriculum
for Global Studies. We encourage the members of the Social Studies community within
your school to collaborate in planning the use of the pacing guide sharing their expertise
and interest in the teaching of the content in this course.
Each unit in the curriculum is divided into topics. Each topic is given a time frame for
implementation. In order to meet the differentiated needs of the students, teachers are
given a range of class periods to complete the topic. The document provides lessons with
aims and student objectives for each topic. These objectives provide staff with the
content knowledge that students should know to achieve the aim and ensure preparation
for the Regents. We urge teachers to adhere to the lessons and supervisors to monitor
their implementation. The suggested resources/documents section offers teachers a
variety of locations to find background material and primary source documents for that
lesson.
The lessons are designed for student class periods of 45 minutes. Schools with different
schedules should adjust the pacing of the lessons to meet their needs. Many of the
lessons may require more that one class period. The depth of instruction and the needs of
2
your students will determine the number of class periods needed to implement each
lesson. We have built in some flexibility in the pacing of the lessons to guarantee
completion of the course of study by June.
Engaging and challenging students and student interaction in a lesson are the critical
ingredients in providing quality instruction. Student participation through the use of
documents has proven to be a successful tool to deliver content and understanding using
higher level thinking skills. We have included a sample lesson plan based on Lesson #
42 as an illustration of how you can create a classroom activity based on this calendar. In
an effort to assist you planning active learning we have provided you with Bloom’s
taxonomy in order to better engage the students in higher level reasoning skills.
Finally we would like to express our sincere appreciation to the following educators who
gave of their time and expertise to develop this document. These are the most
experienced social studies experts in the region and their tireless work will benefit all of
our teachers and students.
Edward Alvarez – Teacher Grover Cleveland High School

Gregory Ambrosini – Teacher Grover Cleveland High School
John-Paul Bianchi – Regional Instructional Specialist – Social Studies
Arthur Green – Consultant Region 4
James Kincaid – Assistant Principal William C Bryant High School
Dorene Lorenzoni – Assistant Principal Grover Cleveland High School
Deon Mitchell – Assistant Principal Bushwick High School
Annamaria Mule - ELLISS Region 4
Jay Lashinsky – Teacher W.C. Bryant High School
Carmen Pinto – Teacher W.C. Bryant High School
Lisseth Salas-Campo - Teacher Grover Cleveland High School
Orlando Sarmiento – Assistant Principal Newcomers High School
Steven Wolfson – Consultant Region 4
If you have any questions please contact Mr. John-Paul Bianchi, Regional Instructional
Specialist Region 4, Social Studies at 718 391-8307 or Jbianch@nycboe.net
Reyes Irizarry
Regional Superintendent
Region 4
3
TABLE OF CONTENTS
TOPIC PAGE
Letter from the Superintendent ……………………………………………….. 1
UNIT FIVE: An Age of Revolution (1750-1914)
CONTENT TOPIC A: The Scientific Revolution ………………..……....... 4

CONTENT TOPIC B: Enlightenment in Europe…………………………. 5
CONTENT TOPIC C: Political revolutions………………………………. 7
CONTENT TOPIC D: The reaction against revolutionary ideas.……… 10
CONTENT TOPIC E: Latin America: The failure of democracy
and the search for stability …………………………………………… 11
CONTENT TOPIC F: Global Nationalism …………..………………… 14
CONTENT TOPIC: G Economic and Social Revolutions……………... 16
CONTENT TOPIC H: Imperialism ……………………….…………… 20
CONTENT TOPIC I: Japan and the Meiji restoration……………….. 24
UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945)
CONTENT TOPIC A: World War I …………………………………… 26

CONTENT TOPIC B: Revolution and change in Russia …………… 29
CONTENT TOPIC C: Between the wars ……………………………. 31
CONTENT TOPIC D: World War II-Causes And Impact…………… 33
Sample Lesson # 39 …………………………………………………………….... 36

Bloom Taxonomy…………………………………………………………………. 41
4

CONTENT TOPIC A: The Scientific Revolution
Suggested Time: Three to Four class periods
LESSON #1
AIM: How is the Scientific Revolution an outgrowth of the Renaissance?
OBJECTIVES: Students will be able to:

¾ Describe the nature of the Scientific Revolution
¾ Explain how the Scientific Revolution marked the beginning of modern times
¾ Discuss how the ideas of the Renaissance enabled new scientific ideas to surface
¾ Describe the scientific method as outlined by Francis Bacon
¾ Compare the scientific method to the medieval approach to science and medicine
SUGGESTED RESOURCES/DOCUMENTS:
Global History and Geography 3 Resource Guide-PP.1-9
www.lancefuhrer.com/ Sci_Rev_Enlight.htm
regentsprep.org/.../themes/science/sci.cfm
http://web.jjay.cuny.edu/~acarpi/NSC/1-scimethod.htm
http://www.nceas.ucsb.edu/nceas-web/kids/experiments/scimethod/scimethod.html
New York State Standard: 2 Theme: Science and Technology, Change
LESSON #2
AIM: How did the Scientific Revolution challenge the power of the Roman Catholic
Church?
OBJECTIVES:
¾ Explain how the ideas of Copernicus (1473-1543) challenged Ptolemy and the
Catholic Church
¾ Discuss reasons why scientists were reluctant to publish their findings (example:
Copernicus)
¾ Explain why there is a conflict between science and religion
¾ Discuss the changing attitudes of people toward the Church and its authority.
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/scientificrev.html
http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Teaching/index.htm
http://home1.gte.net/deleyd/religion/galileo/sciencevsreligion.html
New York State Standard: 2 Theme: Science and Technology,

Change, Power
5
LESSON #3
AIM: Why were Galileo’s teachings seen as a threat to the Roman Catholic Church?

¾ Describe the reasons why the Church saw the publication of Galileo’s findings a
threat.
¾ Explain why the Catholic Church supported the geocentric theory
¾ Explain why some scientists refused to challenge the Church
¾ Discuss the reasons for and against recanting
¾ Discuss why people agreed or disagreed with his decision to recant
Global History and Geography 3 Resource Guide-P.9
http://galileo.rice.edu/
http://www.pbs.org/wgbh/nova/galileo/
http://www.law.umkc.edu/faculty/projects/ftrials/galileo/galileo.html
http://csep10.phys.utk.edu/astr161/lect/history/galileo.html
New York State Standard: 2 Theme: Science and Technology,

Conflict, Culture and
Intellectual Life

CONTENT TOPIC B: Enlightenment in Europe
Suggested Time: Four to Five class periods
LESSON #4
AIM: How did the writers of the Enlightenment challenge the authority of absolute
monarchs?

¾ Discuss the meaning of the term “Reason” as it applies to the Enlightenment
movement.
¾ Explore the writings of Locke, Descartes, Voltaire, Rousseau, and Montesquieu
¾ Describe the extent to which Europeans developed new attitudes towards power,
authority, governance, and law.
¾
SUGGESTED RESOURCES/DOCUMENTS
Global History & Geography 3 Resource Guide –- pp. 28-34
www.thecorner.org/hists/f3/age-reason.html
www.mrdowling.com/705-enlightenment.html
http://www.philosophypages.com/ph/lock.htm
www.thecorner.org/ hists/f3/age-reason.html
www.mrdowling.com/ 705-enlightenment.html
New York State Standard: 2, 5 Theme: Cultural and Intellectual Life,

Citizenship, Decision Making, Political Systems
6
LESSON # 5
AIM: How good are people? (Case Study: Hobbes vs. Locke)

¾ Describe the ideas of that Hobbes and Locke had on government and society
¾ Explain why absolute monarchs would support one over the other
¾ Assess the impact of their ideas on modern thought.
Global History & Geography 3 Resource Guide --- pp. 28-30
http://oregonstate.edu/instruct/phl302/philosophers/hobbes.html
http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html
http://cepa.newschool.edu/het/profiles/hobbes.htm
http://plato.stanford.edu/entries/locke/
http://oregonstate.edu/instruct/phl302/philosophers/locke.html
http://oregonstate.edu/instruct/phl302/texts/locke/locke2/locke2nd-a.html
New York State Standard: 2, 5 Theme: Cultural and Intellectual Life,

Citizenship, Decision Making,
Political Systems
LESSON # 6
AIM: Why was change needed in 19th century Russia?
OBJECTIVES: students will be able to:

¾ Describe the economic, political and social conditions of 19th century Russia:
absolutism, feudalism, Orthodoxy, influence of western ideas
¾ Analyze the reforms of Czar Alexander II
¾ Explain the policies of Czar Alexander II and their impact (nationalism,
industrialization, expansion, pogroms)
¾ Trace the limits of Russian territorial expansion on a map
Global History and Geography 3 Resources Guide---pp 104-108
Google Search --- Images --- Russian Expansion (maps etc.)
http://www.fordham.edu/halsall/mod/1855moltke-alexander2.html
http://housatonic.net/Documents/374.htm
http://www.answers.com/topic/the-great-game
http://www.beyondbooks.com/eur12/2e.asp
http://www.unc.edu/courses/2003fall/hist/031/001/social.html
http://europeanhistory.about.com/od/nineteenthcenturyrussia/
New York State Standard: 2, 3, 4, 5 Theme: Change, Conflict and Human Rights
7
LESSON # 7
AIM: How “enlightened” were the Enlightened Despots?

