Powerful Eurasian states and empires faced and responded to challenges ca. 1750. Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity. Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate. Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.
Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas. Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte. Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L'Ouverture and Simon Bolivar.
Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects. Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices. Students will examine the economic theory presented in The Wealth of Nations. Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.
Social and political reform, as well as new ideologies, developed in response to industrial growth. Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society. Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.
International conflicts developed as imperial powers competed for control. Claims over land often resulted in borders being shifted on political maps, often with little regard for traditional cultures and commerce (e.g., Berlin Conference). Students will compare and contrast maps of Africa from ca. 1800 and ca. 1914, noting the changes and continuities of ethnic groups and regions, African states, and European claims.
Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states. Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.
African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful. Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
Governments, groups, and individuals have responded in various ways to the human atrocities committed in the 20th and 21st centuries. Students will explore multinational treaties and international court systems that bind countries to adhere to international human rights. Students will explore international organizations that work to maintain peace, stability, and economic prosperity, and to protect nations and people from oppressive governments and political violence.
Technological developments increased the extent of damage and casualties in both World War I and World War II. Students will compare and contrast the technologies utilized in both World War I and World War II, noting the human and environmental devastation.
The devastation of the world wars and use of total war led people to explore ways to prevent future world wars. Students will examine international efforts to work together to build stability and peace, including Wilson's Fourteen Points, the Treaty of Versailles, the League of Nations, and the United Nations.
The Cold War originated from tensions near the end of World War II as plans for peace were made and implemented. The Cold War was characterized by competition for power and ideological differences between the United States and the Soviet Union. Students will compare and contrast how peace was conceived at Yalta and Potsdam with what happened in Europe in the four years after World War II (i.e., Soviet occupation of Eastern Europe, Truman Doctrine, Berlin blockade, NATO).
Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism. Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism. Students will examine the creation of the State of Israel and the Arab-Israeli conflict.
Independence movements in India and Indochina developed in response to European control. Students will explore Gandhi's nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent. Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.
Historical and contemporary violations of human rights can be evaluated, using the principles and articles established within the UN Universal Declaration of Human Rights. Students will examine the atrocities committed under Augusto Pinochet, Deng Xiaoping, and Slobodan Milosevic in light of the principles and articles within the UN Universal Declaration of Human Rights. Students will examine and analyze the roles of perpetrators and bystanders in human rights violations in Cambodia, Rwanda, and Darfur in light of the principles and articles within the UN Universal Declaration of Human Rights. Students will examine the policy of apartheid in South Africa and the growth of the anti apartheid movements, exploring Nelson Mandela?s role in these movements and in the post-apartheid period. Students will explore efforts to address human rights violations by individuals and groups, including the efforts of Mother Teresa, Aung San Suu Kyi, and the Mothers of the Plaza de Mayo.
Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions. Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Ataturk and in Iran under the Pahlavis and the Ayatollahs. Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).
Globalization is contentious, supported by some and criticized by others. Students will compare and contrast arguments supporting and criticizing globalization by examining concerns including: free market, export-oriented economies vs. localized, sustainable activities development of a mixed economy in China and China's role in the global economy multinational corporations and cartels (e.g., Organization of Petroleum Exporting Countries) roles of the World Trade Organization, the World Bank, the International Monetary Fund, and microfinance institutions economic growth and economic downturns (e.g., recession, depression) on a national and a global scale economic development and inequality (e.g., access to water, food, education, health care, energy) migration and labor ethnic diversity vs. homogenization (e.g., shopping malls, fast food franchises, language, popular culture).
Track each student's skills and progress in your Mastery dashboards
