ACPS History and Social Science Processes with Essential Standards for Grades 3-5 Historical Method/ Investigation & Inquiry: Historical Thinking & Research Identify similarities and differences between people, events, or places Multiple Perspectives Understand and appreciate differences and recognize commonalities in communities and cultures Sources & Historic Record Differentiate between primary and secondary sources and use multiple resources multiple sources to draw conclusions, and determine patterns or relationships Communication Skills: Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use a variety of visual sources to gain information and find patterns or commonalities Analytical Writing Be able to convey understanding of a topic by writing in a variety of formats such as historical fiction, biography, or an expository/fact based format Critical Reading Identify the central meaning of a historical narrative or resource. Be able to make predictions, revise ideas, and generate questions from a text Public Speaking and Presenting Report on a topic sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
Local standards for 4th Geography are being updated by the ACPS Vertical Team Possible Conceptual Emphasis Time Period SOLs Key Concepts Physical Geography 5 Regions N/A VS.2 - a VS.2 - b VS.2 - c VS.10 - b Systems Native Peoples Past & Present Before 1607 VS.2 - d VS.2 - e VS.2 - f VS.2 - g Choice & Consequence Innovation and Change Systems Colonization & Jamestown 1607-1620 VS. 3 Conflict & Cooperation Patterns & Relationships Innovation & Change Systems Colonial Life 1620-1763 VS. 4 Conflict & Cooperation Choice & Consequence Systems American Revolution Virginia’s Role 1763-1781 VS. 5 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems New Nation Western Expansion 1781-1850’s VS. 6 Conflict & Cooperation Innovation and Change Patterns & Relationships Systems Civil War 1850’s-1865 VS.7 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Reconstruction 1865-1900 VS. 8 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems 1900 - Present --Duh VS. 9 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Virginia Government & Economy N/A VS. 10 VS.2 - g Innovation & Change Systems * VS. 1 – is taught and integrated throughout the curriculum.
Virginia Studies: We the People Grades 4/5 ACPS Curriculum Framework ACPS Concepts with Grade Level Essential Standards Conflict & Cooperation Understand that change causes conflict or cooperation Innovation & Change Understand that innovation may lead to multiple changes within a region or time period Choice & Consequence Understand that both individuals and organizations make choices which have consequences Patterns & Relationships Seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants Social: Understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures Geographic: Recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction Political: Understand that political systems and citizenship lead to both rights and responsibilities HABITS OF MIND: ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Seek and recognize patterns, including change, cause and effect, similarities and differences 2. Multiple Perspectives Understand and appreciate differences and Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use a variety of visual sources to gain information and find patterns or commonalities 2. Analytical Writing Be able to convey understanding of a topic by writing in a
SOL VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; Virginia Studies: Colonization and Jamestown Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation – Students understand that change causes conflict or cooperation Innovation & Change: Students understand that innovation may lead to multiple changes within a region or time period Patterns & Relationships: Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Social - Students understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures SOL VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by explaining the reasons for English colonization; describing how geography influenced the decision to settle at Jamestown; identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; identifying the importance of the General Assembly (1619) as the first representative legislative body in English America; identifying the importance of the arrival of Africans and English women to the Jamestown settlement; describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
ACPS Curriculum Framework – US History to 1865 Physical and human landscapes provide the setting for a nation’s story Sample Unit Organization U.S. Geography The First Americans Age of Exploration Settlement and Colonization Road to War American Revolutionary War New Nation The Early Republic Westward Expansion/Road to Civil War The Civil War
France: Samuel de Champlain - Quebec, Robert La Salle - Mississippi River Valley Portugal: West Africa USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by: describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Major European countries were in competition to extend their power into North America and claim the land as their own. Why did European countries compete for power in North America? What were the obstacles faced by the explorers? What were the accomplishments of the explorations? What regions of North America were explored and settled by France, England, and Spain? What regions were explored by Portugal? Motivations for the explorations Economic—Gold, natural resources, and trade Religious—Spread Christianity Competitions for empire and belief in superiority of own culture Obstacles to the explorations Poor maps and navigational tools Disease and starvation Fear of the unknown Lack of adequate supplies Accomplishments of the explorations Exchanged goods and ideas Improved navigational tools and ships Claimed territories (see countries below) Regions of North America explored by Spain, France, and England Spain: Francisco Coronado claimed the Southwest of the present-day United States for Spain. France: Samuel de Champlain established the French settlement of Québec. Robert La Salle claimed the Mississippi River Valley for France. England: John Cabot explored eastern Canada. Regions explored by Portugal The Portuguese made voyages of discovery along the
USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by: describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Life in the colonies was shaped by the geographical features of the settlements. Economic specialization and interdependence existed among the colonies in the production of goods and services. How did climate, geographic features, and other available resources distinguish the three regions from each other? How did people use the natural resources of their region to earn a living? What are the benefits of specialization and trade? How did political and social life evolve in each of the three regions? Terms to know resources: natural, capital, or human specialization: Focusing on one or a few products interdependence: Two or more people depending on each other for goods and services Specialization caused the colonies to be interdependent. (See chart below.)