¾ Define the term despot
¾ Analyze the impact of the Enlightenment on the reigns of Frederick II, Catherine
the Great, and Maria Theresa.
¾ Discuss the reforms undertaken by these monarchs (examples: benevolent rule,
social welfare policies, internal improvements, encouragement of science and
education, religious toleration, civil service reform.
¾ Determine how accurately the term “enlightened despot” describes these
monarchs.
Global History and Geography 3 Resource Guide---34
college.hmco.com/.../ image152_large.html
www.saint-petersburg.com/ history/catherine2nd.asp
http://www.mtholyoke.edu/courses/rschwart/hist255-
s01/paris_homework/Enlightenment_salon.html
http://www.gnostique.net/EGA/salons.htm
New York State Standards: 2, 5 Theme: Power, Human Rights, Political

Systems
UNIT FIVE: An Age of Revolution (1750 – 1914)

CONTENT TOPIC C: Political revolutions
Suggested Time: Six to Eight class periods
LESSON # 8
AIM: Why was the American Revolution a turning point in world history?

¾ Compare and contrast writings and speeches from the American Revolution with
those of Enlightenment thinkers.
¾ Describe how the Enlightenment influenced the American Revolution
¾ Evaluate the impact of the American Revolution nationalism, democracy, and
other revolutions.
Global History and Geography 3 Resource Guide---pp: 39, 44, 46, 50
www.cyberhigh.fcoe.k12.ca.us/.../ decind.htm
www.knowbuddyresources.com/ cat_pages/900/ques...
New York State Standards: 1, 2, 5 Theme: Power, Political

Systems
8
LESSON # 9
AIM: How “ripe” was French society for revolution in the 18th century?

¾ Assess the social structure of the Old Regime.
¾ Describe the conditions in France that led to revolution in France (e.g. debt, food
shortages, policies of Louis XIV).
¾ Describe the grievances of the Third Estate (peasants and bourgeoisie) against the
monarchy.
¾ Discuss the impact of the Enlightenment and American Revolution on the
discontent in France.
Global History and Geography 3 Resource Guide ---pp. 64-68
http://www.nga.gov/collection/gallery/gg54/gg54-over1.html
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/peasantsaristos.html
http://en.wikipedia.org/wiki/18th_century
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/peasantsaristos.html
http://www.mdx.ac.uk/www/study/sshtim.htm
http://www.people.memphis.edu/~kenichls/1302FrenchRevolution.html
New York State Standard: 2 Theme: Conflict, Change, Political

Systems
LESSON # 10
AIM: To what extent was the French Revolution inevitable in 1789?

¾ Evaluate the method of voting in Estates General
¾ Describe the responses of the French monarchy to the protests made by the Third
Estate (e.g. dissolution of Estates General)
¾ Discuss the actions of the National Assembly (e.g. the Tennis Court Oath, the
abolition of feudalism; the adoption of the Declaration of Rights of Man etc.
¾ Assess the extent to which the decisions of Louis XVI contributed to his downfall.
Global History and Geography 3 Resource Guide --- pp. 69-70
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/rev891.html
http://www.historyhome.co.uk/c-eight/france/frevents.htm
http://www.everything2.com/index.pl?node_id=108729
http://killeenroos.com/3/FRENCHGO.htm
http://www.channel4.com/history/microsites/H/history/guide18/timeline01.html
http://regentsprep.org/Regents/global/themes/change/pol.cfm
http://www.wsu.edu:8000/~dee/REV/FIRST.HTM
New York State Standard: 2, 5 Theme: Conflict, Change, Power, Political Systems
9
LESSON # 11
AIM: Why did the French Revolution evolve into a “Reign of Terror?”

¾ Compare the goals of the Girondists with those of the Jacobins (moderates vs.
radicals)
¾ Describe and evaluate the goals and accomplishments of the Jacobin government
by citing such actions as the Law of Suspects, Levee en Masse.
¾ Discuss the reasons for the Reign of Terror.
¾ Explain the impact of Robespierre and his associates on France.
Global History and Geography 3 Resource Guide --- pp. 69-70
http://www.discoverfrance.net/France/History/DF_revolution.shtml
http://www.wsu.edu:8000/~dee/REV/RADICAL.HTM
http://www.infoplease.com/ce6/history/A0858289.html
New York State Standard: 2, 5 Theme: Change, Power, Political Systems
LESSON # 12
AIM: To what extent was the rise of Napoleon an inevitable outcome of the French
Revolution?

¾ Cite reasons for Napoleon's rise to power.
¾ Discuss the reasons why many people supported Napoleon
¾ Evaluate Napoleonic domestic reforms in the light of democratic ideals ( Code
Napoleon, fair tax code, merit system, public education, religious tolerance,
national bank).
Global History and Geography 3 Resource Guide --- pp. 74
http://www.napoleonbonaparte.nl/html/body_nap_and_revolution.html
http://members.aol.com/TeacherNet/FrRev.html
http://chnm.gmu.edu/features/episodes/napoleon.html
http://www.schoolhistory.co.uk/year8links/frenchrevolution/riseofnapoleon.pdf
http://library.thinkquest.org/C0110901/standard/main.html
http://www.pbs.org/empires/napoleon/n_clas/destiny.html
http://europeanhistory.about.com/cs/thenapoleons/
New York State Standard: 2,5 Theme: Change, Power, Political Systems
10
LESSON # 13
AIM: How great was Napoleonic France?

¾ Using maps evaluate the extent of the French Empire and areas under French
control.
¾ Discuss the influence of Napoleon as a carrier of revolutionary ideas.
¾ Describe Napoleon’s leadership e.g. personal charisma, intelligence, military
talent.
¾ Evaluate Napoleon in terms of successes and failures for France.
http://www.costumes.org/classes/fashiondress/FrenchRevolution.htm
http://www.arthistoryclub.com/art_history/First_French_Empire
http://www.allempires.com/empires/napoleon/napoleon.htm
http://members.tripod.com/~mhkerekes/napoleontl.htm
http://dl.lib.brown.edu/paris/time2.html
New York State Standard: 2, 5 Theme: Change, Power, Political Systems
UNIT: An Age of Revolution (1750 – 1914)

CONTENT TOPIC D: The reaction against revolutionary ideas
Suggested Time: Two to three class periods
LESSON # 14
AIM: Why did the Congress of Vienna attempt to “turn back time” in 1815?

¾ Explain how the of the Congress of Vienna attempted to maintain the ‘status
quo” in western Europe.
¾ Explain how the Congress attempted to impose a new order on Europe (Holy
Alliance, balance of power)
¾ Assess the influence of Metternich on the Congress and Europe after Napoleon
Global History and Geography 3 Resource Guide---pp: 101-102
astro.temple.edu/.../ congressvienna1812(2).htm
www.saburchill.com/.../ empires/0033f.html
www.thecaveonline.com/ APEH/revuenapoleon.html
www.coloradocollege.edu/.../ earlymodernmaps.htm
New York State Standards: 2-5 Theme: Change, Nationalism, Power

11
LESSON # 15
AIM: To What extent did the sparks of revolution continue to burn in Europe during the
19th century?

¾ Explain the causes of the revolutions of 1848
¾ Assess the effectiveness of the Congress of Vienna as Europe reacts to
revolutionary conflict
¾ Discuss the extent of success met by these revolutions
Global History and Geography 3 Resource Guide---pp: 103
www.gla.ac.uk/.../ brochure/1848rev.htm
academic.brooklyn.cuny.edu/. ../core/c4-vii.htm
http://www.fresno.k12.ca.us/schools/s090/lloyd/nationalism.htm
http://www.thecaveonline.com/APEH/revueLate19century.html
New York State Standards: 2,5 Theme: Change, Nationalism, Power

CONTENT TOPIC E: Latin America: The failure of democracy and the search for
stability
Suggested Time: Seven to eight class periods
LESSON #16
AIM: Why was Latin America ready for revolution in the early 1800’s?

