Introduction
Louisiana Content Standards Foundation Skills
Information Literacy Model For Lifelong Learning
Louisiana Social Studies Strands
Louisiana Social Studies Content Standards

BENCHMARKS

Era 1 - Beginning of Society H-1C-H1

Era 2 - Early Civilizations H-1C-H2

Era 3 - Classical Traditions, Major Religions, and Giant Empires H-1C-H3

Era 4 - Expanding Zones of Exchange and Encounter H-1C-H4

Era 5 - Intensified Hemispheric Interactions H-1C-H5

Era 6 – Emergence of the First Global Age H-1C-H6, H7, H8, H9

Era 7 - The Age of Revolutions H-1C-H10, H11, H12

Era 8 – A Half Century of Crisis and Achievement H-1C-H13

Era 9 - The 20^th Century 1945 –present H-1CH14, H-1C-H15
 

INTRODUCTION

Preparation for the office of citizen is the crucial purpose of American education, according to Thomas Jefferson. The vitality of American constitutional democracy depends on competent citizens. Full literacy for the 21^st century demands a challenging education with adequate attention to all academic disciplines. Effective social studies education reinforces the democratic principles and ideals of citizenship. A solid base of social studies knowledge and skills develops civic competence by focusing on rights, responsibilities, as respect.The Louisiana framework for social studies rests on the foundation of four core disciplines, or strands, from the social sciences: geography, civics, economics, and history. Each of these disciplines offers a distinct perspective for examining the world. Other social sciences, such as anthropology and sociology, are incorporated within these strands.Each of the strand titles names a traditional field of scholarly study, with a phrase explaining the underlying themes. For each strand, a focus paragraph explains the discipline’s importance to the overall education of the students. A standard statement then gives a general description of what students should know and be able to do as a result of the study of that strand. Following each standard, specific benchmarks are listed for Grades 9-12. For organizational purposes, these benchmarks are categorized according to appropriate content standards.Calcasieu Parish has used the Louisiana Social Studies Content Standards as a blueprint for writing parish curriculum guides for World Geography, Free Enterprise, Civics, American History, and World History. The curriculum guides include time lines, course objectives, content outlines, and activities to cover all the benchmarks. These social studies curriculums should expand students’ thinking across the boundaries of separate academic subjects. A reasonable balance between breadth of content and depth of inquiry must be achieved.Through mastery of the key concepts and process skills outlined in each of the curriculum guides, students will become accomplished problem solvers and informed decision-makers. They will be able to assume their places in the economic work force as effective producers and consumers. Civic competence for Louisiana’s citizens will be achieved with the implementation of these rigorous and challenging content standards.   

LOUISANA CONTENT STANDARDS FOUNDATION SKILLS

The Louisiana Content Standards Task Force has developed the following foundation skills, which should apply to all students in all disciplines. Communication: A process by which information is exchanged and a concept of "meaning" is being created and shared between individuals through a common system of symbols, signs, or behavior. Students should be able to communicate clearly, fluently, strategically, technologically, critically, and creatively in society and in a variety of workplaces. This process can best be accomplished through use of the following skills: reading, writing, speaking, listening, viewing, and visually representing. Problem Solving: The identifying of an obstacle or challenge and the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. Resource Access and Utilization: The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communication information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. These resource tools include pen, pencil, and paper; audio/video material, word processors, computers, interactive devices, telecommunication, and other emerging technologies. Linking and Generating Knowledge: The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. In order to engage in the principles of continual improvement, students must be able to transfer and elaborate on these processes. Transfer refers to the ability to apply a strategy or content knowledge effectively in a setting or context other than that in which it was originally learned. Elaboration refers to monitoring, adjusting, and expanding strategies into other contexts. Citizenship: The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community; being accountable for one's choices and actions and understanding their impact on oneself and others; knowing one's civil, constitutional, and statutory rights; and mentoring others to be productive citizens and lifelong learners.
NOTE: These foundation skills are listed numerically in parentheses at the end of each benchmark. 

INFORMATION LITERACY MODEL FOR LIFELONG LEARNING
Students must become competent and independent users of information to be productive citizens of the 21^st century. They must be prepared to live in an information-rich and changing global society. Due to the rapid growth of technology, the amount of information available is accelerating so quickly that teachers are no longer able to impart a complete knowledge base in a subject area. In addition, students entering the workforce must know how to access information, solve problems, make decisions, and work as part of a team. Therefore, information literacy--the ability to recognize an information need and then locate, evaluate, and effectively use the needed information -- is a basic skill essential to the 21^st century workplace and home. Information literate students are self-directed learners who, individually or collaboratively, use information responsibly to create quality products and to be productive citizens. Information literacy skills must not be taught in isolation; they must be integrated across all content areas, utilizing fully the resource of the classroom, the school library media-center, and the community. The Information Literacy Model for Lifelong Learners is a framework that teachers at all levels can apply to help students become independent lifelong learners. Defining/Focusing: The first task is to recognize that an information need exits. Students make preliminary decisions about the type of information needed based on prior knowledge. Selecting Tools and Resources: After students decide what information is needed, they then develop search strategies for locating and accessing appropriate, relevant sources in the school library media center, community libraries and agencies, resource people, and others as appropriate. Extracting and Recording: Students examine the resources for readability, currency, usefulness, and bias. This task involves skimming or listening for key words, "chunking" reading, finding main ideas, and taking notes. Processing Information: After recording information, students must examine and evaluate the data in order to utilize the information retrieved. Students must interact with the information by categorizing, analyzing, evaluating, and comparing for bias, inadequacies, omissions, errors, and value judgments. Based on their findings, they either move on to the next step or do additional research. Organizing Information: Students effectively sort, manipulate, and organize the information that was retrieved. They make decisions on how to use and communicate their findings. Presenting Findings: Students apply and communicate what they have learned (e.g., research reports, project, illustration, dramatization, portfolio, book, book report, map, oral/audio/visual presentation, game, bibliography, hyperstack). Evaluating Efforts: Throughout the information problem solving process, students evaluate their efforts. This assists students in determining the effectiveness of the research process. The final product may be evaluated by the teacher and also other qualified or interested resource persons.

LOUISIANA SOCIAL STUDIES STRANDS
GEOGRAPHY: Physical and Cultural Systems   The World in Spatial Terms Places and Regions Physical and Human Systems Environment and Society CIVICS: Citizenship and Government   Structure and Purposes of Government Foundations of the American Political System International Relationships Roles of the citizen ECONOMICS: Interdependence and Decision-Making   Fundamental Economic Concepts Individuals, Households, Businesses, and Governments The Economy as a Whole	HISTORY: Time, Continuity, and Change Grades K-4   Historical Thinking Skills Families and Communities Louisiana and United States History World History Grades 5-8   Historical Thinking Skills United States History World History Louisiana History Grades 9-12   Historical Thinking Skills United States History World History	Note: Grade clusters are listed under the History strand to identify the specific categories emphasized at each level.

 
LOUISIANA SOCIAL STUDIES CONTENT STANDARDS

GEOGRAPHY: Physical and Cultural SystemsStudents develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.

CIVIC: Citizenship and GovernmentStudents develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

ECONOMICS: Interdependence and Decision-MakingStudents develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

HISTORY: Time, Continuity, and ChangeStudents develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world. 