Essential Knowledge Colonies Resources Geography and Climate Specialization Examples of Interdependence Social/Political New England Natural resources: e.g., timber, fish, deep harbors Human resources: e.g., skilled craftsmen, shopkeepers, shipbuilders Capital resources: e.g., tools, buildings Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winters Fishing, shipbuilding, naval supplies, metal tools and equipment The New England colonies depended on the Southern colonies for crops such as tobacco, rice, cotton, and indigo, and for forest products such as lumber, tar, and pitch. They depended on the colonies for livestock and grains. Villages and churches were centers of life. Religious reformers and separatists Civic life: town meetings Natural Resources: e.g., rich farmlands, rivers Human resources: e.g., unskilled and skilled workers, fishermen Capital resources: e.g., tools, buildings Appalachian Mountains, coastal lowlands, harbors and bays Mild winters and moderate climate, wide and deep rivers Livestock, grains, fish The Mid-Atlantic colonies traded with the Southern and New England colonies to get the products they did not produce. The Mid-Atlantic colonies depended on the Southern colonies for tobacco, rice, cotton, indigo, and forest products. They traded with the New England colonies for metal tools and equipment. Villages and cities, varied and diverse lifestyles, diverse religions Civic life: market towns Southern Natural resources: e.g., fertile farmlands, rivers, harbors Human resources: e.g., farmers, enslaved African Americans Capital resources: e.g., tools, buildings Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers Humid climate with mild winters and hot summers Tobacco, rice, cotton, indigo, forest products (lumber, tar, pitch) The Southern colonies depended on the New England colonies for manufactured goods, including metal tools and equipment. They depended on the Mid-Atlantic colonies for grains and other agricultural products not plentiful in the South. Plantations (slavery), mansions, indentured servants, fewer cities, fewer schools, Church of England Civic life: counties
USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge New political ideas led to a desire for independence and a democratic government in the American colonies. The Declaration of Independence proclaimed independence from Great Britain. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness. What ideas and/or philosophies about government were expressed in the Declaration of Independence? Key philosophies in the Declaration of Independence were based upon ideas first expressed by European philosophers. Key philosophies in the Declaration of Independence People have “certain unalienable rights” (rights that cannot be taken away)—to life, liberty, the pursuit of happiness. People establish government to protect those rights. Government derives power from the people. People have a right and a duty to change a government that violates their rights.
economic, and/or cultural significance. United States? Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: Texas, Oklahoma, New Mexico, Arizona Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: Washington, Oregon, California Noncontiguous: Alaska, Hawaii Cities Northeast: New York, Boston, Pittsburgh, Philadelphia Southeast: Washington, D.C., Atlanta, New Orleans Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe Western (Rocky Mountains): Denver, Salt Lake City Pacific: San Francisco, Los Angeles, Seattle Noncontiguous: Juneau, Honolulu USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: Analyzing the impact of the 13th, 14th, and 15th Amendment to the Constitution of the United States of America. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge The 13th, 14th, and 15th What are the basic Basic provisions of the Amendments
clustered near centers of population. manufacturing areas that were located near centers of population? Transporting finished products to national markets Examples of manufacturing areas Textile industry: New England Automobile industry: Detroit Steel industry: Pittsburgh USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas. Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries
Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: Historical Thinking & Research - Have students research and explore the conditions of farmers during the 1920s to explore the question of: “Were the conditions in the 1920s accurately represented by mainstream culture?” Multiple Perspectives – Have students compare and contrast the works of W.E.B. DuBois, Langston Hughes, Jacob Lawrence, and Booker T. Washington, and draw conclusions about the African American experience during the 1920s and 1930s Sources & Historic Record – Have students read primary source accounts of African Americans during the Great Migration North to determine if their goals were met by locating to a different place. Communication Skills: Using Visual Sources: Charts, Graphs, Photos, Maps & Art – Have students examine and interpret major works of art during the Harlem Renaissance and Jazz Age and explore how they are a representation of the 1920s Analytical Writing – Have students review primary source documents, images, and make suggestions on how the government could resolve/help people during the Great Depression Critical Reading – Have students review documents and data related to the New Deal and evaluate its effectiveness in accomplishing the goals of the FDRs Administration Public Speaking and Presenting – Have students select a piece of artwork or artist during the 1920s and present on how their work accurately depicts the time period. Content Vocabulary Mobility Electrification Migrant workers Over-speculation New Deal Social Security Farm Assistance Programs Suburbs Cultural Climate Harlem Renaissance Federal Reserve Federal Work Programs Labor Rights Mechanization Jazz Age Great Migration Tariffs Environmental Improvement Programs
USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: Describing the social economic changes that took place, including prohibition and the Great Migration north and west. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Reforms in the early twentieth century could not legislate how all people behaved. Economic conditions and violence led to the migration of people. What was prohibition, and how effective was it? Why did African Americans migrate to northern cities? What were the economic changes during the early twentieth century? Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally and promoted organized crime. Repealed by the 21st Amendment. Great Migration north and west Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and violence in the South. African Americans moved to cities in the North and Midwest in search of better employment opportunities.
VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II. The rise of fascism threatened peace in Europe and Asia. As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. How did post-World War I Europe set the stage for World War II? How did the rise of fascism affect world events following World War I? How did American policy toward events in Europe and Asia change over time? Causes of World War II Political instability and economic devastation in Europe resulting from World War I: Worldwide depression High war debt owed by Germany High inflation Massive unemployment Rise of Fascism: Fascism is political philosophy in which total power is given to a dictator and individual freedoms are denied and nationalism and, often, racism are emphasized. Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan). These dictators led the countries that became known as the Axis Powers. The Allies Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany. Allied leaders included Franklin D. Roosevelt and, later, Harry S. Truman (United States), Winston Churchill (Great Britain), and Joseph Stalin (Soviet Union). Gradual change in American policy from neutrality to direct involvement Isolationism (Great Depression, legacy of World War I) Economic aid to Allies Direct involvement in the war War in the Pacific Rising tension developed between the United States
Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Content Vocabulary Wartime Economy Labor Unions Globalization Brown vs. Board of Education Freedom Riders Voting Rights Act of 1965 Globalization Peacetime Economy Baby Boom Outsourcing Passive Resistance Sit-Ins NOW Regional Variation Credit G.I Bill of Rights Plessy v. Ferguson Bus Boycott Civil Rights Act of 1964 Equal Rights Amendment Global Pandemics USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: b. Describing the conversion from wartime to peacetime economy. VDOE Essential VDOE Essential VDOE Essential
USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: Describing the social economic changes that took place, including prohibition and the Great Migration north and west. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Reforms in the early twentieth century could not legislate how all people behaved. Economic conditions and violence led to the migration of people. What was prohibition, and how effective was it? Why did African Americans migrate to northern cities? What were the economic changes during the early twentieth century? Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally and promoted organized crime. Repealed by the 21st Amendment. Great Migration north and west Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and
second half of the twentieth and early twenty-first centuries by: c. Identifying how individual citizens from the time period influenced America scientifically, culturally, academically, and economically. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Representative citizens have influenced America scientifically, culturally, academically, and economically. How have representative citizens influenced America scientifically, culturally, academically, and economically? Science Charles Drew: Medicine (plasma) J. Robert Oppenheimer: Physics (Manhattan Project team) Culture Frank Lloyd Wright: Architecture Martha Graham: Dance Academics Henry Louis Gates: History Maya Angelou: Literature Economics Bill Gates: Computer technology (Microsoft) Ray Kroc: Franchising (McDonald’s) USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: d. Examining American foreign policy, immigration, the global environment, and other emerging issues. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge American foreign policy, immigration policies, How have American foreign policy, immigration policies, Foreign policy Increase in terrorist activities Conflicts in the Middle East
Content Vocabulary Civilization Culture Polytheistic Pictograph Cuneiform Dynasty Mesopotamia Fertile Crescent Tigris & Euphrates Ur Sumer City-States Epic of Gilgamesh Assyrians Akkadians Babylonians Chaldeans Nebuchadnezzar Hittites Persians Satrapies Zoroastrianism Darius Imperial Bureaucracy Royal Road Hammurabi’s Code Ziggurat Theocracy Nile Scribes Pyramids Mummification The Book of the Dead Papyrus Pharaoh Hieroglyphic Akhenaton Ramses II Namer/Menes Stelae Sahara Desert Nubia/Kush Phoenicians Monotheism Israelites Palestine Jerusalem Abraham
g) explaining the economic, social, and political impact of the Pax Romana; h) describing the origin, beliefs, traditions, customs, and spread of Christianity; i) explaining the development and significance of the Church in the late Roman Empire; j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; k) citing the reasons for the decline and fall of the Western Roman Empire. Content Vocabulary Alps Tiber River Romulus & Remus Etruscans Latins Republic Patrician Plebeian Tribunes of Plebs Centuriate Assembly Consul Praetors Law of Nations Twelve Tables Senate Carthage Punic Wars Hannibal Scipio Dictator Legion Triumvirate Julius Caesar Marc Anthony Octavia/Augustus Pax Romana Livy Marcus Aurelius Hadrian’s Wall Greco-Roman Pantheon Virgil Cicero Stoicism Ptolemy Arch Aqueduct Colosseum Gladiator Spartacus Procurator Jesus Messiah Apostles Paul clergy Inflation Diocletian Constantine Visigoths & Vandals World History: Islamic Civilization Conceptual Lens
4. Public Speaking and Presenting Content Vocabulary Middle Ages Angles/Saxons Magyars Vikings Visigoths Ostrogoths Franks monasticism St. Benedict Papacy Carolingian Dynasty Charlemagne Holy Roman Empire Feudalism Lord Fief Manor Serf Vassal tithe knights chivalry primogeniture Balkans Diocletian Constantinople Theodora Justinian Justinian Code Hagia Sophia Icons Iconoclast Excommunication Schism Patriarch Pope Roman Catholic Greek Orthodox Excommunication Seljuk Turks Steppe Kiev Cyrillic Alphabet Moscow Slavs Czar/Tsar Golden Horde Alexander Nevsky Prince Vladimir Ivan III (The Great) World History: Late Medieval Period from the Crusades to the Renaissance Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Conflict and Cooperation: Understand that desires for resources and/or control lead to conflict and cooperation between individuals, groups, and societies
4. Public Speaking and Presenting Content Vocabulary Urban II Crusade Infidels Saladin Richard the Lion-Hearted William the Conqueror Henry II Eleanor of Aquitaine Common Law Magna Carta Parliament Estates Capetian Rulers 100 Year’s War Joan of Arc Ferdinand & Isabella Reconquista St. Francis of Assisi sacraments/interdict cannon law Lay Investiture/simony Concordat of Worms Inquisition Black Death Scholasticism Vernacular Gothic Italian City-States Patron Perspective Renaissance Sonnet Leonardo da Vinci de’Medici Donatello Erasmus Petrarch Humanism Classicism Secularism Patron Michelangelo Raphael Utopia Gutenberg Bible Printing Press Machiavelli Jan van Eyck Albrech Durer School in Flanders World History: The Medieval Age around the World (Africa, the Americas, East Asia) Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships – Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place