¾ Describe the nature of the Latin American class system
¾ Discuss the influence of the American and French Revolutions on Latin America
¾ Analyze the impact of the Enlightenment ideas on the revolutionary leaders in
Latin America (Bolivar, O’Higgins, L’Ouverture, Hidalgo, etc.).
¾ Describe how economic, social and political conditions can lead to revolution
http://edsitement.neh.gov/view_lesson_plan.asp?id=576
http://www.elbalero.gob.mx/kids/history/html/sxix/mexindep.html
http://www.pachami.com/English/latinoamericaE.html
New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Power

12
LESSON # 17
AIM: How did Toussaint L’Ouverture help gain Haiti’s independence?

¾ Describe the conditions in Haiti before the slave revolt
¾ Analyze why the “time was right” for revolution in Haiti.
¾ Discuss the problems Haiti faced after the revolution
Global History and Geography 3 Resource Guide-PP. 88-97
http://docsouth.unc.edu/neh/beard63/beard63.html
http://www.gettysburg.edu/academics/history/hist106web/site4/Toussaint.htm
http://www.pbs.org/wgbh/aia/part3/3h326.html
New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Conflict
LESSON # 18
AIM: Why was Bolivar able to achieve independence for Spanish colonies in Latin
America?

¾ Evaluate the grievances that the people living in Spanish colonies had against
Spain.
¾ Examine the successes and failures of the revolutions
¾ Analyze the problems in Latin American after independence
¾ Assess changes to the map of Latin America after the revolutions,.
Global History and Geography 3 Resource Guide-PP. 80-87
http://www.embavenez-us.org/kids.venezuela/simon.bolivar.htm
http://www.guiabizkaia.com/museos/Bolibar/biografia/bolivar_english.htm
http://www.harcourtschool.com/activity/biographies/bolivar/
New York State Standard: 2, 3,4, 5 Theme: Change, Geography, Nationalism
LESSON # 19
AIM: How successful was Mexico in achieving independence?

¾ Describe the political, economic and social causes for the independence
movement in Mexico
¾ Assess the importance of Miguel Hidalgo, Jose Morelos and Agustine Iturbide in
paving the way to independence
¾ Review the major events in achieving independence
13
http://www.mexonline.com/history.htm
http://www.tamu.edu/ccbn/dewitt/mexicanrev.htm
New York State Standard: 2, 3,4, 5 Theme: Change
LESSON # 20
AIM: To what extent did the newly independent nations of Latin America in achieve
democracy?

¾ Analyze the role of social classes and the Catholic Church in the independence
movement
¾ Examine the problems caused by revolution in promoting social, political and
economic freedom
¾ Examine the degree of success or failure of revolutions to maintain independence
http://saxakali.com/caribbean/shamil.htm
http://www2.worldbook.com/wc/popup?path=features/explorers&page=html/impact_late
r.html&direct=yes
New York State Standard: 2, 3,4, 5 Theme: Change
LESSON # 21
AIM: Should the changes in Latin American Society after independence be viewed as
positive or negative?

¾ Assess the degree of change in Latin America after the revolutions (race,
ethnicity, role of Roman Catholic Church)
¾ Discuss the role of cash crops, lack of industrialization, and economic
imperialism on economic development
¾ Assess the failure of democracy led to the creation of an oligarchy in several Latin
American nations.
http://www.oberlin.edu/faculty/svolk/latinam.htm
http://saxakali.com/caribbean/
http://www.msuglobalaccess.net/geo/latinamerica/
http://www.chatham.edu/PTI/Contemp_Latin/abstract_page.htm
New York State Standard: 2, 3,4, 5 Theme: Change, Conflict and Human Rights
14
LESSON # 22
AIM: Why was Mexico ready for revolution in the early 1900’s?

¾ Examine the role of economic and social nationalism in the development of
Mexico
¾ Analyze the roles of Porfirio Diaz, Fransisco “Pancho” Villa , and Emiliano
Zapata
¾ Evaluate the role played by the peasants in the Mexican revolution
¾ Describe the results of the Mexican Revolution and its impact on the economic
and social structure of Mexican society
Global History
and Geography 3 Resource Guide-PP.111-112
http://www.mexonline.com/history.htm
http://users.erols.com/mwhite28/mexico2.htm
http://historicaltextarchive.com/sections.php?op=viewarticle&artid=144
http://www.elbalero.gob.mx/kids/history/html/rev/biozapata.html
New York State Standard: 2 Theme: Power, Nationalism

CONTENT TOPIC F: Global Nationalism
Suggested Time Four to five class periods
LESSON # 23
AIM: To what extent was Germany ready for nationhood in 1860?

¾ Review the characteristics of nationalism.
¾ Identify on a map the various German states.
¾ Evaluate those factors that would support German unification (common language,
culture, common enemy)
¾ Assess the obstacles to unification (localized rulers, outside influences, religious
differences).
Global History and Geography 3 Resource Guide --- pp. 128
Google Search --- Images --- Germany 1860 (will provide maps)
http://www.geocities.com/pvt52ny/germany.html
http://europeanhistory.about.com/cs/betweenempires/
http://www.colby.edu/personal/r/rmscheck/GermanyA3.html
http://www.users.globalnet.co.uk/~semp/bismarck.htm
15
New York State Standard 2-5 Theme: Nationalism
LESSON # 24
AIM: How essential was Bismarck’s policy of “Blood and Iron” to the unification of
Germany?

¾ Explain the term, “Blood and Iron”
¾ Examine the policies and major actions of Bismarck in pursuing German
unification (Danish War of 1864, Austro-Prussian War, Franco-Prussian War).
¾ Determine whether Germany could have achieved unity without Bismarck’s
leadership
Global History and Geography 3 Resource Guides---pp 123 & 128
astro.temple. edu/…/inificationgermany.htm
www.wwnotron.com./...ralph/resource/unifigerm.htm
www.klitzfamily.com/map_germany.htm
http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/germanunif.html
http://www.thecorner.org/hists/assign/unif-compare.htm
New York State Standard 2-5 Theme: Nationalism .
LESSON # 25
AIM: How effective was Mazzini in influencing Italian Nationalism?

¾ Assess the positive and negative factors related to Italian unification ( regional vs.
national loyalties, the Papacy, outside influences, language, religion, geography).
¾ Explain how nationalist ideas influenced Mazzini.
¾ Discuss the writings of Mazzini’s “Young Italy” and their impact on the
Risorgimento.
campus.northpark.edu/.../ ItalianUnification.htm
www.fordham.edu/halsall/mod/1861italianunif.html
www.cats.ohiou.edu/~Chastain/ip/mazzini.htm
www.fordham.edu/halsall/mod/1861italianunif.html
New York State Standard 2, 3, 4 Theme: Nationalism

16
LESSON # 26
AIM: Who was most responsible for Italian unification?

¾ Analyze the roles Mazzini,Garibaldi and Cavour played in the unification of Italy
( The Soul, The Sword and the Brain of Italy).
¾ Describe why Cavour is called the “architect” of Italian unification.
¾ Analyze a map of Italy that explains the process of unification.
¾ Discuss the problems Italy faced after unification.
Global History and Geography 3 Resource Guide – pg. 127
http://www.roangelo.net/valente/garibald.html
www.historyplace.com/speeches/garibaldi.htm
www.age-of-the-sage.org/historical/biography/camillo_cavour.html
http://www.thecorner.org/hists/assign/unif-compare.htm
New York State Standard 2,3 Theme: Nationalism, Change
UNIT 5: An Age of Revolutions (1750-1914)

CONTENT TOPIC: G Economic and Social Revolutions
Suggested Time: Ten to twelve class periods
LESSON # 27
AIM: To what extent did Agricultural Revolution of the 1700’s pave the way for the
Industrial Revolution?

¾ Describe the factors that contributed to the agricultural revolution (e.g. crop rotation,
introduction of fertilizers, mechanical inventions, energy revolution, enclosure).
¾ Explain why populations soared in Europe
¾ Compare the Agricultural Revolution to the Neolithic Revolution in terms of the
radical changes it brought.
SUGGESTED DOCUMENTS/RESOURCES:
Global History and Geography 3 Resource guide – pgs. 144, 157-160
http://www.bbc.co.uk/history/society_culture/industrialisation/agricultural_revolution_01.shtml
New York State Standard: 2,4 Theme: Change, Science and Technology
LESSON # 28
AIM: Why did the Industrial Revolution begin in Great Britain?
17

¾ Explain the nature of the Industrial Revolution.
¾ Describe the factors that contributed to the Industrial Revolution in Great Britain
(natural resources, growing population to supply workers, economic conditions –
capital and the demand for new goods, stable government).
¾ Describe how improvements in transportation promoted industrialization in
Britain (turnpikes, steam locomotives, steamboats.)
Global History and Geography 3 Resource guide – pg. 148
http://www.fsmitha.com/h3/h35-tek.html
http://www.bbc.co.uk/history/lj/victorian_britainlj/source_industry_1.shtml?site=history_
victorianlj_industry
http://www.bbc.co.uk/history/lj/victorian_britainlj/industry_invention_5.shtml?site=histo
ry_victorianlj_industry
www.queensu.ca/.../Images/05_03_21.009.png
New York State Standard: 2,3,4 Theme: Change, Economic Systems
LESSON # 29
AIM: How did industrialization transform the way goods were manufactured?