Back to the top

H-1C-H3 Analyzing the origins, central ideas, and worldwide impact of major religious and philosophical traditions; (1,2,3,4)
Timeline	Objective/Content	Activities
	Era Three: Classical Traditions, Major Religions, and Giant Empires 1000 BC-AD300
	TLW to locate major geographic features associated with Greek civilization.  Geographic setting Balkan Peninsula Straits Bosporus Dardanelles Three seas Ionian Aegean Mediterranean	On an outline map of ancient Greece locate the following: Balkan Peninsula, Bosporus, Dardanelles, Ionian Sea, Aegean Sea, Knossus, Mediterranean Sea, Crete, Peloponnesus, Attica, Athens, Sparta.  On an outline map locate the following: Ancient Greece, Bosporus, Dardanelles, Ionian Sea, Aegean Sea, Mediterranean Sea, Crete.
	TLW explain how foundations of classical Greece were influenced by Minoan civilization.  Island of Crete King Minos Contributions 1) Weavers Pottery and jewelry Written language Bronze weapons Architecture Art Trade Foundations of classical Greece Examples of Aegean art Palace of Menos Knossos, Crete 1500 BC Idol Marble Amorgos 1100 BC The Snake Goddess, Terracotta Crete 1600 BC Treasury of Ateus Mycenae 1200 BC The Vaphio Cups, Gold Athens 1500 BC
	TLW trace the origins of the Achaeans, Dorians, and Ionians.  Mycenaean civilization Indo-European invasion a)Achaeans  b) Dorians Ionians Achaeans’ domination Mycenae Troy
	TLW explain how the Dorian invasion ushered in the Dark Ages of Greece.  Dark Age of Greece 1. Dorian invasion  2. Effect
	TLW identify major artistic contributions of the early Greek civilization.  Archaic Art Dipylon Vase Greece b)700 B 2. Herakles Strangling the Nemean Lion  a) Amphora, Museo Civico, Brescia  b) Black Figure 525 BC Kroisos from Anavysos Athens Marble sculpture 525 BC Dying Warrior, from the East Pediment of the Temple of Gegina Greece Marble sculpture 490 BC The Temple of Poseidon a) Faestum, Italy 460 BC The Parthenon Acropolic Athens 448-432 BC Homer Iliad Odyssey	Compare portions of the Iliad and the Odyssey.
	TLW analyze the reasons for and results of early Greek colonization.  Reasons Colonies Results
	TLW describe a Greek city-state.  Greek city-state Parts of the city-state Failure to unite Forms of government Monarchy Aristocracy Tyranny Democracy (First) Common ties Ancestry Language Religion Oracles Olympic games Development of Athens Early government Reformers Draco Solon Cleisthenes Pisistratus Education System of government Development of Sparta Government Education
	TLW describe the Persian Wars.  Persian Wars Battle of Marathon Thermopylae Salamis B. Delian League	Complete a short report on the origins of the Marathon Race.
	TLW describe the art, literature, architecture, religion, and philosophy of classical Greece.  "Golden Age" of Athens Pericles Culture Art Architecture Literature Philosophy Religion Classical and Hellenistic Art The Standing Youth, marble Athens 480 BC Doryphorus (The Spear Bearer), marble Naples 450 BC The Charioteer, bronze Delphi 470 BC Poseidon, bronze Athens 460 BC Discobolus (Discus Thrower), marble Rome 450 BC Aphrodite of the Onidians, Roman marble copy Rome 330 BC Praxiteles (Hermes), marble Olympia 330 BC The Apollo Belvedere, Roman copy Rome 220 BC Aproxyomenos (Scraper), Roman marble copy Rome 330 BC The Barberini Faun, Roman copy Rome 220 BC Dying Gaul, Roman copy, marble Rome 230 BC The West Front of the Temple of Zeus at Pergamum Pergamum 180 BC Nike of Samothrace, marble Samothrace 200 BC The Laocoon Group, marble Rome 190 BC Venus de Milo Classical and Hellenistic Literature Homer, Iliad and Odyssey Aesop Fables Aeschylus, Oresteian Trilogy, 458 BC Sophocles, Theban Trilogy, 429 BC Aristophanes, Frogs, 405 BC Socrates – "Know thyself" Plato The Republic, 387 BC Phaedon, 399 BC Symosium, 387 BC Apologia, 396 BC Aristotle, Politics, 399-347 BC Diogenes – Cynic Zeno – Stoicism Epicurus – seek pleasure and happiness in moderation Others Poetry Sappho – lyric love poems Pindar – ode to Olympic athletes Historical Writing Herodotus – father of history Thucydides – 1st scientific historian Science & Math Euclid & Pythagorus – mathematical principles (geometry) Hippocrates - father of medicine Eratosthenes – geographer, believed earth to be round and accurately estimated its circumference Sculpture 1. Phidias – Athena, marble frieze at  Parthenon
	TLW describe the role and achievements of Alexander the Great in advancing Greek civilization.  Peloponnesian Wars Macedonia conquest Causes Philip Alexander the Great Rise to power Expansion of empire Accomplishments
	TLW summarize the effects of Greek invasions on the Fertile Crescent.  Hellenistic Period Construction of new cities Conflict between traditional values and the Hellenistic culture Results of Alexander’s death Spread of Hellenism
	TLW be able to describe the development of ancient Rome.  Roman civilization  Geography of Italy  Legend of Romulus and Remus Seven hills Palatine Hill  Tiber River C. Early settlers  1. Etruscans  2. Latins  3. Italics  4. Greeks D. Conquests of the Etruscan League  Government 2. Cultural achievements
	TLW be able to identify origins and characteristics of the Roman Republic.  Roman Revolution Government Organization 1. Patricians 2. Plebeians  3. Magistrates 4. Senate  The family during the Republic Roles of family members Power distribution D. The Roman Army  Citizen -soldiers - Well-trained, well-organized,  strictly disciplined.	Compare the Roman Caesars with the executive branch of the American government.  Examine the evidences of decay in the Roman government.  On a map locate the territory of the Roman Empire at its height of power.
	TLW be able to describe the spread of Roman power and the growth of the Roman Empire.  A. Unification of Italy - Rome succeeded in conquering  And uniting Italy due it part to its powerful armies,  Ability to move troops, wise treatment of conquered  peoples, and road system B. Punic Wars  First Punic War - Romans defeat Carthaginians  and acquired Sicily, Sardinia and Corsica.  Romans collected indemnity.  Second Punic War -  Hannibal - elephants, Battle of Cannae Scipio defeated Hannibal at the Battle of Zama  3. Third Punic War  Cato, Roman senator, ended speeches,"Carthage must be destroyed."  b) Rome attacked Carthage, destroyed the city,  and annexed it.  C. Conquest of Western and Eastern Europe  Government of the provinces.
	TLW be able to describe factors leading to the decline of the Republic and rise of the Empire.  Military dictators - In a series of civil wars,  (lasting more than 100 years) rival Roman  generals battled for supremacy.  B. The Gracchi Brothers seek peaceful reform  Civil War: Marius vs. Sulla D. First Triumvirate - Julius Caesar, Pompey, Crassus  Commentaries on the Gallic War - Julius Caesar  49 BC - Caesar crossed the Rubicon River and invaded the senatorial portion of Italy. Caesar defeated Pompeys' army and became dictator of Rome. On March 15, 44 BC, a group of senators led by Marcus Brutus and Gaius Cassius assassinated Caesar as he entered the Senate.  Second Triumvirate - Mark Antony, Octavian, and Marcus Lepidus . After Caesar's death, civil war broke out. The army of Brutus and Cassius was defeated by forces led by Antony, and Octavian. Antony married Cleopatra . In the final battle for power Octavian defeated Antony at the Battle of Actium. This battle ended the era of civil wars. Octavian then became the absolute ruler of the Roman Empire
	TLW be able to name some of the famous Roman emperors.  Augustus - First Roman emperor. During his reign Jesus was born. Pax Romana Tiberius Caligula Claudius Nero  Vespasian – Colosseum built during his reign Trajan – empire reached its greatest size Hadrian – Hadrian's Wall Marcus Aurelius Diocletian Constantine	Make a bar graph showing the length of time each of the first 10 emperors reigned.  Discuss the patterns that emerged in the graphs.
	TLW be able to discuss Roman culture and identify  Roman contributions.  Romans adapt Greek culture Religious diversity Home and social structure The "games" and their lasting influence Roman government and law Twelve Tables Law of Nations – citizenship, passports Justinian Code Architecture and Engineering Roads-Appian Way Aqueducts Bridges Marble Buildings Arch Dome Column Amphitheater Language – Latin – The root of romance languages: French, Italian, Spanish and Portuguese. Historical writing Livy Plutarch Tacitus Science Galen Ptolemy

 

	TLW be able to identify examples of Roman art and architecture.  A. Roman Art and Architecture  1. The Temple of Fortuna Virilis  a) Rome  b) 200 BC  2. Temple of the Sibyl  a) Trivoli  b) 100 BC  3. Sanctuary of Fortuna  a) Palestrina  b) 100 BC  4. Pont Du Gard  a) Italy  b) 100 AD  5. The Collosseum  a) Rome  b) 72-80 AD  6. The Pantheon  a) Rome  b) 118-125 AD  7. The Basilica of Constantine  a) Rome  b) 310-320 AD  8. House of the Silver Wedding  a) Pompeii  b) 100 AD  9. Aulus Metellus, bronze  a) Roman  b) 100 AD
	TLW be able to discuss the barbarian invasions and the decline and fall of the Roman Empire.  A. Gradual decline of the Roman Empire  1. Invasion of barbarians  2. Split into Eastern and Western empires  3. Continuing attacks by barbarians  4. Economic and political weaknesses  a) Rebellion in provinces  b) Inflation  c) Unstable government and poor leadership
	TLW be able to identify Roman literature.  A. Roman Literature  1. Terance, Comedies  2. Plautus, 200-160 BC  3.. Lucretius, On the Nature of Things, 65-43 BC  4.. Horace, Odes  Ars Poetica, 27-14 BC  5. Virgil, Aneid, 27-14 BC  6. Ovid, Metamorphoses, 27-14 BC  7. Tacitus, History, 100-150 AD  8. Juvenal, Satires, 100-150 AD  9. Plautus, Miles Gloriosus, 205 BC  10. quintus Fabius Pictor, Roman History, 198 BC  11. Lucretius De Rerum Natura, 60 BC  12. Cicero Deoratore, 55 BC  De Republica, 54 BC  13. Portrait of a Roman  a) Rome  b) 80 BC  14. Augustus of Primaporta  a) Rome  b) 20 BC  15. Equestrian Statue of Marcus Aurelius  a) Rome  b) 161-180 BC
	TLW be able to outline the development of Christianity and evaluate the influence of Christianity on Roman civilization.  A. The development of Christianity  1. Jewish origins (Torah)  a) Hebrew resistance to the Romans  b) Exile: the Diaspora  c) Massada  d) Survival of Judaism  2. Jesus  3. Disciples  4. Spread of Christianity  a) Paul  b) Peter c) Bible 5. Christianity in the Roman government  6. Roman and Christian Literature  a) Edith Hamilton, Mythology  b) William Shakespeare  1) Antony and Cleopatra  2) Julius Caesar  c) Augustine of Hippo  1) The City of God  2) Confessions  3) 413—426 AD  d) St. Paul  1) Letters to the Corinthians  2) 58 AD  e) Edict of Milan, 313 AD  f) Codex Theodosianus  1) Summary of Roman Law  2) 439 AD  g) The Gelasian Missal  1) Book of prayers and chants  2) 496 AD  h) Codex Bezae  1) New Testament in Greek and Latin  2) 500 AD  i) The establishment of the Church of Rome  j) Edict of Milan  1) Council of Nicaea  2) 313 AD  k) Christianity becomes official religion
	TLW be able to describe the Indus River Civilization.  A. Aryan invasions  B. Epic poems  1) Vedas  2) Upanishads  3) Mahbharata  4) Ramayana  C. Caste system in India  D. Hindu faith takes root  1) Chief Hindu gods…Brahma, Siva, Vishnu  2) Reincarnation  E. Buddhism develops
	TLW be able to describe the early Chinese civilization.  A. Dynastic cycle…rise and fall  Mandate from Heaven  B. Chou and Confucius  C. Chin and the Great Wall  D. Han Dynasty and expansion  1) Buddhism enters China  2) Trade with the West
	TLW be able to analyze the major contributions and achievements on ancient African civilization.  A. Nok culture (1000 BC) West African culture  B. Kush  C. Alum culture  D. Zimbabwe culture	Design a bulletin board depicting the major ancient African cultures. Highlight their cultural achievements. Construct a chart of the major African cultures. Identify their locations, characteristics, achievements, and contributions to contemporary African cultures.
	TLW will be able to compare the living conditions, beliefs, and contributions of the early North American Indians.  A. Cahokian – Eastern U.S.  B. Pueblo – Southwestern U.S.  C. Inuit – (Eskimo) Alaska
	TLW be able to discuss the culture and influence of the early Central and South American Indians  A. Olmecs (to 200 BC)  B. Mayans (to 900 AD)