1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Content Vocabulary Marco Polo Kublai Khan Yuan & Beijing Neo-Confucianism Li Bo & Duo F Archipelago Shinto Kami Prince Shotoku Pictographic Writing Shogun Samurai/ Bushido Daimyo Tea Ceremony Tale of Genji Korea Axum Ezana Great Zimbabwe Ghana Mali Songhai Mansa Musa Timbuktu Bantu Lineage groups Matrilineal/patrilineal Berbers Yoruba Ashanti Teotihuacan Olmec Maya Toltec Chichen Itza Aztec Tribute Cortes Montezuma Mesoamerica Tenochtitlan Yucatan Peninsula Inca Machu Picchu Andes terrace farming Pizarro Quipu Full SOL Version
River valleys provided water and rich soil for crops as well as protection from invasion. civilizations located? When did these civilizations exist? Delta (Africa) Indian civilization: Indus River Valley (South Asia) Chinese civilization: Huang He Valley (East Asia) These river valleys offered rich soil and irrigation water for agriculture, and they tended to be in locations easily protected from invasion by nomadic peoples. Other early civilizations (about 2000 to 500 b.c. [b.c.e.]) Hebrews settled between the Mediterranean Sea and the Jordan River Valley (part of Fertile Crescent in Southwest Asia). Phoenicians settled along the Mediterranean coast (part of Fertile Crescent in Southwest Asia). Nubia was located on the upper (southern) Nile River (Africa). SOL: WHI.3b The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by b) describing the development of social, political, and economic patterns, including slavery; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge River valleys were the “Cradles of Civilization.” Early civilizations made major contributions to social, political, and economic progress. What were the social, political, and economic characteristics of early civilizations? Development of social patterns Hereditary rulers: Dynasties of kings, pharaohs Rigid class system where slavery was accepted Development of political patterns World’s first states (i.e., city-states, kingdoms,
SOL: WHI. 4a The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world. Zoroastrianism was the main Persian religion, although other religions were tolerated. How did Persia govern its empire? Persian Empire Tolerance of conquered peoples Development of an imperial bureaucracy Construction of road system Practice of Zoroastrianism Religion of Persia Belief in two opposing forces in the universe Content Vocabulary Civilization Culture Polytheistic Pictograph Cuneiform Dynasty Mesopotamia Fertile Crescent Tigris & Euphrates Ur Sumer City-States Epic of Gilgamesh Assyrians Akkadians Babylonians Chaldeans Nebuchadnezzar Hittites Persians Satrapies Zoroastrianism Darius Imperial Bureaucracy Royal Road Hammurabi’s Code Ziggurat Theocracy Nile Scribes Pyramids Mummification The Book of the Dead Papyrus Pharaoh Hieroglyphic Akhenaton Ramses II Namer/Menes Stelae Sahara Desert Nubia/Kush Phoenicians Monotheism Israelites
SOL: WHI.4 d The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism became a major faith when Asoka sent missionaries throughout Asia. What are the beliefs of Buddhism? How did Buddhism spread? Buddhism Founder: Siddhartha Gautama (Buddha) Four Noble Truths Eightfold Path to Enlightenment Asoka’s missionaries and their writings spread Buddhism from India to China and other parts of Asia. Content Vocabulary Harappa Mohenjo-Daro Monsoons Indus River Valley Dravidian Indo-Europeans Hindu Kush Himalayas Khyber Pass Aryan Hinduism Brahmin Vedas Upanishads caste system karma Moksha reincarnation enlightenment Nirvana Shudra untouchable Mauryan Dynasty Gupta Dynasty Buddhism Four Noble Truths Eightfold Path Siddhartha Gautama Asoka Bhagavad Gita Mahabharata
China Belief that humans are good, not bad Respect for elders Code of politeness (still used in Chinese society today) Emphasis on education Ancestor worship Impact of Taoism in forming Chinese culture and values Humility Simple life and inner peace Harmony with nature Yin and yang represented opposites for Confucianism and Taoism. Chinese forms of Buddhism spread throughout Asia. Content Vocabulary Dynastic Cycle Mandate of Heaven Oracle Bones Confucianism Filial piety Laozi Taoism/Daoism Yin and Yang Legalism Shang Dynasty Zhou Dynasty Qin Dynasty Han Dynasty Shi Huangdi World History: Greece from the Minoans to the Hellenistic Era Conceptual Lens
on the Sunni-Shi’a division and the Battle of Tours; d) citing cultural and scientific contributions and achievements of Islamic civilization. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.8a The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 a.d. (c.e.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam? Origins of Islam Muhammad, the Prophet Mecca and Medina on the Arabian Peninsula: Early Muslim cities Spread of Islam Across Asia and Africa and into Spain Geographic extent of first Muslim empire
The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 a.d. (c.e.) by c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi’a division and the Battle of Tours; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Major historical turning points marked the spread and influence of Islamic civilization. What were some major historical turning points that marked the spread and influence of Islamic civilization? Historical turning points Death of Ali: Sunni-Shi’a division Muslim conquests of Jerusalem and Damascus Islamic capital moved to Baghdad Muslim defeat at the Battle of Tours Fall of Baghdad to the Mongols SOL: WHI.8a-d The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 a.d. (c.e.) by d) citing cultural and scientific contributions and achievements of Islamic civilization. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. How did Islamic civilization preserve and extend ancient Greek, Persian, and Indian learning? What were some contributions of Islamic civilization? Cultural contributions and achievements Architecture (Dome of the Rock) Mosaics Arabic alphabet Universities Translation of ancient texts into Arabic Scientific contributions and achievements Arabic numerals (adapted from India, including zero) Algebra Medicine Expansion of geographic knowledge
the expansion of the Byzantine Empire and economy; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. Under Justinian, the Byzantine Empire reached its height in culture and prosperity. What was the influence of Justinian’s codification of Roman law on the Byzantine Empire and later legal codes? What was Justinian’s influence on the expansion of the Byzantine Empire and its economy? Byzantine Emperor Justinian Codification of Roman law (impact on European legal codes) Reconquest of former Roman territories Expansion of trade SOL: WHI.7c The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 a.d. (c.e.) by c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge
Influence of the Angles, Saxons, Magyars, and Vikings Manors with castles provided protection from invaders, reinforcing the feudal system. Invasions disrupted trade, towns declined, and the feudal system was strengthened. Content Vocabulary Middle Ages Angles/Saxons Magyars Vikings Visigoths Ostrogoths Franks monasticism St. Benedict Papacy Carolingian Dynasty Charlemagne Holy Roman Empire Feudalism Lord Fief Manor Serf Vassal tithe knights chivalry primogeniture Balkans Diocletian Constantinople Theodora Justinian Justinian Code Hagia Sophia Icons Iconoclast Excommunication Schism Patriarch Pope Roman Catholic Greek Orthodox Excommunication Seljuk Turks Steppe Kiev Cyrillic Alphabet Moscow Slavs Czar/Tsar Golden Horde Alexander Nevsky Prince Vladimir Ivan III (The Great) World History: Late Medieval Period from the Crusades to the Renaissance
China, creating an empire. Ottoman Turks conquered the Byzantine Empire. Weakened the Pope and nobles; strengthened monarchs Stimulated trade throughout the Mediterranean area and the Middle East Left a legacy of bitterness among Christians, Jews, and Muslims Weakened the Byzantine Empire Mongol armies Invaded Russia, China, and Muslim states in Southwest Asia, destroying cities and countryside Created an empire Constantinople Fell to the Ottoman Turks in 1453, ending the Byzantine Empire Became capital of the Ottoman Empire SOL: WHI.12c The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague); VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge In the fourteenth century, the Black Death (Bubonic plague) decimated the population of much of Asia and then the population of much of Europe. How did the Black Death (Bubonic plague) alter economic and social institutions in much of Asia and then in Europe? Impact of the Black Death (Bubonic plague) Decline in population Scarcity of labor Towns freed from feudal obligations Decline of Church influence Disruption of trade SOL: WHI.12d
New economic institutions developed. northern Italy. Letters of credit served to expand the supply of money and expedite trade. New accounting and bookkeeping practices (use of Arabic numerals) were introduced. SOL: WHI.13b The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing as described in The Prince; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders. Machiavelli observed rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule. How did northern Italian cities benefit from their geographic location? How did Italian city-states achieve importance and develop politically? What were Machiavelli’s ideas about power? Florence, Venice, and Genoa Had access to trade routes connecting Europe with Middle Eastern markets Served as trading centers for the distribution of goods to northern Europe Were initially independent city-states governed as republics Machiavelli’s The Prince An early modern treatise on government Supports absolute power of the ruler Maintains that the end justifies the means Advises that one should not only do good if possible, but do evil when necessary
SOL: WHI.13c The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works that glorified in northern Italy. Education became increasingly secular. How did the arts and literature of the Renaissance differ from those of the Middle Ages? Who were prominent Italian Renaissance artists and writers? How did knowledge of the classical Greeks and Romans foster humanism in the Italian Renaissance? Medieval art and literature focused on the Church and salvation, while Renaissance art and literature focused on individuals and worldly matters, along with Christianity. Artistic and literary creativity Leonardo da Vinci: Mona Lisa and The Last Supper Michelangelo: Ceiling of the Sistine Chapel and David Petrarch: Sonnets, humanist scholarship Humanism Celebrated the individual Stimulated the study of classical Greek and Roman literature and culture Supported by wealthy patrons SOL: WHI.13a-d The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge
With the rise of trade, travel, and literacy, the Italian Renaissance spread to northern Europe. The art and literature of the Italian Renaissance changed as people of different cultures adopted Renaissance ideas. How did ideas of the Italian Renaissance change as they were adopted in northern Europe? Who were important artists and writers of the Northern Renaissance? Northern Renaissance Growing wealth in Northern Europe supported Renaissance ideas. Northern Renaissance thinkers merged humanist ideas with Christianity. The movable type printing press and the production and sale of books (e.g., Gutenberg Bible) helped disseminate ideas. Northern Renaissance writers Erasmus: The Praise of Folly (1511) Sir Thomas More: Utopia (1516) Northern Renaissance artists portrayed religious and secular subjects. Content Vocabulary Urban II Crusade Infidels Saladin Richard the Lion-Hearted William the Conqueror Henry II Eleanor of Aquitaine Common Law Magna Carta Parliament Estates Capetian Rulers 100 Year’s War Joan of Arc Ferdinand & Isabella Reconquista St. Francis of Assisi sacraments/interdict cannon law Lay Investiture/simony Concordat of Worms Inquisition Black Death Scholasticism Vernacular Gothic Italian City-States Patron Perspective Renaissance Sonnet Leonardo da Vinci de’Medici Donatello Erasmus Petrarch Humanism Classicism Secularism Patron Michelangelo Raphael Utopia Gutenberg Bible Printing Press Machiavelli Jan van Eyck Albrech Durer School in Flanders
Neo-Confucianism Li Bo & Duo F Archipelago Shinto Kami Prince Shotoku Pictographic Writing Shogun Samurai/ Bushido Daimyo Tea Ceremony Tale of Genji Korea Ghana Mali Songhai Mansa Musa Timbuktu Bantu Lineage groups Matrilineal/patrilineal Berbers Yoruba Ashanti Toltec Chichen Itza Aztec Tribute Cortes Montezuma Mesoamerica Tenochtitlan Yucatan Peninsula Inca Machu Picchu Andes terrace farming Pizarro Quipu ACPS Curriculum Framework - World History 1500 to the Present
Adopted policy of isolation to limit foreign influences WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 a.d. (c.e.) by d) describing Africa and its increasing involvement in global trade; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa. How did Africa become involved in foreign trade? African exports Slaves (triangular trade) Raw materials (ivory, gold) African imports Manufactured goods from Europe, Asia, and the Americas New food products (corn, peanuts) WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 a.d. (c.e.) by e) describing the growth of European nations, including the Commercial Revolution and mercantilism. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge European maritime nations competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies. What were the roles of the Commercial Revolution and mercantilism in the growth of European nations? Terms to know mercantilism: An economic practice adopted by European colonial powers in an effort to become based on the theory that colonies existed for the benefit of the mother country Commercial Revolution European maritime nations competed for overseas markets, colonies, and resources.
WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge With its emphasis on reasoned observation and systematic measurement, the Scientific Revolution changed the way people viewed the world and their place in it. What were some new scientific theories and discoveries? What were some of the effects of these new theories? Pioneers of the scientific revolution Nicolaus Copernicus developed heliocentric theory. Johannes Kepler discovered planetary motion. Galileo Galilei used telescope to support heliocentric theory. Isaac Newton formulated law of gravity. William Harvey discovered circulation of the blood. Importance of the scientific revolution Emphasis on reason and systematic observation of nature Formulation of the scientific method Expansion of scientific knowledge WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English rights include the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen. How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen? Development of the rights of Englishmen Oliver Cromwell and the execution of Charles I The restoration of Charles II Development of political parties/factions Glorious Revolution (William and Mary) Increase of parliamentary power and decrease of royal power English Bill of Rights of 1689
WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence. Who were some Enlightenment thinkers, and what were their ideas? How did philosophers of the Enlightenment influence thinking on political issues? How did the Enlightenment promote revolution in the American colonies? The Enlightenment Applied reason to the human world, as well as to the rest of the natural world Stimulated religious tolerance Fueled democratic revolutions around the world Enlightenment thinkers and their ideas Thomas Hobbes’ Leviathan: Humans exist in a primitive “state of nature” and consent to government for self-protection. John Locke’s Two Treatises on Government: People are sovereign and consent to government for protection of natural rights to life, liberty, and property. Montesquieu’s The Spirit of Laws: The best form of government includes a separation of powers. Jean-Jacques Rousseau’s The Social Contract: Government is a contract between rulers and the people. Voltaire: Religious toleration should triumph over religious fanaticism; separation of church and state. Influence of the Enlightenment Political philosophies of the Enlightenment fueled revolution in the Americas and France. Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas. The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas.
expanded political rights through legislative means and made slavery illegal in the British Empire. WHII.8 The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by c) explaining events related to the unification of Italy and the role of Italian nationalists; d) explaining events related to the unification of Germany and the role of Bismarck. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Italy and Germany became nation-states long after the rest of Europe. What events led to the unification of Italy? What role did Otto von Bismarck play in the unification of Germany? Unification of Italy Count Cavour unified Northern Italy. Giuseppe Garibaldi joined southern Italy to northern Italy. The Papal States (including Rome) became the last to join Italy. Unification of Germany Otto von Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings. Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power. The Franco-Prussian War led to the creation of the German state. WHII.9 The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge The Industrial Revolution began in England and spread to the rest Why did the Industrial Revolution originate in England? Industrial Revolution Originated in England because of its natural resources
a) explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II; b) explaining the outcomes and global effect of the war and the Treaty of Versailles; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war. What were the factors that produced World War I? What were the major events of the war? Who were the major leaders? What were the outcomes and global effects of World War I? What were the terms of the Treaty of Versailles? Causes of World War I Alliances that divided Europe into competing camps Nationalistic feelings Diplomatic failures Imperialism Competition over colonies Militarism Major events Assassination of Austria’s Archduke Ferdinand United States enters the war Russia leaves the war Major leaders Woodrow Wilson Kaiser Wilhelm II Outcomes and global effect Colonies’ participation in the war, which increased demands for independence End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires Enormous cost of the war in lives, property, and social disruption Treaty of Versailles Forced Germany to accept responsibility for war and loss of territory and to pay reparations Limited the German military League of Nations
WHII.10 The student will demonstrate knowledge of the worldwide impact of World War I by c) citing causes and consequences of the Russian Revolution. VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and the peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R. Why did Russia erupt in revolution while fighting in World War I? How did communism rise in Russia? Causes of 1917 revolutions Defeat in war with Japan in 1905 Landless peasantry Incompetence of Tsar Nicholas II Military defeats and high casualties in World War I Rise of communism Bolshevik Revolution and civil war Vladimir Lenin’s New Economic Policy Joseph Stalin, Lenin’s successor WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by a) describing the League of Nations and the mandate system; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge After World War I, international organizations and agreements were established to avoid future conflicts. What was the League of Nations and why did it fail? Why was the mandate system created? League of Nations International cooperative organization Established to prevent future wars United States not a member Failure of League because it did not have power to enforce its decisions The mandate system During World War I, Great Britain and France agreed
to divide large portions of the Ottoman Empire in the Middle East between themselves. After the war, the “mandate system” gave Great Britain and France control over the lands that became Iraq, Transjordan, and Palestine (British controlled) and Syria and Lebanon (French controlled). The division of the Ottoman Empire through the mandate system planted the seeds for future conflicts in the Middle East. WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge A period of uneven prosperity in the decade following World War I (the 1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism. Why did the world experience depression in the 1930s? What political changes resulted from the worldwide depression? Causes of worldwide depression German reparations Expansion of production capacities and dominance of the United States in the global economy High protective tariffs Excessive expansion of credit Stock Market Crash of 1929 Impact of worldwide depression High unemployment in industrial countries Bank failures and collapse of credit Collapse of prices in world trade Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.
VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Economic disruptions following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan. A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union. The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany. Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia. Why did dictatorial governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I? How did these regimes affect the world following World War I? U.S.S.R. during the Interwar Period — Joseph Stalin Entrenchment of communism Stalin’s policies: Five-year plans, collectivization of farms, state industrialization, secret police Great Purge Germany during the Interwar Period — Adolf Hitler Inflation and depression Democratic government weakened Anti-Semitism Extreme nationalism National Socialism (Nazism) German occupation of nearby countries Italy during the Interwar Period — Benito Mussolini Rise of fascism Ambition to restore the glory of Rome Invasion of Ethiopia Japan during the Interwar Period — Hirohito and Hideki Tojo Militarism Industrialization of Japan, leading to drive for raw materials Invasion of Korea, Manchuria, and the rest of China WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito; VDOE Essential VDOE Essential VDOE Essential
Impact of new technologies Widespread but unequal access to computers and instantaneous communications Genetic engineering and bioethics WHII.16 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom; VDOE Essential Understandings VDOE Essential Questions VDOE Essential Knowledge Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions. Economic development and the rapid growth of population are having an impact on the environment. Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development. How does the developing world compare with the developed world in terms of economic, social, and population characteristics? What impact are economic development and rapid population growth having on the environment? What are the links between economic and political freedom? Contrasts between developed and developing nations Geographic locations of major developed and developing countries Economic conditions Social conditions (literacy, access to health care) Population size and rate of growth Factors affecting environment and society Economic development Rapid population growth Environmental challenges Pollution Loss of habitat Global climate change Social challenges Poverty Poor health Illiteracy Famine Migration Relationship between economic and political
d) assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today; e) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government. ACPS Social Science Essential Skill Builder Resources 1. Historical Thinking & Research Have students investigate the events from the end of the French & Indian War that lead up to the American Revolution in 1775 and complete a graphic organizer. Then, in summation, ask them to respond to the following: In the time period after the end of the French & Indian War in 1763, what event constituted the turning point towards war with Britain? 2. Multiple Perspectives Have students investigate accounts of the American Revolution and its aftermath. What was the differential effect on Women, Native Americans, enslaved Africans? Were the principles of the Declaration of Independence achieved? 3. Sources & Historic Record Have students get familiar with the US Constitution through a search of the documents. Have them locate and identify the major articles, important sections and clauses, and amendments Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Compare and contrast the political geography of North American in the aftermaths of the Treaty of Paris 1763 vs. 1783. 2. Analytical Writing Historians have labeled the time period after the American Revolution until the adoption of the US Constitution the “Critical Period.” Why a might a historian use this moniker and is it accurate? 3. Critical Reading Select excerpts from John de Crevecoeur’s Letters from an American Farmer. Use Letter XII “Distresses of a Frontier Man,” which describes the coming of the Revolutionary War. Is James pro- or anti-British? 4. Public Speaking and Presenting Have students examine both the Federalist Papers and the Papers and report on the arguments of both sides. Divide the class into equal halves, assign sides and notable personalities, and allow them to recreate the debates for a modern audience. Content Vocabulary John Locke Enlightenment natural rights social contract ordered liberty consent of the governed Thomas Paine: Common Sense Proclamation of 1763 Stamp Act (taxation) Boston Tea Party First Continental Congress Boston Massacre “Minutemen” Lexington and Concord Patrick Henry, “Give me liberty or give me death!” Benjamin Franklin Treaty of Alliance with France George Washington Continental Army Battle of Yorktown
ACPS Social Studies Essential Standards Skill Builders Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students gather causes of the Great Depression from various sources (textbooks, scholarly articles, trade books, etc.) and make a categorized list. Students should be able to explain why an identified cause helped ignite the stock market crash and the Great Depression. Why might there be such disagreement amongst historians? 2. Multiple Perspectives Some considered Prohibition to be the “Noble Experiment” whereas others openly flaunted the law by making “bathtub gin” and visiting speakeasies. What were the arguments on both sides, and with the repeal of Prohibition in 1933 did its opponents win? 3. Sources & Historic Record The 1920s were a grand time for consumerism in America, and this enthusiasm was displayed in popular advertising. Find newspaper and magazine advertisements from this time period and identify techniques used to entice consumers. How did this advertising contribute to a strain between traditional and modern morals and values? Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Using the images of the Great Depression by Dorothea Lange and those archived in the American Memory Library of Congress website, have students tell the story of the common man during this time period. 2. Analytical Writing Why were the 1920s referred to as the “Roaring 20s”and was that label universal to the American populace. 3. Critical Reading Have students read excerpts from popular fiction novels of the time, such as The Great Gatsby (Fitzgerald), The Grapes of Wrath (Steinbeck), or Dodsworth (Lewis). How do these fictional depictions compare to the everyday experiences of Americans at this time? 4. Public Speaking and Presenting Assign students a New Deal “alphabet agency” to research and report on. Students should argue in favor of their agency as being the most important to the New Deal in a “Survivor” contest. Weakest agencies voted off until the most important agency remains. Content Vocabulary Radio Jazz Roosevelt’s Fireside Chats Movies & escapism Newspapers and magazines Fads Scopes Trial Flappers 19th Amendment Ku Klux Klan Prohibition & 18th Amendment speakeasies 1929 Crash Great Depression Federal Reserve system Hawley-Smoot Tariff Act New Deal WPA AAA FDIC Social Security
in the attack on Pearl Harbor. What were points of conflict? Cooperation? How had Japan’s period modernization paralleled that of the United States? 2. Multiple Perspectives Have students report on the process of Japanese internment. What were the political and sociocultural arguments for and against the process? How did the popular media, particularly in the West, portray the process? What were Japanese reactions to internment and its effects? 3. Sources & Historic Record Have students gather and analyze newspaper editorials, magazine articles, political cartoons, etc. on the debate of isolation and intervention in the buildup to World War II. Ask them to compare and contrast the sentiments at the time to those during the late 19th and early 20th centuries. What images and messages do the posters convey? 2. Analytical Writing Analyze the home-front experiences of African-Americans, Japanese-Americans, and Mexican-Americans during World War II. 3. Critical Reading Have student’s read (or listen to and follow along to) FDR’s war message. What are his reasons for asking Congress to declare war in 1941? Compare and contrast this war message with Woodrow Wilson’s 1917 message. 4. Public Speaking and Presenting Have students gather background information from multiple sources on arguments for and against using the atomic bomb. Either as a whole class or in small group clusters have students debate the topic as if it were 1945 and they are part of President Truman’s cabinet. Content Vocabulary Adolph Hitler, Poland 1939 Isolation, Neutrality Lend-Lease Japan, Manchuria Pearl Harbor, December 7, 1941 “Defeat Hitler First” “island hopping” North Africa: El Alamein Stalingrad Normandy D-Day (June 6, 1944) Pacific Front Midway Iwo Jima Okinawa Atomic Bomb Hiroshima Nagasaki Tuskegee Airmen Nisei regiments Navajo code talkers Mexican Americans (non-segregated) Geneva Convention Bataan Death March Holocaust: Genocide “final solution Nuremberg Trials Rationing War Bonds Wartime production Draft (selective service) Rosie the Riveter “Double V” campaign Internment, Korematsu v. United States, reparations Propaganda stereotype
Content Vocabulary West Germany East Germany Occupation of Japan Marshall Plan United Nations Truman Doctrine Containment NATO Warsaw Pact China’s 1949 Revolution Sino-Soviet split massive retaliation Soviet Union (USSR) totalitarian, Communism Korean War Vietnam War Gulf of Tonkin Resolution, Americanization,” “Vietnamization,” Cuba Fidel Castro Bay of Pigs invasion Cuban Missile Crisis Bomb shelters, Air raid drills Espionage Alger Hiss Julius and Ethel Rosenberg Joseph McCarthy and McCarthyism Virginia: military expenditures, Hampton Roads, Northern Virginia, Pentagon John F Kennedy inaugural address assassination Public Opinion: Hawks vs. Doves Student protests Vietnam Memorial Mikhail Gorbachev Glasnost Perestroika Ronald Reagan: “…tear down this wall!” George H. W. Bush fall of communism in Eastern Europe reunification of Germany collapse of Yugoslavia breakup of the Soviet state Persian Gulf War Operation Desert Storm Bill Clinton NAFTA end of apartheid NATO in Yugoslavia George W. Bush 9/11 War in Afghanistan War in Iraq
Content Vocabulary Brown v. Board of Education Thurgood Marshall NAACP Oliver Hill Massive Resistance “white flight” 1963 March on Washington Martin Luther King, Jr “I Have a Dream” speech non-violent mass protest Civil Rights Act of 1964 Voting Rights Act of 1965 Justice Sandra Day O’Connor Justice Ruth Bader Ginsburg Justice Clarence Thomas Immigration from Asia and Latin America Space Exploration NASA John Glenn Neil Armstrong Sally Ride Space Shuttle Mars rover Voyager missions Hubble telescope Satellites GPS personal communication devices robotics telecommuting “Reagan Revolution” Federal Reserve Patriot Act
GOVT.4 The student will demonstrate knowledge of the Constitution of the United States by a) examining the ratification debates and The Federalist; b) identifying the purposes for government stated in the Preamble; c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism; d) illustrating the structure of the national government outlined in Article I, Article II, and Article III; e) describing the amendment process. GOVT.13 The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the People’s Republic of China compare with government in the United States by describing the distribution of governmental power; explaining the relationship between the legislative and executive branches; comparing the extent of participation in the political process. Content Vocabulary Republic Direct democracy Representative democracy Limited government Articles of Confederation Amendment Separation of Powers Marbury v. Madison Locke Hobbes Montesquieu Reserved powers Supremacy clause Judicial review Bill of Rights Necessary and Proper Clause (Elastic Clause) Virginia Plan New Jersey Plan Connecticut Compromise Virginia Declaration of Rights Federalist Anti-Federalist Federalist Papers Checks and Balances Delegated powers Enumerated powers Concurrent powers Implied powers Inherent powers Bicameral Social Contract Theory Divine Right Theory Natural Rights Presidential System