¾ Describe the impact of new inventions on the textile industry (flying shuttle,
spinning jenny, spinning mule).
¾ Discuss how new machinery led to the development of the first factories (shift
from domestic system).
¾ Discuss how the Industrial Revolution impacted cotton production (the American
South, India, Egypt)
Global History and Geography 3 Resource Guide – pgs. 145, 153
www.historyguide.org/images/spinning_jenny.jpg
http://docsouth.unc.edu/nc/childlabor/childlabor.html
history.osu.edu/Projects/ ChildLabor/CottonDress/
New York State Standards: 2,4 Theme: Factors of Production, Change
LESSON # 30
AIM: How was the Industrial Revolution both a blessing and a curse?

¾ Analyze how the factory system changed worker’s lives (urbanization).
¾ Describe the problems faced by the working class (Saddler Commission Report
on child labor, impact on women, long hours, poor and unsafe working
conditions,
¾ Evaluate whether or not the factory system represented improvement in the
standard of living.
18
Global History and Geography 3 Resource Guide – pgs. 149-156
http://www.schoolshistory.org.uk/IndustrialRevolution/workingconditions.htm
www.historyplace.com/.../childlabor/empty.jpg
www.greece.k12.ny.us/ath/library/teachers/phi...
http://www.historyteacher.net/EuroProjects/DBQs2002/DBQ2002_19cReformMovements.htm
New York State Standard: 2,4 Theme: Urbanization
LESSON # 31
AIM: How did the growth of cities affect everyday life?

¾ Assess the reasons why people moved to the city.
¾ Discuss the positive and negative impact of industrialization on growing urban
areas (disease, slums, tenements, pollution, improved transportation, cultural
centers, centers for trade).
¾ Analyze the impact of medical advances in the late 1800’s (vaccines,
pasteurization, antiseptics).
¾ Describe how cities expanded and changed in the later Industrial Revolution
(sidewalks,skyscrapers, sewers).
http://www2.sunysuffolk.edu/westn/urban.html
http://www.let.leidenuniv.nl/history/migration/chapter3.html
http://www.schoolshistory.org.uk/IndustrialRevolution/lifeduringindustrialrevolution.htm
http://www.schoolshistory.org.uk/IndustrialRevolution/beforeindustrialisation.htm
New York State Standard: 2,3 Theme: Urbanization, Environment and Society
LESSON # 32
AIM: How much control should government have over the economy?

¾ Define: laissez-faire capitalism, utopian socialism
¾ Discuss how ideas of Adam Smith, Thomas Malthus and David Ricardo fostered
the concept of Laissez-Faire
¾ Explain how supply and demand can be an economic regulator.
¾ Describe Smith’s “Invisible Hand” of competition as a regulator of the economy.
Global History and Geography 3 Resource Guide---pp 146-147, 175
http://www.hcn.org/allimages/1995/sep18/graphics/950918.010.gif
www.worldsocialism.org/ spgb/feb99/utopian.html
www.mhhe.com/.../ ch05/sld013.htm
info1.nwmissouri.edu/.../ rfield/274ppt/PP06.htm
New York State Standard: 2, 4 Theme: Economic Systems

19
LESSON # 33
AIM: How did socialism attempt to cure the ills of the Industrial Revolution?

¾ Compare Jeremy Bentham’s Utilitarian ideas with Adam Smith’s concept of
laissez-faire
¾ Examine the impact of various socialist response to the Industrial Revolution (e.g.
Robert Owen and other Utopians, Fabian Socialists)
¾ Assess these 19th century ideas in terms of 21st century conditions.
Global History & Geography Resource Guide – pp. 146, 147, 175
http://www.hcn.org/allimages/1995/sep18/graphics/950918.010.gif
www.worldsocialism.org/ spgb/feb99/utopian.html
www.mhhe.com/.../ ch05/sld013.htm
info1.nwmissouri.edu/.../ rfield/274ppt/PP06.htm
New York State Standard: 2, 4 Theme: Change, Needs and Wants,

Economic Systems
LESSON # 34
AIM: How did Karl respond to the problems of the Industrial Revolution?

¾ Define: communism, bourgeoisie, proletariat, Scientific Socialism,
¾ Explain how Marx’s ideas attempted to deal with the problems of the Industrial
Revolution (class struggle, need for violent revolution).
¾ Describe Marx’s views of history and the capitalist economy
¾ Discuss Marx’s vision of society after the revolution.
SUGGESTED RESOURCES/DOCUMENT:
Global history and Geography 3 Resource Guide--pp 180-181
www.marianland.com/ marxism/trueprofessionals.html
www.nyu.edu/ projects/ollman/
www.lrna.org/ cartoons/andy.html
www.under.ch/.../ Capitalism/Capitalisme.htm
New York State Standard: 2,4,5 Theme: Economic Systems, Political Systems,
Conflict
LESSON # 35
AIM: Did the British Parliamentary legislation avoid a revolution in 19th century
England?

¾ Define: labor unions, strikes, picket, strikebreakers and collective bargaining
¾ Explain why workers tried to organize labor unions
20
¾ Assess the reason for the growth of organized labor

¾ Examine Parliamentary reform legislation (Repeal of the Combination Act,
Factory Acts, Coal Mine Act, expansion of Suffrage
Global History & Geography 3 Resource Guide --- pp. 182
http://dspace.dial.pipex.com/town/terrace/adw03/peel/politics/reform.htm
http://www.spartacus.schoolnet.co.uk/REVhistoryIR2.htm
http://dspace.dial.pipex.com/town/terrace/adw03/c-eight/l-pool/combacts.htm
http://dspace.dial.pipex.com/town/terrace/adw03/peel/trade-us/tu1830+.htm
http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html
New York State Standard: 2,4,5 Theme: Economic Systems, Political Systems
LESSON # 36
AIM: To what extent could the Great Hunger have been avoided?

¾ Explain the causes of the potato famine.
¾ Discuss how British policies had a direct impact on the famine.
¾ Assess the impact of the famine (e.g. increasing Irish nationalism, increased
migration to other parts of the world).
www.lyonsdenbooks.com/ html/feedchildren.htm
www.click2disasters.com/.../ the_great_hunger.htm
www.cnn.com/WORLD/ 9706/01/ireland.famine/
New York State Standard: 2,3 Theme: Urbanization, Environment and Society,
Movement of People and Goods
UNIT FIVE: Age of Revolution (1750-1914)

CONTENT TOPIC H: Imperialism
Suggested Time: Nine to eleven class periods
LESSON # 37
AIM: To what extent was the new imperialism of the 19th century a result of the
Industrial Revolution?

¾ Define: imperialism, empire, colony.
¾ Compare and contrast “new imperialism” to “old imperialism”
¾ Evaluate how the need for new products, cheap labor and new markets led
European nations to expand
¾ Analyze the relationship between colonies and the mother countries and their
colonies (mercantilism)
21
http://campus.northpark.edu/history/WebChron/World/NewImperialsim.html
http://www.mcps.k12.md.us/departments/isa/ninvest/imperial/imperialismmainpage.htm
http://www.theaha.org/tl/LessonPlans/ca/Reins/cover.htm
http://www.myvlad.com/history/industrialrevolution.htm
http://www.historywiz.com/imperialism.htm
http://www.historyteacher.net/EuroProjects/ExamReviewSheets/MatchingQuizzesForFin
alReview-2001/MATCH-NewImperialism.htm
New York State Standard: 2, 3, 4, 5 Theme: Imperialism and Power
LESSON # 38
AIM: How did the Congress of Berlin change Africa?

¾ Discuss reasons why Africa was important to industrialized Europe.
¾ Explain why Europeans felt the need for the Congress of Berlin (Scramble for
Africa)
¾ Evaluate the impact of the partition of Africa
http://www.wwnorton.com/college/history/ralph/resource/impafr.htm
http://members.aol.com/TeacherNet/World.html
http://campus.northpark.edu/history/WebChron/Africa/BerlinConf.CP.html
http://www.mrdowling.com/706-socialdarwinism.html
http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/kipling.html
New York State Standard: 2,3,4,5 Theme: Imperialism and Power
LESSON # 39
AIM: How did the Europeans attempt to justify imperialism?

