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December to January, we are on Unit IV, Chapters 9-12.Unit 4 Nationalism, Industrialism, and Imperialism 1700-1914 Students are working on 2nd Quarter Project
 * =Welcome to Your Class Wiki!=

Links for your course include:

 * [|www.classzone.com], Modern World History, your core text.
 * [] Hybrid MSDE online course
 * [|National Common Core Standards]
 * [|Maryland World History Standards], click on each of the four goals for details, or see below.
 * [|World History For Us All], a comprehensive world history course site that focuses on the environmental impact of humans
 * [|Maryland Technology Standards for grades 9-12]
 * [|Maryland Financial Literacy Standards]
 * [|Maryland Environmental Literacy Standards]
 * [|Maryland Social Studies Skills Standards]

On this wikispace you will find course updates, indicators, major assignments, etc. Your course documents will remain on [|www.tinyurl.com/crosslandteach]for now. I have begun to link your class handouts to this wiki as of November, 26, 2011. Throughout this course, we will focus on the following themes: Gender, Labor, Health, Culture, and Technology. We will utilize primary sources to frame our decisions and conclusions about the legacy of Modern World History. We will also use the themes in the textbook on pp. xxvi to xxvii: Power and Authority, Religious and Ethical Systems, Revolution, Interaction with the Environment, Economics, Cultural Interaction, Empire Building, Science and Technology.

Below you will find the MSDE World History Goals and indicators for World History:

 * **See also the Common Core Curriculum you will need to master in [|History/Social Studies], as a high school student in the United States of America.**


 * Goal 1 Political Systems **

The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems. The student will analyze various causes historians have identified to account for continuity and changes in political and social order. The student will categorize causes of political and social change and explain the consequences for political and social order. Content to achieve this indicator includes:
 * __Expectation 1.1 __**
 * **Indicator 1.1.1 **

(a) Decline of feudalism. Met in Qtr 1

(b) Enlightenment. Met in Qtr 2

(c) Industrial Revolution. Met in Qtr 2
 * Gender Module, Industrialization in Puerto Rico, []

(d) Russian Revolution.Met in Qtrs 2 & 3
 * Gender Case Study, Nurse at the Russian Front in WWI, []

(e) 20th century revolution in China Met in Qtrs 3 & 4.

(f) Apartheid in South Africa. Met in Qtr 4
 * Gender Case Study: Impact of Industrialization on South Africa, []

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will evaluate the degree to which political institutions promote continuity and stability in a society. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 1.1.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Development of kingdoms in West Africa. Met in Qtr 1

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Development of nation-states in Europe. Met in Qtrs 2 & 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Constitutional development in 17th century England. Met in Qtr 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) Dynasties in China. Met in Qtrs 1, 2, 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(e) Totalitarianism in the Soviet Union and Nazi Germany. Met in Qtr 4
 * <span style="font-family: Georgia,serif;">Gender Case Study: Women in mid-20th c. Europe, []

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will explain significant changes that are considered turning points or benchmarks in world history from historical, political, and social perspectives. Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 1.1.3 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Reformation. Met in Qtr 1

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) European exploration and exchange in the Americas and Africa. Met in Qtrs 1 and 2 (imperialism)

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) French Revolution. Met in Qtr 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) World War I and World War II. Met in Qtrs 2 & 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(e) Cold War. Met in Qtr 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the impact of technology as it contributes to continuity and change in the political and social order. Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 1.1.4 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Invention of the printing press. Met in Qtr 1

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Introduction of gunpowder. Met in Qtr 1

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Factory system. Met in Qtr 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) Nuclear energy and weapons. Met in Qtr 4


 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal 2 Peoples Of The Nation And World **

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural. =<span style="font-family: Georgia,serif;">Expectation 2.1 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the emergence and diffusion of civilizations and their contributions to the modern world. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will identify and analyze examples of cultural diffusion. Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.1.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Spread and influence of Islam. Met in Qtrs 1, 2, 3, 4
 * <span style="font-family: Georgia,serif;">Case Study: Gender in 19th c. Islamic Africa, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Spread and influence of Buddhism. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Achievements and influence of the Renaissance. Met in Qtrs 2 & 3 (Enlightement)

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) African Diaspora. Met in Qtrs 1, 2, 3, 4 =<span style="font-family: Georgia,serif;">Expectation 2.2 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will evaluate the causes and effects of regional and global changes that result from nationalism and imperialism. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will describe the motivations of governments to expand their economic, political, and cultural influence into other areas of the world. Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.2.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Mercantilism. Met in Qtrs 1 & 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Napoleonic Empire. Met in Qtr 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) European imperialism. Met in Qtrs 2 & 3 > <span style="font-family: Georgia,serif; font-size: 10pt;">(d) Japanese imperialism. Met in Qtrs 3 & 4 > <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural imperialism. Content to achieve this indicator includes:
 * <span style="font-family: Georgia,serif;">Gender Module, Women in the British Empire, []
 * <span style="font-family: Georgia,serif;">Gender Module, French Imperialism in North Africa, []
 * Case Study, Exotic White Man, <span style="font-family: Georgia,serif;">Gender Case Study: The Exotic White Man, []
 * Case Study: <span style="font-family: Georgia,serif;">[|Filipino Comfort Women]
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.2.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Aztec resistance to Spanish rule. Met in Qtr 1
 * <span style="font-family: Georgia,serif;">Dona Marina/La Malinche, see 1st Qtr Project

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Rebellion in 19th century China. Met in Qtrs 2 & 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) African resistance to imperialism. Met in Qtrs 2, 3, & 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) India under British rule. Met in Qtrs 2, 3, & 4 The student will explain how political borders resulting from nationalism and imperialism create or resolve conflict between and among nations.Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.2.3 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Conference of Berlin—1884-85. Met in Qtrs 2 & 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Ottoman Empire. Met in Qtrs 1, 2, 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Treaty of Versailles. Met in Qtr 3 =<span style="font-family: Georgia,serif;">Expectation 2.3 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will compare the causes and consequences of regional and global conflicts. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will explain how the consequences of one conflict may sow the seeds of future conflicts. Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.3.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Reaction to Napoleonic Empire. Met in Qtr 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Opium Wars and European control of China. Met in Qtrs 2 & 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Treaty of Versailles and World War II. Met in Qtrs 3 & 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) British/Arab/Jewish agreements to create Israel. Met in Qtrs 3 (WWI) and 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will draw conclusions about how regional differences or similarities in religion, resource allocation, language, political beliefs, or other factors may lead to cooperation, conflict, and/or movements of people. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 2.3.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Settlement of South Africa. Met in Qtr 1 & 2
 * <span style="font-family: Georgia,serif;">Gender Module, Culture and Exchange in Southern Africa, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Jewish diaspora and holocaust. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Separation of India and Pakistan. Met in Qtr 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) Ghana and Nigeria after independence. Met in Qtr 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(e) Formation of the United Nations. Met in Qtr 4
 * <span style="font-family: Georgia,serif;">Gender Module, Women's in 20th c. Latin America, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(f) Causes of migrations to the United States. Met in Qtrs 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(g) Formation of economic alliances. Met in Qtrs 2, 3, 4


 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal 3 Geography **

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history. =<span style="font-family: Georgia,serif;">Expectation 3.1 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will evaluate the interactions of environmental factors and the location and distribution of human activity. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the influence of physical geographic factors to include location, climate, and resources as they relate to settlement patterns. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.1.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Location, growth, and development of cities. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Land use patterns before and after agricultural mechanization. Met in Qtrs 1, 2, 3, 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the impact of human settlement patterns on the environment. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.1.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Land reclamation. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Desertification in the Sahara. Met in Qtr 4 ([|see Scientific American article]) <span style="font-family: Georgia,serif; font-size: 10pt; line-height: 0px; overflow: hidden;">

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Greenhouse effect. Met in Qtr 4

