Sscore 2
Sscore 2
Sscore 2
he global history and geography core curriculum is designed to focus on the five social
studies standards, common themes that recur across time and place, and eight historical
units. Each unit lists the content, concepts and themes, and connections teachers should
use to organize classroom instruction and plan for assessment. This curriculum provides students with the opportunity to explore what is happening in various regions and civilizations at a
given time. In addition, it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple opportunities to explore
the content and intellectual skills of history and the social science disciplines.
Introductory Notes
TEACHERS NOTE: For each historical era, students will investigate global connections and
linkages. These global connections and linkages include:
Cultural Diffusion
(Ideas/Technology/Food/Disease)
Belief Systems
Migrations
Trade
Multi-Regional Empires
Conflict
The Regents examination for global history and geography will be based on the content
column in this core curriculum. The following concepts and themes in global history and
geography are emphasized in this curriculum.
Belief Systems
Change
Citizenship
Conflict
Culture and Intellectual Life
Decision Making
Diversity
Economic Systems
Environment and Society
Factors of Production
Human and Physical
Geography
Human Rights
Imperialism
Interdependence
Justice
Movement of People and
Goods
Nationalism
Nation State
Needs and Wants
Political Systems
Power
Scarcity
Science and Technology
Urbanization
89
Suggested Documents: Throughout the global history and geography core curriculum, teachers
will find lists of suggested documents. In this context, the term document includes:
The suggested documents are indicative of the kinds of primary and secondary sources that
can be used in a global history and geography program. They do not comprise a mandatory listing but rather represent the kinds of documents that can be used in document-based questions.
In a few cases, specific websites for listed documents are included. Afuller listing of websites
can be found in the Appendix of this document.
90
Content reviews were provided by Dr. Jo Margaret Mano, Department of Geography, State
University of New York, New Paltz, Dr. Ronald G. Knapp, Professor and Chair, Department of
Geography, State University of New York, New Paltz, D. Joseph Corr, Shaker High School, Latham,
New York, and Steven Goldberg, New Rochelle Central School District, New Rochelle, New York.
91
92
Content
Standards
Concepts/Themes
A.History
1. Skills of historical analysis
a. Investigate differing and competing interpretations of historical theoriesmultiple perspectives
b. Hypothesize about why interpretations change over time
c. Explain the importance of historical evidence
2. Understand the concepts of
change and continuity over time
3. The connections and interactions
of people across time and space
4. Time frames and periodization
5. Roles and contributions of individuals and groups
6. Oral histories
1,2
Belief Systems
Change
Conflict
Cultural/
Intellectual
Life
Diversity
Human Rights
Interdependence
Imperialism
Nationalism
Urbanization
Connections
TEACHERS NOTE: This introductory
unit is designed to introduce students to
the five social studies standards and the
essential questions associated with each
standard. Many teachers may choose to
infuse this introduction into the body of
the course.
TEACHERS NOTE: While this core curriculum presents a chronological
approach to global history and geography, it may be necessary at times to suspend chronology. In some instances,
events overlap historical eras. An example would be European feudalism that
has been placed in UNIT TWO:
Expanding Zones of Exchange and
Encounter (500-1200); Japanese feudalism
is placed in UNIT THREE: Global
Interactions (1200-1650). The teacher may
wish to place Japanese feudalism in
UNIT TWO with European feudalism so
that students can better compare and
contrast the two. This is a local curriculum decision.
TEACHERS NOTE: Over this two-year
course of study, students should develop
a sense of time, exploring different periodization systems and examining themes
across time and place. This ability is critical in understanding the course and
being able to make the fundamental connections and linkages.
Standards
Concepts/Themes
B. Geography
1. Elements of geography
a. Human geography
b. Physical geography
c. Political geography
d. Migration
e. Trade
f. Environment and society
g. The uses of geography
2. Critical thinking skills
a. Asking and answering
geographic questions
b. Analyzing theories of
geography
c. Acquiring, organizing, and analyzing geographic information
3. Identifying and defining world
regions
Human/Physical
Geography
Movement of
People and
Goods
Environment
and Society
Change
Needs and
Wants
Interdependence
Culture
C. Economics
1. Major economic concepts (scarcity,
supply/demand, opportunity
costs, production, resources)
2. Economic decision making
3. The interdependence of economics
and economic systems throughout
the world
4. Applying critical thinking skills in
making informed and well-reasoned economic decisions
D.Political science
1. The purposes of government
2. Political systems around the world
3. Political concepts of power,
authority, governance, and law
4. Rights and responsibilities of citizenship across time and space
5. Critical thinking skills
a. Probing ideas and assumptions
b. Posing and answering analytical questions
c. Assuming a skeptical attitude
toward questionable political
statements
d. Evaluating evidence and forming rational conclusions
e. Developing participatory skills
Connections
TEACHERS NOTE: Prior to the completion of the two-year global history and
geography program, students should
have a clear understanding of the human
and physical geography. They should
have multiple opportunities to explore
the impact of geography on the past and
present. Students should be able to make,
use, and apply geographic
generalizations. They should be able to
use data to construct maps, graphs,
charts, etc.
- What impact does geography have on
history?
- How do physical and human geography
affect people and places?
- To what extent are terms such as Far
East and Middle East a reflection of a
European perspective on regions?
Economic
TEACHERS NOTE: Students should be
Systems
able to apply the three basic questions of
Decision
economics to situations across time and
Making
place.
Factors of
- What goods and services shall be
Production
produced and in what quantities?
Interdependence - How shall goods and services be
Needs and
produced?
Wants
- For whom shall goods and services be
Scarcity
produced?
Science and
Technology
- What are the basic purposes of government?
Decision
- What assumptions have different groups
Making
made regarding power, authority, goverJustice
nance, and law across time and place?
Nation State
- How is citizenship defined and how do
Citizenship
different societies view the rights and
Political Systems responsibilities of citizenship?
Power
- How do concepts of justice and human
Nationalism
values differ across time and place?
- How are decisions made under different
political systems?
93
A.Early peoples
1. Human and physical geography
2. Hunters and gatherersnomadic
groups
3. Relationship to the environment
4. Migration of early human
populations
a. Out of Africa
b. Other theories
5. Early government
a. Purposes
b. Decision making
c. Move toward more complex
government systems
94
Standards
2,3,4
2,3,4
Concepts/Themes
Human/
Physical
Geography
Movement of
People and
Goods
Scarcity
Needs and
Wants
Connections
Environment
Political Systems
Human/
Physical
Geography
Urbanization
Technology
UNIT ONE: ANCIENT WORLDCIVILIZATIONS AND RELIGIONS (4000 BC - 500 AD), continued
Content
b. Traditional economies
c. Political systems
d. Social structures and
urbanization
e. Contributions
1) Writing systems
2) Belief systems
3) Early technologyirrigation,
tools, weapons
4) Architecture
5) Legal systemsCode of
Hammurabi
2. Identify demographic patterns of
early civilizations and movement
of peopleBantu migration (500
BC - 1500 AD)
a. Human and physical
geography
b. Causes of migration
c. Impact on other areas of Africa
C. Classical civilizations
1. Chinese civilization
a. Human and physical
geography
b. Chinese contributions (engineering, tools, writing, silk,
bronzes, government system)
c. Dynastic cycles
d. Mandate of Heaven
2. Greek civilization
a. Human and physical
geography
b. The rise of city-states
Athens/Sparta
c. Contributions: art, architecture,
philosophy, sciencePlato,
Socrates, Aristotle
d. Growth of democracy in Athens
versus the Spartan political
system
e. Alexander the Great and
Hellenistic culturecultural
diffusion
Standards
2,3,4,5
2,3,4
2,3,4,5
Concepts/Themes
Economic
System
Political System
Cultural and
Intellectual
Life
Decision
Making
Science and
Technology
Justice
Culture and
Intellectual
Life
Change
Human/
Physical
Geography
Cultural/
Intellectual
Life
Political Systems
Connections
- What is meant by the term traditional
economy?
- In what ways have science and technology helped humankind meet its basic
needs and wants?
Suggested Documents: Timelines, photographs and/or models of temples, pictures of artifacts, palaces, and neolithic
villages; record-keeping systems;
creation stories such as The Epic of
Gilgamesh
UNIT ONE: ANCIENT WORLDCIVILIZATIONS AND RELIGION (4000 BC - 500 AD), contin ued
Content
3. Roman Republic
a. Human and physical
geography
b. Contributionslaw (Twelve
Tables), architecture, literature, roads, bridges
4. Indian (Maurya) Empire
a. Human and physical
geography (monsoons)
b. Contributionsgovernment
system
5. Rise of agrarian civilizations in
MesoamericaMayan (200 BC 900 AD)
a. Human and physical
geography
b. Contributions (mathematics,
astronomy, science, arts,
architecture, and technology)
c. Role of maize
d. Religion
6. The status and role of women in
classical civilizations
Standards
Concepts/Themes
Decision Making
Citizenship
2,3,4,5
2,3,4
Human/
Physical
Geography
Factors of
Production
Needs and
Wants
Belief Systems
Culture and
Intellectual Life
Movement of
People and
Goods
Interdependence
Human/
Physical
Geography
Cultural and
Intellectual Life
Movement of
People and
Goods
Technology
Power
Connections
Suggested Documents: Hammurabis
Code, Hebrew law, the Twelve Tables of
Rome (http://members.aol.com/pilgri
mjon/private/LEX/12tables.html), the
Golden Rule, The Odyssey, Ptolemaic
maps, for Ashoka of the Maurya Empire
see http://www.fordham.edu/halsall/
india/ashoka-edicts.html
- What impact did monsoons have on the
historic and economic development of
the sub-continent?
TEACHERS NOTE: The Mayan civilizations span the time period and are placed
here to introduce students to developments in the Western Hemi-sphere from
an early date.
- How did agriculture arise in the
Americas?
- What were the earliest crops in the
Americas?
- How did the Mayan civilizations compare to river valley and classical
civilizations of Eurasia?
- How did the decline of the Mayans
compare to the fall of the Han and
Roman empires?
- What brought about the decline of the
Mayans?
TEACHERS NOTE: The study of economics includes the investigation of
interdependent economies throughout
the world over time and place. Students
should be able to trace the maritime and
overland trading routes that linked civilizations and led to interdependence and
cultural diffusion.
- Why did the Silk Road extend from
Korea across Central Asia?
- What goods were being traded? Why?
Suggested Documents: Maps of classical
civilizations and early trade routes
- What caused the fall of the Han and
Roman empires?
- What role did migrating nomadic
groups play in the fall of the Han and
Roman empires?
UNIT ONE: ANCIENT WORLDCIVILIZATIONS AND RELIGION (4000 BC - 500 AD), continued
Content
Standards
Concepts/Themes
Connections
Belief Systems
Human/
Physical
Geography
Conflict
Diversity
Cultural and
Intellectual
Life
97
Standards
Concepts/Themes
2,3
Human/
Physical
Geography
Cultural and
Intellectual Life
2,3
2,3,4,5
Human/
Physical
Geography
Cultural and
Intellectual Life
Human/
Physical
Geography
Interdependence
Diversity
Justice
Belief Systems
Human/
Physical
Geography
Connections
TEACHERS NOTE: Students should be
able to interpret and analyze documents
and artifacts related to global history.
Using graphic organizers, they can compare and contrast civilizations.
- What contributions to human history
have been made by the Gupta Empire,
the Tang and Song Dynasty, Byzantine
Empire, and medieval Europe?
- What role did women play in the Gupta
Empire? the Tang and Song Dynasty?
Suggested Documents: Photographs of
Gupta, Tang, and Song arts; remains of
material culture; timelines; and maps
UNIT TWO: EXPANDING ZONES OF EXCHANGE AND ENCOUNTER (500 - 1200), continued
Content
3. The development of Islamic law
and its impact
4. Social class: women and slavery in
Muslim society
5. Position of people of the book
G.Crusades
1. Causes
2. Impacts on Southwest Asia,
Byzantium, and Europe
3. Perspectives
4. Key individualsUrban II,
Saladin, and Richard the LionHearted
Standards
Concepts/Themes
2,3
Conflict
Interdependence
Diversity
Justice and
Human Rights
Political Systems
Economic
Systems
Belief Systems
Cultural and
Intellectual Life
Science and
Technology
2,3,4,5
2,3,4
Economic
Systems
Factors of
Production
Political Systems
Belief Systems
Human/
Physical
Geography
Change
Nation-states
Interdependence
Movement of
People and
Goods
Needs and Wants
Science and
Technology
Conflict
Connections
successfully rule very diverse populations, and the role of Islam in cultural
innovation and trade.
- What contributions did Islamic culture
make to global history?
- What was the status of women under
Islamic law?
- How did Islam link Eastern and
Western cultures?
- What was the role of Islamic missionaries in Africa? in other regions?
- How did Islam art and architecture
reflect a blend of many different
cultures?
Suggested Documents: Maps showing
trade in and around the Indian Ocean
and Central Asia, Islamic art and
architecture, and calligraphy
Standards
Concepts/Themes
1,2,3,4,5
Human/
Physical
Geography
Political Systems
Cultural and
Intellectual Life
2,3,4,5
2,3,4
100
Connections
Standards
Concepts/Themes
2,3,4
Human/
Physical
Geography
Economic
Systems
Change
Urbanization
Belief Systems
Movement of
People and
Goods
2,3,4,5
Human/
Physical
Geography
Change
2,3,5
Human/
Physical
Geography
Cultural and
Intellectual
Life
Science and
Technology
Connections
- In a market economy, how does the
system determine what goods and services are to be produced and in what
quantities? and for whom?
- How did a capitalist economy change
the way men and women worked?
- Why did cities like Venice and
Mogadishu become trading centers?
- What were the major land and sea trade
routes of the early 1400s?
- What goods were being traded?
Suggested Documents: Maps, descriptions
of medieval guilds, town charters, journals
TEACHERS NOTE: Students should
study development and interactions of
social/cultural/political/economic/ religious systems in different regions of the
world.
- What role did African kingdoms play in
overland and maritime trade routes of
the era?
- What impact did Islam have on these
kingdoms?
- What forces contributed to the rise and
fall of African kingdoms? How did they
compare with the rise and fall of other
empires?
- How did traditional art reflect the
beliefs of African kingdoms?
Suggested Document: Leo Africanus;
Description of Timbuktu from The
Description of Africa see http://www.ws
u.edu:8080/~wldciv/world_civ_reader/
world_civ_reader_2/leo_africanus.html
- What role did the plague play in major
demographic and social shifts in
Eurasia and Africa?