¾ Discuss the major ideas of Social Darwinism.
¾ Assess the influence of Social Darwinism on the European attitude toward Africa
and Asia.
¾ Analyze the European’s concept of the “White Man’s Burden” and its impact on
its African colonies (the role of missionaries).
¾ Evaluate motivating factors (social, economic, political).
http://members.aol.com/TeacherNet/World.html
http://campus.northpark.edu/history/WebChron/Africa/BerlinConf.CP.html
22
http://www.mrdowling.com/706-socialdarwinism.html
http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/kipling.html
LESSON # 40
AIM: Too what extent did European imperialism affect African unity?

¾ Assess the nature of African resistance to imperialism.
¾ Trace the expeditions of Cecil Rhodes and the way they affected the people of
Southern Africa
¾ Analyze the role of the Boers and the Boer War in creating a divided South
Africa.
¾ Evaluate the treatment of the people of South Africa
¾ Discuss the pressure exerted by other European powers
http://www.fresno.k12.ca.us/schools/s090/lloyd/imperialism.htm
http://www.fordham.edu/halsall/africa/africasbook.html
http://www.awm.gov.au/atwar/boer.htm
http://www.southafrica.info/ess_info/sa_glance/history/history.htm
New York State Standard: 2,3,4 Theme: Imperialism and Power
LESSON # 41
AIM: Why were the British able to “divide and conquer” India?

¾ Discuss reasons for British interest in India (sugar, tea, cotton, indigo)
¾ Explain how political and social conditions in India weakened its ability to resist
the British (religious and linguistic diversity, crumbling Mughal Empire)
¾ Evaluate the role of the British East India Company in consolidating British
control of India and exploiting its resources
http://www.bcpl.net/~sullivan/modules/imperial/sites.html
http://asms.k12.ar.us/classes/humanities/worldstud/97-98/imper/india/india.htm
http://sarvadharma.org/Museum/history/british.htm
LESSON # 42
AIM: To what extent were the sepoys justified in rebelling against the British?
23

¾ Explain the role of the Sepoys in India.
¾ Discuss the grievances the Sepoys had toward the British
¾ Analyze the impact of the Sepoy Mutiny on South Asia.
http://asms.k12.ar.us/classes/humanities/worldstud/97-98/imper/india/india.htm
http://www.english.emory.edu/Bahri/Mutiny.html
http://www.regiments.org/wars/19thcent/57india.htm
http://britishempire.co.uk/article/mutinypress.htm
http://www.dimdima.com/knowledge/freedom.asp?tit=Sepoys+on+the+Move
http://www.kamat.com/kalranga/itihas/1857.htm
LESSON # 43
AIM: Why did China fall victim to imperialism in the 19th century?

¾ Describe the conditions that enabled foreign, economic control of China (lack of
technological advancement)
¾ Discuss conditions in China that challenged European attempts to control China
(emperor, ethnocentrism, history of Chinese isolation).
¾ Evaluate how cultural differences were a blueprint for disaster
¾ Assess the impact of foreign influence on the map of China
http://library.thinkquest.org/26469/history/1900.html
http://www.u-s-history.com/pages/h908.html
http://www.historylearningsite.co.uk/china_1900_to_1976.htm
LESSON # 44
AIM: Why are the Opium Wars considered a turning point in Chinese history?

¾ Examine the use of opium as part of British policy in China
¾ Assess the impact of opium trade on the Chinese people
¾ Analyze the reasons for the Opium Wars
¾ Discuss the results of the Opium War and the Treaty of Nanjing in terms of
opening up China to European domination (extraterritoriality)
¾ Discuss the long-term effects of the Treaty of Nanjing on China (spheres of
influence).
24
http://www.wsu.edu:8080/~dee/CHING/OPIUM.HTM
http://web.jjay.cuny.edu/~jobrien/reference/ob36.html
http://opioids.com/images/opiumwar.html
http://www.isop.ucla.edu/eas/documents/nanjing.htm
New York State Standard: 2,3,4,5 Theme: Imperialism, Power, Nationalism
LESSON # 45
AIM: How did China respond to the challenges of imperialism?

¾ Discuss the factors that contributed to the increase of Chinese nationalism
(ethnocentrism, foreign domination)
¾ Explain the reasons for the Taiping and Boxer Rebellions
¾ Evaluate the successes and failure of the rebellions.
http://www.u-s-history.com/pages/h908.html
http://www.historylearningsite.co.uk/china_1900_to_1976.htm
http://www.history.navy.mil/faqs/faq86-1.htm
http://www.smplanet.com/imperialism/fists.html
UNIT FIVE: AN AGE OF REVOLUTION (1750-1914)

CONTENT TOPIC I: Japan and the Meiji restoration
Suggested Time: Three to four class periods
LESSON # 46
AIM: How significant was Perry’s visit to Japanese history?

¾ Describe Japanese policies towards the West under the Tokugawa (isolationist
policy)
¾ Discuss the reasons for Perry’s voyages
¾ Explain the effect of Perry’s visit
¾ Evaluate the impact of the Treaty of Kanagawa on Japan’s government and
society
Global History and Geography 3 Resource Guide PP.188-201
http://www.grifworld.com/perryhome.html
http://www.navyandmarine.org/ondeck/1800perryjapan.htm
http://www.gracegalleries.com/China-Japan_Listings.htm
http://web.jjay.cuny.edu/~jobrien/reference/ob25.html
New York State Standard: 2,3,4,5 Theme: Change And Economic Systems
25
LESSON # 47
AIM: How “revolutionary” was the Meiji restoration?

¾ Describe major political changes under the Meiji Restoration (restoration of the
emperor, Constitution of 1889)
¾ Analyze the changes on Japan as it industrialized
¾ Describe the social changes that resulted from Japan’s attempt to westernize
¾ Assess the Japan’s success in achieving an industrialized society
Global History and Geography 3 Resource Guide PP.202-203,209-213
http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html
http://www.ox.compsoc.net/~gemini/simons/historyweb/meiji-resto.html
http://campus.northpark.edu/history/WebChron/China/MeijiConstituti.html
http://cla.calpoly.edu/%7Emriedlsp/History315/MeijiText.html
New York State Standard: 2, 3, 4, 5 Theme: Change, Economic Systems
LESSON # 48
AIM: Why did Japan’s successes lead to international conflict?

¾ Discuss the reasons for Japanese imperialist desire ( lack of raw materials
necessary for industrialization)
¾ Assess the importance of the Sino-Japanese War and the Russian-Japanese
War in making Japan a regional power
¾ Discuss the reasons for Japan’s annexation of Korea and its policies (1919-
1945)
http://www.lcsc.edu/modernchina/u3s1p7.htm
http://www.taiwandocuments.org/shimonoseki04.htm
http://www.onwar.com/aced/data/romeo/russojapanese1904.htm
http://www.murdoch.edu.au/elaw/issues/v3n2/kawasaki.html
http://www.umich.edu/~iinet/iisite/outreach/Korea.htm
http://www.theodoreroosevelt.org/life/nobelportsmouth.htm
New York State Standard: 2, 3,4 Theme: Change, Needs and Wants,
Imperialism
26

CONTENT TOPIC A: World War I
Suggested Time: Six to eight class periods
LESSON # 49
AIM: How did the Europeans challenge the Ottoman Empire?

¾ Identify on a map the strategic location of the Empire, the Balkan states etc.
¾ Explain the reasons for the growth of the Ottoman Empire and its impact on Europe.
¾ Discuss the impact of Balkan nationalism within the Ottoman Empire
¾ Evaluate the reasons for the weakening of the empire (ethnic diversity, European
policies; government corruption).
http://www.omda.bg/imir/studies/alban_id26.html
http://europeanhistory.about.com/od/thebalkansandturkey/
http://www.cet.edu/earthinfo/balkans/BKhis.html
http://www.orthodoxnews.netfirms.com/164/Balkan.htm
http://www.answers.com/topic/pan-slavism
New York State Standard: 2, 3, 5 Theme: Power, Nationalism
LESSON # 50
AIM: Was World War I inevitable?

