Region 4 Learning Support Center

1
REGION 4 LEARNING SUPPORT

CENTER
Reyes Irizarry Charles A. Amundsen
Regional Superintendent Deputy Regional Superintendent
DRAFT
GLOBAL HISTORY
AND GEOGRAPHY 4
Recommended Calendar of Lessons
John-Paul Bianchi
Regional Instructional Specialist (RIS)
for Social Studies
Region 4
718-391-8307
JBianch@nycboe.ne
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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:

“Today, the most profound thing to me is the fact that a 14 year old in Romania or Bangalore
or Russia or Vietnam has all the information, all the tools, all the software easily available
to apply knowledge however they want,” said Marc Anderson a co-founder of Netscape and
creator of the first commercial Internet browser. “That is why I am sure the next Napster is
going to be out of left field. As bioscience becomes more computational and less about wet labs
and as all the genomic data becomes easily available on the Internet, at some point you will be
able to design vaccines on your laptop.
Thomas L. Friedman
It’s a Flat World After All
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 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.
3
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
4
UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 – 1945)

CONTENT TOPIC D: World War II -- causes and impact
Suggested Time: One class period
LESSON # 1
AIM: How did the Allies treat the Axis powers after WWII?
OBJECTIVES: Students will be able to:

¾ Evaluate the reasons for occupation of Japan and Germany; division of Germany
¾ Discuss the importance of the Nuremburg War Trials.
¾ Identify the issues that led to differences of opinion (e.g. denazification, type of
government, etc.)
¾ Explain how the growing divisions among the Allies sewed the seeds of future conflict.
SUGGESTED RESOURCES/DOCUMENTS:
http://www.law.umkc.edu/faculty/projects/ftrials/nuremberg/nuremberg.htm
http://www.brainyencyclopedia.com/encyclopedia/n/nu/nuremberg_trials.html
http://fcit.coedu.usf.edu/holocaust/resource/gallery/N1945.htm
http://history.allianz.com/history/sp/en/themen/kapitel6/index_3.html
http://www.zum.de/whkmla/histatlas/germany/194548.gif
http://www.germany.info/relaunch/info/facts/facts/questions_en/questions.htm
New York State Standard: 2, 3, 3, 4, 5 Themes: Change, Geography, Justice,

Nationalism
UNIT SEVEN: 20TH CENTURY SINCE 1945

CONTENT TOPIC A: Cold War balance of power
Suggested Time: Six to eight class periods
LESSON: #2
AIM: How did the Soviet Union seek to establish control of Eastern Europe?

¾ Explain the geopolitical importance of Eastern Europe to the U.S.S.R.
¾ Explain key terms such as “Iron Curtain”, satellite states and “puppet governments.”
¾ Assess the imposition of a communist economy on Eastern European nations.
¾ Discuss the reasons for the mutual defense pacts (Warsaw Pact, NATO).
Examine the methods used by the U.S.S.R. to keep Eastern Europe
under communist domination (Ex: Hungary in 1956 and
Czechoslovakia in 1968.
Global History and Geography 4 Resource Guide-p.5, 10-12
http://www.historyplace.com/speeches/ironcurtain.htm
http://www.encyclopedia.com/html/section/coldwar_TheIronCurtainandContainment.asp
5
http://www.fordham.edu/halsall/mod/1955warsawpact.html
http://www.nato.int/#
New York Standards:2,3,4,5 Themes: Power, Interdependence , Change
LESSON # 3
AIM: How can we explain the U.S. attempts to stem the spread of communism during the Cold
War?

¾ Define: containment, Truman Doctrine
¾ Describe the provisions of the Marshall Plan (ERP)
¾ Define brinkmanship and evaluate the risks that exist in using this strategy (ex: Berlin
Blockade and Airlift).
¾ Discuss other methods that could be used to stop the spread of
communism (propaganda, economic aid, use of surrogates,
etc.).
¾ Evaluate the early impact of the policy of containment.
Global History and Geography 4 Resource Guide-pp.6-7
http://www.bnt.com/marshall/speech.html
http://www.teacheroz.com/BerlinAirlift.htm
http://www.cnn.com/SPECIALS/cold.war/episodes/03/
http://college.hmco.com/history/us/resources/students/primary/trudoc.htm
New York State Standards: 2,3,4,5 Themes: Needs and Wants, Political
Systems, and Decision Making
LESSON: # 4
AIM: Was the Cold War inevitable?

¾ Define the terms “Cold War,” superpowers.
¾ Describe the techniques employed by the superpowers which
came to be labeled Cold War (propaganda, foreign aid, covert
operations)
¾ Review the reasons for the Soviet expansion into Eastern Europe and the creation of
“satellite states.”
¾ Analyze how Soviet mistrust of the West led to a desire to create the Soviet Bloc
¾ Evaluate the importance of Yalta and Potsdam in the growing hostility
¾ Discuss the concepts of “balance of power” and “balance of terror.”
¾ Form a conclusion as to whether hostility between the two superpowers was inevitable.
6
http://history.acusd.edu/gen/20th/coldwar1.html
http://history.acusd.edu/gen/20th/truman45.html
http://www.ibiblio.org/expo/soviet.exhibit/coldwar.html
http://www.historychannel.com/tdih/tdih.jsp?category=coldwar
http://school.discovery.com/lessonplans/programs/reaganlegacy-starwars/
http://www.turnerlearning.com/cnn/coldwar/cw_thmes.html
www.historywise.com/KoTrain/Courses/HT/HT_Foreign_Affairs.htm
http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.php
http://history.sandiego.edu/gen/USPics2/58724.jpg
New York State Standards: 2, 3, 4, 5 Themes: Change, Conflict, Power, Science

and Technology
LESSON #5
AIM: Why was the United Nations created at the end World War II?

¾ Discuss the goals of the UN as enumerated in its charter.
¾ Describe the structure of the UN (General Assembly, Secretariat, Security Council).
¾ Assess the strengths and weaknesses of the Security Council.
¾ Evaluate to what extent the UN improved upon the flaws of the League of Nations.
Global History and Geography 4 Resource Guide-pp137-144
http://www.un.org/english/
http://usinfo.state.gov/usa/infousa/facts/democrac/53.htm
http://www.historyplace.com/worldwar2/timeline/atlantic-chart.htm
http://www.indiana.edu/%7Eleague/intro.htm
http://worldatwar.net
New York State Standards: 2, 4, 5 Themes: Interdependence, Power and

Decision Making
LESSON #6
AIM: To what extent was the Korean Conflict a reflection of the Cold War?

¾ Assess the impact of the creation of a communist state in China on the former WWII
allies
¾ Discuss the geopolitical importance of the Korean peninsula and the surrounding area in
the context of the Cold War.
¾ Discuss the reasons for partitioning Korea at the 38th parallel.
¾ Analyze the response of the U.N. to the North Korean invasion of the South in 1950.
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¾ Evaluate the reasons for the limited scope of the military

response (e.g. decision not to use nuclear weapons nor to
invade China)
¾ Assess the short term and long-term impact of the Korean Conflict.
SUGGESTED RESOURCES\DOCUMENTS:
Global History and Geography 4 Resource Guide-p.150
http://www.koreanwar.com/
http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/index.htm
http://www.americans-world.org/digest/global_issues/un/un4.cfm
http://www.kimsoft.com/kr-ccrak.htm
New York State Standards: 2, 3 Themes: Conflict, Human and Physical Geography,
Political Systems
LESSON # 7
AIM: How did Cold War rivalries impact on developing nations?

¾ Define “developing nation”.
¾ Discuss how the U.S. and the U.S. S.R. tried to influence developing nations around the
world.
¾ Describe how developing nations might benefit from the U.S. –
Soviet rivalry (ex: foreign aid, technical assistance, military
support).
¾ Case studies: Evaluate the impact of this rivalry on any two of
the following nations: Egypt, Congo, Angola, Chile, Iran, Iraq,
and Guatemala.
¾ Assess the advantages and disadvantages of the non-alignment policy pursued by India
and other nations.
SUGGESTED RESOURCES\DOCUMENTS:
http://www.spartacus.schoolnet.co.uk/2WWnasser.htm
http://www.cnn.com/SPECIALS/cold.war/episodes/18/
http://www.rhodesian.net/katanga.htm
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=486
http://www.un.org/Docs/SG/setting.htm
http://www.thirdworldtraveler.com/General/ThirdWorld_def.html
New York State Standard: 2, 3, 4, 5 Themes: Power, Conflict, Political Systems

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CONTENT TOPIC C: Economic issues in the Cold War and Post-Cold War era
Suggested Time: Four to six class periods
LESSON # 8
AIM: To What extent was the Cold War a war of economic philosophies?

¾ Assess the nature of economic philosophies as projected by the superpowers (command
vs. market economies)
¾ Compare and contrast east and west Germany as reflections of the different economic
philosophies.
¾ Explain how the building of the Berlin Wall could be
considered a symbol of East Germany’s lack of economic
progress after World War II.
¾ Discuss why European nations moved toward the welfare state.
¾ Describe the steps taken by western Europe towards economic integration (Common
Market vs. European Union)
SUGGESTEDRESOURCES/DOCUMENTS:
http://encarta.msn.com/encyclopedia_761579567/European_Union.html
www.pohl-projekt.de/ G_M_001.html
http://www.mtholyoke.edu/~sgabriel/asia.html
New York State Standard: 2,3,4 Theme: Economic Systems, Power
LESSON # 9
AIM: How did Japan become an economic superpower?

¾ Assess the effect of the United States occupation of Japan on the development of a
democratic constitution.
¾ Evaluate how these steps impacted on its recovery after World War II.
¾ Discuss the reasons for Japanese economic success (technology, trade, skilled workers,
etc)
¾ Evaluate the relationship between Japan’s economic success and its global status
SUGGESTED RESOURCE/DOCUMENTS
http://www.history.navy.mil/photos/events/wwii-pac/japansur/js-6.htm
http://wgordon.web.wesleyan.edu/papers/alliedoc.htm
http://library.osu.edu/sites/rarebooks/japan/
http://www.infoplease.com/ipa/A0107666.html
http://www.state.gov/r/pa/ei/bgn/4142.htm
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New York State Standard: 2,3,4,5 Theme: Political Systems, Economic

Systems
LESSON # 10
AIM: Why has the need for oil impacted on global affairs?

¾ Explain the reasons for the emergence of oil to as major commodity in the modern world.
¾ Explain the impact of oil on the Middle East (e.g. oil crisis of the 1970s)
¾ Discuss the reasons for the formation of OPEC
¾ Locate on a map the members of the Organization of Petroleum
Exporting Countries-OPEC (Algeria, Indonesia, Iran, Iraq,
Kuwait, Libya, Nigeria, Qatar, Saudi Arabia, United Arab
Emirates and Venezuela)
http://en.wikipedia.org/wiki/1973_energy_crisis
http://www.opec.org/home/
http://www.iea.org/
http://www2.sunysuffolk.edu/westn/oil.html
http://www.makingthemodernworld.org.uk/learning_modules/geography/06.TU.06/?section=3
New York State Standard: 2,3,4,5 Theme: Needs and Wants, Scarcity, Science
and Technology
LESSON # 11
AIM: Why has the Pacific Rim become a major player in the global economy?

¾ Discuss the meaning of the term “Asian Pacific Rim”
¾ Locate on a map regions of the Pacific Rim (include countries
in Asia, North and South America, Australia and New Zealand)
¾ Assess the influence of the Asian Pacific Rim on global trade and market
http://fga.freac.fsu.edu/academy/auspac.htm
http://wwwkms.bham.wednet.edu/lobby.htm
http://www.pacificrimvoices.org/
http://en.wikipedia.org/wiki/Pacific_Rim
http://geography.about.com/od/urbaneconomicgeography/a/econtigers.htm
http://www.answers.com/topic/asia-pacific-economic-cooperation
http://ieas.berkeley.edu/shorenstein/1994.09.html
http://images.google.com/images?svnum=10&hl=en&lr=&q=Pacific+Rim+&btnG=Search

CONTENT TOPIC D: Chinese Communist Revolution
10
Suggested Time: Six to eight class periods
LESSON # 12
AIM: How did the Nationalists overthrow the Qing Dynasty?

¾ Describe conditions in China under the Qing dynasty.
¾ Discuss why Sun Yixian is known as the father of modern China.
¾ Assess the reasons for the success of the Nationalist movement.
¾ Describe the goals outlined in the “Three Principles of the People”
¾ Discuss the failure of the Nationalist government to solve
problems in China (civil war, famine, great suffering among
the peasants).
http://www.fordham.edu/halsall/eastasia/eastasiasbook.html
hkuhist2.hku.hk/.../ japan/1997b/jap2.htm
www.geledraak.nl/Republiek/ biografien_rep.html
New York State Standard: 2 Theme: Change, Nationalism, Power
LESSON # 13
AIM: Why were the communists successful in gaining power in China?

¾ Discuss the reasons why the communist revolutionary
movement in China gained strength (Chiang’s government and
policies, the Soviet Union’s influence, the conditions of rural
peasants, Mao’s role and achievements).
¾ Evaluate the struggle between the Nationalists and the
Communists (civil war, the Long March)
¾ Assess the effect of World War II on the civil war.
¾ Explain the results of the civil war (creation of communist
government, creation of “two China’s”).
¾ Assess the effect of the established of the Peoples’ Republic of
China on world affairs.
SUGGECTED RESOURCES/DOCUMENTS:
thc.worldarcstudio.com/.../ china_revolution1.htm
www.uygurworld.com/ _sgt/m2m3_1.htm
thc.worldarcstudio.com/. ../alevel/mao.htm
www.atimes.com/atimes/ China/DK09Ad01.html
New York Standard: 2 Theme: Nationalism, Change
LESSON # 14
AIM: To what extent was China’s Great Leap Forward a “Great Leap Backwards?”
11

¾ Assess the effectiveness of the communist transformation of
Chinese society (5 year plans, equality for women, communist
ideology).
¾ Describe the “Great Leap Forward” and the reasons for its
implementation.
¾ Describe the impact of the Great Leap Forward and the extent to which it ended in
success or failure.
http://www.fordham.edu/halsall/mod/1949mao.html
http://library.thinkquest.org/26469/movers-and-shakers/mao.html
http://www.asiasource.org/society/mao.cfm
http://www.newton.mec.edu/Angier/DimSum/Mao%20Zedong%20Bio.html
http://www-chaos.umd.edu/history/prc2.html
http://www.historylearningsite.co.uk/great_leap_forward.htm
http://news.bbc.co.uk/hi/english/static/special_report/1999/09/99/china_50/great.htm
http://www2.sjsu.edu/faculty/watkins/greatleap.htm
New York State Standard: 2,4 Theme: Change, Economic Systems,

Human Rights
LESSON # 15
AIM: To what extent did the Cultural Revolution represent a great upheaval in China?

¾ Discuss the reasons for the implementation of the Cultural Revolution.
¾ Describe tactics used by the Chinese government to root out opposition in China.
¾ Assess the degree of human rights violations that took place during this period.
¾ Explain the impact of the Cultural Revolution on the people of China. (the role of
women, rights of the citizen)
http://www.isop.ucla.edu/eas/documents/mao491216.htm
http://library.thinkquest.org/26469/cultural-revolution/
http://depts.washington.edu/chinaciv/graph/9wenge.htm
http://images.google.com/images?svnum=10&hl=en&lr=&q=Cultural+Revolution
New York State Standard: 2,4 Theme: Change, Economic Systems,

Human Rights
LESSON # 16
AIM: How did China change under the leadership Deng Xiaoping?

12
¾ Describe the Four Modernizations and its impact on China’s economy.

¾ Explain the reasons why China adopted elements of the West’s
market economies but not their concept of democracy
¾ Discuss the impact of the Tiananmen Square demonstrations on
the democratic movement in China.
¾ Assess the effectiveness of Deng Xiaoping as an agent for
change in China.
http://depts.washington.edu/chinaciv/graph/9conmain.htm
http://www.isop.ucla.edu/eas/restricted/modern.htm
http://www.freep.com/news/nw/dengxp/dengxp.htm
http://www.cnn.com/WORLD/9702/19/deng.obit/
http://www.cbw.com/asm/xpdeng/contents.html
New York State Standard: 2 Theme: Power, Change
LESSON # 17
AIM: To what extent has the return of Hong Kong to China impacted on Taiwan?

¾ Explain the relationship between Taiwan and China lessened.
¾ Define the “one country, two systems” as it relates to the Hong Kong’s status.
¾ Discuss how Hong Kong’s location and its proximity to China helped it develop into an
economic giant.
¾ Explain the global implications of the China – Taiwan dispute.
RESOURCES/DOCUMENTS
http://en.wikipedia.org/wiki/Transfer_of_the_sovereignty_of_Hong_Kong
http://www.gluckman.com/HKHandover02.htm
http://www.atimes.com/atimes/China/GE11Ad01.html
http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/China/LP_china_1.htm
http://www.atimes.com/atimes/China/FB03Ad01.html
http://www.cia.gov/cia/publications/factbook/geos/tw.html
http://www.gio.gov.tw/
http://www.etaiwannews.com/Taiwan/Politics/2005/09/27/1127786078.htm
http://images.google.com/images?q=Taiwan&hl=en&lr=&sa=N&tab=wi
New York State Standard: 2 Theme: Power, Conflict, Economic Systems
UNIT SEVEN: THE 20TH CENTURY SINCE 1945

CONTENT TOPIC E: Collapse of European Imperialism
Suggested Time: Eight to ten class periods
LESSON # 18
13
AIM: Why did European colonial empires collapse after World War II?

¾ Review the main causes for the new imperialism in the 19th and 20th century
¾ Examine on a map the important colonies European powers controlled in Africa and Asia
before World War II
¾ Evaluate advantages and disadvantages of European imperialism to the colonial peoples
in Asia and Africa
¾ Analyze the relationship between World War II and the collapse of European colonial
powers.
http://astro.temple.edu/~barbday/Europe66/resources/imperialexpafricato.htm
http://www.personal.psu.edu/users/l/e/les205/Final%20project/
http://regentsprep.org/Regents/global/themes/imperialism/africa.cfm
http://regentsprep.org/Regents/global/themes/imperialism/seasia.cfm
http://regentsprep.org/Regents/global/themes/imperialism/images/rhodes.gif
http://www.fresno.k12.ca.us/schools/s090/history/br%20imperialism.gif
http://www.nationmaster.com/encyclopedia/Imperialism-in-Asia
http://www.nationmaster.com/encyclopedia/Imperialism
New York State Standard: 2,3,4,5 Theme: Human and Physical Geography,
Imperialism
LESSON # 19
AIM: How did Gandhi’s principles of non-violence help India achieve independence from
Britain?

¾ Describe the historical development of the Indian independence
movements (Muslim League and the Indian National Congress).
¾ Define: passive resistance, civil disobedience, non- violent non-cooperation with evil
(ahimsa)
¾ Discuss Gandhi’s methods and plans for independence for
India. e.g. Salt March, boycotts of British goods, civil
disobedience.
¾ Assess the effectiveness of Gandhi’s methods in achieving independence. .
Resource Guide, p. 35-36
http://www.mkgandhi.org/
http://165.29.91.7/classes/humanities/worldstud/97-98/imper/india/India.htm
http://athena.english.vt.edu/~jmooney/3044home.html
http://academic.brooklyn.cuny.edu/history/virtual/portrait.htm
http://academic.brooklyn.cuny.edu/history/core/pics/0255/img0055.htm
http://web.mahatma.org.in/index.jsp
14
New York State Standard: 2, 5 Themes: Imperialism/Nationalism
LESSON # 20
AIM: How did newly achieved independence create problems for India?

¾ Identify problems India faced after independence: poverty,
rapid population growth, deficiency in modernization, lack of
investment capital for industrial growth, political instability,
ethnic and religious intolerance, caste system
¾ Review major beliefs of Hinduism and Islam.
¾ Discuss the role of religious conflict (Hindu/Muslim) and
economic factors in the partition of India and Pakistan (and the
birth of Bangladesh)
SUGGESTED RESOURCES/DOCUMENTS
http://www.quotationspage.com/quotes/Jawaharlal_Nehru/
http://workmall.com/wfb2001/bangladesh/bangladesh_history_birth_of_bangladesh.html
http://www.hsph.harvard.edu/Organizations/healthnet/SAsia/suchana/0310/165/table1.html
New York State Standards: 2, 5 Theme: Human/Physical Geography, Conflict
LESSON # 21
AIM: How did India’s leaders attempt to solve the problems of a
newly independent nation?

¾ Assess the reasons for implementing a democratic system of
government
¾ Explain why the leaders of India chose a foreign policy of non-
alignment with the world.
¾ Discuss Jawaharlal Nehru’s plans to solve the problems India
faced (e.g. modernization, mixed economy, outlawing of the
caste system)
¾ Identify Kashmir and Punjab and discuss reasons for
continuing conflict in these areas
http://en.wikipedia.org/wiki/Jawaharlal_Nehru
http://www.quotationspage.com/quotes/Jawaharlal_Nehru/
http://workmall.com/wfb2001/bangladesh/bangladesh_history_birth_of_bangladesh.html
http://www.hsph.harvard.edu/Organizations/healthnet/SAsia/suchana/0310/165/table1.html
New York State Standards: 2, 5 Theme: Human/Physical Geography and

Conflict
15
LESSON# 22
AIM: To what extent was nationalism a major cause in the collapse of European imperialism in
Africa?

¾ Identify Pan-Africanism, Mau Mau, tribalism
¾ Discuss the conflict between tribal loyalties and the concept of
emerging nationhood (Kenya, Nigeria, Ghana)
¾ Discuss the roles of Kwame Nkrumah of Ghana and Jomo Kenyatta of Kenya
¾ Discuss and evaluate the role of ethnic tensions and nationalism in Nigeria (civil War)
¾ Identify ethnic cleansing as applied to Hutus/Tutsis, in Rwanda
http://www.encyclopedia.com/html/P/PanA1fric.asp
http://www.hartford-hwp.com/archives/30/index-fa.html
http://en.wikipedia.org/wiki/Kwame_Nkrumah
http://www.greatepicbooks.com/epics/november97.html
http://en.wikipedia.org/wiki/Tutsis
New York State Standards: 2,3 Theme: Nationalism/Conflict
LESSON # 23
AIM: Why was the peaceful dismantling of apartheid seen as a great achievement?

¾ Explain the historical circumstances that lead to the existence and adoption of racial
segregation
¾ Describe the effects of apartheid in South Africa
¾ Evaluate the role of the African National Congress in the dismantling of apartheid
¾ Assess the importance of leadership in the dismantling of
apartheid: Nelson Mandela, Desmond Tutu and F.W. de Klerk
http://en.wikipedia.org/wiki/Tutsis
http://www.apartheidmuseum.org/
http://www.africanaencyclopedia.com/apartheid/apartheid.html
http://php.educanet2.ch/enggybn/html/apartheid.html
http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
http://www.guerrillalaw.com/Mandela.html
http://nobelprize.org/peace/laureates/1993/mandela-bio.html
http://en.wikipedia.org/wiki/Nelson_Mandela
http://en.wikipedia.org/wiki/Desmond_Tutu
New York State Standards: 2, 5 Theme: Change, Political Systems, Economic Systems,
16
Human Rights, Justice
LESSON# 24
AIM: Why was Vietnam plunged into decades of war?

¾ Review background of Japanese and French occupation of Vietnam.
¾ Discuss the main causes and results of the war against the French (Dien Bien Phu,
Geneva Accords)
¾ Explain the reasons for U.S involvement in Vietnam.
¾ Describe and discuss the perspective of Ho Chi Minh and his followers.
Global History and Geography 4 Resource Guide, p. 43-46
http://en.wikipedia.org/wiki/Vietnam_War
http://www.vietnampix.com/mach.htm
http://academic.brooklyn.cuny.edu/history/virtual/portrait.htm
http://en.wikipedia.org/wiki/Ho_Chi_Minh
http://www.pbs.org/wgbh/amex/vietnam/
http://www.vietnamwar.com/
http://www.historyplace.com/unitedstates/vietnam/index.html
http://www.hochiminh.org/
http://www.discoveryindochina.com/vn/history.html
http://www.vietnamopentour.com/english_info/dien_bien_phu_infor.htm
New York State Standards: 2 Theme: Political Systems, Change
LESSON#25
AIM: How wise was the decision to go to war in Vietnam?

¾ Define: guerrilla warfare, escalation, de-escalation, “Vietnamization”
¾ Identify and trace on a map the countries in Indochina
¾ Review the Vietnam War as an example of Cold War tension e.g. domino theory
¾ Evaluate the short and long term effects of war on the region,
specifically focusing on human rights’ issues: Case study
Cambodia (Pol Pot, Khmer Rouge), Laos and Burma
(Myanmar)-discuss the jailing of Aung San Suu Kyi.
¾ Discuss reasons for the U.S. withdrawal and the fall of South Vietnam
¾ Assess the wisdom of the U.S participation in the war.
http://www.lib.utexas.edu/maps/asia.html
http://en.wikipedia.org/wiki/Pol_Pot
http://en.wikipedia.org/wiki/Pol_Pot
http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi
17
http://www.pbs.org/battlefieldvietnam/
New York State Standards: 1, 2 Theme: Human Rights, Change,

Power

CONTENT TOPIC F: Conflict and Change in the Middle East
Lesson #26
AIM: What factors led to the development of the modern Middle East?

¾ Locate the nations of the modern Middle East on a map
¾ Describe the major physical features of the area
¾ Discuss the strategic importance of the region
¾ Discuss the history of the region after the break-up of the
Ottoman Empire - creation of what will become Jordan, Egypt,
Saudi Arabia, Lebanon
http://www.lib.utexas.edu/maps/middle_east.html
http://en.wikipedia.org/wiki/Middle_East
http://www.internetworldstats.com/middle.htm
http://www.infoplease.com/atlas/middleeast.html
http://www.ehistory.com/middleeast/index.cfm
http://www.albany.edu/history/middle-east/
New York State Standards: 2, 3, 4, 5 Theme: Political Systems, Conflict,

Interdependence, Nationalism
LESSON #27
AIM: To what extent has nationalism served as a catalyst for conflict in the Middle East?
(Case study: Arab – Israeli Conflict)

¾ Examine events leading to the creation of the state of Israel,
e.g. Zionism, Balfour Declaration, Palestinian Mandate,
Holocaust, post-WWII struggle with Britain, U.N. Declaration
¾ Assess the role and importance of Theodor Herzl, Golda Meir, David Ben-Gurion
¾ Assess the role of continuing Jewish immigration to Israel
¾ Discuss reasons for Arab resistance to the creation of Israel
¾ Show the effects of the wars of 1948, 1967 and 1973 on the region
18
Global History and Geography 4 Resource Guide -- p. 52-57

http://www.infoplease.com/atlas/middleeast.html
http://www.ehistory.com/middleeast/index.cfm
http://www.albany.edu/history/middle-east/
http://www.fordham.edu/halsall/mod/modsbook54.html
http://www.yale.edu/lawweb/avalon/mideast/balfour.htm
New York State Standard: 2, 3 Theme: Power, Human Rights, Conflict,

Nationalism
LESSON # 28
AIM: Can Israel and her neighbors live in peace?

¾ Describe the continuing struggle between the Israelis and Palestinians e.g. rise of PLO
and other groups, the Intifada
¾ Summarize attempts to normalize relations in the area e.g.
Camp David Accords (1978), Peace Accords (1993) “Road
map” , role of the United Nations
¾ Assess the likelihood of peace between the Palestinians and Israelis
Global History and Geography 4 Resource Guide --- p. 52-57
http://www.yale.edu/lawweb/avalon/mideast/campdav.htm
http://www.yale.edu/lawweb/avalon/mideast/israel.htm
http://www.jewishvirtuallibrary.org/jsource/History/73_War.html
http://en.wikipedia.org/wiki/Yom_Kippur_War
New York State Standard: 2, 3 Theme: Power, Human Rights, Conflict,

Nationalism
LESSON #29
AIM: How did the Iranian Revolution lead to a Moslem theocracy?

¾ Review the basic beliefs of the Islamic faith including the “Five Pillars”
¾ Define religious fundamentalism, theocracy, religious tolerance, and religious
intolerance.
¾ Discuss the Shah Mohammed Reza Pahlevi
¾ Identify Ayatollah Khomeini
¾ Describe the main causes of the Iranian Revolution and its impact under Khomeini.
¾ Analyze the role of Islam under Khomeini.
¾ Describe OPEC oil embargo, Iranian Hostage Crisis (1979)
¾ Analyze and compare the role of Islamic fundamentalism on any of the following
countries Libya, Afghanistan, Algeria, and Turkey.
19
Global History and Geography 4 Resource Guide--- p. 58,63

http://www.nationmaster.com/encyclopedia/Ayatollah-Khomeini
http://www.strom.clemson.edu/events/seminar/pdf/Blackwood.pdf
http://www.nationmaster.com/encyclopedia/Islamic-Revolution
http://www.answers.com/topic/opec-oil-crisis
http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/04/middle_east_iran_hostage_crisis/html/1.
stm
http://en.wikipedia.org/wiki/Islam
http://www.fordham.edu/halsall/mod/modsbook54.html
http://www.fordham.edu/halsall/islam/islamsbook.html
http://www.fordham.edu/halsall/islam/islamsbook.html#Islamic%20History%20Maps
http://www.twf.org/Library/Fundamentalism.html
http://en.wikipedia.org/wiki/Fundamentalism
New York State Standard: 2 ,3 Theme: Nationalism , Justice and Human Rights,
Diversity, Conflict
LESSON # 30
AIM: Why was Saddam Hussein seen as responsible for the Persian Gulf War?

¾ Locate the Persian Gulf region.
¾ List the causes and effects of the Persian Gulf War e.g. invasion of Kuwait
¾ Identify the role of the United States and the United Nations in the Persian Gulf War.
¾ Discuss the whether the Persian Gulf War was an intervention or an American War.
http://www.desert-storm.com/War/chronology.html
http://www.desert-storm.com/War/nations.html
http://www.desert-storm.com/Gallery/index.html
http://www.multied.com/desert_storm/index.html
http://www.pbs.org/wgbh/pages/frontline/gulf/
New York State Standard: 2, 3 Theme: Nationalism,, Justice and Human Rights,
Diversity, Conflict

CONTENT TOPIC G: Collapse of Communism and the Breakup of the Soviet Union
Suggested Time: Five to seven class periods
LESSON # 31
AIM: How should we evaluate the policies of Khrushchev and Brezhnev?

¾ Define the policies of “peaceful coexistence” and “détente”.
20
¾ Define the term dissent.

¾ Explain why dissension arose among the leadership of the U.S.S.R. after Stalin’s death.
¾ Explain how dissidents were treated under Khrushchev and Brezhnev.
¾ Explain Khrushchev role in building the Berlin Wall, the Cuban Missile Crisis.
¾ Discuss the impact these events had on Soviet-American relations.
Global History and Geography 4 Resource Guide --- pp. 66-70
http://www.cnn.com/SPECIALS/cold.war/kbank/profiles/khrushchev/
http://members.aol.com/kwiersma/khrushchev.html
http://library.thinkquest.org/11046/people/khrushchev.html
http://www.fsmitha.com/h2/ch24t63.html
http://en.wikipedia.org/wiki/Nikita_Kruschev
http://www.lyceum.org/hdarchive/hd2004/2203/slides/10.htm
http://en.wikipedia.org/wiki/Leonid_Brezhnev
New York State Standard: 1, 2 Theme: Human/Physical Geography Economic

Systems, Political Systems. Decisions
Making, Conflict
LESSON #32
AIM: How did Gorbachev’s policies lead to the breakup of the Soviet Union?

¾ Describe the major ethnic, religious and national groups that made up the Soviet Union.
¾ Analyze the importance of Gorbachev and his policies of
Perestroika and Glasnost on easing international tension and
the increase of nationalism of the peoples of the Soviet empire.
¾ Locate the Soviet Baltic states.
¾ Explain why the Soviet Baltic states demanded and received independence.
¾ Compare the causes of the disintegration of the U.S.S.R. to the fall of the Roman Empire
and the Han Dynasty.
Global History and Geography 4 Resource Guide --- p. 72
http://en.wikipedia.org/wiki/Mikhail_Gorbachev
http://www.ibiblio.org/expo/soviet.exhibit/perest.html
http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=22844
http://www.infoplease.com/ce6/history/A0820965.html
http://www.forerunner.com/forerunner/X0803_Baltic_States_Cry_fo.html
http://en.wikipedia.org/wiki/Boris_Yeltsin
New York State Standard: 2, 3 Theme: Human/Physical Geography, Economic Systems,

Political Systems, Conflict
LESSON #33
21
AIM: How did Gorbachev’s policies influence change in other parts of the world?

¾ Discuss the impact of glasnost on nationalism in Eastern Europe.
¾ Evaluate the impact of the fall of the Berlin Wall
¾ Explain what impact the reunification of Germany had on the rest of Europe and the
Soviet Union.
¾ Discuss the rise of Lech Walesa’s Solidarity Party in Poland as
symbolic of the changed status of the former Soviet Satellite
nations.
¾ Analyze how Cuba was affected by the fall of the Soviet Union.
Global History and Geography 4 Resource Guide --- p. 70, 71, 73-76
http://www.andreas.com/berlin.html
http://www.newseum.org/cybernewseum/exhibits/berlin_wall/index.htm
http://userpage.chemie.fu-berlin.de/BIW/wall.html
http://en.wikipedia.org/wiki/Lech_Walesa
http://www.4to40.com/legends/index.asp?article=legends_lechwalesa
New York State Standard: 2 Theme: Human/Physical Geography, Economic Systems,

Political Systems. Decisions Making, Conflict
LESSON #34
AIM: What challenges are faced by a post-Communist Russia?

¾ Contrast ideological differences between Boris Yeltsin and Gorbachev.
¾ Describe the changes occurring in Russia under Boris Yelstin and Vladimir Putin.
¾ Analyze the political, economic, and social changes occurring as Russia moves closer to
a free market economy.
¾ Discuss continuing problems of ethnic conflict- e.g.- Chechnya
http://studentweb.tulane.edu/~dwrenn/
http://www.dw-world.de/dw/article/0,,660987,00.html
http://www.cs.indiana.edu/~dmiguse/Russian/mgbio.html
http://en.wikipedia.org/wiki/Gorbachev
http://www.historyguide.org/europe/gorbachev.html
http://www.answers.com/topic/boris-yeltsin
http://www.answers.com/main/ntquery;jsessionid=f60ud4kkrpth?meth
od=4&dsid=1648&dekey=vladimirputin&gwp=8&curtab=1648_1&sb
id=lc04b&linktext=Vladimir%20Putin
http://en.wikipedia.org/wiki/Boris_Yeltsin
22
New York State Standard: 2 Theme: Human/Physical Geography, Economic

and political system
LESSON #35
AIM: How successful has Eastern Europe been since the fall of Communism?

¾ List and explain some of the problems facing Eastern Europe
(ethnic conflicts, political, economic problems as they move
from a communist to a market economy, pollution, war etc).
Use a case study of a former communist satellite state e.g.
Poland, Hungary, Czech Republic
¾ Explain the causes and effects of “ethnic cleansing” in Bosnia-Kosovo in the former
Yugoslavia.
¾ Compare with other examples of ethnic cleansing (Hutus/Tutsis in Rwanda, Jews in
Germany, Armenia and Kurds)
http://cagle.slate.msn.com/news/yugo/
http://cagle.slate.msn.com/news/yugo/yugo1.asp
http://en.wikipedia.org/wiki/Slobodan_Milosevic
http://en.wikipedia.org/wiki/History_of_Bosnia_and_Herzegovina
New York State Standard: 2 Theme: Human/Physical Geography,

Economic Systems, Political Systems, Decision
Making

CONTENT TOPIC H: Political and economic change in Latin America
LESSON # 36
AIM: To what extent is Latin America a product of its geography and
history?

¾ Identify on a map the landforms that contribute to Latin
America’s diversity (Andes Mountains, Amazon and Orinoco
River systems, rainforests, plateaus, etc)
¾ Identify major nations in Latin America
¾ Review Spanish and Portuguese colonial policies which have
made a deep impact on Latin American society and culture
¾ Describe issues that exist between societies (rich/poor, elite
upper class, urban/rural poor, growing middle class/urban
23
working class, increasing population growth and poverty,

urbanization, etc)
Global History and Geography 4 Resource Guide --- p. 88-90
http://maps.google.com/
http://www.junglephotos.com/amazon/ammaps/ammodmaps/ammodmaps.shtml
http://www.junglephotos.com/amazon/ampeople/ampeople.shtml
http://schools.portnet.k12.ny.us/~rmclean/Latin_America/curriculummap.htm
New York State Standard: 2, 3, 4 Theme: Human/Physical Geography, Conflict
LESSON # 37
AIM: How should we evaluate the rule of Juan Peron in Argentina?

¾ Explain the reasons for Juan Peron’s popularity
¾ Discuss the reasons for Juan Peron’s decline and the military takeover of the government
¾ Assess the success of the military’s use of a “dirty war” to maintain control
¾ Describe the purpose of the “mothers of Plaza de Maya”
¾ Discuss the impact of defeat in the Falkland Islands on Argentina
Global History and Geography 4 Resource Guide --- p. 92 - 97
http://www.columbia.edu/~lnp3/mydocs/state_and_revolution/Juan_Peron.htm
http://www.jlhs.nhusd.k12.ca.us/Classes/Social_Science/Latin_America/Evita%20Web/Relation
ship.html
http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1196005.stm
http://www.globalsecurity.org/military/world/war/argentina.htm
New York State Standard: 2, 3, 5 Theme: Conflict, Change, Political Systems
LESSON # 38
AIM: To what extent did Fidel Castro’s Cuban Revolution impact on global affairs?

¾ Identify the factors that contributed to Castro overthrowing Batista in Cuba.
¾ Explain the effect the Bay of Pigs invasion on relations between the U.S. and Cuba
¾ Describe Castro’s economic policies and its effects on emigration particularly to the
United States
¾ Discuss the causes and effects of the Cuban Missiles crisis.
¾ Assess Cuba’s relationship with Russia since the collapse of communism
¾ Evaluate the effectiveness of current U.S. policy towards Cuba
Global History and Geography 4 Resource Guide --- p. 100, 101
24
http://library.thinkquest.org/18355/fidel_castro.html
http://library.thinkquest.org/11046/people/castro.html
http://www.u-s-history.com/pages/h1765.html
http://www.aetv.com/class/admin/study_guide/archives/aetv_guide.0038.html
http://www.arthistoryclub.com/art_history/Fidel_Castro
State Standard: 2, 3, 5
LESSON # 39
AIM: How were Cold War tensions played out in Central America?

¾ Explain the goals of the Sandinistas in Nicaragua and how they rose to power.
¾ Discuss the role of the US in the Sandinista Revolution under President Reagan
(Iran/Contra affair).
¾ Identify Carlos Salinas de Gortari, Jose Napoleon Duarta, Violeta Barrios de Chamorro
and Camilo Torres
¾ Discuss the role of the US in Guatemala in 1954
¾ Explain how the civil war that followed impacted on Guatemalan society.
¾ Define “liberation theology”.
¾ Explain the changing role of the Roman Catholic Church “Liberation Theology” in Latin
America
¾ Describe the impact of the return of the Panama Canal
Global History and Geography 4 Resource Guide --- pp. 98, 99, 102 – 105, 107
http://lanic.utexas.edu/la/region/indigenous/
http://geography.about.com/library/weekly/aa071299.htm
http://library.thinkquest.org/17749/lrevolution.html
http://library.thinkquest.org/17749/revolution.html
http://www.geocities.com/walkman109/
http://www.mexconnect.com/mex_/history/jtuck/jtbartolome.html
http://www.answers.com/topic/violeta-chamorro
http://www.bartleby.com/65/sa/Salinasd.html
New York State Standard: 2, 3, 5 Theme: Political Systems, Decision Making
NOTE TO TEACHER: As part of the planning for Unit 8 the teacher should consider
incorporating Regents preparation.
Unit 8 consists of a survey of contemporary global issues that lend themselves to

incorporation into a Regents examination review. For example when teaching the issues
involving ethnic and religious conflict a review of the history of the region and its peoples, the
fundamental tenets of the religions involved is appropriate. This approach allows you to teach
25
new content while spiraling previously learned concepts and facts into the fabric of these
lessons.
UNIT EIGHT: GLOBAL CONNECTIONS AND INTERACTIONS

CONTENT TOPIC A: Social and political patterns and change
Suggested Time: Nine to eleven class periods
LESSON # 40
AIM: How are nations trying to cope with increasing population pressures?
OBJECTIVE: Students will be able to

¾ discuss the definition of overpopulation in reference to the use of space and
allocation of resources
¾ discuss the impact of science and technology on this area
¾ Evaluate population problems in China, India, Latin America,
Africa
¾ explain the connection of overpopulation to other problems such as poverty,
urbanization, political instability, social conflict
¾ assess the effectiveness of programs designed to control population growth such as one -
child policy (China), family planning movement (India)
SUGGESTED DOCUMENTS/RESOURCES
Global History and Geography 4 Resource Guide – pp. 188 - 205
http://www.peopleandplanet.net/doc.php?id=199&section=2
http://www.peopleandplanet.net/doc.php?id=2480
http://www.rand.org/publications/RB/RB5044/
http://www.populationconnection.org/Reports_Publications/Reports/report18.html
http://www.rand.org/publications/RB/RB5045/
http://www.adopting.org/adoptions/china-eases-one-child-policy.html
http://www.overpopulation.com/faq/Population_Control/one_child.html
http://divemad.com/family_plan_3.htm
http://dieoff.org/page57.htm
New York State Standard: 3,4 Theme: Needs and Wants, Urbanization
LESSON # 41
AIM: How can we explain the patterns of migration we see at the end of the 20th
century?

¾ trace the major migration patterns on a map including the Turkish and Italian
migration to Germany, Russian Jews to Israel and the U.S., North African to
France and the Latin American and Asian immigration to the U.S.
¾ discuss the migrations and the rise of nativism and ethnic tensions in the receiving
countries
26
¾ compare current migrations to earlier migrations

¾ explain the nature of ethnic conflicts and how they contribute to the current trends in
migrations .(e.g. Hutus and Tutsis)
SUGGESTED DOCUMENTS/RESOURCES
http://www.migrationinformation.org/GlobalData/
http://www.cis.org/
http://news.bbc.co.uk/1/shared/spl/hi/world/04/migration/html/migration_boom.stm
http://www.migrationinformation.org/Profiles/display.cfm?ID=176
http://migration.ucdavis.edu/mn/comments.php?id=910_0_5_0_C
http://old.mbconf.ca/mb/mbh3601/africa.htm
New York State Standard: 1,2,3 Theme: Movement of Peoples and Goods
LESSON # 42
AIM: To what extent societies balance the need for economic development with their
need to preserve their culture?

¾ discuss the threats to the culture posed by industrialization and modernization
¾ explain reasons for the need for economic development- impact on life expectancy,
standard of living, the natural environment
¾ describe the conflict over development between developing and
developed nations
¾ assess the possibility of sustainable economic development with regard to the
needs of future generations
¾ use a case study (e.g. Japan, a nation of the Middle East such as
Saudi Arabia, Egypt, Algeria, an African or Latin American
nation
SUGGESTED DOCUMENTS/RESOURCES:
http://www.explorejapan.com/land.htm
http://en.wikipedia.org/wiki/Japan#Culture
http://the-saudi.net/saudi-arabia/culture.htm
http://en.wikipedia.org/wiki/Human_rights_in_Saudi_Arabia
http://www.egyptvoyager.com/photogallery.htm
Standard: 1-5 Theme: Change, Interdependence
LESSON # 43
AIM: To what extent do ethnic tensions threaten stability?

Note to teacher: Use a case study to analyze current religious/ethnic tensions in two of
the following:
o Northern Ireland
27
o The former Yugoslavia (Serbs, Croats, Muslims)

o Indonesia (Muslims, Christians, Chinese, native peoples
o China, Mongolia
o Iraq (Shiites, Sunnis, Kurds)
¾ Discuss the role that economic and political development has played in these conflicts
¾ Determine the extent to which regions are in danger of splintering economically and
politically
¾ Assess the value of efforts made both domestically and by international organizations to
defuse these conflicts
http://www.bostonreview.net/BR29.5/dewaal.html
http://www.arhiva.serbia.sr.gov.yu/news/2004-03/01/333304.html
http://www.inthesetimes.com/site/main/article/1789/
http://www.preventconflict.org/portal/main/background_intergroup_relations.php
http://www.geohistory.com/GeoHistory/GHMaps/GeoWorld/ethnic.html
Standard: 1-5 Theme: Change, Conflict, Power
LESSON # 44
AIM: How can we explain the economic inequalities the world?
OBJECTIVES: students will be able to:

¾ Define: economic decision making, dichotomy
¾ explain the increasingly global aspect of economic decision making
¾ discuss the basis for economic decision making in the industrialized and
non-industrialized world
¾ assess the progress of developing free market economies in the
developing world
¾ analyze the connection between modernization and urbanization, social and political
inequality
¾ discuss the growing economic disparities between the developing and developed world
http://www.irrawaddy.org/news/index.html?
http://www.ifla.org/VII/dg/srdg/srdg4.htm
http://www.eh.net/XIIICongress/Papers/vanderEng.pdf
http://www.mqup.mcgill.ca/book.php?bookid=930
Standard: 1,2,4 Theme: Change, Economic Systems, Needs and

Wants
LESSON # 45
AIM: How does the gap between the rich and poor nations affect the world?

28
¾ Identify on a map regions considered a part of the global north

and the global south (North-Western Europe, North America,
Japan and Australia; South-Asia, African and Latin America)
¾ Describe the economic differences between the global north
and the global south (market versus command economies)
¾ Explain why emerging nations have difficulty reaching their
economic goals (geography, population, poverty, economic
dependence, lack of political stability)
¾ Assess why some emerging nations view economic
interdependence as a new form of imperialism.
Global History & Geography Resource Guide --- pp. 155 -- 163
http://www.cnr.umn.edu/bp/courses/cd/ev7.html
whalonlab.msu.edu/.../ 3rd_world_countries.htm
www.mofa.go.jp/ policy/un/ldc/map.html
Standard: 2, 3,4,5 Theme: Economic Systems, Needs and Wants,

Human and Physical Geography
LESSON # 46
AIM: How has economic development affected the role and status of women and children?
(Case Study: South Korea and/or India)

¾ Discuss the connection between economic development and child labor, “sweatshop”
industries
¾ Assess the effects of development on the status of women
¾ Describe the impact of democratic movements on the status of women
http://unpac.ca/economy/g_migration.html
http://www.pbs.org/now/classroom/women.html
http://www.un.org/News/Press/docs/2003/wom1390.doc.htm
http://www.childlaborphotoproject.org/
http://www.anti-slaverysociety.addr.com/tocclab.htm
Standard: 2, 4,5 Theme: Human Rights, Justice, Economic Systems
LESSON # 47
AIM: Is a fair balance between economic development and environmental needs possible?
OBJECTIVES:: Students will be able to:

¾ identify and explain the threats posed by industrialization and
misuse of natural resources (water, land, air)
29
¾ analyze current global environmental problems –

desertification (Sahel), deforestation (Amazon Basin), toxic
waste, nuclear safety (Chernobyl), endangered species (Africa)
¾ describe the conflict over development between developing and
developed nations
¾ evaluate the possibility of sustainable economic development
with regard to the needs of future generations
SUGGESTED DOCUMENTS/RESOURCES: \
Global History and Geography 4 Resource Guide --- pp. 169 – 187
http://www.unep.or.jp/ietc/Publications/Integrative/EnTA/AEET/7.asp
http://dieoff.org/page57.htm
http://www1.oecd.org/publications/observer/213/Article1_eng.htm
Standard: 2-5 Theme: Change, Interdependence, Environment

and Society
LESSON # 48
AIM: To what extent can we rely on science and technology to cure the ills of the 21st
century?

¾ discuss the many changes in science and technology and their impact on peoples’ lives,
e.g. agriculture (Green Revolution), space exploration, medical breakthroughs (disease
control, genetics)
¾ analyze the problems associated with technology, e.g. global warming, increasing
competition for dwindling resources, development of weapons of mass destruction etc.
http://www.poptech.org/
http://ep.llnl.gov/bep/socsci/9/tImpact.html
http://www.foodfirst.org/media/opeds/2000/4-greenrev.html
http://www.nasa.gov/externalflash/cev_front/index.html
http://vava.essortment.com/fossilfuelimpa_rhxu.htm
http://www.indiantelevision.com/tube/y2k4/june/junetube51.htm
http://www.nationalgeographic.com/xpeditions/lessons/18/g912/thys.html
http://www.pbs.org/wnet/extremeoil/teachers/lp1.html
Standard: 2-5 Theme: Change, Science and Technology

30
NOTE: THE FOLLOWING MODEL LESSON IS BASED ON LESSON # 4 OF THIS

PACING
CALENDAR
Aim of lesson: Was the Cold War inevitable?
CONNECTION After World War II Europe was in a state of destruction. Pounded by the ravages of
(5 Minutes) war, victors as well as losers struggled to recover. Soviet troops remained in position
throughout eastern Europe while Germany was divided with Allied troops in the west
and the Soviets in the east. The great powers of the early 20th century had been
weakened and exhausted making way for the emergence of what became known as the
two superpowers that will dominate the world scene for the next fifty years (the United
States and Soviet Union). This lesson will examine the nature of the relationship
between those superpowers and the origins of what came to be known as the Cold War.
Whole Group We will analyze a series of documents that will help us understand the origins of the
MINI LESSON conflict between the United States and its allies and the Soviet Union. We will also
(10-12 Minutes) understand why we call it the “Cold War.” I am now going to read to you a portion of
what became known as the “Iron Curtain” speech delivered by British Prime Minister
* Content- Skill Winston Churchill in 1946. Let us see how we should analyze what he is saying. Read
Point
the following from the Global History and Geography 4 Resource Guide: Document 3,
* Set purpose page 5, paragraph five, which begins, “From Stetting in the Baltic to Trieste in the
for Document Adriatic…” We analyze a document by asking ourselves, what is being said. So the
focus first thing I would do is list some facts from this statement. Elicit these facts from
students and write them on the board. Then ask the class, Why is Churchill alarmed?
Why does he refer to this situation as an “Iron Curtain?”
After a brief discussion explain, that the class will examine several documents in the
same that will help us understand the focus of the lesson.
Materials to be used:
Small Group Global History and Geography Resource Guide,
(18-20 Minutes) P. 3 – Document 1: Map of Europe 1945
P. 5 – Document 3: Churchill’s “Iron Curtain” Speech 91946)
* Learners in
pairs/groups read
Selections from:
independently http://history.acusd.edu/gen/20th/coldwar1.html - “The Cold War Begins”
www.historywise.com/KoTrain/Courses/HT/HT_Foreign_Affairs.htm - “The Plain
* Learners discuss Speaking Man of Independence”
documents in http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.php
groups
- “The Berlin Airlift”
* Learners http://history.acusd.edu/gen/20th/truman45.html - “The First Year of the Cold War,
reconvene to 1945”
interact on http://history.sandiego.edu/gen/USPics2/58724.jpg - Cartoon/Map: “Trouble Spots”
findings http://www.ibiblio.org/expo/soviet.exhibit/coldwar.html - “Cold War: Post-War
31
Estrangement”
Divide the class into groups of four. Distribute the map cited above to every group. In
addition distribute two of the eight selections listed above. Each group will be asked to
examine the documents and complete the chart below.
Reasons for U.S. Soviet Conflict
Each group will write a short persuasive essay, citing evidence in the documents they
examined, taking a position expressing their opinions as to the inevitability of the
conflict between the United States and the Soviet Union.
Whole group In large group discussion, each group will explain their poster and read their essay.
* Summarize Using the essays as a basis of discussion students will debate the inevitability of the
learnings conflict. From this discussion, teacher will elicit from the class a definition of the term,
“Cold War.”
Homework Assignment: Students will read about the creation of the UN. Have them
write a short writing piece for report explaining why there was optimism that an
international organization might prevent future wars.
32
SUGGESTIONS FOR REGENTS REVIEW
A thorough review and preparation for the Regents Examination in

Global History and Geography should be considered an absolute
necessity and a major professional responsibility of the teacher.
Although familiarization with Regents type skills and content should
have been an ongoing process throughout your students’ global history
experience, a concentrated review is now paramount.
Planning the scope and sequence of the review carefully will go a long
way in optimizing usage of time and resources. The teacher should
keep in mind the following:
A sufficient amount of time must be allocated for review of

two years work. It is recommended that a minimum of two to
three weeks be set aside for this purpose. This would be
exclusive of Unit Eight material.
Review is not re-teaching. The teacher should not expect to
“cover” the material in the same way it was originally taught.
It is recommended that a review book be used in conjunction
with other review activities. Several are available.
A number of internet sites are available to assist you and your
students. Below is a list of some.
http://www.edusolution.com/ --- Resource for Regents
Review
http://www.emsc.nysed.gov/ciai/social.html --- New
York State
Education Department site for previous social studies
exams, rubrics and answer keys.
http://www.regentsprep.org --- contains a full program
for Regents Review
http://www.region4.nycenet.edu/instruction/socialstudie
s/ -- Region 4 Social Studies web site containing
curriculum, glossaries and related web sites.
GLOBAL HISTORY AND GEOGRAPHY 4 SAMPLE REGENTS REVIEW LESSON

Aim of lesson: How has nationalism proven to be a force for both good and evil?
CONNECTION Throughout your study of World History we have examined how
(5 Minutes) nationalism has both a positive and negative impact on people. Elicit from
your students the definition of nationalism (Nationalism is a belief that each
nationality or ethnic group is entitled to its own government and national
homeland and can be a force to instill pride in one’s nation.)
Today we will review historical trends related to nationalism and examine
33
how it had either a positive or negative influence on the people of a nation or

region.
Whole Group I will demonstrate to you how nationalism can be both a positive and
MINI LESSON negative force. Let us look at ways it can be a positive force:
(10-12 Minutes)
Positive Negative
* Content- Skill
Can unite a people People in one nation may think they
Point
People can achieve self are better than people in another
* Set purpose determination Can create competition among
for Document Love of country can unite people in nations
focus a common cause Competition an lead to conflict
If dominated by another power may
motivate them to push them out
Now that I have shown you the process of how we might analyze
nationalism let us look at the impact of nationalism in different parts of the
world and throughout our study of global history. With your review book
and the documents provided, examine the positive and negative impact of
nationalism on the events listed
List materials, books, documents to be used:
Small Group Regents Review Book
(18-20 Minutes) Notebook notes
Materials from
* Learners in
pairs/groups read
www.regentsprep.org/Regents/global/themes/nationalism/index.cfm
independently Teacher will select and reproduce documents/materials as follows:
Global History and Geography 3 Resource Guide pp. 116-140
* Learners discuss Global History and Geography 4 Resource guide pp. 109-131
documents in
groups
The role of Nationalism in the development of the Nation State
* Learners Nationalism in France under Napoleon
reconvene to Latin American Independence Movements in the early 18th Century
interact on findings Unification of Italy and Germany
Nationalism under Hitler and Mussolini
19th century Imperialism
Independence movements in Africa and Asia after WWII
Nationalism and the Balkans during the 1990s
Relations among the peoples of the Middle East
Students will be divided into groups of four. In each group they will
research two of the topics. For each they must list the positive and negative
aspects of nationalism as well as the reasons why nationalism played that
role in the events surrounding the circumstances. Have them develop a topic
specific “T” chart listing the positive and negative features in each
movement. As a group they should write a paragraph, in the form of a report
for information, explaining how these events demonstrate the positive or
negative aspects of nationalism.
34
Whole group During the whole group discussion, each group will present their report and
* Summarize explain their findings. The paragraphs will be collected, graded, duplicated
learnings and distributed to the class in a timely fashion. This will help provide the
class with review notes.
*Discuss next As a homework assignment, have students examine Regents examinations
lesson from their review books or on line at
http://www.nysedregents.org/testing/socstre/regentglob.html
and note all the short answer questions and essays that involve nationalism as
a theme.
35
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.
36

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1

REGION 4 LEARNING SUPPORT

New York City Department of Education

Reyes Irizarry, Regional Superintendent

TO: Global History and Geography Teachers:

Edward Alvarez – Teacher Grover Cleveland High School

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

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3, 3, 4, 5 Themes: Change, Geography, Justice,

UNIT SEVEN: 20TH CENTURY SINCE 1945

OBJECTIVES: Students will be able to:

New York Standards:2,3,4,5 Themes: Power, Interdependence , Change

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

New York State Standards: 2, 3, 4, 5 Themes: Change, Conflict, Power, Science

OBJECTIVES: Students will be able to:

New York State Standards: 2, 4, 5 Themes: Interdependence, Power and

OBJECTIVES: Students will be able to:

¾ Evaluate the reasons for the limited scope of the military

OBJECTIVES: Students will be able to:

New York State Standard: 2, 3, 4, 5 Themes: Power, Conflict, Political Systems

UNIT SEVEN: 20TH CENTURY SINCE 1945

OBJECTIVES: Students will be able to:

New York State Standard: 2,3,4 Theme: Economic Systems, Power

OBJECTIVES: Students will be able to:

New York State Standard: 2,3,4,5 Theme: Political Systems, Economic

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

UNIT SEVEN: 20TH CENTURY SINCE 1945

Suggested Time: Six to eight class periods

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Change, Nationalism, Power

OBJECTIVES: Students will be able to:

New York Standard: 2 Theme: Nationalism, Change

OBJECTIVES: Students will be able to:

New York State Standard: 2,4 Theme: Change, Economic Systems,

OBJECTIVES: Students will be able to:

New York State Standard: 2,4 Theme: Change, Economic Systems,

OBJECTIVES: Students will be able to:

¾ Describe the Four Modernizations and its impact on China’s economy.

New York State Standard: 2 Theme: Power, Change

OBJECTIVES: Students will be able to:

New York State Standard: 2 Theme: Power, Conflict, Economic Systems

UNIT SEVEN: THE 20TH CENTURY SINCE 1945

OBJECTIVES: Students will be able to:

OBJECTIVES: Students will be able to:

New York State Standard: 2, 5 Themes: Imperialism/Nationalism

OBJECTIVES: Students will be able to:

New York State Standards: 2, 5 Theme: Human/Physical Geography, Conflict

OBJECTIVES: Students will be able to:

New York State Standards: 2, 5 Theme: Human/Physical Geography and

OBJECTIVES: Students will be able to:

New York State Standards: 2,3 Theme: Nationalism/Conflict

OBJECTIVES: Students will be able to:

Human Rights, Justice

OBJECTIVES: Students will be able to:

New York State Standards: 2 Theme: Political Systems, Change

OBJECTIVES: Students will be able to:

New York State Standards: 1, 2 Theme: Human Rights, Change,

UNIT SEVEN: THE 20TH CENTURY SINCE 1945

OBJECTIVES: Students will be able to:

New York State Standards: 2, 3, 4, 5 Theme: Political Systems, Conflict,

OBJECTIVES: Students will be able to:

Global History and Geography 4 Resource Guide -- p. 52-57

A sufficient amount of time must be allocated for review of