Suggested Documents: Maps showing
the global spread and extent of the
plague, written accounts by Europeans
and others (Jean deVenette; Ibn al-wardi;
Giovanni Boccaccio, The Decameron)
TEACHERS NOTE: Students should
understand that the Renaissance represented a shift from the emphasis on spiritual concerns in the medieval period to
more secular ones. Humanism emphasized the importance of individual worth
in a secular society.
- What impact did capitalism have on the
Renaissance?
101
Standards
Concepts/Themes
Decision
Making
Power
Human/
Physical
Geography
Belief Systems
Conflict
Change
Nationalism
Nationalism
Nation State
Conflict
Political
Systems
Power
Decision
Making
102
Connections
Standards
2,3,4
Human/
Physical
Geography
Cultural and
Intellectual
Life
Movement of
People and
Goods
2,3,4
Human/
Physical
Geography
Belief Systems
Change
Political
Systems
Movement of
People and
Goods
Concepts/Themes
5
2
Human/
Physical
Geography
Connections
Standards
Concepts/Themes
Movement of
People and
Goods
Human Rights
Conflict
2,3,4,5
Human/
Physical
Geography
Cultural and
Intellectual
Life
Diversity
Urbanization
104
Human/
Physical
Geography
Conflict
Economic
Systems
3
4
Human/
Physical
Geography
Movement of
People and
Goods
Connections
- What impact did the encounter have on
demographic trends in the Americas,
Africa, and Europe?
- How did life change as a result of this
encounter?
- How did the standard of living in Europe
change as a result of the encounter?
- What technologies made European overseas expansion possible? What were the
original sources of those technologies?
- How did Jews and Muslims view the
Reconquista? the Inquisition?
TEACHERS NOTE: Here is another
instance in which strict adherence to
chronology is suspended in order for students to acquire a broader knowledge of
the rise and fall of diverse civilizations.
Students should be able to compare and
contrast the empires of Mesoamerica with
the empires of Afro-Eurasia. They should
understand that on the eve of the
encounter, the peoples of the Americas
already had complex societies.
- To what extent can the Aztec and Incan
empires be compared to earlier AfroEurasian classical civilizations in terms
of their organization and achievements?
- How widespread were Aztec and Incan
trade?
TEACHERS NOTE: Students should
understand that the encounters between
peoples in the 15th and early-16th centuries
had a tremendous impact upon the worldwide exchange of flora, fauna, and diseases.
- What forces came together in the mid1400s that made the Age of European
Exploration possible?
- What impact did European technology,
food, and disease have on the Americas?
- What impact did food and diseases
introduced from the Americas have on
Europe, Africa, and Asia?
- What impact did the introduction of
American foodstuffs (corn, sweet potatoes, peanuts) have on the increase in
Chinese population?
- What impact did mercantilism have on
European colonies? on Europe?
Suggested Documents: Maps of transatlantic trade showing the exchange of
goods; various diaries; Bartolom de las
Standards
2,5
Concepts/Themes
Human/
Physical
Geography
Political
Systems
Power
Conflict
Culture and
Intellectual
Life
Decision
Making
Power
Citizenship
Connections
Casas, The General History of the Indies
TEACHERS NOTE: Students should
understand that in the 16th and 17th centuries, the monarchies of Western Europe
sought to centralize political power.
Political absolutism supported that trend.
Students should be able to compare and
contrast absolutism in Europe with absolutism in Asia and Africa.
Suggested Documents: Maps of Russian
expansion, other political maps; Extracts
from Bossuets Work on Kingship, http://
history.hanover.edu/early/bossuet.htm
TEACHERS NOTE: The tradition of
sharing political power and natural law
had its roots in Greek and Roman practice and was expressed in documents that
limited royal power such as the Magna
Carta and the English Bill of Rights.
- What impact did the Puritan Revolution
have on the Enlightenment and subsequent political events in Europe and the
Americas?
Suggested Documents: Thomas Hobbes,
The Leviathan; Niccolo Machiavelli, The
Prince; James I, Justification of Absolute
Monarchy; John Locke, Two Treatises of
Government; and the English Bill of Rights
Standards
Concepts/Themes
Science and
Technology
Change
Connections
C. Political revolutions
1. Human and physical geography
of revolutions
2. American Revolution
a. Impact of the Enlightenment on
the American Revolution
b. Impact of the American
Revolution on other revolutions
3. French Revolution
a. Causes
b. Key individuals (Robespierre
and Louis XVI)
c. Impact on France and other
nations
d. Rise to power of Napoleon and
his impact (Napoleonic Code)
4. Independence movements in Latin
America
Case studies: Simon Bolivar,
Toussaint LOuverture, Jos de San
Martn
a. Causes
b. Impacts
106
Standards
Concepts/Themes
Cultural and
Intellectual
Life
Citizenship
Decision
Making
Political
Systems
1,2,3,4,5
Human/
Physical
Geography
Conflict
Change
Political
Systems
Economic
Systems
Nationalism
Nation State
1,2,3,4,5
Connections
- To what extent does this tension still exist?
- To what extent did Europeans apply this
approach to traditional values and
institutions?
Suggested Documents: Nicolaus
Copernicus, On the Revolutions of the
Heavenly Spheres; Galileo Galilei, Letter to
the Grand Dutchess Christina and Dialogue
Concerning the Two Chief World Systems;
Ren Descartes, Discourse on Method
TEACHERS NOTE: Students should
understand that during the
Enlightenment, Europeans moved toward
new assumptions regarding power,
authority, governance, and law. These
assumptions led to the new social and
political systems during the Age of
Revolution.
Suggested Documents: John Locke, Two
Treatises of Government; Jean-Jacques
Rousseau, The Social Contract; Voltaire,
Treatise on Toleration; Ren Descartes,
Discourse on Method; for writings of
Catherine the Great see http://www.ford
ham.edu/halsall/mod/18catherine.html
TEACHERS NOTE: Students should
focus on the impact of the Enlightenment
on American political thought and, in
turn, the impact of the American
Revolution on subsequent revolutions.
Students should not engage in an indepth analysis of the battles and phases
of the American Revolution.
The American, French, and Latin
American revolutions were turning points
in global history. Students should be able
to identify the forces that brought about
these changes and their long-term effects.
TEACHERS NOTE: Each of these revolutions, both political and economic, provides
students with multiple opportunities for
examination of issues from multiple
perspectives.
- To what extent was the Scientific
Revolution related to the Enlightenment?
- In what ways did the French Revolution
overturn the balance of power that had
existed in Europe?
- To what extent are the stages of the
American, French, and Latin American
revolutions similar? dissimilar?
Standards
Concepts/Themes
1,2,3,4,5
Human/
Physical
Geography
Change
Nation State
E. Latin America: The failure of democracy and the search for stability
1. Human and physical geography
2. Roles of social classes: land-holding
elite, creoles, mestizos, native
peoples, and slaves
3. Roles of the Church and military
4. Role of cash crop economies in a
global market
5. The Mexican Revolution (1910-1930)
a. Cause and effect
b. Roles of Porfirio Diaz, Francisco
Pancho Villa, and Emiliano
Zapata
c. Economic and social nationalism
F. Global nationalism
1. Human and physical geography
2. Role in political revolutions
3. Force for unity and self-determination
a. Unification of Italy and
Germany (Camillo Cavour, Otto
von Bismarck)
b. Asian and Middle Eastern
nationalism
1) India (Indian National
2,3,4,5
Nationalism
Economic
Systems
Factors of
Production
Change
Conflict
Human Rights
2,3,4,5
Human/
Physical
Geography
Change
Conflict
Nationalism
Connections
Suggested Documents: Thomas Paine,
Common Sense; the Declaration of
Independence; the Bill of Rights; the
Declaration of the Rights of Man and of
Citizens; Edmund Burke, Reflections on
the Revolution in France; Simon Bolivar,
Message to the Congress of Angostura
http://www.fordham.edu/halsall/mod
/1819bolivar.html
- What impact did the Congress of
Vienna and conservative reaction across
Europe have on the establishment of
democratic states in Europe?