Back to the top

H-1C-H4 Summarizing the developments and contributions of civilizations that flourished in Europe, Asia, Africa, and the Americas; (1,3,4)
Timeline	Objective/Content	Activities
	Era Four: Expanding Zones of Exchange and Encounter 300 – 1000 AD
	TLW be able to explain why the Eastern Roman Empire outlived the Western Empire.  A. The Middle Ages in Europe (500 A.D. –1500 A.D.)  Eastern Empire  1) The Byzantine Empire  2) Justinian  3) Decline of the Empire
	TLW be able to identify examples of Byzantine Art.  Byzantine Art S. Vitale Ravenna 526-547 A.D. Justinian and Attendants, Mosaic 1)Ravenna C. 547 A.D. Hagia Sophia 1) Istanbul 532-537 A.D. St. Mark’s Venice 1063 A.D. Madonna Enthroned Washington, D.C. C.1300 A.D.
	TLW be able to compare and contrast the Eastern Orthodox with the Roman Catholic Church.  The Eastern Orthodox Church Split from the Roman Catholic Church 1054 Disputes over dogma
	TLW be able to explaining the relationship between Russian geography and history.  Geographic setting Size Limited access to the sea Great Plain Rivers Climate
	TLW be able to analyze the Mongol invasion of Russia.  Early history Slavic roots Vikings Vladimir I Influence of Eastern Orthodox Church Mongol invasion Batu Khan Mongol rule
	TLW be able to describe the influence of the barbarian invasions of the Old Roman Empire.  Dark Ages (c. 500-1000) Trade declines Lack of public safety No organized government Shortage of labor Gothic Wars (Byzantine) Subsequent conquest by Lombards Popes pay tribute to Byzantium C. Invasions of Britain by Angles and Saxons
	TLW be able to describe the influence of the invasions by northern European barbarians on the rest of western Europe.
	Continued Barbarian Invasions-Viking Invasions of Christianized Ireland Golden age in Ireland Vikings and Norman-English take parts of Ireland Ninth century Viking invasions Settlement of Iceland Through Russia to Constantinople Ireland, England, and France 3) Magyars from Central Asia invade.
	TLW be able to discuss the Carolingian background of Charlemagne’s empire.  Merovingian Dynasty in France Clovis  Charles Martel Pepin the Short Carolingian Dynasty Charlemagne Decline of the empire
	TLW be able to discuss the influence of the Roman Catholic Church on feudal Europe.  Population growth leads to and is increased by economic development Colonization within Europe Growth of technology and trade Influence, efforts, and accomplishments of the Church. Preservation of Roman civilization Further estrangement of Eastern and western culture Administrative system develops Class status rigid The impact of Monasticism Art, literature, music, and Gothic architecture Development of theology Canon Law and church courts C. Effects of the church on political systems
	TLW be able to analyze feudal society.  Western Europe Decrease in threats from Magyars, Moslems Feudalism replaces centralized government a) Weak central government  b) Strong local government  Characteristics of Feudalism a) Formal relationships between classes  b) Manorial system  c) The manor as an agricultural unit  Increasing internal security Stronger governmental units Peace of God and Truce of God Feudal economic conditions Self-sufficient Agricultural Manor The Serfs Neither Slaves nor free people Obligations of the Serfs An impoverished life Low agricultural output Disappearance of trade Decline of feudalism Crusades The rise of national states and absolute monarchy
	TLW be able to outline the development of the Islamic religion.  The Arab Muslim Empire (635 A.D) Rise of the Islamic religion Muslim conquests: Persia Syria Palestine Egypt Most of North Africa Spain Five Pillars of Islam (Koran) Spread of Islam North expansion East expansion West expansion The impact of the Moorish conquests Moorish Spain Granada Court of the Lions Arabic contributions to civilizations Mathematics Medicine Arabic numerals Literature Architecture and art Learning Turkish Empire
	TLW be able to identify Chinese cultural, scientific, and technological developments before the arrival of western influences.  Early Yellow River Valley Civilization Hsia Dynasty Shang Dynasty Chou Dynasty Ch’in Dynasty Han Dynasty Religion and Philosophy Las-Tse Confucius Strong family ties Written Language and Literature Art and Architecture Science and Technology Tang dynasty (618-907 A.D.) Education flourished Literature Li Po (701-762) Tu Fu (712-770) Sung dynasty (960-1279) Golden age) Advances in science Magnetic compass Movable-type printing Gunpowder Porcelains Inventions cross-bow Saddle stirrup Wheel barrow Water powered spinning wheel Paper money 850 mile long man-made waterway Chinese art Ching Hao Grant Chinese landscape artist 900 Li-Yu, Emperor of Nanking Founded Academy of Painting 961 Chao-Meng-fu 1) Artist 1258 Ni Tsan Chinese Painter 1374  The Mongol Empire Genghis Khan Kublai Khan Ming Dynasty Manchu Dynasty
	TLW be able to analyze the origins of Japan  Rise of the divine Emperor Mythological creation by sun goddess Emperor divine First emperor: Jimmu (660 B.C.) Social organization: Clans and tribes Yamato clan from Korea: first ruling class Buddhism introduced from Korea Japanese art Building of the Horyuji temple 1)Nara, Japan 2)585 Building of the Temple of four Heavenly Kings Oscalca, Japan 593 c)Chinese and Korean artists and craftsmen  settle in Japan, 600  d)Hospital in Japan by Emperor Yomei Oldest surviving wooden building in the world 607 Early Nara period of Japenese art, 646 Pagoda of Yakask Temple, 681 Wooden "bigaku"masks, 751 "Sitting Budda" Japanese wooden sculpture 800 Kose No Kansoka Japanese painter at the court of Heian 890 j) Takayoski found Tosa School of Painting,  1025  Japanese sculpture Jocko sets up his school, 1050 Shinto faith Influence of the Chinese on Japanese culture Buddhism entered Japan

 

	TLW be able to describe the characteristics of one of the three cultural centers of the classic mayan period.  Central and South American (pre-Columbian) civilizations 1. Olmecs (to 200 BC) a. Geographic settlement  b. Religion  Olmec influence: Base culture of Mesoamerica 2. Mayas (2300 BC to 1200 AD): Highland  civilization  1. Geographic settlement/cultural centers  a. Copan  b. Palenque  c. Tikal  2. Religion  a. Temples  b. Role of the priests  c. Religious ceremonies	Draw pictures of an ancient Mayan city from oral descriptions.
	TLW be able to describe the achievements of the classical Mayan period.  1. Government  2. Economy  3. Achievements  a) Architecture: pyramids  b) Calendar  c) Astronomy  d) Mathematics  e) Written language	Create a collage featuring the major achievements of the classical Mayan period.  Create a hieroglyphic systems which can be used to write students’ names
	TLW be able to identify historical theories on the decline of the ancient Mayan civilization.  1. Abandonment of the cities/migration mystery theories  a. Disease  b. Conquest  c. Civil War  d. Famine  e. Soil exhaustion  f. Decline of priestly power	Complete a short report on one or more of the theories on the decline of the ancient Mayan civilization.  Develop a collage featuring the theories on the decline of the ancient Mayan civilization.

Back to the top

H-1C-H5 Analyzing the consequences of the economic and cultural interchange that increasingly developed among the peoples of Europe, Asia, and Africa; (1,2,3,4)
Timeline	Objective/Content	Activities
	Era Five: Intensified Hemispheric Interactions –   1000 –1500 AD
	TLW be able to analyze the changes brought about by the Crusades.  A. The Crusades  1). Causes  2) First Crusade (1096-1099)  3) Second, Third, and Fourth Crusades  4) Increased leadership of the Roman Church  5) Trade revival  6) Social changes  7)Results  B. Wealth and power in new hands undermine the feudal system.  C. Merchant-bankers  1) Italian-Florentine  2) Religious house as bankers	Write a report on the importance of the rise of the middle class and the growth of towns following the Crusades.  On a map trace the sea and land routes in use before and after the Crusades.  Write excerpts from the diary of a crusader who is bewildered by a rapidly changing world.
	TLW be able to trace the development of English law and government, which led to the Magna Carta.  A. England during the Middle Ages  1) Alfred the Great defeats Norsemen  a) Pacifies England  b) Establishes schools  2) William the Conqueror (1066)  a) Tax system (Doomsday’s Book)  b) Centralized government  3) Henry I and system of law  4) Henry II - King’s law replaces feudal law  5) Richard the Lion Hearted  6) Magna Carta (1215)  7) Henry III – King’s Council  8) Simon de Monfort (Great Council)	Make a poster outlining the main points of the Magna Carta.  Construct a collage of the signing of the Magna Carta by King John at Runnymede.
	TLW be able to analyze the effects of the Hundred Years’ War  A. Edward I and the Model Parliament  B. Edward III and Hundred Years’ War  1) Beginning War of Roses  2) Growth of parliamentary powers  C. Black Plague (1347-1351)  D. France  1) Capetian line (987-1328) extends power outward  2) The Hundred Years’ War with England  a) Death of last Capetian King  b) Conflict over feudal lands  c) Henry V claims the French throne  d) Charles VIII  e) Joan of Arc  E. Effects of struggle with England  1) Devastation of both France and England  2) Rise of modern form of nationalism  D. Louis XI (1461-1483)  1) Duchy of Burgundy overcome  2) France reunified as a strong monarchy	Draw a cartoon portraying the role of the Austrians in the Hundred Years’ War.  Make a time line detailing the major actions in the Hundred Years’ War.  Research and debate, as French and English ambassadors, the roles of your countries in the Hundred Years’ War.
	TLW be able to identify the Holy Roman Empire.  A. The Holy Roman Empire (the German Empire)  1) Otto I  2) Peak of greatness  3) Investiture controversy  4) Golden Bull (1356-7)  5) Rise of the Hapsburg Dynasty  B. The Netherlands: Divided between Spain (Belgium) and Austria  C. Spain and Portugal: Continuing struggles  D. Europe contrasted with East  1) Differences between East and Westlake High  2) Contrast between Eastern and Western values  a) Eastern man contemplative and philosophic  b) Western man competitive and aggressive  E. Early Russia  1) Varangians and the Slavs.  2) Medieval Russia … KievianPeriod  3) Conversion to Christianity of Russia  4) Mongul invasions. The Golden Horde and its influence on Russia history.  F. Tamerlane  G. Japan during the Middle Ages.	Create an annotated time line of the Holy Roman Empire. Include in the line the major events and personalities involved with the Empire.  Create an annotated list of the Holy Roman Emperors. Include their names, dates they reigned, major achievements or failures, and so forth.
	TLW be able to locate and identify the four major areas of Latin America.  A. Definition of geographic, cultural, and historical terms  1) Mexico  2) Caribbean Islands  3) Central America  4) South America	Using an outline map, shade the four major areas of Latin America.  Provide students with a geography puzzle of Latin America and have them fit the pieces in the proper locations.  Using and overhead projection map of Latin America, identify the four major areas and label each country.
	TLW be able to contrast the geographic differences among the three major ancient Central and South American civilizations.  A. Contrast geographic settlements  1) Maya: Jungle, plain  2) Aztec: Desert, lakes  3) Inca: Mountains	Create posters featuring the various land formations in ancient Central and South America. Use travel materials from consular offices or travel agencies to develop the posters.  From magazines cut out pictures of jungles, deserts, lakes, and mountains, and use these pictures as examples of Mayan, Aztec, and Incan geography.  As a group project, create a slide show depicting the geography of the sites of ancient American civilizations.
	TLW be able to identify historical theories on the decline of the ancient Mayan civilization.  A. Indians of the Americans  1) Decline of Maya  a) Disease  b) Conquest  c) Civil War  d) Famine  e) Soil exhaustion  2) Post-classic period (900-1200 AD): Lowland Civilization  a) Geographic settlement/cultural centers  1) Dzibilichaltun  2) Coba  3) Uxmal  4) Chichen Itza: old city/new city  b) Religion  c) Society  d) Decline and abandonment of cities  e) Mystery of the Mayas  f) Destruction of Mayan great books	Complete a short report on one or more of the theories on the decline of the ancient Mayan civilization.  Develop a collage featuring the theories on the decline of the ancient Mayan civilization.
	TLW be able to describe the role of religion in ancient Central American  A. Teotihucan  B. Toltecs  C. Aztecs (1200 to 1520 AD)  1) Geographic settlement  a) Tenochtitlan  b) Empire  2) Religion  a) War god  b) Sacrifice  3) Politics  a) Emperor  b) Confederation	Conduct a skit portraying an Aztec religious ceremony in which the gods are petitioned for some favor such as good weather, protection from disease, and so forth. Contrast this with a modern, monotheistic religion.  Research various religious rites or practices of any ancient American civilization. Prepare oral reports comparing and contrasting particular practices with those of groups in other parts of the world. Examples: Aztec sacrifices and European crucifixion; Mayan pyramids and Egyptian pyramids.
	TLW be able to explain the class system of the ancient Mayans, Aztecs, and Incas.  A. Class system  B. Economy  C. Decline  1) Montezuma I  2) Montezuma II	After research on the class system, write and perform a play with students acting as members of the various classes within the system, such as nobles, priests, and so forth.  Prepare a chart, which compares the major components of the class system of ancient America with those of the caste system of India.
	TLW be able to cite the contributions of the ancient Incas and Aztecs.  A. Aztec contributions  1) Government  2) Architecture  3) Engineering  B. Pre-Incan cultures  C. Incas (1200’s to 1500’s AD)  1) Geographic settlement  2) Government  a) Welfare state  b) Diplomacy  c) Bureaucracy  3) Economy  4) Society  5) Contributions  a) Highway systems  b) Postal service  c) Surgical techniques  6) Decline	Design a bulletin board depicting the various contributions of the ancient Incas and Aztecs.  Construct an Aztec pyramid out of papier-mache’ or other suitable materials.  Design the interior of an Aztec pyramid such as Tenochtilban.

Back to the top

H-1C-H6 Analyzing the impact of transoceanic linking of all major regions of the world; (1,2,3,4)  H-1C-H7 Analyzing the political, cultural and economic developments and trends that resulted in the transformation of major world regions; (1,2,3,4)  H-1C-H8 Explaining how the emergence of territorial empires in Europe, Asia, and Africa unified large areas politically, economically, and culturally; (1,3,4)  H-1C-H9 Tracing the expansion of European power and economic influence in the world and examining the impact of this expansion on societies in Asia and in the Americas; (1,3,4)
Timeline	Objective/Content	Activities
	Era Six: Emergence of the First Global Age
	TLW be able to analyze the effects of the Muslim invasion on India.  A. The Mongol Conquests (India)  1) Turks: eleventh century  a) Establish capital at Delhi  b) Mongol road (Genghis Khan)  c) Invasion by Tamerlane  d) India divided  2) Mogul empire founded by Babur (1526)  3) Akbar completes the empire  4) Kublai Khan conquers China (Yuan Dynasty)  a) Mongol empire  b) Promoted trade  c) Extended empire to include Middle East  d) Marco Polo	Write a series of journal entries of a Mongol soldier during one or several of the invasions of India.  On an outline map, indicate the routes taken by the Mongols during their invasions of India. Indicate the areas of control by subsequent Mongol rulers such as Akbar.
	TLW be able to discuss the origins and implications of the Protestant, English, and Catholic Reformations.  A. Development of nation-states  B. Hanseatic League  C. France: Opposed by Spain, Austria, and England  D. The unification of Spain  E. England: The scene of dynastic struggles  F. Eastern Europe  1) Remains feudal  2) Torn by wars of nobility  3) Conquered by Ottoman Turks  G. Italian city/states  H. The Reformation  1) John Wycliff  2) Martin Luther  3) John Calvin  4) John Knox  5) Anglican Church  6) Catholic Reformation	Conduct a talk show at which Martin Luther, John Wycliff, and John Knox are guests.  Make a poster showing the main points of the Catholic Reformation.
	TLW be able to discuss the importance of the Elizabethan Age.  A. Dynastic conflicts and wars of religion (1500-1715)  1) Spain  a) Philip II of the Catholic reformation  b) Thirty Years’ War  c) Spanish succession  2) France  a) Beginning of Protestant movement  b) Treaty of Cateau  c) wars of religion  d) Henry IV and the Edict of Nantes (1598)  e) Louis XIII and Cardinal Richelieu  f) Louis XIV: The leading power in Europe  3) England  a) Henry VIII (1509-1547)  b) Mary I (1553-1558)  c) Elizabeth I (1558-1603)	Conduct a dialogue between Phillip II of Spain and Elizabeth I over conduct of the Sea Dogs.  List the major accomplishments of the Elizabethan Age.  Construct a diagram listing King Henry VIII, his wives, children, and their ultimate fates.
	TLW be able to summarize the contributions of the Renaissance.  A. Modern Age (1500 – 1700)  B. Renaissance Europe (1350-1600)  1) New concepts and values  a) Church progressively weakened  b) Cultural contacts expanded  c) Arts, science, philosophy, and communication expanded  d) Centers of learning  2) Attempts of secular church to limit the new laws  3) Renaissance  a) Scholarship  b) Art and science  c) Renaissance spreads	Locate and label on a map the major centers of Renaissance learning.  List and discuss famous writers, artists, scientists, and scholars of the Renaissance.  Research the new concepts and values, which led to the Renaissance.
	TLW be able to identify examples of Renaissance art and architecture.  A. Renaissance literature  1) Gutenberg prints Bible, 1456  2) Erasmus (1466-1535)  a) Praise of Folly  b) 1511  3) John Calvin, 1509-1564  4) Thomas More  a) Utopia  b) 1516  5) Martin Luther, 1525  6) Machiavelli  a) The Prince  b) 1532	Present brief oral and written reports on the characteristics of the Renaissance art and architecture. Supplement the presentations with slides showing examples of art and excerpts from a few of the works listed in the content outline. Examine the themes, subjects, and topics used by the artists, writers, and architects.  (NOTE: An extensive collection of art slides is available from the Art and Humanities Slide Lending Library at the Louisiana Department of Education. A catalog of available slides can be obtained by writing or contacting the Art and Humanities Section, Louisiana Department of Education, P.O. Box 94064, Baton Rouge, Louisiana 70804-9064.)
	TLW be able to identify examples of Renaissance art and architecture.  A. Copernicus, 1543  B. Spencer  1) The Faerie Queen  2) 1590  C. William Shakespeare  1) The Sonnets  2) Selected plays  3) 1592-1610  D. Francis Bacon  1) Essays  2) 1597  E. Cervantes  1) Don Quixote  2) 1605-1615  F. Authorized bible published, 1611  G. Galileo  1) Dialogues Concerning Two New Sciences  2) 1638  H. Thomas Hobbes  1) Leviathan  2) 1651  I. Renaissance art  1) The Four Saints  a) Nanni Di Bance  b) Marble, Florence  c) 1410 AD  2) David  a) Donatello  b) 1430 AD  c) Bronze, Florence  3) St. Sebastian  a) Andrea Mantegna  b) Vienna  c) 1455 AD  4) The Birth of Venus  a) Sandra Bottichelli  b) Florence  c) 1480 A.D.  5) The Palazzo Medici  a) Riccardo  b) Florence  c) 1444 AD  6) Sistine Chapel  a) Michelangelo  b) Fresco, Rome  c) 1508 AD  7) The Last Supper  a) Leonard Da Vinci  b) Mural, Milan  c) 1495 AD  8) The Mona Lisa  a) Leonardo Da Vinci  b) Paris  c) 1503 AD  9) David  a) Michelangelo  b) Marble, Florence  c) 1501 AD  10) Moses  a) Michelangelo  b) Marble, Rome  c) 1513 AD  11) Tomb of the Medici  a) Michelangelo  b) Marble, Florence  c) 1513 AD  12) The Compidoglio  a) Michelangelo  b) Rome  c) 1545 AD
	TLW be able to identify examples of Gothic art.  A. Gothic art  1) Notre Dame Cathedral  a) Paris  b) 1163 AD  2) Reims Cathedral  a) France  b) 1225 AD  3) Salisbury Cathedral  a) England  b) 1220 AD  4) Glouchester Cathedral  a) England  b) 1332 AD  5) Westminster Abby  a) London  b) 1503 AD  6) Sta. Croce  a) Florence  b) 1295 AD  7) Florence Cathedral  a) Italy  b) 1420 AD  8) Milan Cathedral  a) Italy  b) 1396 AD  9) Palazzo Vecchio  a) Florence  b) 1296 AD	Conduct a case study of one of the examples of Gothic art presented in the content outline. Present brief research papers on the background and artistic importance of the building. Create bulletin board or other displays of material gathered about these buildings. Invite an architect or art teacher to class to discuss the technical and artistic aspects of these buildings.
	TLW be able to identify the Line of Demarcation and discuss its role in Spanish and Portuguese exploration and colonization.  A. The European Nations begin to explore the world.  1) Reasons for exploration  2) Portuguese explorations  a) Prince Henry the Navigator  b) Exploration of Africa begins  c) Motives for exploration  d) Sea route to India opened  e) Diaz sails around the Cape of Good Hope  f) da Gama  1)Route to India  2) 1497  g) Cabral  1) Brazil  2) 1500  h) Portuguese conquests in the Far East  i) The results of exploration and trade  3) The Spanish Explorations  a) The voyages of Columbus  b) The Papal Lines of Demarcation	Write a journal of a seaman in the service of a Spanish explorer.  Make a chart listing Spanish and Portuguese areas of exploration.  Create a bulletin board showing the Line of Demarcation, Spanish and Portuguese routes of exploration, and areas of colonization.
	TLW be able to cite three reasons for western Europe’s search for new lands.  A. Balboa  1) Pacific Ocean  2) 1513  B. Ponce de Leon  1) Florida  2) 1513  C. Magellan  1) Circumnavigate the globe  2) 1519  D. Cortez  1) Aztecs  2) 1532  E. Pizarro  1) Incas/Peru  2) 1532  F. DeSoto  1) Mississippi River  2) 1541  G. France  1) Verranzano  a) Atlantic Ocean  b) 1532  2) Cartier  a) St.Lawrence River  b) 1535	List common attributes of early explorers and contemporary astronauts. Compare and contrast personal characteristics such as courage, curiosity, technical skills, and so forth.  Construct a chart listing possible reasons for exploration. Then list the European countries and draw lines from the countries to the appropriate reasons.
	TLW be able to identify major European explorers, their respective countries, and the areas they explored.  A. England  1) Cabot  a) Newfoundland  b) 1497  2) Drake  a) Second to circumnavigate the globe  b) 1577  3) Sir Walter Raleigh  a) Roanoke Island  b) 1587  4) Cook:  a) Hawaiian Islands, Australia, and New Zealand  b) 1768  5) Portugal  6) Holland (The Netherlands)  a) Hudson: 1609—New York Harbor, Hudson  River, and Hudson Bay  b) New Netherlands	Use an outline map to trace the trade routes used by European explorers to reach the New World.  Write a series of diary entries for a European explorer. Entries should include descriptions of the country explored, the hardships, enjoyable events, and so forth.
	TLW be able to cite three reasons for western Europe’s search for new lands.  A. Champlain  1) Canada/Quebec  2) 1603  B. Marquette and Joliet  1) Upper Mississippi River Valley  2) 1673  C. LaSalle: Mississippi River Valley  D. Russian settlements in Alaska
	TLW be able to evaluate the English victory over the Spanish Armada in reference to England’s control of North America.  A. Struggle for a continent  1) Wars fought  a) Spanish America  b) French and Indian War/Seven Years War  c) The American Revolution  2) The results of these conflicts  3) English settlement  a) The Thirteen Colonies  b) acquisition of Canada  4) French settlement  a) Quebec  b) Montreal  c) Great Lakes  d) Mississippi River Valley  5) Dutch settlement	Write articles in which students present opposing viewpoints on the English victory over the Spanish Armada and the influence that victory had on North America.  Create a poster depicting a Spanish galleon and a British man-of-war.  Conduct a panel discussion featuring prominent European explorers of North America representing various countries—example: Hudson, Cartier, La Salle, De Soto, etc.
	TLW be able to cite the three reasons for the decline of the Spanish empire in North America.  A. Decline of Spanish domination in the western hemisphere  1) Loss of naval power – 1588  2) Domestic economic problems  3) Domestic political problems	Research and give an oral report on the reasons for the decline of the Spanish empire.  Construct a chart detailing the major reasons for the decline of the Spanish empire in North America.  Conduct a case study of St. Augustine as a Spanish colony in North America. Stress its role in Spain’s empire in North America.
	TLW be able to discuss the European motives for conquest of America.  A. Conquest of Indian Civilizations  1) "God, glory and gold"  2) Forcing Indians to convert to Christianity  3) Fame and recognition  4) Desire for material wealth: Gold and silver  B. Spanish settlement  1) Encomienda economic system  a) Indian slaves  b) Reform: Las casas  c) Importation of African slaves  2) Administration  3) Role of the Church	Construct a visual bulletin board on the "God, gold and glory" concept.  On a map of Latin America, shade in the areas conquered by Cortez and Pizzaro. Label the conquerors and the conquered.  Perform a skit portraying priests, conquistadors and kings. The script should express the stated motives of "God, glory and gold."  Complete small group reports on Latin American slavery. The groups should represent African and Indian slaves, landowners, and priests. Each group should present an oral plea for either the abolition or continuation of slavery.  Present oral presentations on restricting African slaves in colonial Latin America.  Write a fictionalized account of the life of an African slave in Brazil in the 18th century.
	TLW be able to discuss the effects of Christianity on the Chinese of the Ming Dynasty.  A. China  1) Ming Dynasty (1368 – 1644)  a) Examination system to select official  b) Moved capital to Peking  c) "Forbidden City": architectural gem  d) Renewed interest in art and literature  e) Reached its peak in sea power  2) European impact  Portuguese established a settlement at Macao in 1557 b) Jesuits introduce Christianity  3) Chinese art  a) Last age of fine Chinese porcelain, 1644  b) Kao-ts’en  1) Autumn Landscape  2) 1672	Role play a meeting between a Jesuit priest and a Ming emperor.  Create a timeline of the emperors of the Ming Dynasty.  Compare the religious philosophies of the Chinese and the Jesuit priests.
	TLW be able to analyze migration patterns of Africa.  A. Africa  Impact of migration and trade contacts on the  development of African civilizations  a) The Bantu migration begins  b) Trade contacts  1) Egyptians  2) Carthaginians  3) Berbers  4) Others  2) Musa’s pilgrimage to Mecca in 1324  a) Spectacular show of wealth  b) Recorded in Europe  3) Center of learning began in Timbuktu  4) Began to decline in 1400’s  5) Songhay becomes great power (Islamic successor  of Mali)  a) Controlled West Africa  b) Greatest ruler: Akia the Great  1) Reorganized the army  2) Improved banking and credit system  3) Developed intellectual center  c) Center of education  1) University of Sankore-Timbuktu (15th/16th  century)  Attracted scholars from Africa and the Far  East	As a small group activity, construct transparencies demonstrating the migration patterns of ancient African groups.  On an outline map, indicate migration patterns for ancient African groups with color-coded arrows. Use these maps as a basis for a general class discussion for reasons for periodic migration.

 

	TLW be able to analyze migration patterns of Africa.  A. Ethiopia suffers Moslem revolt in 1500’s  B. Other kingdoms  1) Benin  2) Ife  3) Oyo  4) Hausa States (18th century)  5) Ashanti kingdom (15-19th century)  C. Invasion of the civilizations of Sub-Saharan Africa  1) Destruction of native rule  2) Religious chaos  3 Enslavement of millions of the young and strong  4) Promotion of tribal wars
	TLW be able to describe the major contributions of the two African empires and trace their boundaries.  A. Ghana (700-1300 AD) Mansa Musa  1) Oldest of early empires of the Sudan  2) Gold exports  3) Control of trans-Saharan trade  4) Weakened by invasions from the Moslems  B. Mali (700-1500 AD) Moslem country  1) The conquerors of Ghana  2) Most famous kings  a) Sundists sects  b) Conga Musa	Construct overhead transparencies showing the development of the two major ancient African empires. Start with Ghana, then overlay the later Mali empire.  Construct a chart demonstrating the contributions of each of the two ancient African empires. List each empire, dates of the empires at their peak, contributions, achievements, and leaders.

 
 

	TLW be able to identify important advantages of the Stanley-Livingstone expedition into Africa.  A. The African slave trade  B. The importance of Henry Stanley and David Livingstone		Write journal entries for henry Stanley or David Livingstone. Create journal entries of both favorable and unfavorable observations. Based on these entries, write a letter to a friend in Europe discussing the advantages and disadvantages of the expedition.  Role-play the meeting of Livingstone and Stanley. Include the trading of stories between the two explorers.

