You are on page 1of 41

Global Studies II Consensus Map 2015-2016

http://hcsglobalstudiestwo.weebly.com/
Unit Topic or Domain: China in the Nineteenth
Century

Date Range: 4x4 1St Semester: 7 days: August 21-31,


2015
4x4 2nd Semester: 7 days: January 19-27,
2016

Standard(s): GSII-4.1
Explain the significant political, commercial,
and cultural changes that took place in China in
the nineteenth century, including the
unification of Chinese culture and the
motivations and effects of Chinas changing
attitudes toward foreign trade and interaction.
Connection to current Standards:
World History Standards
- MWH-4.1: Explain the changing boundaries in Europe and Asia as a result of the competition between nationstates during the seventeenth and eighteenth centuries.
- MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the
Indian nationalist movement, the Meiji era in Japan, and the Manchu dynasty in China.
World Geography Standards
- WG-1.2
Analyze human characteristics of places, including the ways places change with innovation and
the diffusion of people and ideas (e.g., the spread of religion and democracy).
- WG-1.5
Explain how individuals view places and regions on the basis of their particular stage of life,
gender, social class, ethnicity, values, and access to technology (e.g., how retirees have changed the
cultural landscape and available human services in Florida).
- WG-7.5
Explain how a countrys ambition to obtain foreign markets and resources can cause
fractures and disruptions in the world (e.g., the energy needs of China in its emerging role in Africa).
Description of Standard
What does the standard mean that a
student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

Page | 1

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/

In the 19th century, after a long


period of isolationism, China came
under pressure from the West to
open to foreign trade and relations.
The Industrial Revolution in Europe
and the United States had created
a wide gap between them and the
West, leaving the Asian nation
behind technologically and military.
In that period, China did not have
the power to stand up to the
Western nations, and eventually
had to sign unequal treaties that
forced them to open their ports
and cities to foreign merchants.
This forever ended Chinese
isolationism and threw them into
the worlds sphere.

Page | 2

Key Concepts:
Extent to which western
influence yielded social,
economic, and political
change in China.
Explanation of how this new
interaction caused the decline
of the power of the dynasty in
late 19th century China.
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Evaluate the validity of
multiple points of view or
biases by using evidence and
sound reasoning.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember

DBQ:
Boxer Rebellion

DOK Level: 3

Answer the following prompt in a welldeveloped paragraph.

What Type of Imperialism Does the Opium


War Represent?
- Define and critique this type of control.
- Assess how the Industrial Revolution
and Social Darwinism were used by
England to justify entering China.
- Analyze whether or not you believe
Englands desire for expansion justified
its actions in China. DOK Level: 3

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Vocabulary:
Extraterritorialities
Westernization
Boxer Rebellion
Imperialization
Sphere of influence
Opium War
Sino-Japanese War
Unequal treaties
Treaty of Nanjing
Taiping Rebellion
Junks
Steamships
Hundred Days Reform
Open Door Policy
Boxer Rebellion
Unit Topic or Domain: European Imperialism

Date Range: 4x4 1St Semester: 6 days: September 1 September 10, 2015
4x4 2nd Semester: 6 days: January 28 February 4, 2016
(September 7th is labor day)

Standard(s): GSII-4.2
Explain the economic and cultural impact of
European involvement on other continents
during the era of European expansion.
Connection to current Standards:
World History Standards
MWH -4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH -5.4: Analyze the relationship between the expanding world market economy and the development of industrialization
in Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and
changing class and race relations.

Page | 3

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
MWH -6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China.

World Geography Standards


WG-3.3
WG-3.4

Explain the cultural, economic, political, and environmental push and pull factors that contribute to human
migration (e.g., residents evacuating from a natural disaster like Hurricane Katrina).
Evaluate the impact of human migration on physical and human systems including changes in population
density, the use of resources, and the provision of services (e.g., the environmental costs of refugee settlement
camps in Africa).

Description of Standard

Content Specific Focus

What does the standard mean that a


student must know, understand and be
able to do?

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

As rulers consolidate their power, they Key Concepts:


- Motivations and impact of
often expand their territory, creating
European expansion in
empires that have an impact on both
the mother country and its colonies.
China.
-

The outcomes for

Key Skills:
Assess the relative
importance of multiple
causes on outcomes.
Analyze, interpret, and
synthesize social studies
resources to make
inferences and draw
conclusions.
Explain how an
interdependent, specialized
and voluntary worldwide
trade network affects a
Page | 4

Research Project
European Imperialism of Individual Countries

In pairs, choose a country that was taken


over by a European nation.
Using a poster board, draw an outline of the
country indicating major geographical
features and major resources of this country.
Citing primary and secondary sources, list
the date that Europeans entered the country
and the names of those Europeans that
entered.
List two positive and two negative impacts
that Europe had on the country.
Indicate the date when the country received
its independence and the type of
government the country currently has.
Stress the geographic features that benefited
and inhibited colonization and the

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
nations standard of living
and economic growth.

Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Nationalism
Missionaries
Cash crops
Direct rule
Sphere of influence
Indirect rule
Colony
Economic imperialism

Page | 5

technological advancements that made


imperialism possible.
When you present your project, share your
conclusions as to the overall impact of
colonization on the colonized nation.
DOK Level: 2

European Imperialism Graphic Organizer

Create a graphic organizer that identifies the


location and industries developed/exploited
by the European countries.
Interpret the findings and determine if there
are any major patterns that appear for each
specific European country.

DOK Level: 1

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/

Unit Topic or Domain: Revolutions

Standard(s):
GSII-4.3 Compare the key elements of the
revolutions that took place on the European
and American continents in the nineteenth
century,
including
social
and
political
motivations for these revolutions and the
changes in social organization that emerged
following them.
Ex
Connection to Current Standards:
Page | 6

Date Range: 4x4 1St Semester: 6 days: September 11-18,


2014
4x4 2nd Semester: 6 days: February 5-12,
2015

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
World History Standards
MWH -4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH -5.3: Identify the major technological and social characteristics of the Industrial Revolution.
MWH -5.4: Analyze the relationship between the expanding world market economy and the development of industrialization
in G. Britain, the US, Germany, & Japan, including shifts in world demography and urbanization & changing class &
race relations.
World Geography Standards
WG -5.3: Explain the spatial relationships between various economic activities.
WG -5.3: Summarize the factors that influence the location and spatial distribution of economic activities, including the factors
of site and situation.

Description of Standard

Content Specific Focus

Learning Tasks/Activities

What does the standard mean that a


student must know, understand and
be able to do?

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

Key Concepts:
Extent to which revolutions were
nationalist and extent to which they
were anti-imperialistic
Impact of industrialization and
increased global trade on the
revolutions
Ramifications of revolutions on the
region in which they occurred and
on global relations

Page | 7

Latin American Independence


-

Analyze the state structures and political


attitudes in Latin America during the 19th
century.
DOK Level: 3

Optional Mini Q:
Toussaint LOuverture: Liberator,
Pragmatic Leader, or Dictator?
DOK Level: 3

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Skills:
Examine the relationship of the
present to the past and use
knowledge of the past to make
informed decisions in the present
and to extrapolate into the future.
Assess the relative importance of
multiple causes and outcomes.
Evaluate the validity of multiple
points of view or biases by using
evidence and sound reasoning.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
missionaries
Boer War
Zulu
Zulu Wars
Shaka Zulu
Berlin Conference
Indochina
Sphere of influence
Scramble for Africa
Tribalism
Suez Canal
White Mans Burden
Paternalism
Social Darwinism
Page | 8

Quick Write:
-

Assess and analyze which revolutions had


positive economic effects?
Describe those effects?

OR
-

Compare the social classes of Europe and


the Americas in nineteenth century.
DOK Level: 2

Bringing it Into the Future


-

Write a five paragraph essay that predicts


the positive/ negative influence of
nationalism in 100 years from now.
Use your knowledge on how it affected
countries in Europe and South America.
DOK Level: 2

Document Activities
(located at the website Alfresco)
Great Exhibition of 1851
Defining Nationalism
Unification of Germany and Italy

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Export economy
Banana Republic
Simon Bolivar
Toussaint LOverture
Marxism
Monroe Doctrine
Roosevelt Corollary
Spanish-American War
Platt Amendment
Mestizos
Creoles
Peninsular
Mulattos

Unit Topic or Domain: Imperialism

Standard(s): GSII-4.5
Compare the political actions of European,
Asian, and African nations in the era of imperial
Page | 9

Date Range: 4x4 1St Semester: 8 days: September 21


September 30, 2015
4x4 2nd Semester: 8 days: February 12
February 24, 2016
(school closed for students February 15, 2016)

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
expansion, including the responses of the
Ottoman Empire to European commercial
power, the motives and results of Russian
expansion, the importance of British power in
India, the collapse of Chinese government and
society, the reasons for and the effects of
Japans transformation and expansion, and the
resistance to imperialism.
Connection to Current Standards:
World History Standards
-

MWH -2.5: Evaluate the impact of the expansion of the Ottoman Empire into Eastern Europe.
MWH-4.1 Explain the changing boundaries in Europe and Asia as a result of the competition between nation-states during the
seventeenth and eighteenth centuries.
MWH-4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH-5.4: Analyze the relationship between the expanding world market economy and the development of industrialization in
Great Britain, the United States, Germany, and Japan, including shifts in world demography and urbanization and changing
class and race relations.
MWH-5.6: Analyze Asias relationship with European states through 1800, including Japans policy of limiting contacts with
foreigners.
MWH-6.3 Analyze various movements for individual rights, including worldwide abolitionism, the end of slave trade
movements in England and Latin America, the liberation of serfs in Russia, and the growing movement for womens rights.
MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China. Note: Much of this content should have been previously
explored in Indicators 4.1 and 4.2.
MWH-6.7 Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government
progressed from moderate to radical.

World Geography Standards


-

WG-1.2 Analyze human characteristics of places, including the ways places change with innovation and the diffusion of
people and ideas (e.g., the spread of religion and democracy).
WG-1.4 Differentiate the ways in which people change their views of places and regions as a result of physical, cultural,
economic and political conditions
WG-1.5 Explain how individuals view places and regions on the basis of their particular stage of life, gender, social class,

Page | 10

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
-

ethnicity, values, and access to technology


WG-3.1 Evaluate demographic patterns to predict trends in the spatial distribution of population using graphs, maps, and
other models (e.g., Hispanic population growth in the United States).
WG-3.3 Explain the cultural, economic, political, and environmental push and pull factors that contribute to human migration
(e.g., residents evacuating from a natural disaster like Hurricane Katrina)
WG-3.4 Evaluate the impact of human migration on physical and human systems including changes in population density,
the use of resources, and the provision of services (e.g., the environmental costs of refugee settlement camps in Africa).
WG-3.5 Compare the response of different groups and governments to migration, including national migration policies and
differing responses by local communities (e.g., the requirement that immigrants adopt the new language).
WG-7.1 Explain how cooperation and/or conflict can lead to the control of Earths surface.
WG-7.2 Explain the causes of boundary conflicts and internal disputes between culture groups.

Description of Standard

Content Specific Focus

What does the standard mean that a


student must know, understand and be
able to do?

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

New ideas and technological


developments during this period led
to changes in how people viewed the
world and how people, in turn,
changed their social, economic, and
political circumstances.

Key Concepts:

Countries reacted differently to


expansion and imperialism nations
rose and fell.

Page | 11

Nationalism shaped countries


and led to an eventual world
conflict.
Sovereignty emerged after the
industrialization and
imperialization
Competition led to conflict
during imperialization

Key Skills:
Assess the relative importance
of multiple causes on outcomes.
Analyze and draw conclusions
about the locations of places,
the conditions at places, and
the connections between

Group Work: Proclamation of the Young


Turks
Analyze the Proclamation of the Young Turks to
look for western influences on the Young Turks
such as Enlightenment thought. DOK Level: 2
Webquest: Analyzing the Results of
Industrialism and Imperialism: Russia, Belgium,
Italy
Read the information from the links provided
under the tasks that represent Italy, Russia,
and Belgium. After reading about these
countries choose one and write a short one or
two page essay on its role in imperialism. The
things you need to cover in your essay. Be
detailed and make sure you keep all of these
things (Nationalism, Economics, Politics, Social

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
places.
Evaluate the validity of multiple
points of view or biases by
using evidence and sound
reasoning.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Turks
Slavs,
Armenians,
Genocide,
Citizenship,
Congress of Vienna,
Paris Peace Conference,
Conservative,
Radical,
Liberal,
Balkans,
Louis Napoleon,
Otto von Bismarck,
Prussia,
Junkers,
Realpolitik,
Kaiser,
Giuseppe Garibaldi,
Russification,
Nicholas I,
Page | 12

Darwinism) in mind when you describe why.


Also, describe in detail how they did everything
they did to colonize other nations.
DOK: 3
Webquest: The Raj in India
Students will look at the PBS website: British
Imperialism in India and investigate the
positives and negatives of Britains role there.
Students will conclude with an argumentative
essay explaining their position. DOK: 2

Realizing the Meiji Dream: 1890 - 1905


Students will numerate some of the major
motives for Meiji imperialist policies
Students will contrast Meiji imperialism
with contemporary Western imperialist
impulses
Students will describe the effects of
military conflicts such as the RussoJapanese and Sino-Japanese wars on
overarching national attitudes towards
Japanese imperialist policies.

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Alexander II,
Alexander III,
Assassination,
Modernization,
Reform,
Serfdom,
Ethnic,
Raj,
Geopolitics,
Crimea War ,
Sepoys,
Jewel in the crown,
Sepoy mutiny,
Treaty of Kanagawa,
Meiji era,
Russo-Japanese War,
annexation

Unit Topic or Domain: Revolutions


Standard(s):
GSII-4.4 Explain the causes and effects of
political, social, and economic transformation
in Europe in the nineteenth century, including
the significance of nationalism, the impact of
industrialization for different countries, and
the effects of democratization
Ex
Connection to Current Standards:
Page | 13

Date Range: 4x4 1St Semester: 4 days: October 1- 6, 2015


4x4 2nd Semester: 4 days: February 25 March 1, 2016

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
World History Standards
MWH -4.6: Analyze the trade policy of mercantilism and its influence on the relationship between imperial centers and their
peripheries.
MWH -5.3: Identify the major technological and social characteristics of the Industrial Revolution.
MWH -5.4: Analyze the relationship between the expanding world market economy and the development of industrialization
in G. Britain, the US, Germany, & Japan, including shifts in world demography and urbanization & changing class &
race relations.
World Geography Standards
- WG-1.2 Analyze human characteristics of places, including the ways places change with innovation and the diffusion of people
and ideas (e.g., the spread of religion and democracy).
- WG-1.4 Differentiate the ways in which people change their views of places and regions as a result of physical, cultural,
economic and political conditions
- WG-1.5 Explain how individuals view places and regions on the basis of their particular stage of life, gender, social class,
ethnicity, values, and access to technology
- WG-3.1 Evaluate demographic patterns to predict trends in the spatial distribution of population using graphs, maps, and
other models (e.g., Hispanic population growth in the United States).
- WG-3.3 Explain the cultural, economic, political, and environmental push and pull factors that contribute to human migration
(e.g., residents evacuating from a natural disaster like Hurricane Katrina)
- WG-3.4 Evaluate the impact of human migration on physical and human systems including changes in population density, the
use of resources, and the provision of services (e.g., the environmental costs of refugee settlement camps in Africa).
- WG-3.5 Compare the response of different groups and governments to migration, including national migration policies and
differing responses by local communities (e.g., the requirement that immigrants adopt the new language).

Description of Standard

Content Specific Focus

What does the standard mean that a


student must know, understand and
be able to do?

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

Key Concepts:
Extent to which revolutions were
nationalist and extent to which they
were anti-imperialistic
Impact of industrialization and
increased global trade on the
Page | 14

Argumentative Essay:
Analyze the sample from the Choices
Programs: Middle East in Transition to
create an argumentative essay on whether
or not the Jewish people deserved their
own state of Palestine. DOK Level: 2

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
revolutions
Ramifications of revolutions on the
region in which they occurred and
on global relations
Key Skills:
Examine the relationship of the
present to the past and use
knowledge of the past to make
informed decisions in the present
and to extrapolate into the future.
Assess the relative importance of
multiple causes and outcomes.
Evaluate the validity of multiple
points of view or biases by using
evidence and sound reasoning.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Zionism
Congress of Vienna
Nationalism
Militarism
Alliances
Propaganda
Totalitarianism
Fascism
Page | 15

Document Activities
(located at the website Alfresco)
Great Exhibition of 1851
Defining Nationalism
Unification of Germany and Italy

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Unit Topic or Domain: Causes of World War I

Date Range: 4x4 1St Semester: 9 days: October 7October 20, 2015
4x4 2nd Semester: 9 days: March 2
March 14, 2016
(school is closed October 12th for students)

Standard(s): GSII-5.1
Summarize the causes of World War I,
including political and economic rivalries,
ethnic
and
ideological
conflicts,
and
nationalism and propaganda.
Connection to Current Standards:
World History Standards
- MWH-7.1 Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, social class,
militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and
propaganda in mobilizing civilian populations around the world to support the two world wars.
- MWH-7.2 Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and
political challenges of the 1920s and 1930s contributed to the renewal of international hostilities in the years leading to
World War II.
- MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
- MWH-7.4 Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and
Ottoman empires after World War I and the creation of the state of Israel after World War II.
World Geography Standards
- WG-1.4 Differentiate the ways in which people change their views of places and regions as a result of physical, cultural,
economic and political conditions (e.g., views of the Middle East after September 11, 2001).

Description of Standard

What does the standard mean that a


student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

Page | 16

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
World War I (the Great War) and World
War II resulted in the destruction of
long-standing empires and the
realignment of the relationships
between former colonies and former
empires.

Page | 17

Key Concepts:
Origins of nationalist
movements in Europe prior to
WWI
Nature of turf wars between
the UK and Germany
Extent of military build-up by
the major powers of Europe
Nature of alliances that turned
the conflict into a world war
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply

Add on Geographic Discussion:


Analyze the cartoon Crime of the Ages.
Discuss how the United States view of the
causes of WWI differs from that of the
European nations.
DOK Level: 1
WWI Propaganda Webquest:
Students will assess propaganda and the
behavior of various governments during war
by comparing the home front then to the
home front today.
DOK Level: 2
Jigsaw Debate:
In groups, select one of the causes of WWI:
(militarism, alliances, imperialism,
nationalism.) Within your group develop an
argument as to why that cause was the most
important. Then scramble the groups so that
each group has a representative from each
cause. This new group must then debate
which cause is the most important. Once
you have decided, create an argument as to
why and present it to the whole class.
DOK Level: 1

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Vocabulary:
Militarism
Alliances
Imperialism
Nationalism
Archduke Franz Ferdinand
Gavrilo Princip
Kaiser Wilhelm
July crisis
Balkan powder-keg
Triple Alliance
Triple Entente
Central Powers
Isolationism
Neutrality
Lusitania
Zimmerman Telegram
Sussex pledge
U-boats
Armistice Day
Serbia
Battle of the Somme
Christmas truce
Trench warfare
No-mans land
Poison gas
Chemical warfare
Biological warfare

Page | 18

Geographic Activity:
Map the Allied and Central Powers. According
to location, determine which side you believe
had the best geographic advantage? Explain
why.
DOK Level: 1
Possible Reading Like a Historian Lessons
Battle of the Somme
DOK Level: 2
Writing activity:
Using the hyperlinked websites, compare
Britains home front during WWI to the
United States home front during WWI.
Students will create a Venn diagram
comparing and contrasting the two.
The students will then create a comparative
analysis essay between the two explaining
why there were such drastic differences in
the citizens lives due to their locations.
DOK Level: 3
Geographic Activity:
Using the following map, pretend you are in
charge of breaking up the Austrian Empire.
How would you divide this area into new
countries? Break them up and name them.
Post-WWI map
DOK Level: 2

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/

Unit Topic or Domain: The World Between the


Wars

Date Range: 4x4 1St Semester: 6 days: October 21 - 28,


2015
4x4 2nd Semester: 6 days: March 11 - 21,
2016

Standard(s): GSII-5.2
Summarize the worldwide changes that
took place following World War I, including
the significance of the Russian Revolution; the
rise of nationalist movements in India, Africa,
and Southeast Asia; the revolutions and
political changes in China; and the creation of
new states in Europe.
Connection to Current Standards:
World History Standards
-

MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China.
MWH-6.7: Explain the causes of the Russian Revolution of 1917, including the reasons that the revolutionary government
progressed from moderate to radical.
MWH-7.3: Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
MWH-7.5: Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and
Southeast Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor

Page | 19

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.

World Geography Standards


-

WG-5.1 Summarize the changes in the spatial distribution and the patterns of production and consumption of selected goods
and services as they vary from one region of the world to another (e.g., the manufacturing shift away from the United
States).
WG-5.2 Classify and describe the spatial distribution of major economic systems, including traditional, command, and market
economic systems (e.g., North Koreas command economy as opposed to Germans market economy).
WG-7.2 Explain the causes of boundary conflicts and internal disputes between culture groups

Description of Standard

What does the standard mean that a


student must know, understand and
be able to do?

Content Specific Focus

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

World War I (the Great War)


resulted in the destruction of longstanding empires and the
realignment of the relationships
between former colonies and
former empires.
The Treaty of Versailles created
hostility that led to World War II.

Page | 20

Key Concepts:
Differences between the ideals
of the Russian Revolution and
the realities of its aftermath
Degree to which Indians used
WWI to expand their demands
for independence from the UK
Extent to which Europeans lost
control of Asia and Africa
following WWI
Explanation of how the
frustration that existed due to
the Treaty of Versailles led to an
eventual second world conflict.

