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Curriculum Guide
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Modern World History
Curriculum Guide Introduction
Conceptual understandings, major issues and turning points will be emphasized during this
study of world history from the industrial revolution to present day.
Modern World History students will actively engage in a study of modern world history that will
explore how individuals, events have shaped our lives and issues of the recent past. This
course will build on the foundations established during grades 6-8 Social Studies instruction by
continuing the development of historical and geographic knowledge and skills needed to
understand the modern world.
Course Standards:
Academic/Content Vocabulary:
Units of Study:
In 2007, the PPS School Board approved the following texts for adoption and purchase for the
English 1-2 course. These texts are in addition to the Core Works listed on a previous
page.
*If you do not have access to these adopted resources, please first contact your librarian or book
clerk, and then contact the Textbook office.
MODERN WORLD
HISTORY
MAP SKILLS
Subject Area: Social Studies Course: MWH CRN:2707
Established Goals/Standard(s):
MWH.6 Illustrate and use geographic information with the implementation of a variety of scales,
patterns of distribution, and arrangements.
MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments in
different spheres of human activity. (i.e. economic, social, political, cultural)
Key Vocabulary:
Map Projection, Longitude, Latitude, Coordinates, Prime Meridian, International Dateline, Equator,
Hemisphere Perspective, Scale, Tropic of Capricorn, Tropic of Cancer.
…the locations of major physical features on a Identify how a map might illustrate the map makers
world map. perspective.
Lesson Plans
1. Tear the World -1, 45 minutes period
2. Pre-Test – 20 minutes
3. PowerPoint presentation: Map Basics – 1, 45 minute period
4. Map enlargement project – 4, 45 minute periods
5. Post –Test – 20 minutes
Approximately equivalent to 7- 45 min class periods.
Materials needed:
1. Two pieces of construction paper for each group of 3 or 4 students. Each group will need
two different colors of construction paper, one to represent water and one to represent
land. (I like to have several colors of paper for student choice)
2. One glue stick for every group.
That’s all!
Standard - MWH.6 Illustrate and use geographic information with the implementation of a
variety of scales, patterns of distribution, and arrangements.
A. Using only the two pieces of construction paper and the glue stick create a
map of the world.
i. Choose one piece of paper to represent the oceans and other
water. Make the continents out of the other piece.
ii. No scissors allowed, you must tear the paper. (Teacher tears a
piece of construction paper.)
iii. You may not look at maps of any type while you are making
yours.
iv. Answer questions and expect a lot of complaining, but students
will soon settle down and get to work once they get their
materials.
v. Inform students that they have 20 minutes (modify for specific
students) to complete their map
4. Have the “Students in charge of materials” for each group collect two sheets of
construction paper and glue stick.
8. Have student write a few sentences on the two following in their student interactive
notebook.
A. Describe some of the things these maps have in common.
B. Identify and give an example of major differences between some of these
maps.
9. Have student pair/share the above with a partner. (It is best if they talk to someone
who was not in their group.)
10. Reveal your classroom map of the world and let students process this additional
information for just a couple minutes.
l. 59.5oN, 10.5oE
Map Enlargement Project
1. Choose one of the base maps provided by your teacher. Cylindrical projections are
easier and conic and other projections are more difficult.
2. Draw either 1” or .5” grid lines over your base map. Be sure to use a colored pencil or
pen.
3. Get a big sheet of poster board and put either 3” or (better) 1.5” grids on it in PENCIL.
4. Put the same Alfa-numeric numbering system on both. Numbers for columns and letters
for rows.
5. Going from square to square copy what is in the small map to what is on the large map
being sure that what is in say “5d” on the little map is in “5d” of the big one.
6. Label of your map with the required features listed below.
•Compass Rose
•Scale •Equator, 0° Latitude
•Prime Meridian, O° Longitude •Hemispheres (4)
•International Dateline •Tropics of Capricorn at 23.5° S. Latitude
•Equator, 0° Latitude •Tropic of Cancer at 23.5° North Latitude
•Hemispheres (4) •Prime Meridian, O° Longitude
•Tropics of Capricorn at 23.5° S. Latitude •International Dateline
•Tropic of Cancer at 23.5° North Latitude •Equator, 0° Latitude
•Prime Meridian, O° Longitude •Hemispheres (4)
•International Dateline •Tropics of Capricorn at 23.5° S. Latitude
•Tropic of Cancer at 23.5° North Latitude
B. Physical Features
Complete:
Are all major landforms expressed? Is map labeled with required place
geography?
A B C D F
10-9 8 7 6 5-0
Complete and 8/10 items are May be incompletely labeled or Incompletely labeled or Incomplete to
accurately labeled labeled accurately have an inaccuracy or two careless errors in labeling not labeled
Workmanship:
Is the map carefully crafted? Are reference and working lines erased cleanly?
Does the map accurately represent the proportions and placement of the original?
Is the map neat? Has it been carefully handled? Does it reflect attention and
careful execution of detail? Did you sweat the big and small aspects of this
project?
A B C D F
10-9 8 7 6 5-0
Exceptionally, crisp, Neat, no glaring Sloppy in places, some Sloppy, inaccuracies Proportions glaringly
accurate, cleanly inaccuracies, not inaccuracies; skimped easily detected, wrong, sloppy,
rendered, reflects great overtly sloppy, reflects on time, care, and effort working lines left crumpled, drawn
effort effort displayed freehand
Key and/Legend:
Does your map use color or symbols to represent demographic and/or physical
features effectively? Is the information easy to read and understand? Is it
accurate? Is it significant information to you or this class in Modern World
History? Does use of symbol/color add to the map or confuse, muddy, and detract
from the map?
A B C D F
10-9 8 7 6 5-0
Clearly and accurately Conceptually clear Either unclear or not Unclear, not labeled, Unclear, not labeled,
shows demographic but not precise or accurate enough to really grossly inaccurate, grossly inaccurate,
information, easy to usable, neither adds work but shows that you overly sloppy. Map overly sloppy. Map
read, adds to value and nor detracts from were playing around with would be better if this would be better if this
interest to map as a map as a piece of the use of symbol/color had been left out. had been left out. Not
piece of visual art visual art to represent more Incomplete Present or substantially
information representation incomplete.
MODERN WORLD
HISTORY
EUROPEAN
MODERNIZATION
Subject Area: Social Studies Course: Modern World History CRN: 2707
Established Goals/Standard(s):
HS.1.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and
narratives from history.
HS.2.1 Compare and contrast institutions and ideas in history, noting cause and effect relationships.
HS.3.1 Recognize and interpret continuity and/or change with respect to particular historical
developments in the 20th century.
HS.4.1 Evaluate how contemporary perspectives affect historical interpretation.
HS.5.1-Recognize assess and interpret relationships among events, issues, and developments in
different spheres of human activity (i.e. economic, social, political, cultural).
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns
and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and
formulating a thesis.
SSA.4 Apply learning through communication and problem solving skills in order to contribute to
the betterment of personal, community and global circumstances.
Big Ideas and Enduring Understandings: Essential Question:
Students will understand that… To what extent should the history of modern Western
Much of what defines the modern world Europe be praised or condemned?
developed in Western Europe during the last
five centuries. During this unit you will study
four key historical themes that have profoundly
shaped the history of Europe and the entire
world. These themes are (1) the development
of modern political systems, (2) the Industrial
Revolution, (3) European Imperialism, and (4)
war in the modern world. As you study each of
these historical developments you will actively
assess in what ways modernization brought
true progress. In addition, you will assess the
human costs associated with modernization,
judging for yourself if progress is indeed the
right world for the modern history of Western
Europe.
Learning Target(s) Learning Target(s)
I will know… I will be able to…
• How nationalism contributed to the • Apply evidence to a thesis statement
outbreak of the World Wars. • Write a persuasive essay
• Nazism • Write a historical narrative
• Isolationism • Reconstruct, interpret, and represent the
• Holocaust chronology of significant events,
• How the Treaty of Versailles ended developments, and narratives from history.
World War I yet contributed to the • Compare and contrast institutions and ideas in
history, noting cause and effect relationships.
outbreak of WWII. •
Recognize and interpret continuity and/or
change with respect to particular historical
developments in the 20th century.
• Evaluate how contemporary perspectives
affect historical interpretation.
• Recognize assess and interpret relationships
among events, issues, and developments in
different spheres of human
Stage 2 – Assessment Evidence
Lesson Plans
Pre-Assessment *<1 day
1. Debating the Ideal Form of Government: A Meeting of Minds (TCI Western Europe 1.2) *3 days
2. Experiencing the Fervor of the French Revolution (TCI Western Europe 1.3) *3 days
3. Creating a Storybook on the French Revolution (TCI Western Europe 1.4) *5 days
4. Rise of Industrialization (TCI Western Europe 2.1) *2 days
5. Investigating the Effects of the Industrial Revolution (TCI Western Europe 2.2) *5 days
6. The Quest for Empire: Analyzing European Motives (TCI Western Europe 3.2) *5 days
7. The First World War: European Tensions Ignited (TCI Western Europe 4.1) *2 days
8. World War II Events: Predicting European Responses (TCI Western Europe 4.2) *3 days
9. Night and Fog: A Documentary Analysis of the Holocaust *3 days
10. Designing a Museum to Evaluate European Modernization (TCI Western Europe 5) *5 days
Post-Assessment *1 day
*These estimated times are based on the experience of classroom teachers using these materials. This
8 week unit (based on 5-45 min. periods per week) is the longest in this curriculum guide and lays
much historic, political, and social groundwork for the other units.
MODERN WORLD HISTORY
Debating the Ideal Form of Government: A Meeting of the Minds: Lesson #1
Academic/Content Vocabulary:
Democracy, Republic, Louis IV, Versailles, Autocracy, Divine Right, Women’s Rights, Human
nature, separation of powers,
Evidence of Student Learning:
Debate of the Ideal Form of Government
Matrix of student notes
Answer to writing prompt: You are president of the United States. Which of the panel members
would you invite to be your chief advisor? Why?
Procedures:
1. Refer to procedures in Western Europe in the Modern World p. 7-44
There are primary source documents included in the adopted materials which could be given to
some groups to help them prepare for the conference. These include:
“Louis XIV’s Advice to His Son” In-Depth Resources Unit 2 p. 10
“The Social Contract” by Jean-Jacques Rousseau In-Depth Resources Unit 2 p. 34
“Two Treatises on Government” by John Locke In-Depth Resources Unit 2 p.35
“A Vindication of the Rights of Woman” by Mary Wollstonecraft In-Depth Resources Unit 2 p.37
“Writing the Science of Government” by Baron de Montesquieu In-Depth Resources Unit 2 p.42
Academic/Content Vocabulary: Old Regime, estate, Louis VXI, Marie Antoinette, Estates
General, National Assembly, Tennis Court Oath, Great Fear, Legislative Assembly, emigire, sans-
culotte, Jacobin, guillotine, Maximillien Robespierre, Reign of Terror, Napoleon Bonaparte, coup
d’etat, plebiscite, lycee, concordant, Napoleonic Code, Battle of Trafalgar, Democracy, Republic,
Louis XIV, Versailles, Enlightenment, Salon, Declaration of Rights of Man, Reign of Terror,
Bourgeoisie, Meeting Estate General, Comm. Of Public Safety, Vote by Order
Scorched Earth Policy
Procedures:
1. Refer to pages 45-85 in TCI Western Europe in the Modern World.
2. Read chapter 7 in Modern World History with guided reading notes. Use the “Taking
Notes” suggestions on p. 217, 222, 229, 234, 238 or use the following “Reading Study
Guides” RSG 7.1 RSG 7.2 RSG 7.3 RSG 7.4 RSG 7.5
There are primary source documents in the adopted materials which pair nicely with
“Experiencing the Fervor of the French Revolution.” In the appended packet of documents
After Stage One:
“Plight of the French Peasants”
After Stage Two:
“Declaration of the Rights of Man and Citizen” In appended packet of documents
After Stage Three:
“The Execution of Louis XVI” by Firmont In-Depth Materials p.59
“Republic of Virtue” Maximilian Robespierre, In the appended packet of documents
Academic/Content Vocabulary:
Financial Crisis, vote by order, Third Estate, Meeting of the Estates General, Tennis Court Oath,
Storming of Bastille, March of Versaille, The Reign of Terror, The Rise of Napoleon
Evidence of Student Learning:
Storybook on the French Revolution
Procedures:
1. Refer to procedure in TCI Western Europe in the Modern World p. 86-95.
Procedures:
1. Refer to “The Rise of Industrialism” in TCI Western Europe in the Modern World
2. Reading Chapter Nine in Modern World History. Have the students take guided notes.
Chapter 9 Reading Study Guide
3. Consider Screening the Film: The Day the Universe Changed #6: The Factory and
Marketplace Revolution (V02132) This film parallels the material in the slide lecture with an
emphasis on the interrelatedness of various factors that contributed to industrialization. Lends
itself to the flow-chart notes students are asked to construct in the TCI lesson.
The document “Britain’s Industrial Advantages and the Factory System” in the appended
documents reinforces this material and does so from the perspective of a contemporary.
MODERN WORLD HISTORY LESSON TEMPLATE
Investigating the Effects of the Industrial Revolution: Lesson #5
Academic/Content Vocabulary:
Urbanization, middle class
Evidence of Student Learning:
Notetaking Matrix
Political cartoon on reform
Editorial on the Industrial Revolution (Lends itself to Common Assignment)
Procedures:
1. Refer to pages 122-142 in TCI Western Europe in the Modern World
2. Follow the writing process outlined in the 9th grade writing binder to complete the editorial.
This is a well scaffolded writing assignment in a persuasive form. It lends itself to the common
assignment.
MODERN WORLD HISTORY
The Quest for Empire: Analyzing Imperial Motives: Lesson #6
Procedures:
1. Students review Chapter 11, Sections 1 & 2 individually or in small groups
a. Have students create spoke diagram notes from the text that illustrate the
Academic/Content Vocabulary
i. With spokes showing a relation of one term to another
ii. The terms themselves are defined with an analysis of why it is significant
with regards to the topic
b. Consider having students make copies of the maps on page 343
i. Have students answer the following questions that go to defining
imperialism and explaining how it was accomplished:
1. Geography skill builder questions at the bottom of page 343
2. What factors allowed for the political map of Africa to be so
radically changed so quickly
2. Refer to the procedures on pages 166-173 in TCI Western Europe in the Modern World.
This lesson explains the motives for European Imperialism.
3. Consider reading, writing SOAPS, and discussing the appended “Imperialism” selected
primary source documents or others that illustrate the motives and human
consequences of the “New Imperialism”.
4. Screen Film: Peoples Century: Freedom Now
a. Have students Label a page of their Notebook: “Freedom Now” Video Levels of
Questions. (Levels of Questions Analysis Directions)
i. Have students pose three level one, two level two, and one level three
question as they watch the film.
ii. After the film use the questions to structure a discussion of the film,
steered toward questions of how independence was accomplished and
the problems it has saddled former colonies with in recent times.
Document “Mohandas Gandhi: Passive Resistance” and “Ho Chi Minh: Declaration of
Independence of the Republic of Vietnam” pair nicely with this film.v
MODERN WORLD HISTORY LESSON TEMPLATE
The First World War: European Tensions Ignited: Lesson #7
Academic/Content Vocabulary:
Militarism, Triple Alliance, Kaiser Wilhelm II, Triple Entente, Central Powers, Allies, Western
Front, Schlieffen Plan, Trench Warfare, Eastern Europe, unrestricted submarine warfare, total
war, rationing, propaganda, armistice, Woodrow Wilson, Georges Clemenceau, Fourteen
Points, self-determination, Treaty of Versailles, League of Nations, “Powder keg of Europe”,
Fourteen Points, War Guilt Clause, Triple Alliance, Triple Entente
Evidence of Student Learning:
Student notes
Powder Keg notes
Weapon notes
Alternate ending to Dulce et Decorum Est
Soldier faces notes
Negotiators’ face notes
Procedures:
1. Refer to pages 176-202 in TCI Western Europe in the Modern World
Read chapter 13 in Modern World History. Complete guided note taking and literacy activities on
each section. Use the “Taking Notes” suggestions on p.407,411, 417, and 424 or use following
Reading Study Guides RSG 13.1 RSG 13.2 RSG 13.3 RSG 13.4
MODERN WORLD HISTORY
World War II: Predicting European Responses: Lesson #8
Academic/Content Vocabulary:
Nonaggression pact, blitzkrieg, Charles de Gaulle, Winston Churchill, Battle of Britain, Erwin
Rommel, Atlantic Charter, Dwight D Eisenhower, Battle of Stalingrad, D-Day, Battle of the Bulge,
Kamikaze, Unstable new democracies
Fascism, Nationalism, Mussolini, Nazism, Nazi Party, Axis, US Isolationism, Sudetenland,
Invasion of Poland, Kristalnact, Final Solution, Holocaust
Procedures:
1. Refer to page 203 in TCI Western Europe in the Modern World. For smaller classes,
eliminate the group for Switzerland.
2. Read pages 491-496 and 506-513.
MODERN WORLD HISTORY
Holocaust through Historical Documents: Lesson #9
Procedures:
1. Follow the attached procedures for the film “Night and Fog.”
2. Complete a SOAPS on Holocaust primary source documents.
Night and Fog (Alain Resnais 1955)
This powerful exploration of the Holocaust is like a long poem, an ode to the horrors of
man’s abilities to hurt one another. While it provides facts, statistics, and dates like any other
documentary, Night and Fog transcends many other Holocaust texts mainly because of its
narration, written by poet Jean Cayrol, a political prisoner during the war, delivered in an all-
knowing, but world-weary and detached manner and its stark and shocking visual track. Made
only ten years after the end of World War II, the film, which focuses on the concentration camps
and the “final solution,” is extremely explicit and you should take care to preview the film ahead
of time, but the explicitness of the images is exactly the point: we cannot forget the Holocaust
because the ability to commit these atrocities lies within mankind and is not limited to the events
The film is only 32 minutes, though it feels much longer (in a good way), so I actually
tend to show the film twice. After we do some of the previewing activities below, students watch
the film once without any note taking, interruption or discussion. Whenever my colleague Dave
Lickey teaches this film, after the viewing, he suggests silence: no talking, writing, or discussion;
he likes to time it so that class ends just as the film does so that students are forced to see the real
world through the lens of the horrors they have just seen. For me, I like to ask them to journal
their initial thoughts and feelings, though I, too, like this to be done in silence. There has never
been a class that is not profoundly and deeply affected by what they have seen: be prepared for
anger, tears, and confusion. When students watch it a second time, I ask them to pay attention to
the construction of the film and the details noted below, particularly the narration and the
taught this film as part of my regular 10th grade class, which has a world culture focus. An
English and History teacher could easily team up with this film, each class viewing it for
Previewing
1. While it might seem amazing that students come to high school with little knowledge of
World War II and the Holocaust, I have stopped being surprised after years of blank looks
when I ask about “the final solution,” so I start with a KWL chart about various topics:
concentration camps, causes of the war, Allied and Axis powers, etc. After the “K” part of
the chart, you can ask students to conduct a brief internet research on further topics that
they need to know in order to understand the film, witch they put under the “W” column.
After they share their research, have students fill out the “L” portion of their chart.
2. What is “evil”? This is an essential question for the class to discuss since too often we say
that the Holocaust happened because Hitler was evil, but as the film suggests, the evil is
3. Read the following section of the narration from the film written by poet and survivor
Jean Cayrol, and ask students to identify and describe the speaker of the passage. What is
As I noted above, I think that it is essential that they have at least one viewing that uninterrupted,
but once students have seen the film already, I pause it at various times to discuss certain points.
The following are some of the key parts of the film that you might want to note upon second
viewing:
wire fence. Each of the initial camera movements starts in the open
and moves toward and in the camps with the wire dominating the
frame. The narration repeats the word “ordinary” and notes that it is
silent now with “no footstep heard but our own.” It is clear that the
director wants us to be here in the present day, long after the atrocities
images of the Nazi party (many taken from Triumph of the Will)
away, a piece of paper falls out of one of the cars, and the narrator
just on the historical events that the film is recounting. It’s a good
place to discuss the role of this narrator and contrast him to a typical
narrator in a historical, expository documentary.
0:07:35-0:10:54 We return to the present tense, signified by the color pictures of the
to notice that there are no living, moving things in any of these color
pictures. The camera, though, never stops moving in the color shots.
starving, contrasted with the more strident, angry tones of the present
keeping us unsettled.
0:16:00 Images and descriptions of contrast again: men staying sharp
as the Final Solution is put into place: the gas chambers and
utilize whatever they can from them to use in the war effort. Then,
once the camps are liberated, the Allies – and we – see mountains of
corpses. We know all of this, of course; we’ve read about it, but
seeing the sheer numbers of dead has a paralyzing effect. I re-
it. When the narrator says, “All the doors,” we see lines of German
graves.
0:29:17 The ending of the film begins here when a camp’s Kapo, officer, and
includes the section that students looked at before beginning the film
about “war is napping” and also says that the “faithful grass has come
the narrator delivers the final section (see Fig #), we see the wreckage
of the camps and as the camera finally comes to a halt, we hear the
1. Complete a SOAPStone for the final portion of the narration (see Fig. #) and write an
2. How is this film similar or different from other Holocaust films you have seen?
3. Describe the delivery of the narration. How does the narrator’s tone of voice, pace, and
4. Select a particularly powerful image on the visual track. Why was it included and how
Rwanda, Darfur, etc. Did the world learn not to forget the lessons of the Holocaust that
this film suggests it must? Read excerpts from A Problem from Hell: America in the Age
2. Philosopher Theodor Adorno wrote that “to write poetry after Auschwitz is barbaric.”
What do you think that he meant by this and is it true? Read examples of Holocaust
poetry, from such writers as Miklos Radnoti, Primo Levi, Paul Celan. How does this
3. Select a Holocaust poem and imagine that it were the narration for a documentary. Create
a storyboard for it. What images, sounds, and graphics would you use and why?
4. Watch scenes from Schindler’s List, The Pianist, Life is Beautiful, or another Holocaust
fiction film. How does a fictional representation of the Holocaust differ from a
documentary? Are your feelings similar or different as you watch the fiction film as when
Re-read the final portion of the narration of the film, complete a SOAPStone for this passage
only, and then write an analysis of how the tone of the piece reflects the theme.
Speaker
Occasion
Audience
Purpose
Subject
Tone
Analysis
MODERN WORLD HISTORY
Designing a Museum Project on Western Europe: Lesson #10
Academic/Content Vocabulary:
Evidence of Student Learning:
Museum Project on Western Europe
Procedures:
1. Refer to procedures on page 267 in TCI Western Europe in the Modern World.
Alternate Procedures:
These procedures were written under the guiding principle that culminating work should the
taught not assigned. It also assumes that students have more freedom in their writing if they
write individually. Students will choose one topic and complete on museum exhibit individually.
1. Give modified assignment sheet to students. This assignment sheet allows students to
pick one topic to create a museum exhibit on. Read through assignment sheet with
students and answer any questions they have.
2. Divide students into groups and give each group an example of an exhibit. Students
examine the exhibit in groups and fill out “Evaluating Museum Projects.” After each
group has examined some exhibits, project each exhibit and discuss what works in each
exhibit.
3. Pass out a “Rough Draft of Museum Exhibit” to each student. Each student individually
chooses their own topic and writes the plaque. Pair share and have a few students
share out with the class. Encourage students to read, not summarize, what they have
written. Students finish the rest of the brainstorming sheet in pairs or individually.
4. Pass out a sheet to students telling them which assignments to examine to find
information on their topic.
5. Pass out the “Checklist for Completing Museum Projects.”
6. Allow students adequate lab time to type captions and plaques and gather materials for
poster.
7. Allow time to assemble poster.
Designing a Museum Exhibit on Modern Western Europe
The culminating project for this unit is to design a museum exhibit examining modern Western
Europe that answers this question: To what degree should European modernization be praised
or condemned? To do this, you will create an exhibit that contains one of the unit’s four main
topics: ideal forms of government, industrialization, colonialism, and world wars. The exhibit,
which you will construct on posterboard or butcher paper, must incorporate a variety of
elements--- pictures, replications of art and artifacts, graphic displays, maps, primary –source
documents, current events---to show to what degree each aspect of modernization should be
praised or condemned. You will use materials accumulated throughout the unit---original writing,
visuals, historical quotes---and resources collected through additional research.
Requirements
1. Your museum must be created to support your answer to this question: To what degrees should
European modernization be praised or condemned? The museum should be comprised of one
exhibit which addresses one of the aspects of modernization covered in the unit:
• Rise of Democracy –French Revolution
• Industrialization
• Colonialism
• World Wars- World War I and II
2. Each exhibit of your museum must combine at least four elements listed below. A caption
should accompany each explaining how the information supports your answer to the project
question.
• Pictures -Collages
• Diorama -Maps
• Symbols -Replications of art and artifacts
• Music -Important quotes
• Charts and graphs -Copies of primary source documents
• Timelines -Slide presentations
• Computer-generated displays -Illustrations
• Accounts of current events -Video presentations
• Accounts of personal experience -Poetry
3. The exhibit in your museum must have a written plaque that introduces museum goers to the
exhibit by providing 1) an introduction to the topic and 2) and explanation of how the historical
information in the exhibit supports you answer to the question: To what degrees should
European modernization be praised or condemned? The plaque should be two paragraphs in
length.
Checklist for Completing Museum Exhibit on
________________
Step One: Fill out the Rough Draft of the Museum Project
Rough Draft of Museum Project on ___________________
Directions: Use evidence from your notebook to complete a rough draft for a Museum Project
Exhibit. Fill in each of the boxes with explanations or evidence.
Plaque: This is an overall description of your topic. What are key facts you
should include in your introduction of ______________. Write one
paragraph answering the unit question: Should ____________ be praised or
condemned?
Number of Does the Does the How many Does the How would I
Museum exhibit have a exhibit pieces of evidence improve the
Project plaque (1-2 answer the evidence support their content of this
paragraphs), a unit does it have? answer to the exhibit?
caption for question? What types Unit Question?
each piece of What does it are they? Why or why
evidence, and say? not?
four pieces of
evidence?
MODE RN WOR LD
HISTORY
AFRICA
Subject Area: Social Studies Course: Modern World CRN:2707
History
Unit Title: Modern Africa
Established Goals/Standard(s):
MWH.1 Reconstruct, interpret, and represent the chronology of significant events,
developments, and narratives from history.
MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect
relationships.
MWH.3 Recognize and interpret continuity and/or change with respect to particular historical
developments in the 20th century.
MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments
in different spheres of human activity (i.e. economic, social, political, cultural).
MWH.8 - Hypothesize why places and regions are important to human identity and serve as
symbols to unify or fragment society.
MWH.9 Analyze and evaluate the impact of economic, cultural or environmental factors that
result in changes to population of cities, countries, or regions.
MWH.10 - Determine how human modification of the physical environment in a place affects
both that place and other places.
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key
terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing
patterns and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and
formulating a thesis.
SSA.4 Apply learning through communication and problem solving skills in order to contribute to
the betterment of personal, community and global circumstances.
Key Vocabulary:
Social Development
Nationalism
Colonialism
Imperialism
Industrial Revolution
Physical Environment
Political Development
Economic Development
Indigenous Populations
Big Ideas and Enduring Understandings: Essential Questions:
Students will understand…
How does physical geography impact the
The impact of European colonialism and development of a region?
imperialism on modern Africa.
Do the former colonial powers owe modern
The motives behind European Africa?
colonialism/imperialism.
How did the notions of Race play into the
consolidation of power by the Europeans
I will know how to read map of Africa Students will access prior knowledge and
and locate key features such as clarify key terms
countries.
Identify key geographic features in the
I will know the laws that created South continent of Africa and recognize their
African Apartheid. impact.
I will know the causes and effects of Compare and contrast the diversity of pre-
colonialism and imperialism. colonial African societies.
I will know the different styles of Explore the motives behind European
colonial control/management. colonialism in Africa.
I will be able to show how the Evaluate the different colonial governing
Transatlantic slave trade impacted methods (direct/indirect rule) and show how
African society. they impacted African society.
I will know the different motives for Evaluate the impact of the Transatlantic slave
European colonization in Africa. trade on both the enslaved and African
society.
I will be able to show how Africans
resisted European colonization. Recognize the cause and effect of European
incursion into Africa and the African
I will be able to show how African resistance to it.
societies changed over the course of
pre-colonial through post-colonial eras. Analyze the societal and historical “arc” of
pre-colonial through post-colonial African
I will be able to formulate and defend a societies.
thesis involving events in modern
Africa. Understand the cause and effect relationship
between colonialism and the issues facing
African nations today.
Lesson Plans
1. Explore the African Map 1-2 days
2. The Quest for Empire: Analyzing European Motives 2 days
3. Creating Illustrated Spoke Diagrams of pre-colonial Nigeria 2-3 days
4. Transatlantic Slave Trade/Amistad 2-3 days
5. Major Events in South Africa 1-2 days
6. Apartheid 4-5 days
7. Facing Colonialism: How would you Respond ? 2 days
8. A Conference on Independence: Planning Nigeria’s Future 2-4 days
9. Additional Resources/Case studies
10. Post-assessment
Academic/Content Vocabulary:
Physical Environment
Indigenous populations
Evidence of Student Learning:
The student will fill in the names of each African Country on a blank continent map.
(Blank Africa Outline Map, Political)
Write in name of colonizing country on the current African Continent Map
Procedures:
To show the size of the African Continent Go to:
http://strangemaps.wordpress.com/2006/11/20/35-the-size-of-africa/
It is suggested that you compare this map, showing the size of Africa, to the world map on pg 29
in the PETHES World Atlas, where Africa appears to be much smaller.
Hand out a blank map of the continent of Africa pg 15 Outline Maps from MWH Geography
Skills and Outline Maps source. (Blank Africa Outline Map, Political) Take student to a
computer lab and have students go to:
http://www.yourchildlearns.com/mappuzzle/africa-puzzle.html where the student will fill in the
name of the country into the blank map. At the same time the student will place the outline of
the country into the correct location on the map. The name of the country is visual when placed
correctly on the map. Also, at the end of the activity, the time is shown on the screen for how
long it took for the student to complete.
Day 2:
Have students work with a partner to compare this current map of Africa with the African map in
the MWH book on pg 337, Colonial Claims. Label the map with the colonizing country from the
1900s. Suggested Questions that could be used by the teacher:
What is the difference between the Colonial Map and your political map?
Can we predict anything from these maps?
MODERN WORLD HISTORY: MODERN AFRICA
The Quest for Empire: Analyzing European Motives: Lesson #2
Academic/Content Vocabulary:
Imperialism, Colonialism, Social Darwinism, Berlin Conference, “Scramble for Africa”
Procedures:
1. Use political cartoon “The Mad Scramble for Africa” by David Bainbridge to discuss
imperialism and the Berlin Conference.
2. Compare maps of Imperialism in Africa, 1878 and 1913 on p. 343 of MWH textbook. Discuss
how the maps changed and have students come up with a list of possible reasons for the
expansion of colonialism in Africa.
3. TCI Activity 3.2 from Western Europe in the Modern World.
Additional resources:
Chapter 11-1 The Scramble for Africa from MWH textbook, pp. 339-344 (suggested notes on p.
344)
“To the Person Sitting in Darkness,” Mark Twain
“On Colonies and Colonization,” John Stuart Mill (compare and contrast Twain’s and Mill’s views
on colonialism)
Excerpts from the Berlin Conference
“The White Man’s Burden”, Rudyard Kipling
“The Black Man’s Burden,” Edward Morel
This Magnificent African Cake, video from PPS Multimedia Library
MODERN WORLD HISTORY
Creating Illustrated Spoke Diagrams of Pre-colonial Nigeria: Lesson #3
Academic/Content Vocabulary:
Social Development
Indigenous populations
Procedures: Follow instructions for activity 2.1 in the TCI Modern Africa lesson guide.
MODERN WORLD HISTORY: Modern Africa
The Transatlantic Slave Trade and La Amistad: Lesson #4
Evaluate the impact of the Transatlantic slave trade on both the enslaved and African
society.
Recognize the cause and effect of European incursion into Africa and the African
resistance to it.
Academic/Content Vocabulary:
Colonialism
Imperialism
Political development
Indigenous populations
Procedures:
Photocopy Student Handout 3.2A (pages 100-102 in TCI Modern Africa Guide). The TCI lesson
provides students the opportunity to finish each of the illustrations before each event. You can
break students into six groups (one for each of the major events) and have them create a
poster/overview of their Major Event and present it to the class. You could also just have
students read in pairs or alone and then complete a brief write-up addressing the following
prompt “Which of the Major Events in South African History had the greatest impact on its
history?” or “Compare and contrast two of the major events in South African history.”
MODERN WORLD HISTORY: Modern Africa
Apartheid: Lesson #6
Have the students share out what they learned from their research and other students take
notes from all presentations.
Teacher will project a map showing Racial Concentrations and Homelands based on the 1970
census found at: http://www.lib.utexas.edu/maps/africa/south_africa_racial_1979.jpg
Suggested questions while students are viewing this map could be:
Can someone point to the area of South Africa where the Indians were given?
Can you find where the Bophuthatswana are?
Where are the Whites?
Which group has the ideal locations?
DAY 2: Understanding the System of Apartheid. TCI Experiential Exercise, pg 80-89 see
procedures in TCI book.
DAY 3: Student Handout 3.1E An Overview of Apartheid. Have the students pair and share
what they understand from the reading. TCI Activity 3.3 pg 103-112 Writing Songs of
Resistance to Apartheid, writing for understanding. Handout: Pg 108, Timeline of Resistance to
Apartheird Pg 110-111 Brainstorming Lyrics for a Song of Resistance, 3.3C + 3.3D Directions.
DAY 4: Have students present their songs.
MODERN WORLD HISTORY: Modern Africa
Facing Colonialism: How Would You Respond? Lesson #7
Evaluate the different colonial governing methods (direct/indirect rule) and show how
they impacted African society.
Academic/Content Vocabulary:
Colonialism
Imperialism
Successful completion of the Critical-Thinking questions that follow each of the five scenarios.
These questions might work well in a Socratic Seminar setting.
Procedures:
Follow the procedures for Activity 2.2 in the TCI Modern Africa lesson guide. If time is a
constraint, this lesson can be modified to not include the transparency images section and to
focus just on the five scenarios. In addition, further information for Jaja of Opobo can be found
online.
MODERN WORLD HISTORY LESSON TEMPLATE
A Conference on Independence: Planning Nigeria’s Future: Lesson # 8
Analyze the societal and historical “arc” of pre-colonial through post-colonial African societies
Understand the cause and effect relationship between colonialism and the issues facing African
nations today
Academic/Content Vocabulary:
Colonialism
Nationalism
Political Development
Procedures:
Follow the procedures for Activity 2.3 listed on pages 52-66 in the TCI Modern African lesson
guide
MODERN WORLD HISTORY: Modern Africa
Additional Resources
Academic/Content Vocabulary:
Imperialism
Colonialism
Social Development
Industrial Revolution
Physical Environment
Political Development
Economic development
Guns,Germs, and Steel DVD disc 2 Into the Tropics. This DVD details European incursion into
Africa and how Africans resisted. The DVD also explores issues facing modern African societies.
Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob Peterson.
Sarafina (Film) The story of a young girl growing up during Soweto riots against Apartheid.
Wonders of the African World, series with Henry Louis Gates Jr.
CONGO: WHITE KING, RED RUBBER, BLACK DEATH DVD describes how King Leopold II of
Belgium turned Congo into its private colony between 1885 and 1908.
MODERN WORLD
HISTORY
Subject Area: Social Studies Course: Modern World History CRN: 2707
Established Goals/Standard(s):
MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments,
and narratives from history.
MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect
relationships.
MWH.3 Recognize and interpret continuity and/or change with respect to particular historical
developments in the 20th century.
MWH.4 Evaluate how contemporary perspectives affect historical interpretation.
MWH.5 Recognize, assess, and interpret relationships among events, issues, and developments in
different spheres of human activity (i.e. economic, social, political, cultural).
MWH.7 Interpret and evaluate information using complex geographic representations
MWH.8 Hypothesize why places and regions are important to human identity and serve as symbols
to unify or fragment society.
MWH.10 Determine how human modification of the physical environment in a place affects both
that place and other places
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns
and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and
formulating a thesis.
SSA.4 Apply learning through communication and problem solving skills in order to contribute to the
betterment of personal, community and global circumstances.
Lesson Plans
1. Geography of the Middle East – 3, 45 min. periods
2. Natural Resources in the Middle East - 2, 45 min. periods
3. Religion in the Middle East – 2, 45 min. periods
4. State Formation in the Middle East - 2, 45 min. periods
5. Key Events in the Formation of States in the Middle East – 2, 45 min. periods
6. Israeli-Palestinian Conflict - – 6, 45 min. periods
7. Culminating Project- Visual Metaphor of the modern Middle East - 3, 45 min. periods
Approximately 4 weeks
Resources:
MWH textbook
TCI History Alive: Modern Middle East (Available online CLICK HERE)
Modern World History
Geography of the Middle East Lesson #1
Procedures:
1. Pre-assessment to see if students know the location of the countries in the Middle East.
http://www.rethinkingschools.org/just_fun/games/mapgame.html
2. The Middle East as a crossroads: discuss geographic significance of the Middle East
(display a map of the Middle East)
http://www.pbs.org/wgbh/globalconnections/mideast/themes/geography/index.html
4. Closure/Wrap up:
a) What did you learn about the Middle East that you did not know before? What
relationships do you see between categories?
b) Create your own simile or metaphor (like the crossroads) for the Middle East. The Middle
East is (like) __________ because________.
MWH.5 Recognize, assess, and interpret relationships among events, issues, and
developments in different spheres of human activity (i.e. economic, social, political, cultural).
MWH.10 Determine how human modification of the physical environment in a place affects both
that place and other places
Academic/Content Vocabulary:
physical environment, geo-political, economic development, political development, Organization
of Petroleum Exporting Countries (OPEC)
Evidence of Student Learning:
Will vary
Procedures: There are a variety of lessons available to teach students about the role of natural
resources in the Middle East. Here are some possible activities:
1. Compare Energy Resources and Energy Consumption maps on page 57 of Perthes
World Atlas.
2. TCI History Alive: Modern Middle East Activity 2.3, “Negotiating for Oil: Who Will Profit?”
3. Visit
http://www.pbs.org/wgbh/globalconnections/mideast/educators/resource/lesson3.html
and follow instructions for lesson “Oil Crisis: What would you do?”
4. Visit
http://www.pbs.org/wgbh/globalconnections/mideast/educators/resource/lesson2.html
and follow instructions for lesson “Got Water?”
Additional resources:
The Middle East in Transition curriculum by Southern Center for International Studies
The Middle East: The Story of Oil - Chief Economic Resource, PPS Multimedia Library
Smith, Donald. “Water and Peace in the Middle East.” National Geographic. July 14, 2000.
Water Issues in the Middle East, http://www.waternet.be/middle_east/
MODERN WORLD HISTORY
Religion in the Middle East: Lesson #3
Academic/Content Vocabulary:
Christianity, Islam, Judaism
Procedures:
1. *Pre-assessment (Worksheet 1: Introduction to Christianity, Islam, and Judaism,
http://www.southerncenter.org/Middle_East_Activity.pdf)
2. TCI Activity 1.2: Modern Middle East (available online, PPS Instructional Resources)
Additional resources:
MWH textbook, pp. 704-705, 708-711, 714
Mystic Lands: Jerusalem: Mosaic of Faith, United Streaming video
MODERN WORLD HISTORY
State Formation in the Middle East: Lesson #4
Procedures:
TCI Activity 2.1 (available online, CLICK HERE)
1. The present-day map of the Middle East was shaped by the events of World War I after the
fall of the Ottoman Empire. (show map of Ottoman Empire)
a. Read about Ottoman Empire and its Fall (Student Handout 2.1A)
b. Discuss accomplishments of the Ottoman Empire (make sure to point out
harmony of diverse ethnic and religious groups)
2. Complete map activity (Student Handouts 2.1B and 2.1C; Directions 2.1D)
3. Post maps. Students will look at maps and record one strength and one weakness for each
map based on potential areas of conflict.
4. Closure/wrap up: “Connecting the Experience with History” from TCI Activity 2.1 on pp. 3-4.
Additional resources:
Ch. 2-1 The Muslim World Expands in MWH textbook, pp. 73-77
MODERN WORLD HISTORY
Key Events in the Formation of States in the Middle East: Lesson #5
Academic/Content Vocabulary:
Balfour Declaration, Sykes-Picot Agreement, mandate, Palestine Partition Plan, Arab
nationalism
Procedures:
1. Background info: After the British and the French gained control of the region, they created
new borders for six nations after the Ottoman Empire fell at the end of World War I. The
British and French signed a secret agreement called the Sykes-Picot Agreement in which
they divided the region into British and French mandates and protectorates. (show map-
http://www.npr.org/templates/story/story.php?storyId=3860950) The new nations- Iraq,
Jordan, Kuwait, Lebanon, Palestine, and Syria- were formed based on British and French
interests in the region which included access to oil, military bases, and trade routes.
3. Response journal: Write a one-paragraph response to this prompts: What if France and
Britain had never been involved in the Middle East? How might it be different? Similar?
Additional resources:
MODERN WORLD HISTORY
Israeli-Palestinian Conflict: Lesson #6
MODERN WORLD HISTORY
MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and
narratives from history.
MWH.3 Recognize and interpret continuity and/or change with respect to particular historical developments in
the 20th century.
MWH.4 Evaluate how contemporary perspectives affect historical interpretation.
SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms.
SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns and trends.
SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a
thesis.
Academic/Content Vocabulary:
Israel, Palestine, Jerusalem, Zionism, Holocaust, Balfour Declaration, Palestine Partition Plan, Arab Revolt,
Six-Day War, Intifada, Palestinian Liberation Organization, Oslo Accords
Evidence of Student Learning: Group responses and discussion
Procedures:
Day 1:
1. Introduction questions: What do you know about the Israeli-Palestinian conflict? What are your sources of
information? What do you think you know but aren’t sure about?
2. TCI Activity 3.1 Jeds/Pads()—students assume roles of Jews and Palestinians to understand how Jewish
immigration into Palestine between 1918 and 1948 affected each group.
3. Background reading: Ch. 18-4, Conflicts in the Middle East, in MWH textbook, pp. 583-589. Students will
develop Levels of Questions from the reading. Use the student-generated questions for a class discussion.
Day 2:
1. Modern Middle East TCI Activity 3.2: United Nations Responses to the Arab-Israeli Conflict
Days 3-4:
1. Modern Middle East TCI Activity 3.3: Attending a Conference on the Israeli-Palestinian Conflict
All resources for available onlinefor TCI activities in ch.3 CLICK HERE
Dav 5:
1. Divide class into groups. Each group will be assigned a Middle East peace proposal such as 2001 Taba
summit, 2003 Geneva Accord, or 2003 Road Map for Peace. Groups will read a summary of the proposal and
discuss the strengths and weaknesses of the proposal.
2. Each group will present the pros and cons of the proposal.
3. As a class, discuss which proposal shows the most promise.
4. Closure/wrap-up: Do you think a solution can be achieved? If not, do you think any of the issues can be
resolved?
Possible Extensions:
Come up with a peace proposal of your own.
Create a political cartoon depicting your thoughts on peace between Arabs and Israelis.
Create a conversation between a Palestinian and an Israeli working towards peace.
Days 6-7 (optional):
Show the 2001 documentary film Promises (106 minutes).
Additional resources:
United Streaming video: Israel and the Mideast Conflict (31 minutes)
Film: Promises, 2001
The Middle East in Transition curriculum by Southern Center for International Studies
Culminating Project
Visual Metaphor of the Modern Middle East
Academic/Content Vocabulary:
Procedures:
1. Refer to procedures in TCI The Modern Middle East, Culminating Project, pp. 1-8.
CLICK HERE for all the resources you will need
Additional resources: