Massachusetts World History 1750 Standards Alignment Matrix
Massachusetts State Standards Alignment MatrixTopic I: Absolute power, political revolutions, and the growth of nation states, c. 1700–1900 [WHII.T1]Supporting Question: What are the similarities and differences of political revolutions in this period?1. Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs. a. the Thirty Years War in central Europe (1618–1648) and the Peace of Westphalia (1648) b. the rise of the French monarchy, the policies and influence of Louis XIV (1638–1718), and the design of the Château de Versailles as a symbol of royal power c. the growing power of Russian czars, including the attempts at Westernization by Peter the Great (1682–1785), the growth of serfdom, and Russia’s rise as an important force in Eastern Europe and Asia; and the rise of Prussia, Poland, and Sweden in the 17th and 18th centuriesUNIT 1: Evaluate how history stories are complicated and enriched by multiple perspectivesUNIT 2: Evaluate the importance of ideological and material conditions in producing revolutions.WH AP UNIT 3: Evaluate the similarities and differences between how and why various land-based empires developed and expanded from 1450 to 1750.WH AP UNIT 4: Explain the effects of the development of centralized state power from 1450 to 1750.UNIT 1: European States and Empires; Qing Dynasty; Eighteenth-Century Battle Royale: Empire Edition; Source Collection: Europe and China in 1750; The Rise of the West?; Empire Building; The Ottoman Empire; Mughal Empire; The Tokugawa Shogunate; The Omani EmpireUNIT 2: Diderot’s 1750 Encyclopedia; SovereigntyWH AP UNIT 3: From Muscovy to the Russian EmpireWH AP UNIT 4: State Centralization and Resistance; Source Collection: Imperial Expansion, Competition, and Resistance2. Explain the reasons for the Glorious Revolution in England and why England was the main exception to the growth of absolutism in royal power in Europe. Clarification Statement: Students have been introduced to the topic of absolute and constitutional monarchies as forms of government in World History I.UNIT 2: Evaluate the importance of ideological and material conditions in producing revolutions.UNIT 2:Magna Carta, the Glorious Revolution, and American Democracy3. Analyze the various political, social, intellectual, and economic causes of the French Revolution (e.g., the influence of Enlightenment philosophy, the development of a middle class, the excesses and growing economic struggles of the French monarchy, the incompetence and corruption of the monarchy and government officials).UNIT 2: Identify the conditions that led to revolutions in the Atlantic world.UNIT 2: The Enlightenment; Diderot’s 1750 Encyclopedia; Enlightenment Quotes; Source Collection: Words of the Enlightenment; Sovereignty; Economic and Material Causes of Revolt; Causation: Revolutions; Causal Map: Revolutions; The Atlantic Revolutions; Recipe for a Revolution4. Summarize the main events of the French Revolution and analyze whether the revolution achieved its desired goals. UNIT 2: Identify the conditions that led to revolutions in the Atlantic world.UNIT 2: The Atlantic Revolutions; Recipe for a Revolution; Appraising Napoleon
2Clarification Statement: Students may use the following events to address this standard.a. the Estates General and the National Assembly b. the storming of the Bastille on July 14, 1789and the Declaration of the Rights of Man and Citizen c. the execution of Louis XVI in 1793 d. Robespierre and the Reign of Terror (c. 1793–1794) e. the rise and fall of Napoleon and the French Empire (1804–1815) f. the Congress of Vienna (1814–1815)5. Compare the causes, goals, and outcomes of the American Revolution (1776–1787), the French Revolution (1789-1799), and the Haitian Revolution (1791–1804), and analyze the short-term and long-term impact of these revolutions on world history. Clarification Statement: Students may use the following examples to address this standard. a. the revolutions’ contributions to modern nationalism b. the abolition of theocratic absolutism and remaining feudal restrictions and obligations in France c. the revolutions’ support for the ideas of popular sovereignty, religious tolerance, and legal equalityUNIT 2: Identify the conditions that led to revolutions in the Atlantic world.UNIT 2: Visual Vote; The Atlantic Revolutions; Recipe for a Revolution; Making Claims: Revolutions; The Haitian Revolution; Symbols of the Haitian Revolution; Economic and Material Causes of Revolt; Causation: Revolutions; Causal Map: Revolutions6. Analyze the causes and methods of the unification of both Italy and Germany, including the respective roles of Cavour and Bismarck, and the effect that such unification had on the balance of power in 19th century Europe.UNIT 2: Assess the connections between political revolutions and nationalist wars of unification.UNIT 2: Nationalism; Origins and Impacts of Nationalism; Nationalism or Not?; Source Collection: Revolutions and Nationalism; The World Revolution of 1848; Writing: Revolution Roadblocks; Italian Nationalism; Bismarck and German Unification7. Identify the major political, social, and economic developments of Central and South American and Mexican history in the 19th century and analyze how these developments were similar to or different from those in Europe during the same time period. Clarification Statement: Students may use the following as examples to address this standard. UNIT 2: Identify the conditions that led to revolutions in the Atlantic world.UNIT 2: The Atlantic Revolutions; Recipe for a Revolution; Making Claims: Revolutions; Source Collection: Revolutions and Nationalism; Manuela Sáenz, Jonotas, and Natan*Teachers may need to supplement to fully
3a. the wars for independence that led to the creation of Latin America’s modern nation-states, including the influence and ideas of Simón Bolívar, José de San Martin, and their connections to the Haitian, American, and French Revolutions b. economic and social stratification c. the role of the Catholic Church d. the 19th century wars between Liberals and Conservatives over whether to maintain or destroy the legacies of Spanish colonialism e. the Mexican-American War of 1846-1848 and Mexico’s resulting loss of half of its territory to the United States f. the growing power of the United States and its economic and political impact on Central America and the Caribbean, especially in the period before the Spanish-American War of 1898 g. the persistence of slavery in Cuba, Puerto Rico, and Brazil until the end of the 19th centuryexplore the specific examples recommended in this standard.Topic 2. The Agricultural and Industrial Revolutions in Europe and social and political reactions in Europe [WHII.T2]Supporting Question: In what ways did the Agricultural and Industrial Revolutions bring improvements as well as new challenges in Europe and the United States?1. Analyze the economic, political, social, and technological factors that led to the Agricultural and Industrial Revolutions. Clarification Statement: Students may use the following as examples to address this standard. a. technological advancements in agricultural practices during the 18th century and their impact on productivity of farms b. the presence of coal that could be relatively easily mined in Britain for use in coalfired furnaces and engines c. the technological advancements of the textile, energy, and transportation industries in the 18th and 19th centuries d. the transatlantic slave trade and its role in supplying Europe with cheap raw materials such as cotton from North American Southern states and products such as sugar from South American and the Caribbean Islands e. the expanding markets for manufactured goods in the UNIT 3: Understand and evaluate the causes of the Industrial Revolution and analyze how it changed human communities, networks, and systems of production and distribution.UNIT 4: Explain how industrialization transformed society in the nineteenth century.WH 1200 UNIT 3: Evaluate the interactions between European empires and new economic systems.UNIT 3: Origins of the Industrial Revolution; Scale of the Industrial Revolution; The Industrial Revolution; The Railroad Journey and the Industrial Revolution; Innovations and Innovators of the Industrial Revolution; Images of the Industrial Revolution; Contextualization: How Was Industrialization Possible?; Imperialism and Deindustrialization in IndiaUNIT 4: The Emergence of Industrial Capitalism; Smith, Marx, and Keynes; Comparing Thinkers; Why Was Slavery Abolished? Three Theories; Sourcing: Why Was Slavery Abolished?; Capitalism and Slavery
4Americas and Africa, and the decision of China to withdraw from Indian Ocean trade, opening the way for the British East India Company and similar trading companies of other European nations to trade in Southeast Asia f. the impact of Adam Smith’s economic theories and the investment of capital by entrepreneurs on the development of new industriesWH 1200 UNIT 3: Overview of New Economic Systems; The East India Company: Pioneering Corporation or Plundering Pirates2. Evaluate the economic and social impact of the Agricultural and Industrial Revolutions in England, including population growth and the migration of workers from rural areas to new industrial cities, the emergence of a large middle class, the growing inequity in wealth distribution, the environmental impact of industrialization, and the harsh working and living conditions for the urban poor.UNIT 3: Understand and evaluate the causes of the Industrial Revolution and analyze how it changed human communities, networks, and systems of production and distribution.UNIT 4: Explain how industrialization transformed society in the nineteenth century.UNIT 3: Urbanization Game; Transformation of Manchester; Images of the Industrial Revolution; Making Clean Water; Coal Miners; The Global Transformations of the Industrial Revolution; Industrialization and Migration; Causation: Industrialization to MigrationUNIT 4:Class Structure; Assembly Line Simulation; Responses to Industrialization; Graphic Biography: Ottilie Baader; Ask Ottilie Baader; The Life of Nailers3. Analyze how the Industrial Revolution gave rise to new social, political, and economic philosophies such as feminism, socialism and communism, including ideas and influence of Robert Owen and Karl Marx.UNIT 4: Analyze how industrialization impacted people’s lives in the long nineteenth century, and how these impacts continue to affect our modern world.UNIT 4: Unit 4 Overview; Unit 4 Introduction: Transformation of Labor and Social Relations; Pyramids of Capitalism; The Emergence of Industrial Capitalism; Rise of the Proletariat; Economic Systems Simulation; Capitalism and Socialism: Crash Course World History; Smith, Marx, and Keynes; Comparing Thinkers; Making Claims: Capitalism and Socialism; Class Structure; Responses to Industrialization; Ottilie Baader; Comparison: Women’s Suffrage; A World Tour of Women’s Suffrage; Changing Gender Roles; Claim Testing: Social Class and Gender4. Explain the impact of British economic and political reform movements such as labor unions on creating political reforms during the 19th century. Clarification Statement: Students may UNIT 4: Analyze how industrialization impacted people’s lives in the long nineteenth century, and how these UNIT 4: Rise of the Proletariat; Class Structure; Responses to Industrialization; Ottilie Baader; Contextualization: Child
5use the following examples to address this standard. a. the expansion of suffrage for men throughout the 19th century through various popular movements and the emergence of political liberalism, and the movement for women’s suffrage b. the development of labor laws and social reform laws such as the Factory Act of 1833 and the Mines Act of 1842 c. the development of government-provided social welfare programs such as unemployment insurance and old age pensionsimpacts continue to affect our modern world. Assess the new labor and economic systems that emerged during the long nineteenth century.Labor; Child Labor and Reform Movements; The Sadler Report; Data Exploration: Child Labor; Household Hints; Comparison: Women’s Suffrage; A World Tour of Women’s Suffrage5. Explain how industrialization spread from Great Britain to continental Europe and the United States and how industrial development affected the political balance of power among nations.UNIT 3: Assess the roles of global industrialization and nationalism in the creation of new empires and the rise of the nation-state.UNIT 3: Origins of the Industrial Revolution; Scale of the Industrial Revolution; The Industrial Revolution; The Global Transformations of the Industrial Revolution; Industrialization and Migration;Causation: Industrialization to MigrationTopic 3. The global effects of 19th century imperialism [WHII.T3]Supporting Question: What factors led to European imperial ambitions?1. Locate on a map key locations outside of Europe controlled by the European countries in the 19th century (e.g., India, Canada, Australia, and much of Africa by Britain; the Philippines, western and southwestern parts of North and South America, and the Caribbean Islands by Spain; Cape Verde, Brazil, and parts of India by Portugal; North and West Africa by France; parts of central Africa by Belgium and Germany).UNIT 5: Describe how industrialization and nationalism led to imperialism and the expansion of empires.UNIT 5: Unit 5 Overview; Unit 5 Introduction: Imperialism, Colonialism and Responses; Industrialization and Imperialism Thematic Map; 1815 CE Political Map; 1871 Political Map2. Describe the causes of 19th century European global imperialism. a. competition among England, Spain, Portugal, France, the Netherlands, and Belgium beginning in the 15th century for economic gain, resources, and strategic advantage b. the importance of slavery and slave-generated capital to the Industrial Revolution; the role of European traders, merchants, and buyers in making the slave trade profitable in North and South America and the Caribbean Islands Clarification Statement: Students should understand that slavery in the Americas was an interconnected system, and that slavery did not just exist in the UNIT 5: Describe how industrialization and nationalism led to imperialism and the expansion of empires.WH ORIGINS UNIT 6: Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment. Evaluate the development of new hierarchies based on social class and race during this historical era.UNIT 5: Industrial Imperialism, the “New” Imperialism; Gentlemen of the Jungle; Tools of Imperialism; Imperialism Cartoons; The Berlin ConferenceWH ORIGINS UNIT 6:The Columbian Exchange; Crops that Grew the World; The Disastrous Effects of Increased Global Interactions c. 1500 to c. 1600; Pre-Writing: The Columbian Exchange; DBQ Sources: The Columbian Exchange; Writing: The Columbian Exchange; The Transatlantic
6Southern states of the United States (see United States History 1, standards 20–21). They should learn that the largest number of enslaved African men and women brought to the Americas (an estimated 4.9 million from the 16th to the 19th century) were sold to buyers in Brazil to work on sugar and coffee plantations and in mining.c. the integration of political, religious, and economic goals in the Spanish and Portuguese empires in the Americas, including the conversion of indigenous peoples by Jesuit and Franciscan missionaries, the spread of Spanish and Portuguese languages and the imposition of European political structures. d. the writings of 18th and 19th century European race theorists that posited differences among races and the superiority of the “Caucasian race” as scientific fact, including the concept of Social Darwinism, thus justifying European attitudes toward colonialism and slavery.Slave Trade; Source Collection: First Person Accounts of the Transatlantic Slave Trade; Impact of Slave Trade: Through a Ghanaian Lens3. Analyze the impact of Western imperialism in Asia, Africa, and Latin America. Clarification Statement: In addressing Standard 18, students should gain an overall view of what modern imperialism was and be able to relate that to their knowledge of earlier empires from World History I. Students may study in depth imperialism on one continent, choosing a former colony to research, and using maps, images, literature, and other primary and secondary sources to create a case study of the area before, during, and after the colonial period, explaining the process of decolonization, and evaluating the success of the independent nation.Indiaa. the economic and political relationship between India and Britain b. the role of the British East India Company in India c. development of new railway infrastructure in India d. the Indian Rebellion of 1857 e. the rise of Indian nationalism and the influence and ideas of Mahatma Gandhi in the 20th century for an independent India UNIT 3: Assess the roles of global industrialization and nationalism in the creation of new empires and the rise of the nation-state.UNIT 5: Examine the ways in which colonialism directly impacted societies, and how colonialism continues to do so today. Analyze the different ways colonized people responded to colonialism.WH 1200 UNIT 3: Evaluate the interactions between European empires and new economic systems.UNIT 3: Imperialism and Deindustrialization in India; Japan’s Home Run: The Meiji Restoration; Meiji Restoration: Japan’s Industrial Revolution; Iwasaki YatarōUNIT 5: Colonial Violence; Claim Testing: Imperialism; Contextualization: Opium Wars; Opium Wars and Economic Imperialism; Making Headlines; Sourcing: Differing Perspectives on Imperialism; Responses to Industrial Imperialism; Experiencing Colonialism: Through a Ghanaian Lens; Source Collection: Indigenous Responses to Imperialism; Colonialism and Resistance; Resisting Colonialism: Through a Ghanaian Lens; Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisu; Causation: Indian Uprising; 1857 Indian Uprising; Graphic Biography: Azizun of Lucknow; African Resistance to
7Chinaa. the spheres of influence and extraterritorial rights for European nations b. the role of the British East India Company in controlling the opium trade between India and China and the impact of the opium trade on Chinese society and politics c. the rise of anti-Western and nationalist movements during the 19th century Japana. the Meiji Restoration and the opening of Japan to the West b. the rapid modernization and industrialization of Japan c. the emergence of a growing Japanese empire in Asia by the early 20th century Africa a. the impact of European direct and indirect control of the existing political structure of African countries b. the exploitation of African people for European economic gain in a variety of industries c. agricultural changes and new patterns of employment d. interactions between India and East Africa e. the effects of assimilation on the people of Africa Latin Americaa. Spanish control of Cuba and Puerto Rico; Portuguese colonial rule in Brazil b. the drive by the United States to annex Mexico’s northern territories, the Dominican Republic, Nicaragua, Cuba, and other Caribbean territories c. the Spanish-American War of 1898ColonialismWH 1200 UNIT 3: Overview of New Economic Systems; The East India Company: Pioneering Corporation or Plundering Pirates4. Analyze the cultural impact of colonial encounters and trade on people in Western nations, drawing on examples such as a. Asian furniture, porcelain, and cloth made for export b. the introduction of new foods into Europe and the United States
8c. emerging academic fields of archaeology and cultural anthropology d. collections of art and artifacts from around the world exhibited in international expositions and museums e. the influence of Japanese and African art on European art styles of impressionism and cubism f. colonialism portrayed in literature and journalism by writers such as Rudyard Kipling, Edward. D. Morel, Joseph Conrad, Robert Louis Stevenson, and Isak Dinesen (Karen Blixen)Topic 4. The Great Wars, 1914–1945 [WHII.T4]Supporting Question: What were the causes and consequences of the 20th century’s two world wars?1. Analyze the factors that led to the outbreak of World War I (e.g., the emergence of Germany as a great power, the rise of nationalism and weakening of multinational empires, industrial and colonial competition, militarism, and Europe’s complex alliance systems.UNIT 6: Understand the causes and consequences of World War I and how this war was the first global and total war.UNIT 6: Tug-of-War; What Caused the First World War; “MAIN” Causes of War; The Course of the First World War; World War I Timeline; Pre-Writing: Causes of the First World War; DBQ Sources: Causes of the First World War; Writing: Causes of the First World War; How World War I Started2. Evaluate the ways in which World War I was a total war and its impact on the warring countries and beyond. a. the use of industrial weapons and prolonged trench warfare and how they led to massive casualties and loss of life b. the expansion of World War I beyond Europe into a global conflict (including the mobilization of Asian and African colonial subjects as troops to support military efforts and the reasoning for and impact of United States involvement; the impact on various nationalities, religious and ethnic groups) c. the impact of war on the home front in Europe, including the conscription, war propaganda, rationing, and government control of wartime industriesUNIT 6: Understand the causes and consequences of World War I and how this war was the first global and total war.UNIT 6: Defining Total War; World War I: A Total War; The First World War as a Global War; Making Claims: World War I; Britain and World War I; British Gas Hoods; Trench Fighting Tools; A Different War –Or More of the Same; Redefining Total War; World War I Poster Analysis; World War I Perspectives; Source Collection: World War I; Graphic Biography: Helen Fairchild; Graphic Biography: Dr. Rosa Luxemburg; 3. Analyze the political, social, economic, and cultural developments following World War I. a. the vast economic destruction resulting from the war b. the emergence of a “Lost Generation” in European countries UNIT 6: Assess the effects of the First World War on the communities that participated.UNIT 6: A Lost Generation; World War I Letters; Ripple Effects of World War I; Armenian Genocide; The Middle East and World War I; Southeast Asia and World
9c. the collapse of the Russian, Ottoman, and Austrian Empires d. the modernization of Turkey under President Kemal Atatürk e. the establishment of European mandates in the Middle East and the creation of modern state boundaries in the region f. the Armenian genocide g. the proceedings of the Paris Peace Conference and the Treaty of Versailles h. the global influenza pandemic of 1918–1920 i. the development of modernism in the arts, in the works by composers, visual artists, writers, choreographers, and playwrights such as Igor Stravinsky, Pablo Picasso, Max Ernst, René Magritte, James Joyce, Gertrude Stein, Virginia Woolf, Ruth St. Denis, Martha Graham, Bertolt Brecht, Luigi PirandelloWar IUNIT 7: Art and the World Wars4. Evaluate the negotiation of the Treaty of Versailles and how the treaty did or did not address the various issues caused by World War I. Clarification Statement: Students may address this standard by comparing and contrasting the Paris Peace Conference and the Congress of Vienna.UNIT 6: Assess the effects of the First World War on the communities that participated.UNIT 6: Planning for Peace; World War I Peace Talks5. Analyze the various developments of early 20th century Russian history including the Russian Revolution within the context of World War I, the growing political and social unrest under Czar Nicholas II, the emergence of the Bolshevik movement, the political revolutions of 1917, and the Russian Civil War.UNIT 6: Understand the causes and consequences of historical events that occurred during World War I, such as the Russian Revolution and the Armenian Genocide.UNIT 6:The Power of One: The Russian Revolution6. Analyze later developments in Russian history, including the creation of the Union of Soviet Socialist Republics (USSR) in 1922, the New Economic Plan (NEP) and the creation of a Soviet economy, artistic and cultural experimentation, the death of Lenin and the cult of his personality, and the power struggle that resulted in Stalin’s leadership.7. Identify the various causes and consequences of the global economic collapse of the 1930s and evaluate how governments responded to the effects of the Great Depression. a. restrictive monetary policies UNIT 7: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 7: Visual Hook; The Global Story of the 1930s; Contextualization: The Great Depression; News Headline; Source Collection: Economy in the Interwar Period
10b. unemployment and inflation c. political instability in weak democracies such as Germany d. the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman8. Identify the characteristics of fascism and totalitarianism as exhibited in the rise of the authoritarian regimes in Italy, Germany, and the Soviet Union during the 1920s and 1930s. Clarification Statement: Students should be able to compare and contrast fascism, totalitarianism, and liberal democracy and the ideas of Mussolini, Hitler, and Stalin.UNIT 7: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 7: A Nation in Crisis; What Is Fascism?; Internationalism Between the Wars; Exercising Authoritarianism; Political Party Platforms; Source Collection: Internationalism9. Evaluate the economic, social, and political conditions that allowed the rise of Hitler, Mussolini, and Stalin in their respective countries, and how each dictator repressed dissention and persecuted minorities. Clarification Statements: Students may examine the following examples of conditions leading to the rise of dictators to address this standard: a. the lingering resentment over World War I and the Treaty of Versailles b. the devastation of the Great Depression and the inability of fragile democracies to address those effects c. the rise of anti-Semitism and racist ideologies in Europe during the last decades of 19th and early 20th centuries Students should analyze the following examples of how each dictator repressed dissension and persecuted minorities: a. the arrest and execution of political opponents to Mussolini in Italy b. censorship of the press and propaganda c. the Nazi use of art as propaganda, promoting classicism and disparaging modernism as degenerate d. the great purges under Stalin, the development and maintenance of the gulag system, and it impact on Soviet society e. the policy of forced collectivization in the Soviet Union and the resultant forced famine genocide of the Ukrainian people, known as the Holodomor. UNIT 7: Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.UNIT 7: Appeasement; Appeasement; Fascism in Italy; Authoritarianism in Japan; Comparing Fascism and Authoritarianism in Germany, Italy, and Japan; Communism in the Soviet Union; Communism, Fascism, Both, or Neither!; Fascist Propaganda
11f. the Enabling Act, Night of the Long Knives, and Nuremburg Laws in Germany g. the use of paramilitary groups and youth movements10. Analyze the aggression of Germany, Italy, and Japan in the 1930s and early 1940s and the lack of response by the League of Nations and Western democracies. a. Italy’s invasion of Ethiopia (1935) b. the Spanish Civil War (1936–39) c. the Japanese invasion of China (1931), the Manchukuo State and the Nanjing Massacre (1937), and the Japanese invasion of the Philippines (1941–42)d. Germany’s militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Nazi-Soviet Pact of 1939, the German attack on Poland, and the changing responses of Great Britain and the United States to Hitler’s strategiesUNIT 7: Evaluate why internationalism failed to prevent the rise of fascism and the Second World War.UNIT 7: Fascism in Italy; Authoritarianism in Japan; Comparing Fascism and Authoritarianism in Germany, Italy, and Japan; Communism in the Soviet Union; Communism, Fascism, Both, or Neither!11. Analyze the effects of one of the battles of World War II on the outcome of the war and the countries involved: 1940: the Battles of Britain and Dunkirk; 1941: the attack on Pearl Harbor 1942: the Battles of Midway and, Corregidor 1943: Stalingrad and the Allied invasion of Italy 1944–1945: the invasion of Normandy, D-Day, the Battle of the Bulge, Battle of Berlin, Battle of Bataan and the subsequent Bataan Death March, the Battles of Iwo Jima, Okinawa, Manila and Corregidor12. Identify the goals, leadership, strategies, and post-war plans of the Allied leaders (i.e., Winston Churchill, Franklin D. Roosevelt, Joseph Stalin) and how wartime diplomacy affected the outcome of the war and the emergence of the Cold War.UNIT 7: Analyze the causes, scale, and consequences of World War II.UNIT 7: The Second World War; Economics in the Second World War; Causation: World War II; Source Collection: World War II13. Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about race and nation, and the Nazi dehumanization and planned extermination of the Jews and UNIT 7: Understand and evaluate the causes, scale, and consequences of the Holocaust.UNIT 7: “First They Came” Quote Analysis; The Holocaust; Graphic Biography: Sophie Scholl; Assessing Responsibility and Conscience; Source Collection: The
12persecution of LGBT and Gypsy/Roma people.Holocaust14. Analyze the decision of the United States to drop atomic bombs on Hiroshima and Nagasaki in order to bring the war with Japan to a swift conclusion and its impact on relations with the Soviet Union.UNIT 7: Analyze the causes, scale, and consequences of World War II.UNIT 7: Evaluating Japanese Surrender; Nuclear Weapons15. Evaluate the global political, economic, and social consequences of World War II. a. the physical and economic destruction through the bombing of population centers b. enormous disruption of societies and the deaths of millions of soldiers, civilians, colonial subjects, political opponents, and ethnic minorities c. support in Europe for political reform and decolonization d. the emergence of the U.S. and the Soviet Union as the world’s two superpowers e. the nuclear arms race between the U.S and the Soviet Union f. the establishment of the United Nations in 1945, the promulgation of the Universal Declaration of Human Rights, the adoption of the Nuremberg Principles to guide the Nuremberg Tribunal of 1945 and the expansion of the Geneva Conventions in 1949UNIT 7: Analyze the causes, scale, and consequences of World War II.UNIT 7: The Fallen of World War II; Thirty Years of Continuous War; Claim Testing: Global Conflict; Nuremberg Laws, Nuremberg Trials; The Banality of EvilTopic 5. The Cold War Era, 1945–1991 [WHII.T5]Supporting Question: How did the Cold War manifest itself in conflicts and shifting alliances in the second half of the 20th century?1. Identify the differences in worldview between the United States and the Union of Soviet Socialist Republics (USSR) and analyze how tensions between the USSR and the West led to the division of Europe.UNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.UNIT 8: Devastation of Old Markets; Cold War: An Overview; Sourcing: Who Started the Cold War?; USA vs. USSR Fight! The Cold War Crash Course World History2. Analyze the impact of transnational organizations and alliances such as the United Nations (UN), the European Economic Community (EEC), the North Atlantic Treaty Organization (NATO, 1949), the Warsaw Pact (1955), and the non-alignment movement on the developments of the Cold War.UNIT 9: Investigate how different groups have responded to globalization.UNIT 9: International Institutions
133. Evaluate the importance of key military and political developments on the outcome of the Cold War. Students may use one the following examples to address this standard. a. The partition of Germany and the Berlin Crises of 1948 and 1961 b. The Marshall Plan and the revival of Western Europe’s economy a. the policy of containment and its relation to the Korean War and the Vietnam War b. the emergence of the People’s Republic of China as a major power c. life in the USSR after Stalin’s death in 1953, the rule of Nikita Khrushchev, popular uprisings in Soviet-controlled countries such as the 1956 uprising in Hungary and the “Prague Spring” of 1968 d. the United States backing for the overthrow of Mossadegh in Iran (1953) and Arbenz in Guatemala (1954), demonstrating the stakes of the Cold War in non-Great Power countries e. Soviet-U.S. competition in the Middle East and the Soviet War in Afghanistanf. The Cuban Revolution and the Cuban Missile Crisis g. the arms race and arms control agreements (including the ABM and SALT treaties) h. détente and diplomatic efforts between the USSR and the WestUNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.UNIT 8: Simulation: Cold War Crisis; Arms Race, Space Race; The Cold War Around the World; Source Collection: The Cold War; Who Is “Winning” the Cold War?; 4. Analyze the major developments in Chinese history during the second half of the 20th century, including the Chinese Civil War and the triumph of the Communist Revolution in China, the rise of Mao Tse-Tung and political, social, and economic upheavals under his leadership, such as the Great Leap Forward and the Cultural Revolution, the Tiananmen Square student protests in Beijing in 1989 and economic reforms under the leadership of Deng Xiaoping.UNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.UNIT 8: Seeing Red; Chinese Communist Revolution; Chinese Communist Revolution in a Global Perspective; Painting the Revolution Red5. Analyze the development and goals of nationalist movements in Africa, Asia, Central and South America, and the Middle East, UNIT 8: Evaluate the connection between nationalism and decolonization UNIT 8: Making the Global Local: Comparing Decolonization in India,
14and evaluate how one of these movements and its leader brought about decolonization and independence in the second half of the 20th century (e.g., Fidel Castro in Cuba, Patrice Lumumba in Congo, Ho Chi Minh in Vietnam, Gamel Abdul Nasser in Egypt, Jawaharlal Nehru in India, Salvador Allende in Chile).movements during the period of the Cold War.Vietnam, Nigeria, and Algeria; The Middle East and the End of Empire; And Then Gandhi Came: Nationalism, Revolution, and Sovereignty; Resisting Colonialism: Through a Ghanaian Lens; Graphic Biography: Kwame Nkrumah; Decolonization Around the World; Decolonization One-Pager; Decolonization and the Cold War: Through a Caribbean Lens; Decolonization and the Cold War: Through an Asian Lens6. Explain the defense of and resistance to the official South African government policy of apartheid (legalized racial segregation) between 1948 and 1991, and analyze how opposition by the African National Congress, including resistance leader Nelson Mandela, and international organizations such as the United Nations, contributed to the downfall of apartheid.UNIT 8: Evaluate the connection between nationalism and decolonization movements during the period of the Cold War.UNIT 8: Apartheid7. Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflicts. a. the growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to Palestine b. anti-Semitism and the Holocaust c. the United Nations (UN) vote in 1947 to partition the western part of the Palestine Mandate into two independent countries d. Palestinian loss of land and the creation of refugees by Israeli military action e. the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries f. the various wars between Israel and neighboring Arab states since 1947, (e.g., the Six Day War and the Yom Kippur War) g. the diverse mix of cultures (e.g., Jews, Palestinians, and Arabs of Christian, Jewish, Muslim, and Druze backgrounds) in the region in the late 20th and early 21st centuries h. attempts to secure peace between Palestinians and Israelis, UNIT 7: Understand and evaluate the causes, scale, and consequences of the Holocaust.UNIT 7: “First They Came” Quote Analysis; The Holocaust; Graphic Biography: Sophie Scholl; Assessing Responsibility and Conscience; Source Collection: The Holocaust; A Century of Refugees
15including the proposal of a two-state solution8. Analyze the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe, including the increasingly costly geopolitical competition with the United States, the growing gap between the economies of Western and Eastern Europe, the impact on people’s lives of the weakness of the Soviet economy, the toll of extended military conflict in Afghanistan, and the weakening popular support for communism in the Soviet Union and Eastern Europe. Clarification Statement: Students may use the following examples to address this standard: a. The 1975 Helsinki Accords and the emergence of human rights movements in Eastern Europe b. The deployment of intermediate range nuclear missiles in Europe and the Reagan Administration’s investment in new defense technologies and the expansion of U.S. military forces c. the Solidarity movement in Poland d. the Velvet Revolution in Czechoslovakia e. the rise of nationalist sentiment in the Soviet bloc and USSRf. the fall of the Berlin Wall g. Mikhail Gorbachev’s leadership and policies of glasnost and perestroika h. the Russian opposition movement to Boris YeltsinUNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.UNIT 8: The Collapse of Communism; End of Old Regimes9. Evaluate the consequences of the breakup of the Soviet Union on the development of market economies, political and social stability, the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations,andanalyze how these consequences led to the consolidation of political power in the hands of an oligarchy during the first and second decades of the 21st century.UNIT 8: Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War.UNIT 8: Devastation of Old Markets10. Analyze the contributing factors to and the effects of the global surge in economic productivity, the rise in living standards in Western Europe and Japan, such as the long postwar peace UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production UNIT 9: Unit 9 Overview; Unit 9 Introduction: Globalization, Internationalism, and Nationalism;
16between democratic nations, the role of migrant workers in rebuilding postwar nations, and the policies of international economic organizationsand distribution.Evaluate how globalization has impacted inequality within and between nations.Globalization I: The Upside; Global Economic Challenges; Goods Across the World; Follow the Product; Is the World Flat or Spiky?; Graphic Biography: Ugandan Migrants; Economic Connections; Source Collection: Economics in the Global Age11. Evaluate how scientific developments of the 20th century altered understanding of the natural world, changed the lives of the general populace, and led to further scientific research. Students may use one of the following examples to address this standard: a. Albert Einstein and the theory of relativity b. Niels Bohr and quantum theory c. Marie and Pierre Curie and radioactivity d. Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy e. Wernher von Braun and space exploration f. Jonas Salk, the polio vaccine, and other medical breakthroughs g. Rosalind Franklin, Maurice Wilkins, James Watson and Francis Crick, the discovery of DNA, and the Human Genome Project h. The development of the first integrated circuit in 1958 i. The invention of the ARPAnet and its evolution into the Internet j. Sylvia Earle and oceanography k. Jane Goodall and the study of primates and ecology12. Analyze how various social and intellectual movements of the second half of the 20th century changed traditional assumptions about race, ethnicity, class, gender, the environment, and religion (e.g., the modern feminist movement, the LGBTQ rights movement; the environmentalist movement and emergence of Green parties).UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Investigate how different groups have responded to globalization.UNIT 9: What Are Rights?; International Institutions; Universal Rights; Comparison: Rights Documents; Movements to End Racial Injustice; Rights Under Construction; Our Networks TodayTopic 6. The era of globalization 1991–present [WHII.T6]Supporting Question: What are the factors that brought about globalization in the 21st century?
171. Analyze reasons for globalization –an international network of economic systems—and explain its consequences for workers in highly developed and less developed countries.UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Evaluate how globalization has impacted inequality within and between nations.UNIT 9: Unit 9 Overview; Unit 9 Introduction: Globalization, Internationalism, and Nationalism; Globalization I: The Upside; Global Economic Challenges; Goods Across the World; Follow the Product; Is the World Flat or Spiky?; Economic Connections; Dollar Street Project; Source Collection: Economics in the Global Age2. Analyze the major forces in the Middle East since 1980, including the rise of Islamic fundamentalism; the bulge in the youth population, rivalry between Saudi Arabia and Iran, struggle for autonomy by the Kurds, the political challenges of the oil-rich Persian Gulf states, the Iranian Revolution of 1978–1979 and the Iran-Iraq War, the Persian Gulf War, the Iraq War, Arab uprisings, the growth of the Islamic State of Iraq and Syria (ISIS).UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.UNIT 9: Benazir Bhutto; Legacies;3. Explain the role of populist political movements, their strength in European political parties in the early 21st century.4. Analyze the rise in political and economic power of China and its increasingly critical role in global affairs (e.g., North Korea, the World Trade Organization).UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Evaluate how globalization has impacted inequality within and between nations.UNIT 9: Rise of China5. Evaluate the impact of international efforts to address global issues. a. environmental efforts to slow climate change, preserve wildlife habitat, and increase agricultural production b. humanitarian efforts to slow the spread of the Acquired Immunodeficiency Syndrome (AIDS), lower rates of disease and childhood mortality, provide solutions to recurring refugee crises, increase the availability of education for girls and women, and develop local rural economiesUNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Analyze how globalization has impacted the environment.UNIT 9: Population and Environmental Trends, 1800 to the Present; The Great Acceleration; Green Revolution; Eradicating Smallpox; Debate: Is Change Accelerating; The World in 2050; Humans and Energy: Crash Course World History; The Anthropocene
18Topic 7. The politics of difference among people: conflicts, genocide, and terrorism [WHII.T7]Supporting Question: How and why do people use difference to foment conflict?1. Distinguish between the concepts of genocide and mass atrocity and analyze the causes of genocide and mass atrocities in the modern world (e.g., conflicts over political power, historical grievances, manipulation of ideas about difference and fear by political forces). Students may use one the following events to address this standard: a. conflict between Catholics and Protestants in Northern Ireland b. the Bosnian War and the persecution of ethnic Albanians in Kosovo c. the Cambodian genocide carried out by the Khmer Rouge d. the Rwandan Genocide and ethnic conflicts in the Democratic Republic of Congo e. the Darfur crisis and South Sudan f. conflict between India and Pakistan in Kashmir g. ethnic tension in Sri Lanka h. mass atrocities in Guatemala and Syria i. conflict between Shi’a and Sunni Muslims j. the treatment of Rohingya people in MyanmarUNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Analyze how human rights have been impacted in the modern world.UNIT 9: A Century of Refugees; Transnationalism and the Revival of Nationalism; Why Does Genocide Still Happen?; September 11, 2001; Evaluating Global Conflicts2. Analyze the events, people and conditions that have given rise to international terrorism including the emergence of the global terror network Al-Qaeda, the Taliban in Afghanistan, and ISIS, and evaluate responses by governments and societies to international terrorist activity.UNIT 9: Assess how globalization both positively and negatively affects human communities, networks, and production and distribution.Analyze how human rights have been impacted in the modern world.UNIT 9: Non-State Terrorism