El Segundo Unified School District

El Segundo High School

 

Course Title:  World History

Department:   Social Studies

Grade Level:   10

 

Course Description

World History

 

Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.

 

 

Course Length:  One Year

Prerequisite for Enrollment: 10th Grade Standing

Type of Course: College Preparatory.  High School Graduation Requirement

 

 

Course Outline and Standards

Based on the California State Standards for World History

 

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.  (Meaningful Integration of Core Knowledge)

  1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views

      of law, reason and faith, and duties of the individual. (Critical Thinking/Problem Solving)

  1. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.(Meaningful Integration of Core Knowledge)
  2. Consider the influence of the U.S. Constitution on political systems in the contemporary world. (Meaningful Integration of Core Knowledge, Personal/Social Development)

 

10.2 Students compare and contrast the Glorious Revolution of England, the

American Revolution, and the French Revolution and their enduring effects

worldwide on the political expectations for self-government and individual

liberty.  (Critical Thinking/Problem Solving, Personal/Social Development)

  1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).  (Critical Thinking/Problem Solving)
  2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). (Meaningful Integration of Core Knowledge)
  3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.(Meaningful Integration of Core Knowledge, Personal/Social Development)
  4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. (Critical Thinking/Problem Solving, Effective Communication)
  5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. (Critical Thinking/Problem Solving, Effective Communication)

 

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. (Meaningful Integration of Core Knowledge)

  1. Analyze why England was the first country to industrialize.(Critical Thinking/Problem Solving)
  2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). (Meaningful Integration of Core Knowledge, Personal/Social Development
  3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. (Critical Thinking/Problem Solving, Effective Communication)
  4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.(Meaningful Integration of Core Knowledge, Critical Thinking/Problem Solving, Personal/Social Development)
  5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. (Critical Thinking/Problem Solving, Personal/Social Development)
  6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. (Critical Thinking/Problem Solving)
  7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. (Meaningful Integration of Core Knowledge, Effective Communication)

 

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. (Meaningful Integration of Core Knowledge, Personal/Social Development)

  1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).Meaningful Integration of Core Knowledge)
  2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.(Effective Communication,Critical Thinking/Problem Solving)
  3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.(Effective Communication)
  4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.(Effective Communication, Personal/Social Development)

 

10.5 Students analyze the causes and course of the First World War. (Meaningful Integration of Core Knowledge)

  1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.” (Critical Thinking/Problem Solving)
  2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).(Meaningful Integration of Core Knowledge)
  3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. (Problem Solving ,Effective Communication)
  4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.(Personal/Social Development, Meaningful Integration of Core Knowledge)
  5. Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens(Effective Communication, Personal/Social Development)

.

10.6 Students analyze the effects of the First World War.(Meaningful Integration of Core Lnowledge)

  1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.(Meaningful Integration of Core Knowledge, Effective Communication)
  2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.(Critical Thinking/Problem Solving)
  3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.(Critical Thinking/Problem Solving,)
  4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway). (Effective Communication, Personal/Social Development)

 

10.7 Students analyze the rise of totalitarian governments after World War I. (Meaningful Integration of Core knowledge)

  1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).(Critical Thinking/Problem Solving)
  2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).(Meaningful Integration of Core Knowledge)
  3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits (Critical Thinking/Problem Solving, Personal/Social Development)

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10.8 Students analyze the causes and consequences of World War II. (Meaningful Integration of Core Knowledge)

  1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.(Meaningful Integration of Core Knowledge)
  2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.(Critical Thinking/Problem Solving)
  3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.(Meaningful Integration of Core Knowledge)
  4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).(Meaningful Integration of Core Knowledge)
  5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.(Meaningful Integration of Core Knowledge, Personal/Social Development)
  6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.(Critical Thinking/Problem Solving)

 

 

10.9 Students analyze the international developments in the post–World War II world. (Meaningful Integration of Core Knowledge)

  1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. (Critical Thinking/Problem Solving)
  2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.(Meaningful Integration of Core Knowledge, Critical Thinking/Problem Solving)
  3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.(Critical Thinking/Problem Solving)
  4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).(Critical Thinking/Problem Solving, Effective Communication)
  5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control. (Meaningful Integration of Core Knowledge, Personal/Social Development)
  6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs. (Meaningful Integration of Core Knowledge)
  7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. (Critical Thinking/Problem Solving)
  8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.(Meaningful Integration of Core Knowledge)

 

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. (Meaningful Integration of Core Knowledge)

  1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. (Critical Thinking/Problem Solving)
  2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. (Meaningful Integration of Core Knowledge, Personal/Social Development)
  3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy. (Effective Communication)

 

10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). (Meaningful Integration of Core Knowledge, Personal/Social Development, Critical Thinking/Problem Solving)

 

 

Instructional Methods

1.      Lecture and guided practice

2.      Investigations

3.      Class work and Homework

4.      Individual work

5.      Group work

6.      Projects

7.      Film/Video

8.      Discussion/Debate

 

 

 

 

Evaluation/Grading of Student Work

   1.Quizzes and Chapter Tests

   2.Homework and Classroom Participation

   3.Projects

   4.Writing Assignments

   5.Final Exam

 

Instructional Materials

  1. Text;  Modern World History, by Mcdougal Littell
  2. Supplemental Material Handouts
  3. Films