- What reactions against revolutionary
ideas occurred in Europe, Russia, and
Latin America?
- What forces led to the 19th-century failure of democracy in Latin America and
Russia?
- What role did the individual citizen
play in these revolutions?
Suggested Documents: Political maps of
these revolutions reflecting adjustments
and boundary changes, before and after
the Congress of Vienna
Standards
Concepts/Themes
108
Connections
Suggested Documents: Giuseppe
Mazzini, Young Italy; Carl Schurz,
Revolution Spreads to the German States
2,3,4,5
Human/
Physical
Geography
Change
Economic
Systems
Urbanization
Factors of
Production
Environment
Human Rights
Conflict
Environment
Standards
H.Imperialism
1. Reasons for imperialismnationalistic, political, economic, The
White Mans Burden, Social
Darwinism
2. Spatial characteristicsnew
imperialism
3. British in India
a. British East India Company
b. Sepoy Mutiny
4. British, French, Belgians, and
Germans in Africa
a. Scramble for Africa
b. The Congress of Berlin
c. African resistanceZulu
Empire
d. Boer War
e. Cecil Rhodes
f. 19th-century anti-slave trade
legislation
5. European spheres of influence in
China
a. Opium Wars (1839 - 1842 and
1858 - 1860) and the Treaty of
Nanjing
1) Unequal treaties
2) Extraterritoriality
Concepts/Themes
Urbanization
Movement of
People and
Goods
Human Rights
Nationalism
Change
Conflict
2,3,4,5
Imperialism
Economic
Systems
Factors of
Production
Political
Systems
Connections
- What is meant by postindustrial
economy?
TEACHERS NOTE: Students should
understand that Marx and Engels proposed an economic system that would
replace capitalism.
Suggested Documents: Resource maps,
Sadler Commission, Report on Child Labor;
Friedrich Engels, The Conditions of the
Working Class in England; Karl Marx and
Friedrich Engels, Communist Manifesto;
Thomas Malthus, Essay on the Principles of
Population; Adam Smith, The Wealth of
Nations; Charles Dickens, Hard Times and
Oliver Twist; Emile Zola, Germinal
TEACHERS NOTE: Aresponse by individuals to industrialization was the mass
migration of Europeans to other parts of
the world. Look at other examples of
migration.
TEACHERS NOTE: Students may want
to look at industrialization in other
nations.
TEACHERS NOTE: Using primary and
secondary sources, students should be
able to analyze and evaluate conflicting
viewpoints regarding imperialism.
- To what extent is there a relationship
between industrialization and
imperialism?
- Why did Japan turn to imperialism and
militarism in the late-19th and early20th centuries? Here again, students
should have a clear appreciation of the
world in spatial terms.
- What was the relationship between
nationalism, industrialization, and
imperialism?
Suggested Documents: Maps of migration, charts, graphs, rural and urban
demographics, maps of colonial possessions, journals, writings of people and
groups showing contending perspectives
on imperialism, Sun Yixian, History of the
Chinese Revolution; Rudyard
Kiplings,The White Mans Burden
109
Standards
Concepts/Themes
Connections
b. Boxer Rebellion
c. Sun Yat-sen (Sun Yixian) and
the Chinese Revolution (19101911)
6. Multiple perspectives toward
imperialism
a. Immediate/long-term changes
made under European rule
b. Long-term effects in Europe
and the rest of the world
110
2,3,4,5
Change
Human/
Physical
Geography
Imperialism
Conflict
Economic
Systems
Standards
Concepts/Themes
A.World War I
1. Europe: the physical setting
2. Causes
3. Impacts
4. Effects of scientific/technological
advances on warfare
5. Armenian Massacre
6. Collapse of the Ottoman Empire
7. The war as reflected in literature,
art, and propaganda
2,3,4,5
Human/
Physical
Geography
Conflict
Nationalism
Imperialism
Diversity
Political
Systems
Cultural and
Intellectual
Life
Science and
Technology
2,3,4,5
Change
Justice and
Human
Rights
Political and
Economic
Systems
Conflict
Connections
111
UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 - 1945), continued
Content
Standards
2,3,4,5
1,2,3,4,5
112
Concepts/Themes
Connections
Human/
Physical
Geography
Justice and
Human
Rights
Change
Economic
Systems
Suggested Documents: Communist political posters and art; V.I. Lenin, The Call to
Power; Joseph Stalin, The Hard Line; Nikita
S. Khrushchev, Address to the Twentieth
Party Congress; for the Abdication of
Nikolai II see http://www.dur.ac.uk/~d
ml0www/abdicatn.html
- To what extent did communism and fascism challenge liberal democratic
traditions?
Imperialism
Nationalism
Conflict
1,2,3,4,5
Human/
Physical
Geography
Change
Economic and
Political
Systems
Science and
Technology
Conflict
Human Rights
Justice
Standards
1,2,3,4,5
Concepts/Themes
Human/
Physical
Geography
Political
Systems
Conflict
Decision
Making
Science and
Technology
Connections
113
6. Korean War
a. United States role in the division of Korea
b. Comparison of Korea and
Germany
c. Conduct of the war
B. Role of the United Nations
1. Peace keeping
2. Social and economic programs
3. Contemporary social conditions
Standards
1,2,3,4,5
114
Concepts/Themes
Human/
Physical
Geography
Justice
Human Rights
Conflict
Science and
Technology
Economic
Systems
Environment
Change
Needs and
Wants
Factors of
Production
Conflict
2,3,4,5
Conflict
Change
Needs and
Wants
Economic and
Political
Systems
Connections
- What role did the United Nations play
in Korea?
- How did Korean expectations of what
would happen to their country after the
war differ from that of the Super Powers?
- What possibility is there for the reunification of Korea?
- What threat does North Korea pose today?
The United Nations was created to prevent war and to fight against hunger,
disease, and ignorance.
- How successful has the United Nations
been in achieving its goals?
Suggested Documents: The United
Nations Declaration of Human Rights; for
Cold War documents see http://metalab.u
nc.edu/expo/soviet.exhibit/coldwar.html
TEACHERS NOTE: Students should
understand that the Cold War was more
than a military rivalry; it was a struggle
for survival and supremacy by two
basically different ideologies and
economic systems.
TEACHERS NOTE: You might wish to
have students compare and contrast
industrialization in Europe and Japan
with that in Egypt, India, or Korea.
- What role did science and technology
play in this conflict?
- Why did the United States play such a
vital role in the economic recovery of
Europe and Japan?
Suggested Documents: Resource maps,
graphs, charts, cartograms, GDP maps,
World Bank Allocations
Standards
Concepts/Themes
Factors of
Production
Human Rights
Decision
Making
2,5
Human/
Physical
Geography
Imperialism
Urbanization
Conflict
Human/
Physical
Geography
Imperialism
Nationalism
Connections
Communist Revolution in China similar
to those of other revolutions?
- What roles did such individuals as
Jiang Jieshi (Chiang Kai-shek) and Mao
Zedong play in the Communist
Revolution in China?
- How successful was Mao in meeting the
needs of the Chinese?
- What were the successes of the Chinese
Revolution under Mao?
- How might a Chinese perspective of
liberation differ from that of a
Westerner?
- Why were the Communists under Deng
Xiaoping willing to adopt elements of
the Wests market economies but not
their concept of human rights?
- What role does the citizen play in the
Chinese communist system?
- What hope does democracy have in a
post-Deng China?
- What role will cities such as Hong
Kong, Shanghai, and Guangzhou play
in the 21st-century global economy?
- How did the role of women change?
- What has happened to such practices as
foot binding?
Suggested Documents: Maps showing
expansion of communism (1936-1940);
writings, speeches, memoirs of Mao
Zedong, Deng Xiaoping, and others
Imperialism had played a major role in
the global history of the 19th and 20th
centuries.
- Why did the colonial empires collapse
after World War II?
-What role does the caste system play in
India today?
Suggested Documents: Maps, memoirs,
speeches of Gandhi, Nehru, and others;
videotapes
- What forces brought about the collapse
of European imperialism in the
post-World War II world?
- What role did non-Western nationalism
play in the collapse?
- To what extent have all ties between
imperialistic nations and former
colonies been completely broken?
115
Standards
116
1,2,3,4,5
Concepts/Themes
Connections
Change
Political Systems
Economic
Systems
Human Rights
Justice
Human Rights
Human/
Physical
Geography
Political Systems
Economic
Systems
Interdependence
Conflict
Nationalism
Justice and
Human Rights
Diversity
Conflict
Standards
Concepts/Themes
Connections
- What role does Islamic fundamentalism
play in modern Turkey?
1,2,3,4,5
Human/
Physical
Geography
Economic and
Political
Systems
Decision
Making
Conflict
Citizenship
Human/
Physical
Geography
Conflict
Change
Political
Systems
Decision
Making
- To what extent was the collapse of communism in the Soviet Union a major
turning point in global history?
- In what ways can it be compared to the
fall of the Roman Empire and the Han
Dynasty?
- What caused the collapse of communism in the Soviet Union?
- What was the impact of the collapse on
the West? on Cuba?
- What role did nationalism play in the
collapse of communism and the
breakup of the Soviet Union?
- What historic ties did Eastern Europe
have with Western Europe?
- Why did communism as an economic
system collapse in the Soviet Union?
- What problems does Russia face as it
moves toward capitalism?
Suggested Documents: Writings and
speeches of Vaclav Havel, Mikhail S.
Gorbachev, Boris Yeltsin, and Lech
Walesa
- What is the future of a post-Cold War
Cuba?
Suggested Documents: Political and economic maps of Latin America, speeches
and memoirs of Fidel Castro, Carlos
Salinas de Gortari, Jose Napoleon
Duarta, Violeta Barrios de Chamorro;
Camilo Torres, Communism and Revolution
in Latin America
117
Standards
Concepts/Themes
1,2,3
Human/
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
3,4
1,2,3,4,5
Change
2
3,4
Science and
Technology
5
Urbanization
Needs and
Wants
Connections
Standards
Concepts/Themes
Factors of
Production
Environment
Human Rights
2,4,5
B. Economic issues
1. North/South dichotomy: issues of
development (post-colonialism)
a. Africa
b. Latin America
2. Koreas economic miracle
3. Economic interdependence
4. World hunger
1,2,4
Conflict
Change
Connections
need to understand how nations use and
distribute scarce resources. Urbanization,
modernization, and industrialization are
powerful agents of social change in developing nations.
- What factors determine whether or not a
nation is overpopulated?
- What strategies are nations taking to overcome the adverse aspects of urbanization
and overpopulation?
- To what extent has the status of women
advanced throughout the 20th century?
Suggested Documents: Official United
Nations documents from the Beijing
Conference on Women (1995); Amnesty
International, Political Murder; Paul
Kennedy, Demographic Explosion
Standards
Concepts/Themes
1,2,3,4,5
Interdependence
Environment
and Society
Technology
Economic
Systems
1,2,3,4,5
Human/
Physical
Geography
Environment
Science and
Technology
Change
8. Nuclear proliferation
120
2,4
Conflict
Connections
One major goal of the State social studies curriculum, K-11, calls for students to learn about
the structure and function of governments and to learn how to take on their roles as citizens.
Students should understand those basic principles and the cultural heritage that support our
democracy so that they can become informed, committed participants in our democracy. This
core curriculum lists examples that describe how individuals and groups throughout history
have challenged and influenced public policy and constitutional change. These examples and
this course of study should help students understand how ordinary citizens and groups of
people interacted with lawmakers and policy makers and made a difference.
This core curriculum is organized into seven historical units. Each unit lists the content,
concepts and themes, and connections teachers should use to organize classroom instruction
and plan for assessment. The State Regents examination for United States History and
Government will be based on the content column in this core curriculum. The following
concepts and themes in United States history are also emphasized in this curriculum:
Change
Citizenship
Civic Values
Constitutional Principles
Culture and Intellectual Life
Diversity
Economic Systems
Environment
Factors of Production
Foreign Policy
Government
Human Systems
Immigration and Migration
Individuals, Groups, Institutions
Interdependence
Physical Systems
Places and Regions
Reform Movements
Presidential Decisions and Actions
Science and Technology
121
Since this curriculum emphasizes government and basic constitutional principles, students
should understand the importance of key United States Supreme Court decisions. The
following required Supreme Court decisions have had significant impact on our nations
history:
Marbury v. Madison (1803)
McCulloch v. Maryland (1819)
Gibbons v. Ogden (1824)
Worcester v. Georgia (1832)
Dred Scot v. Sanford (1857)
Civil Rights Cases (1883)
Wabash, St. Louis & Pacific R.R. v. Illinois (1886)
United States v. E.C. Knight Co. (1895)
In Re Debs (1895)
Plessy v. Ferguson (1896)
Northern Securities Co. v. United States (1904)
Lochner v. New York (1905)
Muller v. Oregon (1908)
Schenck v. United States (1919)
Schechter Poultry Corporation v. United States (1935)
Korematsu v. United States (1944)
Brown v. Board of Education of Topeka (1954)
Watkins v. United States (1957)
Mapp v. Ohio (1961)
Baker v. Carr (1962)
Engle v. Vitale (1962)
Gideon v. Wainwright (1963)
Heart of Atlanta Motel v. United States (1964)
Miranda v. Arizona (1966)
Tinker v. Des Moines (1969)
New York Times v. United States (1971)
Roe v. Wade (1973)
United States v. Nixon (1974)
New Jersey v. TLO (1985)
Cruzan v. Director, Missouri Department of Health (1990)
Planned Parenthood of Southeastern Pennsylvania, et. al. v. Casey (1992)
Vernonia School District v. Acton (1995)
Briefs of these cases are available in U. S. Supreme Court Decisions: A Case Study Review for
U.S. History and Government, developed by Project P.A.T.C.H. of the Northport-East Northport
U.F.S.D. and the Law, Youth, and Citizenship Program. The book can be accessed on the
internet at http://www.tourolaw.edu/patch/CaseSummary.html where the briefs are linked
to the full text of each case.
The connections column for this core curriculum was developed by Ms. Alice Grant,
Pelham U.F.S.D. and Mr. Walter J. Gable, Seneca Falls C.S.D. Content reviews were provided
by Dr. Gregory S. Wilsey, Director, Law, Youth, and Citizenship Program of the New York
State Bar Association and the New York State Education Department and Dr. James G. Basker,
President, Gilder Lehrman Institute of American History.
122
Concepts/Themes
Places and
Regions
Physical Systems
Physical Systems
Connections
Note: Sections A-1 to A-3 are suggested
as a combination review and overview
of United States geography that should
introduce this course of study. Sections
A-4 to D-5 are incorporated into the
content outline of this core curriculum
at the appropriate historical points. The
Connections column suggests where
these geographic concepts and themes
can be integrated into the study of
United States history and government.
Use climate and physical feature maps
to illustrate physical setting, regions,
and features of different places in the
United States.
Physical Systems
Environment
Human Systems
123
I. GEOGRAPHY, continued
Content
Concepts/Themes
Science and
Technology
Human Systems
Change
Immigration and
Migration
Diversity
Connections
Historical foundations
1. 17th- and 18th-century Enlightenment
thought
a. European intellectuals (Locke,
Montesquieu, Voltaire, Rousseau)
b. Key events (Magna Carta, habeas corpus,
English Bill of Rights, Glorious
Revolution)
2. The peoples and peopling of the American
colonies (voluntary and involuntary)
a. Native American Indians (relations
between colonists and Native American
Indians, trade, alliances, forced labor,
warfare)
b. Slave trade
c. Varieties of immigrant motivation, ethnicities, and experiences
3. Colonial experience: political rights and
mercantile relationships
a. Colonial charters and self-government:
Mayflower Compact, town meetings,
House of Burgesses, local government,
property rights, enforceable contracts,
Albany Plan of Union
b. Native American governmental systems
c. Colonial slavery (evolution and variation
of slavery in Chesapeake, South Carolina
and Georgia, lower Mississippi Valley,
middle colonies, and the North; slave
resistance; influence of Africa and
African-American culture upon colonial
cultures; contradiction between slavery
and emerging ideals of freedom and
liberty)
d. Freedom of the press: the Zenger case
e. Salutary neglect, rights of English citizens
in America
4. The Revolutionary War and the Declaration of
Independence
a. Causes of the Revolution
b. Revolutionary ideology (republican principles, natural rights)
c. Revolutionary leaders: Benjamin Franklin,
George Washington, John Adams, Samuel
Adams, Patrick Henry
Concepts/Themes
Connections
Citizenship
Civic Values
Civic Values
Government
Civic Values
Change
125
Concepts/Themes
Civic Values
- What features from state constitutions,
including New Yorks, were incorporated into the United States
Constitution?
7. Northwest Ordinance
B. Constitutional Convention
1. Representation and process
a. Framers of the Constitution (James
Madison)
b. Plans of government (Virginia plan, New
Jersey plan, Connecticut plan)
2. Conflict and compromise: seeking effective
institutions
a. Protecting liberty against abuses or power
b. Power separated and balanced
c. The Constitution, slavery, and fear of
tyrannical powers of government
3. The document: structure of government
4. Ratification
a. The Federalist Papersa New York activity
with widespread influence
b. The debate: Federalist and Anti-Federalist
arguments
C. The Bill of Rights
126
Connections
Government
Civic Values
Concepts/Themes
Government
Connections
Constitution, what the contents of the
various amendments are, and how the
Supreme Court has interpreted and
applied the wording in specific cases.
(Note: Teachers might consider discussing Bill of Rights cases listed later in
the core curriculum while studying the
Bill of Rights provisions.)
- How did the Bill of Rights satisfy the
Anti-Federalist argument?
- What specific provisions have been
interpreted by the Supreme Court?
Students should understand the powers of
each of the three branches of government
as well as the system of checks and balances. Students could list the powers of
each branch and explain current examples
of checks and balances.
Students should understand basic constitutional principles and monitor their
application throughout the course. After
completing work on sections A-E, students could prepare a chart of several
specific ideas expressed in the original
Constitution and Bill of Rights. For each
of these ideas, the students should (1)
explain the meaning of the idea, (2) identify its historical origin(s), and (3) cite
specifically where that idea is found in
the Constitution and/or Bill of Rights.
Suggested Documents: Federalist Papers,
United States Constitution, Bill of Rights
Diversity
Government
127
Concepts/Themes
Foreign Policy
Connections
128
Concepts/Themes
Connections
- What regional tensions are evident in
the debate over such issues as the
Louisiana Purchase, Embargo Act of
1807, War of 1812, and Manifest
Destiny?
- In the attempt to obtain more secure
national boundaries, what areas were
acquired by war? by treaty and
purchase?
- What geographic factors were involved
in acquisition and settlement of new
territories?
Concepts/Themes
Diversity
Government
Factors of
Production
Connections
Students should understand that there
were forces contributing to national unity
as well as sectionalism.
- What factors contributed to the growing economic interdependence of the
United States at this time?
- How did the further development of
political parties reflect the growing
economic and regional differences?
- How did the rulings of the Marshall
Court help to strengthen the national
government and thereby help to unite
the country?
- What geographic and economic
factors contributed to sectional
differences?
- How did the question of the admission
of new territories such as Missouri and
later the Mexican Cession threaten
national unity?
- How was the character of America
altered by conquest and annexation of
the (1) Louisiana Purchase and (2)
Mexican Cession?
- What compromises were reached in
1820, 1833, and 1850 to resolve these
sectional differences and avertconstitutional crisis?
- What characterized the early
immigrant experience?
129
C. Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny
1. The Louisiana Purchase
130
Concepts/Themes
Connections
Reform
Movement
Immigration
and Migration
Concepts/Themes
Civic Values
Constitutional
Principles
Connections
Change
131
Concepts/Themes
A.Reconstruction plans
1. Lincolns plan
2. Congressional Reconstruction
3. Post-Civil War amendments (13th, 14th, and
15th)
4. Impeachment of Andrew Johnson
5. The reconstructed nation and shifting relationships between the federal government,
state governments, and individual citizens
Change
Constitutional
Principles
Citizenship
B. The North
1. Economic and technological impacts of the
Civil War
2. Expanding world markets
3. Developing labor needs
Factors of
Production
Places and
Regions
132
Change
Connections
- In what ways were the Congressional
Republican plans for Reconstruction
more radical than those of Abraham
Lincoln and Andrew Johnson? What
were their views on secession,
amnesty and pardon, and procedures
for readmission of the Confederate
states?
- How might the debate over
Reconstruction have been seen as an
attempt to restore the balance of
power between Congress and
President that had been eroded by
Lincolns wartime measures?
- Why did the Radical Republicans
want to impeach Andrew Johnson?
What are the constitutional grounds
for impeachment? Had Johnson been
removed from office through the
impeachment process, how might our
government system have changed?
- What are the specific provisions of the
13th, 14th, and 15th amendments? In
spite of the passage of these amendments, how did the Southern states
deprive African-Americans of these
rights for over 100 years?
- What impact did the withdrawal of
federal support for enforcement of
these amendments have upon the
status of freedmen?
- In what ways did the North benefit
economically from the Civil War?
Students should understand what economic changes were brought about in the
South in the years after the Civil War.
- What new forms of economic and
political discrimination developed in
the years following the Civil War?
- In what ways did the Freedmens
Bureau benefit freed slaves?
- What were the successes and failures
of Reconstruction?
Concepts/Themes
D.End of Reconstruction
1. Disputed election of 1876
2. End of military occupation
3. Restoration of white control in the South
(1870s and 1880s) and abridgment of rights of
freed African-Americans
4. Plessy v. Ferguson, 1896: separate but equal
E. The Impact of the Civil War and Reconstruction:
Summary
1. On political alignments
2. On the nature of citizenship
3. On federal-state relations
4. On the development of the North as an
industrial power
5. On American society
Citizenship
Environment
Connections
- How did the Supreme Court rulings in
the Civil Rights Cases narrow the
meaning of the 14th Amendment?
- Students might use excerpts from
speeches and writings of Booker T.
Washington and W. E. B. DuBois to
compare and contrast the strategies of
each to achieve equal rights. Ask students to evaluate the effectiveness of
each strategy.
- How did the Compromise of 1877
contribute to segregation?
- Why did the Northern Republicans
and Congressional leaders abandon
African-Americans in the 1870s?
- Use excerpts from the Supreme
Courts ruling in Plessy v. Ferguson to
demonstrate that the Courts interpretation of the 14th Amendment established a legal basis for segregation.
- How successful were the Radical
Republicans in achieving their
Reconstruction goals?
- How and why did the Solid South
emerge?
- What issues became the primary concerns of the Republican Party after
1877?
- What major civil rights issues
remained unresolved?
- How were economic development and
expansion of the United States affected
by the Civil War and Reconstruction?
- Did the Compromise of 1877 make the
end of the Civil War a draw rather
than a victory for the North?
133
II. THE RISE OF AMERICAN BUSINESS, INDUSTRY, AND LABOR, 1865 - 1920
Content
A.Economic transformation and the search for
order
1. Business response to change: organize and
rationalize
2. Organizational responses
a. From proprietorships and partnerships to
the rise of monopolies
b. Incorporation
c. Capital concentration; consolidation
d. Expanding markets: national and
international
e. Merchandising changes, department stores,
mail order catalogs
B. Major areas of growth in business and industry
1. Transportation: railroads and automobiles;
urban transportation
2. Building materials: steel
3. Energy sources: coal, oil, electricity
4. Communications: telegraph, telephone
C. Representative entrepreneurs: Case studies in
concentrated wealth and effort (other personalities may be substituted; local examples of
enterprise should also be used)
1. John D. Rockefeller: oil; Andrew Carnegie:
steel; Ford: auto
2. Work ethic: Cotton Mather to Horatio Alger
3. Conflict between public good and private
gain, e.g., use of resources
134
Concepts/Themes
Factors of
Production
Factors of
Production
Human
Systems
Science and
Technology
Connections
Students should understand the elements
and implications of the expansion and
consolidation of American business
following the Civil War.
- What are the advantages of corporations over proprietorships and
partnerships?
- What methods did business leaders
use to maximize profits, reduce costs,
and/or eliminate competition?
Physical
Systems
Economic
Systems
- For the various business leaders studied, what benefits did each individuals success bring to American society? How did these captains of
industry build great fortunes? How
did they use their wealth? What effects
did the practices employed by these
business leaders have upon competition? Were these business leaders
captains of industry or robber
barons?
- How do the prominent business leaders of the late-19th century compare
with prominent contemporary business leaders?
- What examples of philanthropic contributions exist in your community?
Students should note that while the government basically pursued a policy of
laissez-faire, there were many government policies that encouraged business
development at this time.
- What is meant by laissez-faire?
- How did land grants, subsidies to railroads, tariff and monetary policies,
military interventions to break strikes,
injunctions, and immigration policies
II. THE RISE OF AMERICAN BUSINESS, INDUSTRY, AND LABOR, 1865 - 1920, continued
Content
Concepts/Themes
Factors of
Production
Human
Systems
Diversity
Government
Connections
aid the development of business and
industry?
- How did Supreme Court rulings affect
efforts to regulate business?
- To what extent was the Sherman
Antitrust Act effective in protecting
competition?
- How did groups such as farmers, consumers, workers, and company stockholders react to railroad practices
during this time period?
- How effective was government regulation of railroads at the state level?
national level?
Students should understand that poor
working conditions led to the formation
of labor unions.
- How did the AF of L and Knights of
Labor differ in terms of types of workers organized; their views of immigrants, African-Americans, Chinese
and women workers; union leadership; their positions on strikes and
reform agendas?
- How do the goals of labor unions in
the late-19th century compare with
goals today?
- For the following three strikes, chart
(a) conditions that led to the strike, (b)
tactics used by both sides, (c) union
leadership, (d) role of state or federal
government, and (e) outcome of the
strike:
(1) Homestead
(2) Pullman
(3) Lawrence
Students should understand the problems faced by farmers in an expanding
industrial economy and assess various
efforts to resolve these problems.
- What were the problems experienced
by small farmers?
- Compare the problems of farmers in
the 1890s, 1920s, 1950s, 1980s.
- What economic solutions were
proposed by the Grangers?
- To what extent was the Populist party
successful in resolving the problems of
farmers? What aspects of the Populist
agenda were eventually legislated?
- Was the Populist party a typical
third party?
135
Concepts/Themes
Culture and
Intellectual
Life
Factors of
Production
Diversity
Connections
Students should understand the economic, social, and political implications
of rapid industrial growth and the shift
from a rural to an urban way of life.
- What transformations did your own
community undergo during this time
period?
Students should contrast the views of
Social Darwinists like Carnegie, Russell
Conwell, Vanderbilt, Rockefeller, and
Morgan with the views of labor leaders,
Populists, and Progressive reformers.
- Use political cartoons to illustrate the
images of big business and the call for
reforms.
- How were the lives of working-class
women and children affected by
industrialization? How did this reality
compare with the Victorian view of
traditional roles in society?
- What insights about the nature of
child labor can be drawn from John
Spargos The Bitter Cry of the Children?
Diversity
Change
Concepts/Themes
Culture and
Intellectual
Life
Citizenship
Environment
Human
Systems
Science and
Technology
Diversity
Human
Systems
Citizenship
Connections
- Use cartoons from Thomas Nast to
illustrate the negative reactions to
these new immigrants.
- Compare and contrast the following:
nativist movement of 1850s
Ku Klux Klan of 1860s and 1870s
Ku Klux Klan of 1920s
- What conflicts between American
ideals and reality are illustrated in a
study of immigration laws such as (1)
Chinese Exclusion Act, (2)
Gentlemens Agreement, (3) Literacy
Test (1917), (4) Emergency Quota Act
(1921), (5) Immigration Restriction Act
(1924), (6) the McCarran-Walter Act
(1952), and (7) immigration legislation
of 1965, 1986, and the 1990s?
- Locate the concentrations of different
ethnic groups in the United States at
the turn of the 20th century.
- Use an excerpt from Frederick Jackson
Turners frontier thesis and an excerpt
from one of his critics to illustrate conflicting views about the role of the
frontier in the making of American
democracy.
- What are the geographic differences
between the Great Plains, the
Southwest, and the Rocky Mountains
regions of the West?
- What role did government policies
play in the settling of the West?
Have students consider the Homestead
Act, land grants and subsidies to
transcontinental railroads, and liberal
immigration policy.
- How did the Industrial Revolution
contribute to the economic development of the Great Plains?
Students should understand the clash
that occurred between Native American
Indians and advancing white settlers.
- How did the Native American Indians
concepts of land ownership and respect
for the natural environment compare
with that of the white settlers?
- Were the Indian wars a case study of
genocide?
- Evaluate the federal governments
attempts to address Native American
Indian rights from 1887 to the present.
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138
Concepts/Themes
Connections
Science and
Technology
Culture and
Intellectual
Life
Diversity
Concepts/Themes
Government
Connections
- How were the powers of the
Presidency influenced by the reforming role played by Theodore Roosevelt
and Woodrow Wilson?
- How did the Supreme Court both aid
and retard Progressive reform at this
time?
Civic Values
Government
Environment
Civic Values
139
140
Concepts/Themes
Places and
Regions
Connections
Students should understand that United
States imperialist designs in Asia and
Latin America represent the second
phase of Manifest Destiny.
- Compare and contrast the motives and
policies of the period 1890-1914 with
those of the 1840s.
- How was Social Darwinism reflected
in United States foreign policy from
1890 to 1914?
Change
Independence
Change
Concepts/Themes
Connections
Government
Citizenship
Human Rights
Civic Values
Concepts/Themes
Diversity
Factors of
Production
Connections
- What important social changes took
place both during and after World
War I?
- What did the American public perceive normalcy to mean? (Apply the
concept to both foreign and domestic
affairs.)
- Investigate the causes and effects of
the South-to-North migration during
this time period.
- How did the economic policies of the
1920s contribute to the Great
Depression?
- What scandals arose during the
Harding administration? What scandals have plagued subsequent
administrations?
141
142
Concepts/Themes
Culture and
Intellectual
Life
Factors of
Production
Science and
Technology
Citizenship
Culture and
Intellectual
Life
Diversity
Connections
- How did the growth of the automobile
industry stimulate the growth of other
industries? How did it influence
United States politics and lifestyles?
Have students compare the attitudes of
the 1920s with those of the 1950s relative
to: (1) restrictions on immigration, (2)
anti-communist hysteria, (3) religion and
morality, (4) role of women, (5) civil
rights, (6) new forms of entertainment,
(7) growth of suburbia, (8) transportation
improvements, and (9) consumer
attitudes.
Concepts/Themes
Factors of
Production
Economic
Systems
Connections
Students should understand that the
basic weaknesses in the economy contributed to both the stock market crash
and the general economic collapse that
became known as the Great Depression.
- Compare and contrast the responses of
Presidents Herbert Hoover and
Franklin Delano Roosevelt to the
Depression.
Diversity
Government
Economic
Systems
Government
143
144
Concepts/Themes
Culture and
Intellectual
Life
Diversity
Culture and
Intellectual
Life
Connections
Concepts/Themes
Interdependence
Places and
Regions
Interdependence
Culture and
Intellectual Life
Science and
Technology
Diversity
Connections
- To what extent did the isolationist
policies of the 1930s reflect a desire to
avoid a repeat of the conditions that
drew us into World War I?
- In what sense was the United States
involved in World War II before the
Pearl Harbor attack and the
Congressional declaration of war in
December 1941?
Concepts/Themes
Civic Values
Constitutional
Principles
Change
Diversity
Connections
they have been addressed in the postwar period.
- The Nuremberg trials established the
concept of crimes against humanity.
What are some more current
examples?
146
Concepts/Themes
Connections
Civic Values
Places and
Regions
Interdependence
Foreign Policy
Concepts/Themes
Connections
Interdependence
Citizenship
Civic Values
Concepts/Themes
Connections
Science and
Technology
Environment
147
148
Concepts/Themes
Connections
Places and
Regions
Interdependence
Places and
Regions
Civic Values
Environment
Diversity
Immigration and
Migration
Concepts/Themes
Civic Values
Interdependence
Connections
- Is the New Frontier label for the
Kennedy administration justified in
terms of both foreign and domestic
policies?
- Although President Kennedys charismatic style enhanced his public image,
what practical effect did it have on his
working relationship with Congress?
Apply this question to the following
areas: (1) civil rights legislation, (2)
immigration reform, (3) federal aid to
education, and (4) foreign policy
initiatives.
Suggested Document: John F. Kennedys
Inaugural Address
Places and
Regions
Citizenship
Diversity
149
150
Concepts/Themes
Connections
Presidential
Decisions and
Actions
Civic Values
Diversity
Civic Values
Civic Values
Citizenship
Diversity
Concepts/Themes
Connections
Diversity
Civic Values
- Students should understand the tension involved in balancing the protection of the rights of the accused with
the need to protect society.
- Examine the content of the Baker v.
Carr ruling to discuss how legislative
reapportionment has expanded the
concept of democratic representation.
IV. THE LIMITS OF POWER: TURMOIL AT HOME AND ABROAD, 1965 - 1972
Content
A.Vietnam: sacrifice and turmoil
1. The French-Indochinese War: early United
States involvement; Truman, Eisenhower, and
Kennedy policies (review how foreign policy
is formulated)
2. United States and the spread of communism;
domino theory; credibility of other United
States commitments
3. Civil war in South Vietnam; concept of
guerrilla warfare
4. LBJ and the Americanization of the war
a. Fear of losing Vietnam
b. Escalation and United States assumptions;
Tet offensive
5. Student protests at home
a. Draft protesters
b. Political radicals: protests, Students for a
Democratic Society (SDS), antiwar
Concepts/Themes
Places and
Regions
Connections
Students should (1) trace the history of
United States involvement in Vietnam in
the context of containment policy in
Southeast Asia, (2) examine its domestic
impact, and (3) evaluate both its shortterm and long-term effects.
Culture and
Intellectual
Life
151
IV. THE LIMITS OF POWER: TURMOIL AT HOME AND ABROAD, 1965 - 1972, continued
Content
c. Cultural radicals: hippies and communalists
6. 1968: Ayear of turmoil
a. President Johnsons decision not to seek
reelection
b. Assassinations of Dr. Martin Luther King, Jr.
(April 1968) and Robert Kennedy (June
1968)
c. The Democratic Convention; war protesters
disrupt proceedings
d. Impact of the Vietnam War on society
Concepts/Themes
Connections
Change
152
Concepts/Themes
Change
Presidential
Decisions and
Actions
Choice
Connections
- In what specific ways did Nixon
depart from Johnsons Great Society?
- Identify and evaluate Nixons foreign
policy initiatives.
- What factors contributed to the weakening of the Imperial Presidency
under Nixon, Ford, and Carter?
Concepts/Themes
Connections
Environment
Interdependence
Economic
Systems
Concepts/Themes
Human systems
Connections
policy represent a return to traditional
themes of Cold War and power
politics?
Interdependence
Foreign Policy
Concepts/Themes
Presidential
Decisions and
Actions
Environment
Interdependence
Foreign Policy
Presidential
Decisions and
Actions
Economic
Systems
154
Connections
Students should study these elections to
deepen their understanding of prior
developments in United States history.
Some examples are (1) third-party candidacy of Perot in 1992 compared to
Theodore Roosevelt in 1912, (2) change in
party control of Congress in midterm
elections (1994 compared with 1918,
1930, 1946) and its impact on the working
relationship between the President and
Congress.
Concepts/Themes
Connections
Foreign Policy
Places and
Regions
Foreign Policy
Interdependence
155
he curriculum for grade 12 social studies continues to focus on two major areas:
1)
Participation in Government
2)
Since the content outlines have not changed in these subjects, the syllabi have not been reprinted
in this document. Brief descriptions of each of these courses follow.
156