Compare and Contrast:


Students will create a Venn Diagram (with
multiple circles) comparing the nationalist
movements in India, Africa, and South East
Asia. They may wish to use the following
Venn Diagram generator.
Making Historical Comparisons:
On a map of China trace the route of the Long
March. Why was the route so twisted and
torturous? Why did the Communists travel all
the way to Yenan? Find the places Mao's poem
refers to. Why did he mention these particular

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Skills:
Examine the relationship of the present to
the past and use knowledge of the past to
make informed decisions in the present and
to extrapolate into the future.
Assess the relative importance of multiple
causes and outcomes.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember

Key Vocabulary:
Abdication
Bolshevik
Communism
United Soviet Socialist Republic
Indian National Congress
Boycott
The Long March
The Little Red Book
Nationalist Movement in China
Mao Zedong
Sun Yat Sen
Taiwan
Self-determination
Page | 21

places?
Compare the Long March of the Chinese
Communists with other key events that
become mythologized, for example: Paul
Revere's ride, the storming of the Bastille in
Paris, the attack on the Winter Palace in St.
Petersburg, the victory of Shaka Zulu in
southern Africa, the slave mutiny on the
Amistad, Rosa Parks' refusal to move to the
back of the bus in the American Civil Rights
movement.
Summarize:
Have students complete Cornell notes from
the hyperlinked Hip Hughes video: The
Russian Revolution explained. Video is 20
minutes long.
Students can also create an EdPuzzle or the
teacher can create an EdPuzzle on this video
as well.
DBQ: Causes of World War II (Adapted from
Document-Based Assessment for Global
History, Walch Education)

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/

Unit Topic or Domain: The Great Depression and


the Rise of
Totalitarianism

Date Range: 4x4 1St Semester: 5 days: October 29


November 4, 2015
4x4 2nd Semester: 5 days: March 22
April 5, 2016
(Spring Break is March 25 April 1)

Standard(s):
GSII-5.3 Explain the impact of the Great
Depression and political responses in Germany,
Britain, and the United States, including
Nazism, fascism, retrenchment, and the New
Deal.
Connection to Current Standards:
World History Standards
- MWH-6.6: Describe the reactions in Asian kingdoms to the Western ideas of nationalism, including the Indian nationalist
movement, the Meiji era in Japan, and the Manchu dynasty in China.
- MWH-7.2: Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic and
political challenges of the 1920s &1930s contributed to the renewal of international hostilities in the years leading to World
War II.
- MWH-7.3: Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.

Page | 22

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
MWH-8.1 Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
- MWH-8.4 Describe the diffusion of aspects of popular cultures, including music, film, art forms, and food-ways
World Geography Standards
- WG-3.1 Evaluate demographic patterns to predict trends in the spatial distribution of population using graphs, maps, and
other models (e.g., Hispanic population growth in the United States).
- WG-5.6 Explain the connection between the delivery of goods and services and the transportation and communications
networks that are needed to provide them (e.g., the hub-and-spoke systems used by airfreight companies).
-

Description of Standard

Content Specific Focus

What does the standard mean that a


student must know, understand and
be able to do?

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

The Great Depression was a


severe worldwide economic
depression in the 1930s. The
timing of the Great Depression
varied across nations; however, in
most countries it started in 1929
and lasted until the late 1930s. It
was the longest, deepest, and
most widespread depression of
the 20th century.

Page | 23

Key Concepts:
Varying political and economic
responses to the Great
Depression by countries around
the world
Impact of the Great Depression
on the rise of authoritarian
regimes
Key Skills:
Examine the relationship of the present to
the past and use knowledge of the past to
make informed decisions in the present and
to extrapolate into the future.
Assess the relative importance of multiple
causes and outcomes.

Webquest:
Great Depression Webquest utilizing material
from the History.com and PBS.com (located on
shared google folder).
Self-created Cornell Notes & Moviemaker
Project:
Students will read the information found on: The
Great WarEffects and create their own Cornell
notes on how WWI effected Europe and plunged
them into a Great Depression. Students will then
use that information to create a three minute
video on MovieMaker about Europe after WWI
which will include pictures, music, narration and

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Reparations
Economic cycle
Tariffs
Social programs
Fascism
Totalitarian
New Deal
Recession
Depression
Inflation
Deflation
Escapism
Fire-side chats
Hooverville
Rugged individualism
Black Tuesday
Dust Bowl
Bank runs

Page | 24

subtitled.

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Unit Topic or Domain: The Great Depression and
the Rise of
Totalitarianism

Date Range: 4x4 1St Semester: 5 days: November, 5


November 11, 2015
4x4 2nd Semester: 5 days: April 6 April
12, 2016

Standard(s): GSII-5.4 Compare the ideologies


and global effects of totalitarianism,
communism, fascism, Nazism, and democracy in
the twentieth century, including Lenins
adaptation of Marxism in Russia, the rise of
fascism and Nazism in Europe, and militarism in
Japan prior to World War II.
Connection to Current Standards:
World History Standards
- MWH-7.1: Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, social class,
militarism, and imperialism as underlying causes of World War I and World War II, including the role of nationalism and
propaganda in mobilizing civilian populations around the world to support the two world wars.
- MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
World Geography Standards
- WG-3.1 Evaluate demographic patterns to predict trends in the spatial distribution of population using graphs, maps, and
other models (e.g., Hispanic population growth in the United States)
- WG-3.5 Compare the response of different groups and governments to migration, including national migration policies and
differing responses by local communities (e.g., the requirement that immigrants adopt the new language)
- WG-4.3 Compare the roles that cultural factors such as religious, linguistic, and ethnic differences play in cooperation and
conflict within and among societies.

Description of Standard
Page | 25

Content Specific Focus

Learning Tasks/Activities

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
What does the standard mean that a
student must know, understand and
be able to do?

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

Countries devastated by World


War I looked for answers and
some leadership in new ways.
This is when countries begin
turning towards undemocratic
governmental models such as
communism, totalitarianism,
fascism and dictatorships.
Throughout the 20th Century,
various totalitarian regimes and
governments have taken control
of different states. Through the
documents of Nazi Germany, the
Soviet Union, Communist China ,
pre-WWII militaristic Japan and
other totalitarian governments

Page | 26

Key Concepts:
Countries devastated by World
War I looked for answers and
some leadership in new ways.
This is when countries begin
turning towards undemocratic
governmental models such as
communism, totalitarianism,
fascism and dictatorships.
Key Skills:
Examine the relationship of the present to
the past and use knowledge of the past to
make informed decisions in the present and
to extrapolate into the future.
Assess the relative importance of multiple
causes and outcomes.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Fascism
Nazism
Totalitarianism
Dictatorship

DBQ: Living Under Totalitarianism: (found on


the shared Google Drive)
Throughout the 20th Century, various totalitarian
regimes and governments have taken control of
different states. Through the documents of Nazi
Germany, the Soviet Union, Communist China, preWWII militaristic Japan and other totalitarian
governments we can see what life is like in a
society without freedom.
Teenagers in Nazi Germany:
Students will read the supplementary material
(found on the shared Google Drive) and then they
will write what they could do, as a teenager, to
passively resist a government that they do not
agree with.
Make sure to have them discuss what they would
do if they were caught, and how they would
convince others to join their cause. Make this at
least one page.
DBQ: The Road to War
The 1920s began with a favorable outlook for
peace. However, toward the end of the decade
and throughout the 1930s, the clouds of war were
forming. Dictators arose in countries that were
dissatisfied with the results of World War I.
Germany, Italy, and Japan took aggressive actions.
Neither the League of Nations nor the democratic
countries were able or willing to stop them. British
Prime Minister Chamberlain suggested that a

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Occupation
Marxism
Communism
Tyranny

Unit Topic or Domain: World War II

Standard(s): GSII-5.5
Explain the causes, key events, and
outcomes of World War II, including the
German, Italian, and Japanese drives for
empire; the role of appeasement and
isolationism in Europe and the United States;
Page | 27

policy of appeasement was the best way to deal


with Germany's Hitler. Nations and their leaders
took actions that moved Europe toward war. The
debate over the causes of World War II provides
different perspectives.
(found in shared Google Folder)

Date Range: 4x4 1St Semester: 10 days: - November 12


December 1, 2015
4x4 2nd Semester: 10 days: April 13 April 26,
2015
(Thanksgiving break is November 25 27)

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
the major turning points of the War and the
principal theaters of conflict; the importance
of geographic factors during the War; and the
political leaders during the time.
Connection to Current Standards:
World History Standards
- MWH-7.2: Analyze the ways that the responses of the governments of Britain, France, Germany, and Italy to the economic
and political challenges of the 1920s & 1930s contributed to the renewal of international hostilities in the years leading to
World War II.
- MWH-7.3: Describe major shifts in world geopolitics between 1900 and 1945, including the changing role of the United States
in international affairs and the move from isolationism to an increased role as a world power.
World Geography Standards
- WG-3.1 Evaluate demographic patterns to predict trends in the spatial distribution of population using graphs, maps, and
other models (e.g., Hispanic population growth in the United States).
- WG-5.6 Explain the connection between the delivery of goods and services and the transportation and communications
networks that are needed to provide them (e.g., the hub-and-spoke systems used by airfreight companies).

Description of Standard

Content Specific Focus

What does the standard mean that a


student must know, understand and be
able to do?

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

World War I (the Great War) and World


War II resulted in the destruction of
long-standing empires and the
realignment of the relationships
between former colonies and former
empires.

Page | 28

Key Concepts:
Imperialist causes of World
War II
Varied military strategies in
different theatres of war
Role of key battles in turning
the tide of the war

Political Cartoons exercise:


Political cartoons have played a role in United
States politics and public affairs since the 1700s.
Dr. Seuss drew political cartoons for PM
newspaper during World War II, expressing his
liberal views in an uncensored medium. Students
will analyze some of these cartoons on THE

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
The United States forever abandons
Key Skills:
its policy of isolationism and becomes Examine the relationship of the present
to the past and use knowledge of the
a world power.
past to make informed decisions in the
present and to extrapolate into the
The outcome of the war forever
future.
changed the politics of the world.
Assess the relative importance of
New countries emerge, and old
multiple causes and outcomes.
empires fall.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
Key Vocabulary:
Blitzkrieg
Rosie the Riveter
Battle of the Bulge
Battle of Berlin
Battle of Stalingrad
Island hopping
Aryans
Jews
Draft
D-day
VE Day
VJ Day
Nazi
Allies Powers
Axis Powers
North Africa campaign
Page | 29

POLITICAL DR. SEUSS video and Web site and


discuss how these cartoons convey Dr. Seuss's
messages. They will conclude by creating their
own political cartoons concerning a current
event.
DOK Level: 2
World War II Interactive Web Quest
This interactive Web Quest explores various
features of the Second World War, from
Germanys expansion in the mid-1930s to the
final days of the conflict. Students will examine
several interactive activities, videos, articles, and
images as they complete this Web Quest.
DOK Level: 3

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Manhattan project
Winston Churchill
Harry S. Truman
Franklin D. Roosevelt
Joseph Stalin
Adolph Hitler
Francisco Franco
Hideki Tojo
Kamikaze
Pearl Harbor
Yalta Conference
Potsdam Conference
Final solution
Unit Topic or Domain: Impact of World War II

Date Range: 4x4 1St Semester: 5 days: December, 2


December 8, 2015
4x4 2nd Semester: 5 days: April, 27 May
3, 2016

Standard(s): GSII-5.6
Exemplify the lasting impact of World War
II, including the legacy of the Holocaust, the
moral implications of military technologies
and techniques such as the atomic bomb, the
human costs of the war, and the
establishment of democratic governments in
European countries.
Connection to Current Standards:
World History Standard
-

MWH-7.4: Explain the origins of the conflict in the Middle East as a result of the collapse of the German, Habsburg, and
Ottoman empires after World War I and the creation of the state of Israel after World War II.

World Geography Standards


-

WG-7.1 Explain how cooperation and/or conflict can lead to the control of Earths surface (e.g., the establishment of new

Page | 30

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
-

social, political, or economic divisions).


WG-7.2 Explain the causes of boundary conflicts and internal disputes between culture groups (e.g., the ongoing IsraeliPalestinian conflict).

Description of Standard

What does the standard mean that a


student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

World War I (the Great War) and World


War II resulted in the destruction of
long-standing empires and the
realignment of the relationships
between former colonies and former
empires.

Key Concepts:
Origins and implementation of
the Holocaust
Formation, ethnic make-up,
and controversy surrounding
the founding of Israel
Impact of new technologies
on the war and its aftermath
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer

Page | 31

Children of the Holocaust Webquest:

The students will be able to better understand


the impact that the Holocaust had upon children,
particularly children in concentration camps in
preparation for reading The Boy in the Striped
Pajamas by John Boyne. (see Google Document)
DOK: Level 2
NOVA Holocaust on Trial:
Students will look at the Nuremberg Trials and
evaluate the crimes committed by the Nazi party.
DOK: Level 1

Geography Activity:
Research the demographics and locations of
Nagasaki and Hiroshima and hypothesize
why they were chosen as the locations to
bomb.
DOK Level: 1
Writing Assignment:
Students will investigate the History
Channels: BOMBING OF HIROSHIMA AND
NAGASAKI and create a 10 slide PowerPoint
on the creation of the atomic bomb and the

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Compare
Explain
Remember

outcome of the atomic bomb on not only


Japan but on the world.
DOK: 2

Key Vocabulary:
Nuremberg Laws
War Crimes Trials
Executive Order 9066
Hiroshima
Nagasaki
Atomic bomb
Nuclear war
Israel
Palestine
Radar
Sonar
Penicillin
Open heart surgery

Unit Topic or Domain: The Cold War


Page | 32

Date Range: 4x4 1St Semester: 7 days: December, 9 -

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
December 17, 2015
4x4 2nd Semester: 5 days: May 4, - May
13, 2016

Standard(s):
GSII-6.1 Summarize the ideologies and global
effects of communism and democracy, including
the effects of totalitarianism and communism in
China and the effects of communism in Eastern
Europe and Soviet Union.
GSII-6.2 Summarize the worldwide effects of
the Cold War, including the competition for
power between the United States and the
Soviet Union, the changing relationships
between the Soviet Union and China, the
response by popular culture, and the collapse
of the communist states.
Connection to Current Standards:
World History Standards
-

MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia. MWH-8.2: Explain the rationale for the development of supranational organizations (e.g., the United
Nations, the European Union, the African Union, the Organization of American States).
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo. MWH-8.4: Describe the diffusion of aspects of popular cultures, including music, film,
art forms, and foodways.
MWH-8.6: Analyze the impact that the collapse of the Soviet Union and communist governments in Eastern Europe had on
the people and geopolitics of Eurasia, including the balkanization of Yugoslavia, the reunification of Germany, and the
creation of the new republics in Central Asia.

World Geography Standards


-

WG-7.3 Explain why political boundaries such as national borders or political districts change (e.g., those of historic imperial

Page | 33

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
-

powers).
WG-7.4 Explain how the size, shape, and relative location of a country or a nation can be an advantage or a disadvantage to
it (e.g., the natural-resource potential of Russia as opposed to its ability to protect its immense landmass from outside
aggression).

Description of Standard

What does the standard mean that a


student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

Newly independent countries sought


partners for economic and political
alliances as technological
developments of the past sixty years
made the world more interconnected.

Page | 34

Key Concepts:
Competing ideals of
capitalism and communism
Origins, execution, and
aftermath of the Cold War
Impact of the Cold War on the
wars in Korea and Vietnam
Social ramifications of the
Cold War
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Trace and describe continuity
and change across cultures.
Assess the relative
importance of multiple causes
and outcomes.
Explain how an
interdependent, specialized,
and voluntary worldwide

Mini Q:
What Should History Say About the Soviet
Union?
DOK Level: 3
Chalk Talk
Students will compare communism and
capitalism using a Venn diagram. Students
will then argue whether which they believe
provides the most economic security for
citizens in a five paragraph argumentative
essay.
DOK Level: 2

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
trade network affects a
nations standard of living and
economic growth.

Key Practices:
Check
Critique
Remember
Understand
Apply
Analyze
Key Vocabulary:
Hegemony
Containment
Domino Theory
Truman Doctrine
NATO
Warsaw Pact
Iron Curtain
Arms race
Dtente

Unit Topic or Domain: Post-War Independence


Movements

Page | 35

Date Range: 4x4 1St Semester: 3 days: December 18, 2015


January 6, 2015
4x4 2nd Semester: 3 days: May 16 - May
18, 2016

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Standard(s): GSII-6.3
Compare the challenges and successes of the
movements toward independence and democratic
reform in various regions following World War II,
including the role of political ideology, religion, and
ethnicity in shaping governments and the course of
independence and democratic movements in Africa,
Asia, and Latin America.
Connection to Current Standards:
World History
-

MWH-7.5: Explain the impact of collapsing imperial regimes and growing nationalist movements in India, Africa, and Southeast
Asia, including Pan-Africanism and the emerging civil rights movement in the United States.
MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo.
MWH-8.5: Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the varying
reactions around the world to equity issues.

World Geography Standards


-

WG-3.4 Evaluate the impact of human migration on physical and human systems including changes in population density, the
use of resources, and the provision of services (e.g., the environmental costs of refugee settlement camps in Africa).
WG-3.5 Compare the response of different groups and governments to migration, including national migration policies and
differing responses by local communities (e.g., the requirement that immigrants adopt the new language).

Description of Standard
What does the standard mean that a
student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?

Page | 36

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
After World War II former
imperialized nations began to emerge
and seek out their independence.
This led to conflicts between the
worlds two Super Powers and caused
wars throughout the world.

Key Concepts:
Degree to which selfdetermination and democracy
flourished in Asia, Africa, and
Latin America following World
War II
Increase in military
intervention by world
superpowers
Key Skills:
Examine the relationship of the present
to the past and use knowledge of the
past to make informed decisions in the
present and to extrapolate into the
future.
Assess the relative importance of
multiple causes and outcomes.
Analyze and evaluate evidence,
arguments, claims and beliefs.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember

Page | 37

Mini Q What Made Gandhis Non-Violent Movement


Work?
DOK Level: 2
Possible Reading Like a Historian Lessons
China's Cultural Revolution
The Partition of India
DOK Level: 3
Writing workshop: Teacher for the Day
Each student will be given three
anonymously written mini DBQs (from the
Mini-Q above). They will then act as the
teacher using the College Board rubric to
grade the DBQ samples. The activity will
force students to identify the correct
components of a DBQ. At the end of class,
the students may write on the board the
grade they gave each essay so that they can
compare their scoring with other students.
The teacher will then reveal the actual grade
the sample essays received.
DOK Level: 3
Korean War Webquest:

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Key Vocabulary:
Genocide
Coup
Martial law
Korean War
Vietnam War
Khmer Rouge
Tiananmen Square Protest

Unit Topic or Domain: Globalization


Standard(s): GSII-6.4
Summarize the impact of economic and political
interdependence on the world, including efforts
to control population growth, economic
Page | 38

In this webquest students will find learn what the


prelude to the war was like, how the war started,
what it was like for the soldiers in the war, and
how the fighting ended. It will give students a
general knowledge base of the Korean War.
The Vietnam War: Would You Have Been A Draft
Dodger?
As the Vietnam War began to escalate in 1965,
the number of men being drafted into military
service increased. Many Americans began to
view the Vietnam War as being problematic, and
questioned American involvement. Open protests
began to mount, particularly on college
campuses. On visual sign of protest was the
burning of draft cards by young men who had
been required by the American government to
register for the draft. As the fairness of draft
procedures were questioned, Thousands of young
American men chose to flee into exile in Canada
or Sweden rather than risk conscription (being
drafted). These men became known as Draft
Dodgers. Their actions were considered criminal
by the government of the United States.

Date Range: 4x4 1St Semester: 5 days: January 7-11, 2014


4x4 2nd Semester: 7 days: May 19 May
27, 2015

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
imbalance and social inequality and efforts to
address them, the significance of the world
economy for different nations, and influence of
terrorist movements on politics in various
countries.
Connection to Current Standards:
World History Standards
-

MWH-8.1: Evaluate the relative importance of factors such as world war, economic depression, nationalist ideology, labor
organizations, communism, and liberal democratic ideals in the emergence of movements for national self-rule or sovereignty
in Africa and Asia.
MWH-8.2: Explain the rationale for the development of supranational organizations (e.g., the United Nations, the European
Union, the African Union, the Organization of American States).
MWH-8.3: Illustrate the impact of the Cold War on developing and newly independent countries, including Soviet, United
States, and Chinese involvement in the domestic and foreign affairs of countries such as Egypt, Iran, Iraq, Vietnam, Korea,
Chile, Cuba, Guatemala, and the Congo.
MWH-8.5: Analyze the impact of movements for equality in the United States, Africa, and Southeast Asia as well as the
varying reactions around the world to equity issues.
MWH-8.7: Evaluate the benefits and costs of increasing worldwide trade and technological growth, including the movement
of people and products, the growth of multi-national corporations, the increase in environmental concerns, and the increase
in cultural exchanges.

World Geography Standards


-

WG-1.5 Explain how individuals view places and regions on the basis of their particular stage of life, gender, social class,
ethnicity, values, and access to technology (e.g., how retirees have changed the cultural landscape and available human
services in Florida).
WG-8.1 Evaluate the ways in which technology has expanded the human capability to modify the physical environment both
locally and globally (e.g., the risks and benefits associated with how the petroleum industry uses offshore drilling).

Description of Standard

What does the standard mean that a


student must know, understand and be
able to do?

Content Specific Focus

Learning Tasks/Activities

What tasks will students perform to learn the


identified concepts/skills?
At which DOK level(s) are the learning tasks?

Page | 39

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
Newly independent countries sought
partners for economic and political
alliances as technological
developments of the past sixty years
made the world more interconnected.

Key Concepts:
Problems associated with
population growth
Extent of economic imbalance
in the world
Shifting environmental needs
Impact of globalization
Key Skills:
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to extrapolate
into the future.
Assess the relative
importance of multiple causes
and outcomes.
Key Practices:
Check
Critique
Remember
Understand
Apply
Key Vocabulary:
International Space Station
Green Revolution
Developing nation
Terrorism
Nuclear proliferation
Cyber terrorism

Page | 40

Globalization Class Debate: (see Google


folder)
The purpose of the exercise is to increase
student understanding of the various
perspectives on globalization and force them
to examine their own views on this subject.
It is also an exercise in perspective taking, in
which they must try to see an issue from
someone elses point of view.
After that the students will list the pros and
cons of globalization from various
perspectives: US corporation, US consumer,
US factory worker, Chinese government, and
Chinese factory worker. Write a position
paper from your point of view formulating
foreign policy for your country.
DOK Level: 3
Globalization Webquest: (see Google folder)
Students will research Sesame Street, Coca
Cola, and the Vanishing Cultures website to
study the positive and the negative effects of
globalization throughout the world.
DOK Level : 2
Mini Q:
Chinas One Child Policy: Do the Benefits
Outweigh the Costs?
DOK Level: 3
Model UN Assembly
Choose a country and create and debate

Global Studies II Consensus Map 2015-2016


http://hcsglobalstudiestwo.weebly.com/
resolutions on topics that are currently
important. This activity could take 3 days
with one day for simulation.
DOK Level: 3

Page | 41