Back to the top

H-1C-H10 Analyzing the impact that political revolutions and new ideologies had on societies around the world; (1,2,3,4)  H-1C-H11 Evaluating the economic political, and social consequences of the agricultural and industrial revolutions on world societies; (1,2,3,,4)  H-1C-H12Analyzing the pattern of worldwide change that emerged during the era of Western military and economic domination; (1,2,3,4)
Timeline	Objective/Content	Activities
	Era Seven: The Age of Revolutions 1750-1914
	TLW identify basic concepts of American government before, during, and after the American Revolution.  Basic human freedoms Representative government Separation of powers Limited government Elections
	TLW analyze the causes of the American Revolution.  European settlements Spanish Florida Southwest French: Louisiana English: Atlantic Coast American independence Causes of the American Revolution Economic Political Social	Role-play a member of the Continental Congress and a member of Parliament discussing the causes of the American Revolution.  Draw cartoons depicting causes of the American Revolution.  Write a letter from an American colonist to a relative in London explaining reasons for American discontent with British colonial policies.
	TLW analyze the strengths and weaknesses of the Articles of Confederation.  Formation of a government The Articles of Confederation Constitution of the United States	Construct a bulletin board comparing the strengths and weaknesses of the Articles of Confederation. Create a column which allows for a comparison of the United States Constitution.    Complete a chart identifying the weaknesses under the Articles of confederation and the improvements achieved under the Constitution.  Conduct a "McNeil/Lehrer Report" kind of program on one aspect of the proposed Constitution. The report could include interviews with Madison, Hamilton, or Jay.
	TLW summarize the events leading to the French Revolution.  Later Modern Period (c. 1700-1919) Europe through World War I The French Revolution External influences Domestic problems – Louis XVI Failure of attempted reforms under Louis XVI Proximate causes Events of the Revolution The impact of the French Revolution Upon France Upon Europe	Make a chart of major events leading to the attack on the Bastille.  List events which lead to the French Revolution.  Role-play an aristocrat and a revolutionary peasant meeting to discuss their differences.
	TLW discuss napoleon’s contribution to law and government.  Napoleon (1799) Military campaigns Major events Accomplishments	Write a brief summary of the Napoleonic Code.  Write a newspaper article on napoleon’s first day on the island of Elba. Emphasize his past accomplishments.  Draw a cartoon showing Napoleon’s Continental System and his other accomplishments.
	TLW explain how the Metternich System led to a period of reaction and revolt in Europe.  Political reorganization of Europe under Napoleon The reconstruction of Italy The reorganization of the Germanys The Congress of Vienna Organization and representation Quadruple Alliance Metternich and Talleyrand Czar Alexander and the Holy Alliance Principles: Legitimacy and compensation Factors ignored: Nationalism and liberalism Congressional rearrangement of Europe The Reactionary Period The Metternich System The Austrian Empire France England The Concert of Europe The Revolution of 1848-1849 The French Revolts of 1848 The Hapsburg Empire Germany The Second French Empire The Unification of Italy Italian nationalism Unification Wars of liberation and unification The Unification of Germany Leadership of Bismarck Franco-Prussian War	Make a chart of the revolution of 1848-1849 listing leaders, causes, and results.  Make a poster showing the leaders of the Revolution of 1848-1849.  Write a short paper comparing the views of liberals of the age of Metternich with the views of liberals today.
	TLW outline the reasons for the independence movement of Spanish American and the subsequent failures of unification.  Independence movement of Spanish America Leadership of the creoles Role of the mestizos Influence of American and French Revolutions South American Independence Leaders: Caudillos (Strongman president) Miranda Bolivar San Martin Argentina (1810) Venezuela (1811) Chile (1818) Columbia (1819) Ecuador (1819): Modern Panama (1819): Modern Brazil (1821) Peru (1824) Bolivia (1824) Bolivar’s failure to unite Latin America Finance Power struggle Ambition	Create a chart listing the reasons for the independence movement in Spanish America. Include a timeline denoting the years when each Latin American country achieved independence.  Write letters to the consulates of various Latin American countries requesting information on leaders of their colonial revolutions.  Prepare two overlay maps illustrating Spain’s possessions in the Western Hemisphere before and after the colonial wars.
	TLW trace the evolution of Mexican democracy from independence through the emergence of the National Revolutionary Party.  Mexican revolutionary struggle Beginning of the national period Indian revolt of 1810 Independence – Iturbide End of the republic Rule of Santa Ana (1832-1855) Boundary disputes with the United States Mexican-American War (1846-1847 Loss of territory Gadsden Purchase Economic decline Resignation of Santa Anna Restoration of the federal system Adoption of new, liberal constitution Church land holdings broken up	Following brief library research, role play various personalities involved in the evolution of Mexican democracy.  Develop a time line denoting significant events in the development of Mexican democracy.  Prepare an overlay map contrasting the territory of the Mexican nation at the Beginning and end of Santa Anna’s rule.
	TLW discuss ethnicity and the class struggle in Mexico from the beginning of the national period through the establishment of the National Revolutionary Party.  Mexico enters a new era of progress. Juarez Land reform Improving human conditions Diaz Diaz dictator (1877-1910) Corruption reigns Revolution of 1910 Madero deposes Diaz Huerto seizes power Civil War (1913) Coalition of Villa, Carranza, and Zapata Carranza restoring order Villa raids Zimmerman Affair Constitution of 1917 Land redistribution Stability Mestizos political dominance	Make a pyramid poster contrasting the class and ethnic levels of power during the national Period and establishment of the national Revolutionary Party.  Make a collage portraying various class levels in the United States and compare and contrast with those of Mexico.  Role-play a television feature reporter assigned to cover Pancho Villa and Emiliano Zapata during the Mexican Revolution. Write an account of your impressions and report to the class on the "Six O’Clock -Eyewitness News."
	TLW explain the major tenets of the Monroe Doctrine.  France attempts to establish an empire in Mexico Napoleon makes Maximilian emperor Monroe Doctrine United States/Mexico force French out	Draw and caption a political cartoon pertaining to the Monroe Doctrine.  Construct a timeline showing instances in which the Monroe Doctrine has been used in the 19th century.  Read the text of the Monroe Doctrine and discuss its implications and ramifications.
	TLW identify the major events in the Central American independence movement.  Central American independence 1821 Declaration of Independence United Provinces of Central America Guatemala Nicaragua Honduras El Salvador Costa Rica	Create a collage depicting the independence movement in Latin America. Create individual elements in the collage representing each country.  Create a bulletin board display depicting the independence movement in Latin America. Send requests for information about the independence movement to each country’s consulate or embassy. Use the information gathered to enrich the display.  Invite a resource speaker to talk on the independence movement in Latin America. Exchange students or newly arrived immigrants from a Latin American country would be useful resource people.
	TLW explain early imperialism and dollar diplomacy in the Caribbean and in Central America.  Dollar diplomacy Imperialism	Bring in various products from Latin American countries and display them. Supplement the display with graphs and charts showing the economic importance of these items to the respective countries. Conduct a group discussion of the importance of the American market for these products and the involvement of American business with the products.  Conduct a "point/counterpoint" presentation on American involvement in Latin America. One point of view should be that of a Latin American nationalist and the other should be that of an American international businessman.
	TLW report the major influences on Caribbean independence.  Independence in the Caribbean Liberation of Haiti (1804) Toussaint L’Ouverture Foreign investment dominance Instability (1804-1815) United States occupation (1815-1934) Santo Domingo (1821) Revolutions Economic problems Foreign control	Conduct a group presentation on the independence movement in the Caribbean area. Members of the group should conduct case studies of the leaders of the movement, philosophical reasons used to justify revolts, and the condition which allowed the movement to succeed.  Construct an illustrated timeline of the events in the Caribbean independence movement. Place pictures of the leaders, principal events, and so forth, on line at the appropriate place.
	TLW enumerate the possible reasons for the Spanish-American War.  Puerto Rico Self-rule gained from Spain Spanish-American War saw island become United States possession Cuba Revolution of 1895 Jose Marti Antonio Maceo Maine incident Spanish-American War (1898) Cuban independence (1902) Roosevelt Corollary	Print a series of newspaper headlines giving reasons for the Spanish-American War. Create headlines which reflect both the American and Spanish perspectives. Use both sets of headlines to initiate a class discussion of the reasons.  Create a collage depicting the Spanish-American War. Elements of the collage should include illustrations of the reasons for the war.  Role-play a newspaper reporter writing the initial story on the sinking of the "Maine." Write the story with appropriate headlines from these three perspectives: those of an American reporter, a Cuban reporter, and a Spanish reporter.
	TLW describe the Industrial Revolution.  Nationalism and liberation The rise of Romanticism The Industrial Revolution Transportation Textile industry Factory system Social and economic impact Trade unions Marxism Consequences Thinkers of the Industrial Revolution Adam Smith Thomas Malthus David Ricardo Utopian Socialists Charles Darwin	Chart the most important reasons for the Industrial Revolution.  Make a list of inventions developed during the Industrial Revolution.  Create a password game using inventions developed during the Industrial Revolution.
	TLW discuss the theory of mercantilism and its effect on expansion and colonialism.  Expansion and Colonialism The British Empire France Italy Germany Belgium Portugal	Make a poster showing the major European powers and the areas they sought to colonize.  Create a chart which compares and contrasts the effects of mercantilism on various European countries.  Role-play an interview with the Foreign Minister of a major European country. Focus on his opinion of the theory, benefits, and disadvantages of mercantilism.
	TLW understand the impact of nationalism and liberalism on the European continent  Nationalism & Liberalism Congress of Vienna & reactionaries Revolution in Europe expresses liberal ideas Decembrists France Revolutions of 1848 Unification of Germany Bismark and realpolitik France – Prussian War
	TLW relate to imperialism’s effect upon Europe and the world.  Imperialism Causes Need for raw materials demanded by European industry Nation’s pride "Whiteman’s Burden" Empires of the Great European nations and how they changed the world. The British in India and how they attempted to westernize India. Beginnings of the Indian national movement Sepoy Rebellion as an expression of anti-imperialism British in China Manchu Dynasty in decline – the Tributary system – Lord McCartney Opium War & Treaty of Nanking and Hong Kong China and the spheres of influence – Boxer Rebellion & The Open Door Africa divided – colonization French British Belgium Germany South Africa – Boer Wars and the British – Zulus Oceania & Imperialism American Imperialism Spanish American War Hawaii Samoa Panama Canal

Back to the top

H-1C-H13 Analyzing the causes and international consequences of World War I, the rise and actions of totalitarian systems, World War II, and other early 20th century conflicts; (1,2,3,4)
Timeline	Objective/Content	Activities
	Era Eight: A Half Century of Crisis and Achievement 1900-1945
	TLW list the major imperialistic acquisitions of the United States.  Imperialism Isolationism	Role-play interviews with residents of territories acquired by the United States during the late nineteenth century. Conduct the interviews with small groups within the class. Focus the discussions on the attitudes of the territorial residents. Compare and contrast the views of the various residents.  On an outline map, indicate American overseas possessions between 1896 and 1917.  Conduct a case study of the American acquisition of the Hawaiian islands. Conduct the study from the perspective of a Hawaiian nobleperson (Queen Liliuokalani), and American missionary, a Congressman, and American businessman, an American diplomat assigned to the islands.

 

	TLW summarize America’s involvement in World War I.  World War I Causes for the United States’ entry into the war American contributions to war effort Wilson’s contributions to peace effort	Create a diagram demonstrating the European alliance system, and how that system caused the involvement of the major European nations in World War I. Then develop a chronology of the events, which caused the United States to become involved in the war.  Show a movie about World War I such as "All Quiet on the Western Front," "Johnny Got His Gun," or "Gallipoli."  Role-play the Big Four at the Peace Conference. Compare student-generated terms with the actual armistice terms.
	TLW explain how the alliance system led to World War I.  European Rivalries and World War I Background causes of World War I Imperialism Militarism Nationalism The alliance system Triple Alliance Triple Entente crises Africa Pacific Balkans	Create a diagram of the alliance system after the Balkans War.  Create an annotated time line describing the evolution of the alliance system after the Balkans War.  Create a color-coded map of Europe showing the countries involved in the Triple Alliance and the Triple Entente.
	TLW describe the major events, which took place in Western Europe during World War I.  Beginnings of World War I Events at Sarajevo Alliance system The war Central Powers Allied Powers War in Europe, 1914-1917 War outside Europe, 1914-1917 U.S. enters the war, 1917 Russian Revolution, 1917 Defeat of Central Powers Weapons (new) Machine gun Tanks U-boats Airplanes Zepellins Poison gas Flame throwers	Create an annotated timeline listing and describing the major military and political events of World War I.  Color-code a map of the major military campaigns of World War I.  Read and discuss accounts (newspaper, magazine, or novels) of the military campaigns during World War I.
	TLW discuss the reasons why World War I was not the "war to end all wars."  The peace settlement of 1919 The Big Four Wilson’s Fourteen Points Dividing the spoils The new map of Europe and the world Results of the war and treaty Punishment of Germany & its consequences Break-up of the German & Austrian Empires Formation of the League of Nations Creation of New European nations in the name of self-determination.	Write a report on the League of Nations.  Create a chart of the long- and short-term results of World War I. Identify the impact that the war had on each country involved.  Role play a German national in post-World War I. Discuss German discontent over the Treaty of Versailles with Woodrow Wilson.
	TLW describe and analyze recent political developments in India.  Unrest in India through World War I Political turmoil Religious conflict Overpopulation	Have one group of students collect pictures and basic information about India which another group can compile into a scrapbook that a third group will use as an exhibit in a travel commercial for India.
	TLW analyze the influence of European colonization on Indian independence.  Indian independence movement Mohandas Gandhi Religious conflict	Write a newspaper article on Indian independence. Decide whether you will write for the "London Times" or the "New Delhi Daily." Note the different perspective on each story.  Chart the involvement of European nations in India. List the country, period of involvement, area(s) occupied, and impact on culture, political, and/or economic change in India.  Do comparative case studies of civil disobedience in India and the United States as reflected by the actions of Mohandas Gandhi, Henry David Thoreau, and Dr. Martin Luther King, Jr.
	TLW outline the problems brought about by the Great Depression and the New Deal programs used to counter the Great Depression.  The Inter-war period and World War The U.S. during the Inter-war period Return to isolationism Conservatism The Great Depression The New Deal	Compose class newspaper articles covering events and problems during the Great Depression. Compare these articles with some that were produced during that period.  Play some Depression Era songs such as "Brother, Can You Spare a Dime." Analyze the lyrics and discuss how they reflected the times.  Conduct an oral interview with a person who lived during the Great Depression. Ask the resource person to describe the period.
	TLW identify examples of literature and art of the Inter-war period.  Literature of the Period F. S. Fitzgerald This Side of Paradise, 1920 The Great Gatsby, 1925 T. S. Eliot The Waste Land 1922 James Joyce Ulysses 1922 F. S. Forster A Passage to India 1924 Andre Gide The Counterfeiters 1925 Franz Kafka The Trial 1925 Theodore Dreiser An American Tragedy 1925 Adolf Hitler Mein Kampf 1925 Ernest Hemingway The Sun Also Rises, 1926 A Farewell to Arms, 1929 For Whom the Bell Tolls, 1940 Virginia Woolf To the Lighthouse 1927 James Weldon Johnson God’s Trombones 1927 D. H. Lawrence Lady Chatterley’s Lover 1928 W. Faulkner The Sound and the Fury 1929 Thomas Wolfe Look Homeward Angel, 1929 You Can’t Go Home Again, 1940 A. Huxley Brave New World 1932 John Dos Passos 1919 1932 John Steinbeck Grapes of Wrath, 1932 Of Mice and Men Studs Turkel: Hard Times Richard Wright Native Son, 1940 Black Boy, 1945 Evelyn Waugh Brideshead Revisited 1945 Albert Speer: Inside the Third Reich K. A. Porter: Ship of Fools Anne Frank: Diary of a Young Girl Realist School of Art Poor Room Ivan Albright Chicago 1941 The Passion of Sacco and Vanzetti Ben Shahn New York 1931 Modern Migration of the Spirit Jose Orozco New Hampshire 1932 Echo of a Scream David Siqueiros New York 1937 Bull’s Head Pablo Picasso Paris 1943 The Shepherd Pablo Picasso Paris 1944 Woman with a Mirror Julio Gonzalez Paris 1936 Cactus Man I Julio Gonzalez Paris 1939 Administration Building S. C. Johnson Company Frank Lloyd Wright Wisconsin 1936 Surrealism and Abstractism The Persistence of Memory Salvador Dali New York 1931 Inventions of the Monsters Salvador Dali Chicago 1937 Tableau Pite Mondrian Zurich 1921 Woman in the Garden Pablo Picasso  Paris 1929 Bust of a Warrior Pablo Picasso Paris 1933 Entrance to the City Paul Delvaux Brussels 1940 The Labyrinth Andre Masson Paris 1938 Nude with Mirror Joan Miro New York 1919 Two Ambiguous Figures Max Ernst New York 1919 Composition Jean Arp Philadelphia 1937	Read and report on one of the authors listed in the Content Outline. Include reference to excerpts or short portions of the work selected.  Write a brief research report on one of the authors or artists listed in the Content Outline.  Select an excerpt from one of the books listed in the Content Outline. Write and present to the class a brief analysis of the excerpts and why it was selected.  (NOTE: The Content Outline contains an extensive list of classic works of literature and architecture form the Inter-war period. Use judgement in selecting representative examples from this list. For this course, it is not intended that students read or study all of the examples given. Cooperative projects with faculty members in the English Department is recommended for this section.)
	TLW analyze Japanese imperialism.  Japan during the Inter-war period Taisho period: 1912-1926 World War I: Japan declared war on Germany Japanese territorial expansion Land Resources Showa period: 1926-present Japan attacks Manchuria Growing militarism Growing nationalism Response to western pressure	Conduct a simulation concerning a small island country which badly needs and wants to expand its economic development but cannot because of the shortage of raw materials and markets. Have students role play the parts of the revered monarch, zealous military leaders, aggressive business and industrial leaders, and common people. Identify the various options and their relative advantages and disadvantages. Information for the simulation should be taken from information about Japan during the period form 1900 to 1941.
	TLW identify major event in modern China.  China during the Inter-war period Republic of China (1911) Kuomingtang or Nationalist Party Sun Yat-sen Chiang Kai-shek b.  Mao Tse-tung: Communist organizer "Long March"	Create a time line depicting the events taking place in China from Mao’s Long march to the present time. Pictures of personalities and events may be copied from newspaper and magazines.  Create a "poster wall" newspaper of major events in modern Chinese history.
	TLW summarize the events leading to World War II.  Fascist Italy – Inter-war period The post-World War I period Inflation and bankruptcy Discontent and disorder Benito Mussolini (Il Duce) Fascism The Ethiopian crisis Great Britain – Inter-war period Economic exhaustion Competition in world trade Unemployment Political developments The Irish problem The first Labor cabinet Protectionism and nationalism Neville Chamberlain Rearmament France – Inter-war period Economic development Devastations of World War I Reconstruction of France Reparation payments Seizure of the Ruhr Valley Political developments Polish-French pact The Little Entente The Maginot Line Communist Russia (USSR) Lenin Stalin Domestic problems Foreign affairs Germany – Inter-war period The Weimar Republic Economic chaos Economic and political stability Admission to the League of nations Great Depression – 1929 The National-Socialist Party (Nazi Party) Adolf Hitler Postwar chaos Nazi agitation and terrorism Hitler Chancellor (1933) The Reichstag fire Dictator (Fuhrer) The abolition of trade unions Persecution of Jews and others Gestapo terror Remilitarization Axis aggression Munich Conference Acts of aggression Axis alliance: Rome, Berlin, Tokyo Nonaggression pact with Soviets	Create an annotated timeline of the events in Europe leading up to World War II. Identify the dates, significant events, and personalities associated with the causes of World War II. Create sketches or other illustrations depicting the various events.  Create a timeline from post-World War I Italy to post-World War II (1945) Italy.  Compare the rise of German nationalism to the rise of Japanese militarism in the Far East. Examine motives, methods, and so forth.
	TLW summarize the major events in World War II.  World War II Early axis success Africa Ethiopia North Africa Europe Poland Blitzkrieg France Greece Albania Pacific Indochina South Pacific Islands Axis mistakes Failure to invade Great Britain Bombing of Pearl Harbor Invasion of USSR Failure to invade Australia Over-extended supply lines	Conduct a "Barbara Walters" kind of interview with Tojo, Hitler, or Mussolini. Questions should be related to his personality, training, rise to power, relationship to Emperor, militarism, and nationalism.  Conduct a mock war-crimes trial in which Tojo, Hitler, or Mussolini is the defendant. Have both prosecution and defense teams present arguments for and against the notion of "war crimes."
	TLW summarize the factors which led to America’s involvement in World War II and describe the results of that involvement.  Allied counterattack and victory Operation Torch Battle of the Coral Sea Battle of Midway Battle of Stalingrad Operation Overlord – "D-Day" Manhattan Project Results of the war End of Fascism, Nazism, and Japanese militarism Loss of lives Material losses	Design a timeline listing the major events of World War II and the subsequent events, which caused the Cold War.  Created overlay maps showing different aspects of World War II, for example, countries involved, areas controlled during various periods, alliances, and so forth.  Simulate propaganda techniques used during World War II. Use such things as posters and radio broadcasts ("Tokyo Rose," "Axis Sally," "Lord Haw Haw," and so forth).
	TLW evaluate the Japanese value systems, especially its impact on individual attitudes.  Japan Emperor denies divinity New constitution Economic world power Imports and exports	Prepare a dialogue between a Japanese grandmother who was a young girl before World War II and her granddaughter who is a teenager today. Include the changing role of women, religion, the emperor, occupations, and population mobility.  Prepare a list of common items used in the United States that are imported from Japan.  Conduct a comparative case study of Japanese and American industrial workers. Focus on such things as commitment to the company, work ethics, management attitudes, and role of unions, production techniques, benefits, etc.

Back to the top

H-1C-H14 Analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II; (1,2,3,4)  H-1C-H15 Explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends; (1,2,3,4,5)
Timeline	Objective/Content	Activities
	Era Nine: The 20th Century since 1945….1945-present
	TLW discuss the role of the United Nations in postwar Europe.  United Nations Nuclear Age World War II Causes Results Postwar United States The Cold War Postwar Europe The Marshall Plan NATO/Warsaw Pact Truman Doctrine The European Economic Community ("Common Market") 4. Major efforts to reduce world tension.	Design a timeline listing the major events of the Cold War.  Create overlay maps showing different aspects of the Cold War, for example, countries involved, areas controlled during various periods, alliances and so forth.  Simulate propaganda techniques used during the Cold War (Use such things as Pravda press releases, Radio Free Europe, etc.)  Construct a chart diagramming the organization of the United Nations  Make a list of the Secretary Generals of the United Nations  Write a short paper on the importance of the Marshall Plan in the economic development of post-war Europe.
	TLW analyze the United Nations’ decision to partition Palestine.  Israel The Holocaust The partition of Palestine; the creation of the state of Israel.	Excerpts from "Schindler’s List" movie.
	TLW describe the major technological events and scientific advances made in the Soviet Union during the 20th century.  Soviet Union after World War II Reconstruction and economic recovery Struggle for power "Collective leadership" Period of "De-Stalinization" Russian imperialism Technological and scientific advances	Construct a series of annotated time lines comparing the United States to the Soviet Union since World War II. Use time lines for political, social, economic, cultural, scientific, and technological events.  Create a bulletin board display of major events in Soviet history since World War II.
	TLW compare the rebellion in Poland with the one in Hungary.  The satellite countries Poland Czechoslovakia Hungary Romania Bulgaria Yugoslavia’s break with Russia "The Cold War" Détente Relations with the Third World Recent leadership Khruschev Brezhnev Andropov Chernenko Gorbachev Yeltsin Contemporary problems Polish elections Reunification of Germany Break up of Soviet Union	Conduct a "Meet the Press" program featuring leaders of Poland during the Solidarity demonstrations of the 1970s and 1980s, and Hungary during the 1953 uprising.  Draw political cartoons depicting the political relationship between the Eastern bloc countries and the Soviet Union.
	TLW outline Canada’s participation in World War II and the post-war alliance systems.  Canada Western Alliance NATO (1949) NORAD (North American Air Defense Command) The 1950s The question of diversity The St. Lawrence Seaway	Conduct a panel discussion on one of the following:  The pros and cons of Canadian participation in NATO Accommodating French and English diversity within Canada Economic and environmental implications of the St. Lawrence Seaway United States economic and cultural influences on Canada Make a collage depicting the effects of acid rain on the environment.  Conduct an inquiry into the "acid rain" controversy between the United States and Canada.
	TLW identify major events in modern China.  China Communist and Nationalist struggle for control of China Nationalist China becomes a member of the Security Council Communists gain control in 1949 Nationalist government moves to Taiwan United States does not recognize Communist China China’s part in the Korean conflict Sino-Soviet split "Great Leap Forward" Cultural Revolution	Create a timeline depicting the events taking place in China from Mao’s takeover to the present time. Pictures of personalities and events may be copied from newspaper and magazines.  Create a "poster wall" newspaper of major events in modern Chinese history.  Institute an investigative study of the change that has occurred in the traditional Chinese family since the "Cultural Revolution."
	TLW describe recent changes in Sino-American government policy in the areas of individual initiative and foreign affairs.  Contemporary Sino-American relations China in the UN Secuirty Council Nixon visits the Peoples’ Republic of China Sino-American relations reestablished Population problems Westernizing influences Tieninmen Square China takes control of Hong Kong	Invite in a resource speaker on China. The speaker could be a person who has visited China recently. In lieu of a resource speaker, use films or video tapes.  Create a collage or mobile that features western influences in contemporary China.  Conduct an inquiry lesson on population control or new western influences in China.
	TLW describe the emergence of nationalistic movements in southeast Asia in the Post-World War II period.  Southeast Asia and the Pacific Vietnam Laos Cambodia Burma Singapore Indonesia Malaysia Philippines	Invite as a resource speaker a southeast Asian to discuss the nationalist movement in the part of the world.
	TLW locate the nations currently occupying the Middle East.  Independence of Islamic nations Independence from European powers Egypt Jordan Lebanon Syria Iraq Emergence of modern kingdoms Iran Turkey Saudi Arabia	Create a miniature flag for every Middle Eastern nation. The flags should then be attached to an outline map of the Middle East.  Locate and label the major nations of the Middle East on an outline map. Use a color code when writing their names to indicate the religion that dominates that particular area.  Make a list of the leaders of all the Middle Eastern nations. Organize small groups to research each leader, and orally present evaluations of each one based on his job performance.
	TLW outline military conflicts that have taken place in the Middle East since 1945.  Middle Eastern conflicts. The Suez Canal crisis of 1956 The Six Day War The Palestinian Crisis Crisis in Lebanon Revolution in Iran – Ayatollah Khomeni War between Iran and Iraq Conflict between Turkey and Greece Camp David Accord Intifadah Persian Gulf War Peace talks between Israel and Palestinians	Create a bulletin board that chronologically depicts the Middle Eastern conflicts that have taken place since 1945. Pictures, drawings, and maps can be used to illustrate the facts.  Write a letter to the Iranian ambassador to the United Nations. Ask him to justify the taking of the 52 American hostages.  Present a "You Are There" program on the Suez Crisis of 1956. The Arab-Israeli conflict, the control of the Suez Canal and the financing of the Aswan Dam should be included. In addition, imaginary interviews with Nasser, Ben-Gurion, and Eden should be held. Developments in Washington, D.C., Moscow, Paris, and at the United Nations should also be considered.
	TLW explain the role of oil as a political and economic factor in Middle Eastern diplomacy.  The importance of oil in the Middle East Distribution of wealth Political and economic role	Create a chart that lists five of the world’s largest oil suppliers and five of the world’s largest users. Draw rough outline maps of each nation making their "geographic" sizes dependent on how much oil they supply or use.  Role play an O.P.E.C. conference that is discussing the possibility of an oil embargo during an Israeli-Arab War.
	TLW summarize the roles that the United States and the Soviet Union play in the Middle East.  Role of the United States and the USSR in the Middle East America’s ties with Israel Russian support for Syria, Iraq, and the PLO The Persian Gulf	Conduct a debate entitled, "Resolved: The United States should use military force to keep the Persian Gulf open."  Color the nations of the Middle East on an outline map. Use distinctive colors for those nations that are Soviet allies, American allies, and those nations that are neutral.  Compose an editorial concerning American involvement in Lebanon. As a class, mail it in to a local newspaper. Continue to monitor the newspaper for any kind of response.
	TLW describe the failure and successes of Pan-Americanism.  Pan Americanism Philosophy History Organization of American States	Poll each student on his or her favorite music star. Following the poll, instruct the class to reach a consensus within 15 minutes. Correlate this effort with Pan-Americanism.
	TLW list and explain the reasons for general instability in Latin American.  Contemporary Latin America Politics Nations brought closer by World Wars I & II Stability affected Continued foreign dominance via investment and/or aid Economic dependence on one chief export Lack of unification Dictatorship Popularity of juntas/caudillos Slow industrialization History of coups d’etat Radical vs conservative change Differences in cosmopolitan composition of population Territorial disputes Dollar diplomacy	Demonstrate the Caudillo concept by role playing actual speeches by Eva Peron, Fidel Castro, General Pinochet, Che Guervera, and Juan Peron.  Do oral readings of segments of various speeches by Latin American leaders. Ask the class to respond following each reading.
	TLW discuss the reasons for and the impact of the Cuban revolution.  Centers of turmoil Cuba Batista Castro and revolution Communism Bay of Pigs Cuban missile crisis Boatlift Latin American influence	Simulate the Cuban missile crisis. Role play key figures of this crisis such as members of the Security Council, the President’s advisers and Soviet, American and Cuban leaders. During the role-playing have each of the 13 days of October represented by three minutes on the clock.  List the key people involved in the Cuban missile crisis. Match the person to the nation he represents and denote his position of power.
	TLW describe and analyze recent political developments in Latin America.  Chile Allende Marxism CIA Pinochet Haiti "Papa Doc" Duvalier Refugee situation "Baby Doc" Duvalier Dominican Republic Unrest United Sates intervention Argentina Peronist movement Falklands War Reform Jamaica Election of Manley Socialism Manley’s defeat Grenada Cuban influence United States’ invasion Nicaragua Somoza Victory of the Sandinistas Counter-revolution United States pressure Ortega El Salvador Civil War Duarte United States’ role Death squads Cartagena Agreement Nations involved Implications	Debate the role of the United Sates in Central America.  Distribute reading material about Latin American countries. Present oral reports on information gathered from readings. (National Geographic magazine is especially useful for this activity.  Invite a local resource person such as a Latin American specialist from a nearby university or college to present an address on current issues in Latin America.
	TLW identify the geographic areas controlled by European powers and explain how this exploration contributed to Africa’s problems and divisions.  European Nations divide Africa France: Algeria, Morocco, Tunis, North Africa, etc. England: Cape Town, Egypt, Sudan, etc. Belgium: Congo Portuguese: Angola, Mozambique, Guinea Germany: Southwest Africa, East Africa Italy: Libya, Somalia, Eritrea Independent areas of Africa Zimbabwe (Rhodesia) South Africa	Write brief reports on the "Belgian Congo" as an example of European colonization in Africa.  On an outline map of Africa, shade in the areas controlled by various European powers. Make a legend to complement the map.  List problems Africans experienced as a result of European exploration. Use the list of problems as a basis for a class discussion. Encourage students to use their texts and other references to support their viewpoints.
	TLW identify the examples of African art.  African Art Hornblower, Bronze Benin, Nigeria 1500s Guardian Figure Bakota, Gabon 1900s Male Portrait head Ife, Nigeria 1900s	Present brief oral reports on the characteristics of African art. Supplement the presentations with a slide presentation showing examples of African art. Examine the themes, subjects, and topics used by the artist. Invite the art teacher to give additional information about the area.  (NOTE: An extensive collection of art slides is available form the Art and Humanities Slide Lending Library at the Louisiana Department of Education. Writing or contacting the Art and Humanities Section, Louisiana Department of Education, P.O. Box 94064, Baton Rouge, Louisiana Rouge 70804-9064, can obtain a catalog of available slides.)
	TLW describe and analyze the challenges facing the present and future generations.  Challenges of the Future Nuclear proliferation Arms race Arms control Growing nuclear club Population growth Urban growth World hunger Environmental problems Technological disparities Natural resources Food Minerals Fossil fuels Nuclear Human rights Role of United Nations Education Terrorism	Conduct a panel discussion on one of the challenges (Example – natural resources). Have the panel present a variety of viewpoints.  Make a poster that usually portrays the problems facing the modern world. (Cutouts or original art work.) This poster could show victims of hunger, a polluted river, race riots, etc.  Role-play a meeting of the representatives of the U.S. and USSR to discuss nuclear disarmament. Each representative will have facts and figures to back up his solutions or point of view.
	TLW identify major literary and artistic works of the post-World War II period.  Contemporary literature Animal Farm George Orwell 1946 The Plague Albert Camus 1947 All the King’s Men Robert Penn Warren Nineteen Eighty Four George Orwell 1949 Death of a Salesman Arthur Miller Nobel Prize Acceptance Speech William Faulkner The Old Man and the Sea Ernest Hemingway 1952 Invisible Man Ralph Ellison Go Tell it on the Mountain James Baldwin 1953 Notes of a Native Son James Baldwin 1955 A Long Day’s Journey Into Night Eugne O’Neill 1956 Catch – 22 Joseph Heller 1961 The Best of Simple Langston Hughes Ship of Fools K. A. Porter 1962 Manchild in the Promised Land Calude Brown 1965 Where Do We Go From Here: Chaos or Community Martin Luther King 1967 Bloodline Ernest Gaines 1968 Future Shock Alvin Toffler 1970 The Winds of War Herman Wouk 1971 August 1914 Alexander Solzhenitsyn 1972 Roots Arthur Haley 1976 Contemporary Art Universe Collection of the Artist Alexander Calder 1931 Lobster Trap and Fish Tail Alexander Calder Caracas, Venezuela 1952 Acoustical Ceiling Alexander Calder Caracas, Venezuela 1952 Interior-Exterior Reclining Figure Henry Moore Washington, D.C. 1951 Falling Warrior Henry Moore Washington, D.C. 1956 Lavendar Mist Jackson Pollock New York 1950 Green Coca Cola Bottles Andy Warhol New York 1962	Read and report on one of the authors listed in the Content Outline. Include reference to excerpts or short portions of the work selected.    Write a brief research report on one of the authors or artists listed in the Content Outline.  Select an excerpt from one of the books listed in the Content Outline. Write and present to the class a brief analysis of the excerpt and why it was selected.  (NOTE: The Content Outline contains an extensive list of classic works of literature, art, and architecture form the post-World War II period. Use judgement in selecting representative examples from this list. For this course, it is not intended that students read or study all of the examples given. Cooperative projects with faculty members in the English and Art Departments are recommended for this section.)