=<span style="font-family: Georgia,serif;">Expectation 3.2 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will examine the role of culture in shaping regional and global interactions. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will analyze the role of social institutions in shaping distinct cultural identities. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.2.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Hinduism in India. Met in Qtrs 1, 2, 3, and 4 <span style="font-family: Georgia,serif; font-size: 10pt;">(b) Christianity in Europe. Met in Qtrs 1, 2, 3, and 4
 * Gender Module, The Bahkti Poets, []
 * Gender Module, Sati, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Communism in the Soviet Union.
 * <span style="font-family: Georgia,serif;">Gender Module, Women and Stalinism, []

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will examine how culture has been transmitted and diffused. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.2.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Catholicism in Latin America. Met in Qtrs 1, 2, 3, 4
 * <span style="font-family: Georgia,serif;">Gender Case Study: Gender and Race in Latin American Colonies: []

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) African art and music in the Americas. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Chinese influence in Southeast Asia and Japan. Met in Qtrs 1, 2, 3, 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will evaluate the impact of culture on a region. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.2.3 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Islam in the Middle East. Met in Qtrs 1, 2, 3, 4
 * <span style="font-family: Georgia,serif;">Gender Study in 19th c. Islamic N. Africa,

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) European colonization in West Africa. Met in Qtrs 1, 2, 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Confucianism in Asia. Met in Qtrs 1, 2, 3, 4 =<span style="font-family: Georgia,serif;">Expectation 3.3 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will assess the impact of technology in shaping regional and global cooperation, conflict, and interdependence. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will explain the role of transportation and communication in linking world regions. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * <span style="font-family: Georgia,serif;">Gender Module, Women in 19th c. China, []
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.3.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Impact of trade routes. Met in Qtrs 1, 2, 3, 4
 * <span style="font-family: Georgia,serif;">Gender Module, Early Modern World Interconnectedness, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Development of telecommunications. Met in Qtrs 2 (Scientific Revolution), 3, 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will assess how technological advances have created and continue to create opportunities for competition, cooperation, conflict, and interdependence. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 3.3.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Space exploration. Met in Qtrs 2 (Scientific Revolution), 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Emergence of Pacific Rim economic power. Met in Qtrs 1, 4
 * <span style="font-family: Georgia,serif;">Gender Module, Southeast Asian Politics, []


 * <span style="font-family: Georgia,serif; font-size: 10pt;">Goal 4 Economics **

<span style="font-family: Georgia,serif; font-size: 10pt;">The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers. =<span style="font-family: Georgia,serif;">Expectation 4.1 = <span style="font-family: Georgia,serif; font-size: 10pt;">The student will demonstrate an understanding of the economic principles, institutions, and processes which explain the economic activities within and among societies throughout history. <span style="font-family: Georgia,serif; font-size: 10pt;">The student will compare the goals and allocation of resources (natural, capital, human) in traditional, market, command, and mixed economic systems. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 4.1.1 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Manorialism. Met in Qtr 1

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Mercantilism. Met in Qtrs 1, 2, 3

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Laissez-faire (Adam Smith). Met in Qtrs 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) Marxism-command economy. Met in Qtrs 2 (19th c. ideas), 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(e) Mixed economies. Met in Qtrs 1, 2, 3, 4 <span style="font-family: Georgia,serif; font-size: 10pt;">The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to address economic scarcity and unequal resource allocation. <span style="font-family: Georgia,serif; font-size: 10pt;">Content to achieve this indicator includes:
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Indicator 4.1.2 **

<span style="font-family: Georgia,serif; font-size: 10pt;">(a) Economic motivations for explorations. Met in Qtrs 1, 2

<span style="font-family: Georgia,serif; font-size: 10pt;">(b) Economic motivations for imperialism. Met in Qtrs 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(c) Slavery and the Triangle Trade. Met in Qtr 1
 * <span style="font-family: Georgia,serif;">Abolition of Slavery, Gender Case Study, []

<span style="font-family: Georgia,serif; font-size: 10pt;">(d) National use of natural, human, and capital resources. Met in Qtrs 1, 2, 3, 4

<span style="font-family: Georgia,serif; font-size: 10pt;">(e) Factors influencing economic development. Met in Qtrs 1, 2, 3, 4