¾ Assess the differences between immediate and long - term causes of events.
¾ Describe the forces at work in Europe in the early 20th century (nationalism,
imperialism, militarism, alliance system).
¾ Explain how these factors allowed the seeds of conflict to be sown.
¾ Analyze the role of extreme nationalism and imperialism in the years leading up
to World War I (e.g. Balkan crisis, Armenian massacres).
Global History and Geography 3 Resource Guide- PP. 243-253
http://www.lib.byu.edu/~rdh/wwi/1914m.html
http://www.firstworldwar.com/
http://www.fultonschools.org/teacher/osheat/worldHistory/wwI/wwICauses_files/frame.h
tm
http://www.clt.astate.edu/randersn/causes_of_wwi1.htm
New York State Standard: 2,3,4,5 Theme: Conflict, Nationalism, Imperialism

27
LESSON # 51
AIM: Why did the assassination of the Archduke Francis Ferdinand spark World War I?

¾ Identify and locate the various nationalities living Europe in 1914
¾ Explain the role of Serbian nationalism in setting the stage for war.
¾ Discuss Austria’s ultimatum as a reaction to the assassination.
¾ Review the role of the alliance system.
¾ Describe the sequence of events that led to the outbreak of war.
http://www.lib.msu.edu/sowards/balkan/lect15.htm
http://campus.northpark.edu/history/WebChron/EastEurope/FranzFerdinand.html
http://mars.acnet.wnec.edu/~grempel/courses/ww1/lectures/assasination.html
http://www.eyewitnesstohistory.com/duke.htm
New York State Standard: 2-5 Theme: Conflict, Nationalism, Imperialism
LESSON # 52
AIM: To what extent was World War I different from previous wars?
OBJECTIVES:
¾ Assess the reasons why World War I was called a “Total War.”
¾ Discuss changes in tactics and technology (automatic machine gun, tank,
submarine, airplane, poison gas, trench warfare).
¾ Analyze the cost of the war in terms of human casualties and economic losses
http://www.worldwar1.com/
http://www.eyewitnesstohistory.com/sub.htm
http://www.eyewitnesstohistory.com/tank.htm
http://www.eyewitnesstohistory.com/gas.htm
http://www.worldwar1.com/tlbtw.htm
http://www.oucs.ox.ac.uk/ltg/projects/jtap/rose/images.html
http://mailer.fsu.edu/~akirk/tanks/
http://www.greatwarflyingmuseum.com/
http://www.english.emory.edu/LostPoets/Casualties.html
LESSON # 53
AIM: Why did the United States enter World War I?
28

¾ Discuss why the U.S. wanted to remain neutral
¾ Discuss why the U.S. entered the war (Zimmerman Telegram, sinking of the
Lusitania, freedom of the seas)
¾ Analyze the impact of U.S. involvement of the U.S. in the war
http://afsf.lackland.af.mil/Images/WWI/index.htm
http://www.worldwar1.com/tgws/rel001.htm
www.archives.gov/digitalclassroom/lessons/zimmermanntelegram/zimmermanntelegram.
html
http://www.pbs.org/lostliners/lusitania.html
http://www.gwpda.org/naval/lusika01.htm
http://www.socialstudieshelp.com/USRA_WWI.htm
LESSON # 54
AIM: To what extent were the issues causing World War I resolved?
OBJECTIVES: Students will be able:

¾ Compare and contrast Wilson’s Fourteen Points with the Treaty of Versailles.
¾ Analyze the effect of the collapse of the Ottoman Empire, Austria-Hungary and
Germany on world affairs
¾ Determine which provisions addressed the causes of World War I.
¾ Analyze why nations would consider themselves either winners or losers as a
result of the Versailles Treaty.
http://www.lib.byu.edu/~rdh/wwi/versailles.html
http://www.lib.byu.edu/~rdh/wwi/1918/14points.html
http://www.teacheroz.com/wwi.htm#stats
http://www.spartacus.schoolnet.co.uk/FWW.htm
http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html
http://history.acusd.edu/gen/WW1Pics/81580.GIF
http://history.acusd.edu/gen/WW2Timeline/1919League2.html
http://history.acusd.edu/gen/WW1Pics/81578.jpg
New York State Standard: 2,3,4,5 Theme: Conflict, Nationalism, Imperialism

29

CONTENT TOPIC B: Revolution and change in Russia
Suggested Time: Five to seven class periods
LESSON # 55
AIM: Why was Russia considered a backward nation 1917?

¾ Explain why Russian society was backward as compared to western Europe.
¾ Analyze the reign of Czar Nicholas II (failure to maintain stability on the war
front and at home, loss in the Russo – Japanese War)
¾ Explain how “Bloody Sunday”/the Revolution of 1905, marked a turning point in
Russian history.
Global History 3 Resource Guide --- pp. 270-275
http://mars.wnec.edu/~grempel/courses/wc2/lectures/rev1917.html
http://en.wikipedia.org/wiki/Russian_Revolution_of_1917
http://www.answers.com/topic/russian-revolution-of-1917
http://www.johndclare.net/Basics_Russia.htm
http://www2.sptimes.com/Treasures/TC.2.3.19.html
http://www.geocities.com/caseallen/research/russia.html
New York State Standard: 2,4,5 Theme: Political Systems,

Conflict, Power
LESSON # 56
AIM: Why were the Bolshevik Communists able to take control of Russia?

¾ Discuss the impact of Russia’s entry into WWI on its people.
¾ Discuss why the March Revolution and the creation of the provisional
government in 1917 led to the abdication of Czar Nicholas II.
¾ Explain the reasons for the collapse of the Kerensky government.
Global History 3 Resource Guide --- pp.275 - 276
http://www.barnsdle.demon.co.uk/russ/datesr.html
http://www.emayzine.com/lectures/russianrev.html
http://campus.northpark.edu/history/WebChron/EastEurope/OctRev.html
http://thc.worldarcstudio.com/classroom_20040211_JB/alevel/revol.htm
http://www.nevsky88.com/SaintPetersburg/Revolution/default.asp
http://www.ety.com/berlin/bensone.htm
New York State Standard: 2,4,5 Theme: Political Systems, Conflict, Power,
Economic Systems
30
LESSON # 57
AIM: To what extent Lenin keep his promises to the Russian people?
¾ Discuss the conditions in Russia at the time of Lenin’s takeover (e.g. Civil War,
White Russian opposition, presence of foreign troops, “Peace, Land and Bread”).
¾ Examine the degree of success of Lenin’s early policies (e.g. decision to pull out
of World War I – Treaty of Brest Litovsk, War Communism).
¾ Determine the reasons why Lenin instituted the New Economic Policy in 1921
¾ Evaluate Lenin’s effectiveness as a leader.
http://www.historyguide.org/europe/decree.html
http://www.time.com/time/time100/leaders/profile/lenin.html
http://www.spartacus.schoolnet.co.uk/RUSlenin.htm
http://www.gmu.edu/departments/economics/bcaplan/museum/his1g.htm
http://www.historylearningsite.co.uk/war_communism.htm
Economic Systems
LESSON # 58
AIM: How did the Soviet Union industrialize under Stalin’s leadership?

¾Review the differences between market (demand) and command economies.
¾Discuss conditions in the Soviet Union at the time of Stalin’s assumption of power.
¾Describe the plan to collectivize Soviet agriculture.
¾Determine the basic elements of Stalin’s Five Year Plans.
¾Assess the successes and failures of Stalin’s economic policies.
http://www.spartacus.schoolnet.co.uk/RUSfive.htm
http://mars.acnet.wnec.edu/~grempel/courses/stalin/lectures/EconDev.html
http://www.ibiblio.org/expo/soviet.exhibit/collect.html
http://easyweb.easynet.co.uk/~socappeal/russia/part3.html
LESSON # 59
AIM: How much of a price did the people of the Stalin’s Soviet Union pay for progress?
¾ Examine Stalin’s policies towards the Soviet Republics.
¾ Discuss the reaction of the kulaks to the collectivization process
¾ Evaluate Stalin’s consolidation of power through purges.
¾ Assess the violation of human rights through the use of the KGB, Gulags and
executions.
¾Analyze Soviet economic progress in the light of the social costs paid by the Soviet
people.
31
http://easyweb.easynet.co.uk/~socappeal/russia/part3.html
http://www.ukrweekly.com/Archive/1983/188320.shtml
http://mars.acnet.wnec.edu/~grempel/courses/stalin/lectures/Collectivization.html
http://www.fordham.edu/halsall/mod/1936purges.html
Human Rights
UNIT 6: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945)

CONTENT C: Between the wars
Suggested Time: Five to seven class periods
LESSON # 60
AIM: How did the post World War I world try to ensure the peace?

¾ Describe the problems of the post WWI era (growing pessimism, rebuilding war-
ravaged lands, unhappiness over Treaty of Versailles.)
¾ Describe how European diplomats worked for peace (treaties at Locarno,
Switzerland, Kellogg-Briand Pact of 1928, League of Nations.
¾ Evaluate the effectiveness of the Kellogg – Briand Pact and the League of
Nations.
http://history.acusd.edu/gen/text/versaillestreaty/ver001.html
http://history.acusd.edu/gen/WW2Timeline/1919articles.html
http://www.yale.edu/lawweb/avalon/imt/kbpact.htm
www.amritsar.com/ Jallian%20Wala%20Bagh.shtml
www.indhistory.com/ jallianwalla-bagh-massacre...
www.answers.com/.../ indian-independence-movement
New York State Standard: 2 Theme: Power, Nationalism, Decision

Making
LESSON # 61
AIM: To What extent did World War I ignite nationalist movements in the non-western
world?

¾ Evaluate the factors that caused an increase in Arab resentment towards Great
Britain and Europe (Balfour Declaration, Zionism, broken British promises).
¾ Assess Arab reaction to the mandate system.
¾ Describe reasons for increased Indian resentment toward the British after World
War I (Rowlatt Act, Amritsar Massacre, broken promises)
32
¾ Explain the rise of nationalist leaders (Gandhi, Chiang Kai-shek [Jiang Jieshi],
Mao Zedong)
¾ Describe the conflict that arose in China as an outgrowth of European
interference.
www.jerusalem-archives.org/images/d-1.jpg
www.palestinehistory.com/image/belfor.gif
www.library.brandeis.edu/.../zionism/IsrealMap.gif
www.academic.brooklyn.cuny.edu/.../herzl.jpg
www.iranchamber.com/.../images/reza_khan.jpg
New York State Standard: 2 Theme: Nationalism, Change
LESSON # 62
AIM: Was fascism too high a price for Italians to pay for a more orderly society?
¾ Define totalitarianism, fascism
¾ Explain how the impact of World War I and the post worldwide depression
contributed to Mussolini’s rise to power.
¾ Explain the nature of Mussolini’s program
¾ Describe changes made by Mussolini
SUGGESTED SOURCES/DOCUMENTS
Global History & Geography 3 Resource Guide --- pp, 303
http://www.library.wisc.edu/libraries/dpf/Fascism/Intro.html
http://condor.stcloudstate.edu/~jaz/altruism/fascism.html
http://www.fordham.edu/halsall/mod/mussolini-fascism.html
http://www.fordham.edu/halsall/mod/mussolini-fascism.html
New York State Standard: 2, 5 Theme: Power, Political Systems
LESSON # 63
AIM: Could the collapse of the Weimer Republic have been avoided?
¾ Analyze the strengths and weaknesses of a democratic political system.
¾ Explain why the Weimer Republic faced unrest from its beginnings (lack of a
democratic German tradition, multiple sparring parties, bitterness over Treaty of
Versailles, economic disaster –inflation).
¾ Discuss how the U.S. helped Germany to recover (economic loans, Dawes Plan.)
www.zum.de/.../histatlas/ germany/haxgermany.html
encyclopedia.laborlawtalk.com/ Weimar_Republic
www.flholocaustmuseum.org/ history_wing/thirdr...
http://ww2.boom.ru/Germany/weimar.html
New York State Standard: 2, 5 Theme: Conflict, Political Systems

33
LESSON # 64
AIM: Why did Germany turn to Hitler for leadership?

¾ Explain how the failures of the Weimer Republic paved the way for the rise of
Hitler.
¾ Describe the racial and nationalistic ideas the Nazis promoted as outlined in Mein
Kampf.
¾ Discuss Hitler’s tactics (propaganda, mass rallies, scapegoating, burning of the
Reichstag).
SUGGESTED RESOURCES/ DOCUMENTS

www.hitler.org/images/
http://www.answers.com/topic/adolf-hitler
faculty.virginia.edu/ wwii/greatwar.htm
www.history.ucsb.edu/.../ 33d/33d03l04-1920s.htm
New York State Standard: 2 Theme: Change, Nationalism, Power, Political

Systems
UNIT SIX: HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945)

CONTENT TOPIC D: World War II-Causes And Impact
Suggested Time: Six to nine class periods
LESSON # 65
AIM: How did the Nazis implement their plan for a “master race”?

¾ Identify and examine the Nazi’s concept of “master race” on minorities.
¾ Describe the steps taken by the Nazis to identify and segregate the Jews from
German society (Nuremburg Laws, ghettos).
¾ Discuss the impact of Kristallnacht on the Jews of Germany
Global History and Geography 3 Resource Guide-pp. 357-369
http://www.otr.com/munich.html
http://www.aish.com/holocaust/issues/Kristallnacht_And_The_Worlds_Response.asp
http://www.cdn-friends-icej.ca/antiholo.html
http://www.trufax.org/avoid/nazi.html
http://www.nazism.net/about/ideological_theory/
http://www.historyplace.com/worldwar2/timeline/boycott.htm
New York State Standard: 2-5 Themes: Human Rights, Diversity,

Conflict
34
LESSON # 66
AIM: Why were the Nazis able to carry out their “Final Solution”?
¾ Define the terms “Final Solution” and Holocaust
¾ Describe the system put in place by the Nazis to carry out the Final Solution
(ghettos, concentration camps, use of technology)
¾ Evaluate the resistance or lack of resistance to the Final Solution (Warsaw Ghetto
Uprising, hiding of Anne Frank, etc.)
¾ Discuss the impact of the Holocaust on (Jews, Europeans, and other minorities)
http://www.kimel.net/victims.html
http://www.nobeliefs.com/Hitler1.htm
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005151
http://www.rtrfoundation.org/webart/massacresbessarabia.pdf
New York State Standard: 2-5 Themes: Human Rights, Diversity,
And Conflict
LESSON # 67
AIM: Why did the British and French policy of appeasement fail to prevent World
War II?
¾ Define appeasement
¾ Explain why Czechoslovakia was key to Hitler’s goals
¾ Examine Hitler’s violation of the Treaty of Versailles (military buildup,
remilitarization of the Rhineland, seizing of the Saar Basin, Anschluss with
Austria)
¾ Assess why the British and French abandoned appeasement after the Munich
Conference
¾ Discuss which nation(s) Czechoslovakia should hold most responsible for their
nation’s fate
Global History and Geography 3 Resource Guide-pp.320-321
http://www.historychannel.com/speeches/archive/speech_46.html
http://www.otr.com/munich.html
http://www.historyplace.com/worldwar2/timeline/sudet.htm
http://www.humboldt.edu/~rescuers/book/Chlup/chlupgif/czechmap2.html
http://www.thirdreichruins.com/czech.htm
35
New York State Standard: 2-5 Themes: Decision Making,

Geography And Power
LESSON # 68
AIM: Why were the Allies able to win World War II in the Western Theater?

¾ Examine how Hitler’s violation of the Non – Aggression Pact led to the Soviet
Entrance in WWII.
¾ Evaluate the strengths and weaknesses of each side at the start of the war
¾ Describe the strategies used by the Allies and Axis powers throughout the war
¾ Identify key turning points (Battle of Stalingrad, D-Day, etc.) and evaluate their
impact on the outcome of the war
http://www.militaryhistoryonline.com/wwii/stalingrad/default.aspx
http://216.198.255.120/allerlei/decisive.html
http://www.historylearningsite.co.uk/battle_of_stalingrad.htm
http://www.pbs.org/wgbh/amex/dday/filmmore/index.html
http://www.raf.mod.uk/bob1940/calendar.html
http://www.teacheroz.com/WWIIEurope.htm
http://www.history.navy.mil/photos/events/wwii-eur/normandy/normandy.htm
http://www.historylearningsite.co.uk/blitzkrieg.htm
New York State Standard: 2-5 Themes: Decision Making,

Geography And Nationalism
LESSON # 69
AIM: How did Japan’s occupation of China lead to Human Rights violations?

¾ Identify basic human rights
¾ Discuss the importance of China to Japanese expansion
¾ Describe the actions taken by the Japanese against the people of Nanjing
¾ Evaluate the motives behind Japan’s brutality on the civilian population
http://www.centurychina.com/wiihist/njmassac/index.html
http://www.historywiz.com/nanjing.htm
http://www.skycitygallery.com/japan/japan.html
http://www.londoncountyhall.com/the_rape_of_nanjing.htm
http://www.fas.org/nuke/guide/japan/bw/
New York State Standard: 23,4,5 Themes: Decision Making, Geography

Human Rights And Power
36
LESSON # 70
AIM: How were the Allies able to win World War II in the Pacific Theater?

¾ Examine the risks and benefits for Japan in attacking Pearl Harbor in 1941
¾ Discuss the obstacles the Allies faced in fighting Japan
¾ Evaluate the decision of the U.S. to use atomic weapons on Hiroshima and
Nagasaki
¾ Assess the impact of the use of the atomic bombs.
http://www.pearl-harbor.com/
http://www.apfn.org/apfn/pearl_harbor.htm
http://www.pearlharborattacked.com/
http://www.atomicheritage.org/
http://www.dannen.com/decision/index.html
http://www.nuclearweaponarchive.org/Japan/Hirosh.html
New York State Standard: 2 3, 4 Themes: Decision Making,

Geography And Power
***********************************
SOCIAL STUDIES MODEL TEACHER LESSON PLAN

BASED ON LESSON # 42
AIM: To what extent did the Sepoy Mutiny mark a turning point in Indian history?
¾ Explain the role of the Sepoys in India.
¾ Discuss the grievances the Sepoys had toward the British
¾ Analyze the impact of the Sepoy Mutiny on South Asia.
37
Teacher Name______________________________ Class _________ Date _______

Connection We have seen how western powers took control of parts of
(5 minutes) Asia and Africa. Ask the class to make predictions about the
reactions of the indigenous (native) people to western control.
(List their ideas on the chalkboard.)
Whole Group Critical Thinking: Modeling: Teacher will read the
MINI LESSON following quote by a British general, “However well educated
(10-12 Minutes) and clever a native may be, and however brave he may prove
himself, I believe that no rank we can bestow on him would
* Content – Skill cause him to be considered an equal of a British officer.” Lord
Point Kitchner quoted in World History, Patterns of Interaction
(2005) Ask students to critique the attitude of the British
* Set purpose general and discuss the possible reaction of the indigenous
for Document population. Elicit responses from students and conduct whole
focus class discussion. Students should compare their critique to this
quote with the list created at the start of the lesson.
Small Group Distribute Handout entitled “Sepoy’s Decision.” In this task,
(18-20 Minutes) the students will pretend to be sepoys. Explain to the students
that they will need to react to the rumor that the cartridges the
* Learners in British are supplying are greased with either beef or pork fat.
pairs/groups read This violates the religious beliefs of the sepoys’ who are both
independently Hindu and Muslim.
* Learners discuss Break the class into groups of four. Each group will decide
documents in groups on what course of action to take based upon the choices given
on their worksheet (see below). As a group, they will debate
* Learners the benefits/ disadvantages of each course of action and then
reconvene to develop a consensus as to which course of action they will
interact on findings follow.
Whole group Each group will present their findings. Ask them to explain
* Summarize the reasons for their decision. Based on their findings have
Learnings the class come to a consensus about what they would have
done if they were sepoys at this time. Distribute document
* Write in Soc. Stud. (Selection One below) summarizing the Sepoy Mutiny’s
Notebook impact. Students will read the document and in a whole
group, will discuss the results of the mutiny a turning point in
* Discuss next lesson Indian history.
Lesson assessment Students should assume the role of historians. For homework
and comments have them write a brief essay explaining why the Sepoy
Mutiny should be considered a major event in Indian history.
38
SEPOYS’ DECISION
You are a sepoy, an Indian soldier paid to serve in the British army stationed in India.
The year is 1857 and the British East India Company controls three-fifths of India. Like
other Indian people you have come to resent the presence of the British in your country.
For a century now, the Company has exploited your people. Indian craftsmen and
merchants have been forced to accept whatever cheap payment for their goods the British
offered. Indians who argued were beaten. You have been angered by the violation of
your customs and traditions, but because your livelihood depends on the British, you
have cooperated with them.
Your British commander has just given you a new rifle. There is a rumor that its
cartridges—the ends of which you must bite off—are to be greased with either beef or
pork fat.
But this practice would violate both Hindu beliefs and Muslim beliefs. In Hinduism, a
cow (the source of beef) is a sacred animal—perhaps, the reincarnation of an ancestor.
While most of the sepoys in the regiment are Hindu, some are also Muslims. For them,
pork is considered impure and must not be eaten.
Several soldiers were jailed by the British for their refusal to accept the cartridges. Many
sepoys then revolted. The rebellion spread and Delhi was captured and spread to a large
part of India.
Activity:
Directions: You are a sepoy and have to decide what action you personally would take
under the circumstances. Below are several alternatives. As a group decide which of the
following four courses of action your group would take. In considering your decision
make a prediction as to how you think the British will respond. Write a paragraph
explaining your position.
Choice 1
Accept the cartridges and risk violating your religion.
Choice 2
Leave the army even though most good jobs depend on the British.
Choice 3
Refuse to obey the orders to use the cartridges and join fellow sepoys in the
rebellion.
Choice 4
39
Try to calm the rebellion by appealing to the rebelling sepoys.
Group Decision:
As sepoys, we would
________________________________________________________________________
________________________________________________________________________
because
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
SELECTION ONE:
Why the Rebels Failed
• Native Indian states, influenced by the example of powerful Hyderabad, did not
join the rebels
• Sikh soldiers of the Punjab area remained loyal to the British throughout. The
Sikhs were a strong, well trained army, who the British had conquered using
Indian soldiers.
• The aging Bahadur Shah was neither a brave general, nor an astute leader of the
people
40
Epilogue
In England, the mutiny proved the last straw on the heavy load of criticism and
opposition which the East India Company had carried for some time. In August 1858, by
the Act for the Better Government of India, its political authority was entrusted to a
secretary of state. In August 1858 the British crown assumed control of India from the
East India Company and in 1877 Queen Victoria was crowned empress of India. The
mutiny played a pivotal role in Anglo-Indian history. The British afterward became
cautious and defensive about their empire, while many Indians remained bitter and would
never trust their rulers again. It was not until the emergence of Indian National Congress
and Mahatma Gandhi that Indians re-gathered their momentum for home rule.
Source: http://www.kamat.com/kalranga/itihas/1857.htm
41
The role of critical thinking in the teaching process

Studies suggest that young people perform best when they are involved. This refers to
various aspects of active learning activities that will be suggested throughout this web
guide. All of the active learning approaches require students to engage in critical
thinking exercises that are essential to attain high levels of student achievement.
Planning such activities will necessarily, involve the integration of various aspects of
Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom headed a

group of educational psychologists
who developed a classification of
levels of intellectual behavior
important in learning. Bloom found
that over 95 % of the test questions
students encounter require them to
think only at the lowest possible
level...the recall of information.
Bloom identified six levels within the

cognitive domain, from the simple
recall or recognition of facts, as the
lowest level, through increasingly
more complex and abstract mental
levels, to the highest order which is
classified as evaluation. Verb
examples that represent intellectual
activity on each level are listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate,
locate, recognize, report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate,
judge, predict, rate, core, select, support, value, evaluate.
42

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REGION 4 LEARNING SUPPORT

Recommended Calendar of Lessons

New York City Department of Education

Reyes Irizarry, Regional Superintendent

TO: Global History and Geography Teachers:

The mediocre teacher tells. The good teacher explains.

"Every revolution was first a thought in one man's mind"

Edward Alvarez – Teacher Grover Cleveland High School

Letter from the Superintendent ……………………………………………….. 1

UNIT FIVE: An Age of Revolution (1750-1914)

CONTENT TOPIC A: The Scientific Revolution ………………..……....... 4

UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900-1945)

CONTENT TOPIC A: World War I …………………………………… 26

Sample Lesson # 39 …………………………………………………………….... 36

UNIT FIVE: An Age of Revolution (1750-1914)

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Science and Technology, Change

New York State Standard: 2 Theme: Science and Technology,

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Science and Technology,

UNIT FIVE: An Age of Revolution (1750-1914)

OBJECTIVES: Students will be able to:

New York State Standard: 2, 5 Theme: Cultural and Intellectual Life,

OBJECTIVES: Students will be able to:

New York State Standard: 2, 5 Theme: Cultural and Intellectual Life,

OBJECTIVES: students will be able to:

OBJECTIVES: Students will be able to:

New York State Standards: 2, 5 Theme: Power, Human Rights, Political

UNIT FIVE: An Age of Revolution (1750 – 1914)

OBJECTIVES: Students will be able to:

New York State Standards: 1, 2, 5 Theme: Power, Political

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Conflict, Change, Political

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

New York State Standard: 2, 5 Theme: Change, Power, Political Systems

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

New York State Standard: 2, 5 Theme: Change, Power, Political Systems

UNIT: An Age of Revolution (1750 – 1914)

OBJECTIVES: Students will be able to:

New York State Standards: 2-5 Theme: Change, Nationalism, Power

OBJECTIVES: Students will be able to:

New York State Standards: 2,5 Theme: Change, Nationalism, Power

UNIT FIVE: An Age of Revolution (1750 – 1914)

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Power

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3,4, 5 Theme: Change, Nationalism, Conflict

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3,4, 5 Theme: Change, Geography, Nationalism

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3,4, 5 Theme: Change

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3,4, 5 Theme: Change

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Power, Nationalism

UNIT FIVE: An Age of Revolution (1750 – 1914)

OBJECTIVES: Students will be able to:

New York State Standard 2-5 Theme: Nationalism

OBJECTIVES: Students will be able to:

New York State Standard 2-5 Theme: Nationalism .

OBJECTIVES: Students will be able to: