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PERIOD 6

1900 – TODAY

ACCELERATING GLOBAL CHANGE & REALIGNMENTS

AKA POST MODERN ERA

NOTE: disregard all assignment instructions in web lessons

Day:

134

Dates:

 1900s

K.C. #:

ALL OF PERIOD 6

Key Concept:

All of Period 6

Our Topic:

 20th Century

Required

Pre-Reading:

Bulliet:

 

Essential Question(s):

 What were the major events of the last 100 years?

Material to Master:

·          

Documents to be utilized:

·          

In Class:

 Lecture with CCOT Mad Lib

Homework:

Watch this & Bulliet pages

 798-808

&/or:

 

Flashcards:

·          The Great War

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

135

Dates:

 1900s

K.C. #:

ALL OF PERIOD 6

Key Concept:

All of Period 6

Our Topic:

20th Century

Required

Pre-Reading:

Bulliet:

 798-808

Essential Question(s):

 What were the major events of the last 100 years?

Material to Master:

·         Chronology of events in the 20th Century

Documents to be utilized:

·          

In Class:

 Lecture with CCOT Mad Lib

Homework:

Read Bulliet pages:

 808-819

&/or:

 

Flashcards:

·          Treaty of Versailles

·          The Mandate System

·          Russian Civil War

·          Revolution and war in China in the early 20th century

·          Modernization of Turkey

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

136

Dates:

 1900s

K.C. #:

ALL OF PERIOD 6

Key Concept:

All of Period 6

Our Topic:

 

Required

Pre-Reading:

Bulliet:

 808-819

Essential Question(s):

 What were the major events of the last 100 years?

Material to Master:

·         Chronology of events in the 20th Century

Documents to be utilized:

·          

In Class:

 Lecture with CCOT Mad Lib

Homework:

Read Bulliet pages:

 820-825; Video & Video

&:

 Review this power point, to complete your CCOT graphic organizer

Flashcards:

·          Albert Einstein

·          Sigmund Freud

·          Suburbs

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

137

Dates:

 1900s

K.C. #:

ALL OF PERIOD 6

Key Concept:

All of Period 6

Our Topic:

20th Century

Required

Pre-Reading:

Bulliet:

 820-825

Essential Question(s):

 What were the major events of the last 100 years?

Material to Master:

·         Chronology of events in the 20th Century

Documents to be utilized:

·          

In Class:

CCOT Essay

Homework:

Video & Video

 

&/or:

 

Flashcards:

 

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

138

Dates:

 1900s

K.C. #:

6.1.III.C, 6.2.IV.A-B

Key Concept:

Military conflicts occurred on an unprecedented global scale.

Disease, scientific innovations, and conflict led to demographic

shifts.

Our Topic:

World Wars: Causes & Scale

Required

Pre-Reading:

Bulliet:

 

Essential Question(s):

 How did large scale conflict shape the 20th century?

Material to Master:

·         The sources of global conflict in the first half of the century varied.

• Imperialist expansion by European powers and Japan

• Competition for resources

• Ethnic conflict

• Great power rivalries between Great Britain and Germany

• Nationalist ideologies

• The economic crisis engendered by the Great Depression.

·         World War I and World War II were the first “total wars.”Governments used ideologies, including fascism, nationalism and communism, to mobilize all of their state’s resources, like The Gurkha soldiers in India, including peoples, both in the home countries and the colonies or former colonies, for the purpose of waging war. Governments also used a variety of strategies, including political speeches, art, media, and intensified forms of nationalism, to mobilize these populations.

·         Improved military technology like airplanes and new tactics like firebombing led to increased levels of wartime casualties like in Dresden.

Documents to be utilized:

·          

In Class:

Evaluate Gurka, propaganda, & war speech packet

Homework:

Read Bulliet pages:

 831-844

&/or:

 

Flashcards:

·          Five Year Plan

·          The Depression

·          Fascism

·          Appeasement

·          Chiang Kai-shek vs. Mao Zedong in China

 

Turn in next class:

·          Complete  Gurka, propaganda, & war speech packet

NOTE: disregard all assignment instructions in web lessons

Day:

139

Dates:

 1900s

K.C. #:

CCOT

In Class:

Evaluate Gurka, propaganda, & war speech packet

Homework:

Read Bulliet pages:

 844-854

&/or:

 http://www.whshumanitiescohort.org/weblessondayonehundredfiftyseven_files/frame.htm

http://www.whshumanitiescohort.org/weblessondayonehundredfiftyeight_files/frame.htm

Flashcards:

·          Blitzkrieg

·          World War II at Sea

·          A-Bomb

·          Communist Victory in China

·          The Holocaust

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

140

Dates:

 1900s

K.C. #:

6.2.III.C

Key Concept:

Political changes were accompanied by major demographic and

social consequences.

Our Topic:

The Holocaust and its legacy

Required

Pre-Reading:

Bulliet:

 844-854

Essential Question(s):

 How was the Holocaust typical of a larger pattern in the 20th century?

Material to Master:

·         The proliferation of conflicts led to various forms of ethnic violence, like the Holocaust and the displacement of peoples resulting in refugee populations as with the Palestinians.

Documents to be utilized:

·          

In Class:

 Lecture with propaganda analysis

Homework:

Read

 

 

 Outline of Sterns Chapter 26 &

The Fall of the Romanovs by Maureen Perrie. Centre for Russian and East European Studies, University of Birmingham

Flashcards:

·          Decline of the Ottoman Empire and the Rise of Turkey

·          Decline of the Qing and the Rise of the People's Republic of China

·          Decline of the Tsars of Russia

Turn in next class:

·          Know the decline of Ottomans, Qing, and Russia so you can write a Comparison essay

NOTE: disregard all assignment instructions in web lessons

Day:

141

Dates:

 1900s

K.C. #:

6.2.I.A

Key Concept:

Europe dominated the global political order at the beginning of

the twentieth century, but both land-based and transoceanic empires

gave way to new forms of transregional political organization by the

century’s end.

Our Topic:

Stalled States: Qing, Ottomans, & Russia

Required

Pre-Reading:

 

 Outline of Sterns Chapter 31 &

The Fall of the Romanovs by Maureen Perrie. Centre for Russian and East European Studies, University of Birmingham

Essential Question(s):

 Why did the old land-based empires decline?

Material to Master:

·         The older land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors including technological stagnation.

Documents to be utilized:

·          

In Class:

 Comparison Essay OR Thesis Practice

Homework:

Read Bulliet pages:

 820-825, 926-930, 936, 890, 850, 907-910,

&

  & Video

Flashcards:

·          Birth Control and Family Planning

·          20th Century communication

·          Relativity

·          Green Revolution

·          Medical Innovations and life expectancy

·          Oil and Energy in the 20th century

·          Nuclear Power

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

142

Dates:

 1900

K.C. #:

6.1.III.B, 6.1.I.A,B,D,E

Key Concept:

Researchers made rapid advances in science that spread

throughout the world, assisted by the development of new technology.

Disease, scientific innovations, and conflict led to demographic

shifts.

Our Topic:

Technological Transformations

Required

Pre-Reading:

Bulliet:

 820-825, 926-930, 936, 890, 850, 907-910,History of Nuclear Power, U.S.D.E., read page 7-12

Essential Question(s):

 How did technology change the 20th century?

Material to Master:

·         More effective forms of birth control gave women greater control over fertility and transformed sexual practices.

·         New modes of communication (satellite communication) and transportation (cargo/passenger jets) virtually eliminated the problem of geographic distance.

·         New scientific paradigms like The theory of relativity transformed human understanding of the world.

·         The Green Revolution produced food for the earth’s growing population as it spread chemically and genetically enhanced forms of agriculture.

·         Medical innovations like antibiotics increased the ability of humans to survive.

·         Energy technologies including the use of oil and nuclear power raised productivity and increased the production of material goods.

Documents to be utilized:

·          

In Class:

 Jigsaw Ranking Debate:

 

Students rank the nine most important technological advances of the 20th century and produce a written justification for the ranking.

Homework:

Read Bulliet pages:

  886-895 optional video

&/or:

  http://www.whshumanitiescohort.org/weblessondayonehundredsixtythree_files/frame.htm

Optional Video

Flashcards:

·          The Cold War

·          Containment

·          Mutually Assured Distruction

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

143

Dates:

 1900s

K.C. #:

6.2.IV.C,D, 6.2.V.B,C, 6.3.I.A

Key Concept:

Military conflicts occurred on an unprecedented global scale.

Although conflict dominated much of the twentieth century, many

individuals and groups — including states — opposed this trend. Some

individuals and groups, however, intensified the conflicts.

States responded in a variety of ways to the economic challenges of

the twentieth century.

Our Topic:

The Cold War (2 Days)

Required

Pre-Reading:

Bulliet:

 886-895

Essential Question(s):

 How did the Cold War shape the 20th century?

Material to Master:

·         In the Communist states of the Soviet Union and China, governments controlled their national economies like Five Year Plans of the USSR.

Documents to be utilized:

·        

In Class:

 "Stalin, Man of Steel" documentary

Homework:

Read Bulliet pages:

 896-910

&/or:

 http://www.whshumanitiescohort.org/weblessondayonehundredsixtyfour_files/frame.htm with some reading from above to fill in gaps

Flashcards:

·          Decolonization in Asia

·          Decolonization in Africa

·          Economic Imperialism in Latin America

·          The Third World

·          Nonaligned Movement

·          Zionism

·          Cultural Revolution

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

144

Dates:

 1900s

K.C. #:

6.2.IV.E, 6.2.II.C

Key Concept:

Day 143 continued

 

Our Topic:

Cold War & its end

Required

Pre-Reading:

Bulliet:

 896-910

Essential Question(s):

 How did the Cold War shape the 20th century?

Material to Master:

·         The global balance of economic and political power shifted after the end of World War II and rapidly evolved into the Cold War. The United States and the Soviet Union emerged as superpowers, which led to ideological struggles between capitalism and communism throughout the globe.

·         The Cold War produced new military alliances, including NATO and the Warsaw Pact, and promoted proxy wars in Latin America, Africa, and Asia.

·         Groups and individuals opposed and promoted alternatives, like Communist leaders such as Vladimir Lenin and Mao Zedong to the existing economic, political, and social orders.

·         Militaries and militarized states often responded to the proliferation of conflicts in ways that further intensified conflict like The promotion of military dictatorship in Chile, Spain, and Uganda

·        Movements to redistribute land and

         resources developed within states

         in Africa, Asia, and Latin America,

         sometimes advocating communism

         and socialism.

·         The dissolution of the Soviet Union effectively ended the Cold War.

Documents to be utilized:

·          

In Class:

 Guided research assignment on the global impact of the Cold War.

Homework:

Read Bulliet pages:

 924-926

&

 Star Trek & The Cold War OR  watch this video

Flashcards:

·          Fall of the Soviet Union

·          Cold War and Popular Culture

Turn in next class:

·          Quiz tomorrow

NOTE: disregard all assignment instructions in web lessons

Day:

145

Dates:

 1900s

K.C. #:

6.2.V.E

Key Concept:

Although conflict dominated much of the twentieth century, many

individuals and groups — including states — opposed this trend. Some

individuals and groups, however, intensified the conflicts.

Our Topic:

Communism in Popular Culture: Socialist Realism vs James Bond

Required

Pre-Reading:

Bulliet:

 924-926

Essential Question(s):

 How did the Cold War shape the 20th century?

Material to Master:

·         Global conflicts had a profound influence on popular culture like in the Socialist Realist Art Movement and the James Bond Series.

Documents to be utilized:

·          

In Class:

Quiz 

 

Discussion with movie clips from Soviet and American Cold War era films

Homework:

 

 

Read  two articles & watch

 History of Dada, &

US Institute of Peace, Non-Violent Action Read pages 6 &11-13

 

Watch this video

Flashcards:

·          Anti-war movements of the 20th century

·          Non-violent resistance in the 20th century

Turn in next class:

·          Be prepared for a Socratic Seminar

Guiding questions:

How did global conflicts impact attitudes towards war in this period?

        What were the goals of the Dada

        movement and how was this a

        product of conflict?

        Was Dada an artistic or political

        movement?

        Did frustration with violent conflict

        led to viable alternatives to war in

        this period.

NOTE: disregard all assignment instructions in web lessons

Day:

146

Dates:

 1900s

K.C. #:

6.2.V.A

Key Concept:

Although conflict dominated much of the twentieth century, many

individuals and groups — including states — opposed this trend. Some

individuals and groups, however, intensified the conflicts.

Our Topic:

Anti-war & non-violent movements of the 20th century

Required

Pre-Reading:

 

  History of Dada,  & US Institute of Peace, Non-Violent Action Read pages 6 &11-13

Essential Question(s):

 How did conflict lead to non-violent movements?

Material to Master:

·         Groups and individuals challenged the many wars of the century, like Picasso with Guernica & the Dadaists, and some promoted the practice of nonviolence, as a way to bring about political change like Gandhi.

Documents to be utilized:

·          

In Class:

 Socratic Seminar:

Guiding questions:

How did global conflicts impact attitudes towards war in this period?

What were the goals of the Dada

movement and how was this a

product of conflict?

Was Dada an artistic or political

movement?

Did frustration with violent conflict

led to viable alternatives to war in

this period.

 

Homework:

Read Bulliet pages:

  859-866, Video

&/or:

 

Flashcards:

·          Indian Independence

·          Indian National Congress

·          Muslim League

·          Partition of India

Turn in next class:

·          Prepare for CCOT essay by reviewing trade in the Atlantic from 1450 to present.

NOTE: disregard all assignment instructions in web lessons

Day:

147

Dates:

 

K.C. #:

CCOT

In Class:

CCOT

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

 

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

147

Dates:

 1900s

K.C. #:

6.2.V.A, 6.2.II.A,B, 6.2.I.B

Key Concept:

Europe dominated the global political order at the beginning of

the twentieth century, but both land-based and transoceanic empires

gave way to new forms of transregional political organization by the

century’s end.

Although conflict dominated much of the twentieth century, many

individuals and groups — including states — opposed this trend. Some

individuals and groups, however, intensified the conflicts.

Political changes were accompanied by major demographic and

social consequences.

Our Topic:

Indian Independence

Required

Pre-Reading:

Bulliet:

 859-866

Essential Question(s):

 How did India get its independence?

Material to Master:

·         Some colonies negotiated their independence like India.

·         Groups and individuals challenged the many wars of the century, and some promoted the practice of nonviolence, like Gandhi as a way to bring about political change.

·         The redrawing of old colonial boundaries led to population resettlements like in South Asia after independence.

·         The migration of former colonial subjects to imperial metropoles like South Asians to Britain maintained cultural and economic ties between the colony and the metropole even after the dissolution of empires.

Documents to be utilized:

·          

In Class:

Parallel timelines of Algerian and Indian Independence

Homework:

Video

 

Listen

 http://www.whshumanitiescohort.org/weblessondayonehundredsixtyone_files/frame.htm

Flashcards:

·          

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

148

Dates:

 1900s

K.C. #:

6.2.III.A, 6.2.II.B

Key Concept:

Political changes were accompanied by major demographic and

social consequences.

Emerging ideologies of anti-imperialism contributed to the

dissolution of empires and the restructuring of states.

Our Topic:

Partition of India

Required

Pre-Reading:

 

 web lesson

Essential Question(s):

 How did India's religious history lead to its split?

Material to Master:

·         The redrawing of old colonial boundaries led to population resettlements like in South Asia after independence.

·         Regional, religious, and ethnic movements, like that of Muhammad Ali Jinnah, challenged both colonial rule and inherited imperial boundaries.

Documents to be utilized:

·          

In Class:

 Parallel timelines of Algerian and Indian Independence

Homework:

Read Bulliet pages:

 866-870, 893-895, 896-900

&/or:

 

Flashcards:

·          Independence of Vietnam

·          Independence of Algeria

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

149

Dates:

 1900s

K.C. #:

6.2.I.C, 6.2.III.B

Key Concept:

Europe dominated the global political order at the beginning of

the twentieth century, but both land-based and transoceanic empires

gave way to new forms of transregional political organization by the

century’s end.

 

Our Topic:

Violent Struggles for Independence in the French Empire

Required

Pre-Reading:

Bulliet:

 866-870, 893-895, 896-900

Essential Question(s):

 Why were some independence movements more violent than others?

Material to Master:

·         Some colonies achieved independence through armed struggle, like Algeria and Vietnam from the French empire

·         The migration of former colonial subjects to imperial metropoles

maintained cultural and  economic ties between the colony and the metropole even after the dissolution of empires like Algerians to France

Documents to be utilized:

·          

In Class:

 Parallel timelines of Algerian and Indian Independence used to create a group comparison essay

Homework:

Read:

Terrorism in Historical Perspective, from Digital History

&/or:

 

Flashcards:

·          Terrorism in the 20th Century

·          The IRA

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

150

Dates:

 1900s

K.C. #:

6.2.V.D

Key Concept:

Although conflict dominated much of the twentieth century, many

individuals and groups — including states — opposed this trend. Some

individuals and groups, however, intensified the conflicts.

Our Topic:

Terrorism

Required

Pre-Reading:

 

Terrorism in Historical Perspective, from Digital History

Essential Question(s):

 What is terrorism?

Material to Master:

·         More movements used violence, like those of the IRA, against civilians to achieve political aims.

Documents to be utilized:

·          

In Class:

 Discussion and video clips

Homework:

Read Bulliet pages:

 961-964

&:

Explore each of the following websites

http://www.un.org/en/

http://www.doctorswithoutborders.org/

http://www.greenpeace.org/usa/en/

http://www.care-international.org/

Find one other NGO to discuss in the seminar

Flashcards:

·           NGO         

·           United Nations (include role in peace keeping)

·         Doctors without Borders

·         Green Peace

Turn in next class:

·          Prepare for a Socratic seminar on

What role do NGOs play in the world today?

What are both the positive and negative impacts of NGOs?

NOTE: disregard all assignment instructions in web lessons

Day:

152

Dates:

 1900s

K.C. #:

Comparison Essay

Essay Question(s):

 

Skill to Master:

·          Comparison Essay

Documents to be utilized:

·          

In Class:

 Comparison Essay

Homework:

 

 

 

 

Flashcards:

 

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

151

Dates:

 1900s

K.C. #:

6.3.II.A,C,F

Key Concept:

States, communities, and individuals became increasingly

interdependent, a process facilitated by the growth of institutions of

global governance.

Our Topic:

Non-Governmental Organizations advocate for peace

Required

Pre-Reading:

 

 websites

Essential Question(s):

 What role do non-governmental actors play in the 20th century?

Material to Master:

·         New international organizations, like the United Nations, formed to maintain world peace and to facilitate international cooperation.

·         Humanitarian organizations, like Doctors Without Borders, developed to respond to humanitarian crises throughout the world.

·         Movements, like Greenpeace throughout the world protested the inequality of environmental and economic consequences of global integration.

Documents to be utilized:

·          

In Class:

Socratic seminar on

What role do NGOs play in the world today?

What are both the positive and negative impacts of NGOs?

Homework:

Read:

 

 

 History of environmental movement full of twists, turns December 10, 2008|By Peter Dykstra CNN

 PDF version

Flashcards:

·          Modern Environmental Movement

Turn in next class:

·          

Optional outside of class enrichment

Preparation for

Day:

156

Dates:

1900s

Topic #:

Key Concept: Period 6

Our Topic:

Period 6

Date:

Time:

Location:

Duration:

TBA

4-6pm

Learning Commons

2 hours

Activity:

Review of Key Concepts, Flash Card Cram, Team Quiz

NOTE: disregard all assignment instructions in web lessons

Day:

152

Dates:

 1900s

K.C. #:

6.1.II.A-C

Key Concept:

As the global population expanded at an unprecedented rate,

humans fundamentally changed their relationship with the

environment.

Our Topic:

The Modern Environmental Movement

Required

Pre-Reading:

 

 click here  PDF version

Essential Question(s):

 How has growing concern for the environment shaped the 20th century?

Material to Master:

·         Humans exploited and competed over the earth’s finite resources more intensely than ever before in human history.

·         Global warming was a major consequence of the release of greenhouse gases and other pollutants into the atmosphere.

·         Pollution threatened the world’s supply of water and clean air. Deforestation and desertification were continuing consequences of the human impact on the environment. Rates of extinction of other species accelerated sharply.

·         Movements, like Greenpeace throughout the world protested the inequality of environmental and economic consequences of global integration.

Documents to be utilized:

·          

In Class:

 Lecture

Homework:

Read

 

&

 Lecture on Cholera, Dr. Andrew Hayward & Brief History of Alzheimer's Disease from caregiver.com & Video

Flashcards:

·          Cholera in History

·          Impact of Alzheimer's Disease

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

153

Dates:

 1900s

K.C. #:

6.1.III.A

Key Concept:

Disease, scientific innovations, and conflict led to demographic

shifts.

Our Topic:

Disease in the 20th Century

Required

Pre-Reading:

Bulliet:

 Lecture on Cholera, Dr. Andrew Hayward & Brief History of Alzheimer's Disease from caregiver.com

Essential Question(s):

 How have disease patterns changed overtime?

Material to Master:

·         Diseases associated with poverty, like Cholera, persisted, while other diseases emerged as new epidemic, and threats to human survival, like the 1918 influenza pandemic. In addition, changing lifestyles and increased longevity led to higher incidence of certain diseases, like Alzheimer’s disease.

Documents to be utilized:

·          

In Class:

 Mapping Disease in world history

Homework:

Read: Optional Video, Optional Video 2

 

 

 WTO Web Site: who and what we are

Office of the US Trade Representative Web Site

Royal Dutch Shell "About Shell"

Flashcards:

·         World Trade Organization

·       NAFTA

·         Multinational Corporations (Shell as an example)

Turn in next class:

·          Use items in your house to complete Globalization Scavenger Hunt -- finish maps

NOTE: disregard all assignment instructions in web lessons

Day:

154

Dates:

 1900s

K.C. #:

6.3.II.B,D,E

Key Concept:

States, communities, and individuals became increasingly

interdependent, a process facilitated by the growth of institutions of

global governance.

Our Topic:

Non-State Actors in the Global Economy

Required

Pre-Reading:

Bulliet:

WTO Web Site: who and what we are

Office of the US Trade Representative Web Site

Royal Dutch Shell "About Shell"

Essential Question(s):

 What role do non-governmental actors play in the 20th century?

Material to Master:

·         New economic institutions, like the World Trade Organization, sought to spread the principles and practices associated with free market economics throughout the world.

·         Regional trade agreements, like NAFTA created regional trading blocs designed to promote the movement of capital and goods across national borders.

·         Multinational corporations, like Royal Dutch Shell began to challenge state authority and autonomy.

Documents to be utilized:

·          

In Class:

 Mapping the global economy

 

Lecture: Is Free trade Fair?

Homework:

Optional:

 811-812, 835-839, 875-877, 923, 904-905

&/or:

 

Flashcards:

·          Fascist Economy

·          Nasser's economic reforms

·          Deng Xiaoping's economic reforms

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

155

Dates:

 1900s

K.C. #:

6.3.I.B,C,D

Key Concept:

States responded in a variety of ways to the economic challenges of

the twentieth century.

Our Topic:

Economic Patterns of the 20th Century

Required

Pre-Reading:

Bulliet:

 811-812, 835-839, 875-877, 923, 904-905

Essential Question(s):

 How did states react to the economic crisis's of the 20th century?

Material to Master:

·         At the beginning of the century in the United States and parts of Europe, governments played a minimal role in their national economies. With the onset of the Great Depression, governments began to take a more active role in economic life, like in The Fascist corporatist economy.

·         In newly independent states after World War II, governments often took on a strong role in guiding economic life to promote development like with Nasser’s promotion of economic development in Egypt.

·         At the end of the twentieth century, many governments encouraged free market economic policies and promoted economic liberalization like with China under Deng Xiaoping.

Documents to be utilized:

·          

In Class:

 Lecture and readings on the rise and fall of government regulation in the period

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

156

Dates:

 

K.C. #:

 

Essay Question:

 

Skill to Master:

·          

Documents to be utilized:

·          

In Class:

 Test!!!!

Homework:

Optional Bulliet pages:

 870, 961-964

Optional

   Africana Age Essay from the New York Public Library

 Frequently asked questions from Atlanta Hare Krishna Temple

Fighting the Good Fight: Fundamentalism and Religious Revival

Flashcards:

·          UN Universal Declaration of Human Rights

·          Pan-Africanism

·          20th Century Fundamentalism

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

157

Dates:

 1900s

K.C. #:

6.2.II.C & 6.3.III.A-C

Key Concept:

Emerging ideologies of anti-imperialism contributed to the dissolution of empires and the restructuring of states.

People conceptualized society and culture in new ways; some challenged old assumptions about race, class, gender, and religion, often using new technologies to spread reconfigured traditions.

Our Topic:

Human Rights & Idenitity

Required

Pre-Reading:

Bulliet:

 961-964

Essential Question(s):

 How did people's concepts of self-worth and identity lead to ideas of universal human rights?

Material to Master:

·         The notion of human rights, like in The U.N. Universal Declaration of Human Rights gained traction throughout the world.

·         Transnational movements like Pan-Africanism sought to unite people across national boundaries.

·         Increased interactions among diverse peoples sometimes led to the formation of new cultural identities, like Negritude and exclusionary reactions like Citizenship restrictions in various countries.

·         Believers developed new forms of spirituality, like the Hare Krishna, and chose to emphasize particular aspects of practice within existing faiths and apply them to political issues, like in Christian and Muslim Fundamentalist movements

Documents to be utilized:

·        Africana Age Essay from the New York Public Library

  Frequently asked questions from Atlanta Hare Krishna Temple

Fighting the Good Fight: Fundamentalism and Religious Revival

 

In Class:

 Lecture and Reading

Homework:

Optional Read: Liner Notes from Bob Marley's Songs of Freedom by Rob Partridge

 

 

 

Flashcards:

 

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

158

Dates:

 1900s

K.C. #:

 6.3.IV.A,B

Key Concept:

Popular and consumer culture became global.

Our Topic:

Global Culture

Required

Pre-Reading:

 

Bob Marley Liner Notes

Essential Question(s):

 Is it a Small World after all?

Material to Master:

·         Sports, like with the Olympics, were more widely practiced and reflected national and social aspirations.

·         Changes in communication and transportation technology enabled the widespread diffusion of music and film like Reggae.

Documents to be utilized:

 

In Class:

 Lecture on Reggae and global culture

Homework:

Read Bulliet pages:

 

&:

 

Flashcards:

 

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

159

Dates:

 1900s

K.C. #:

5.3.IV, 6.3.III

Key Concept:

New Conceptualizations of Global Economic, Society, and Culture

Our Topic:

Long Essay: Comparison/Feminism

Required

Pre-Reading:

 

 

Essential Question(s):

SOC-3 Assess the impact that different ideologies, philosophies, and religions had on social stratification.

SOC- 5 Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies.

Material to Master:

●Demands for women's suffrage and emergent feminism challenged political and gender hierarchies

People conceptualized society and culture in new ways: rights-based discourses challenged old assumptions about race, class, gender, and religion. In much of the world access to education as well as participation in new political and professional roles, became more inclusive in terms of race, class, and gender.

Documents to be utilized:

·          

In Class:

 AP Insight: Comparison: Influence of Belief on Social Structure, Building Block D: Performance Task – Social Comparison: Influence of 20th c. Concepts

 

AP Insight: Self-assessment Student Progress Sheet

Homework:

 AP Insight: Comparison: Influence of Belief on Social Structure, Building Block D: Quiz

&/or:

 

Flashcards:

·          

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

Day:

160

Dates:

 1900s

K.C. #:

6.2.I, II, IV, V

Key Concept:

Global Conflicts and Their Consequences

Our Topic:

Periodization

Required

Pre-Reading:

 

 

Essential Question(s):

SB-7 Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution.

SB-8 Assess how and why external conflicts and alliances have influenced the process of state building, expansion, and dissolution.

Material to Master:

Europe dominated the global political order at the beginning of the 20th century, but both land-based and transoceanic empires gave way to new states by the century’s end. (6.2. I)

Emerging ideologies of anti-imperialism contributed to the dissolution of empires and the restructuring of states. (6.2. II)

Military conflicts occurred on an unprecedented global scale. (6.2. IV)

Although conflict dominated much of the 20th century, many individuals and groups, including states, opposed this trend. Some individuals and groups, however, intensified the conflicts. (6.2. V)

Documents to be utilized:

·          

In Class:

AP Insight: Challenge Area 1, Building Block D: Performance Task – Periodization: 20th and 21st c. Political Conflict

 

AP Insight: Self-assessment Student Progress Sheet

Homework:

AP Insight: Challenge Area 1, Building Block D: Quiz & Next Steps

&:

 Review content from days 4, 17, and 128

Flashcards:

·          

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

161

Dates:

 

K.C. #:

Review of Periods 1,2,5 & 6

In Class:

AP Insight: Challenge Area 1 Performance Task

Homework:

AP Insight: Challenge Area 1 Assessment, Long Essay

&/or:

 

Flashcards:

·          

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

162

Dates:

To 600BCE

K.C. #:

REVIEW

In Class:

Period 1 Review

 

Periodization Critique, Creation, and Defense Project.

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 166

 

NOTE: disregard all assignment instructions in web lessons

Day:

163

Dates:

600-600

K.C. #:

REVIEW

In Class:

Period 2 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 166:

 

NOTE: disregard all assignment instructions in web lessons

Day:

164

Dates:

600-600

K.C. #:

REVIEW

In Class:

Period 2 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 168:

 

NOTE: disregard all assignment instructions in web lessons

Day:

167

Dates:

600-1450

K.C. #:

COMPARISON ESSAY

In Class:

Period 3 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 168

 

NOTE: disregard all assignment instructions in web lessons

Day:

168

Dates:

600-1450

K.C. #:

REVIEW

In Class:

Period 3 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn on day 170

 

NOTE: disregard all assignment instructions in web lessons

Day:

169

Dates:

1450-1750

K.C. #:

REVIEW

In Class:

Period 4 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 170

 

NOTE: disregard all assignment instructions in web lessons

Day:

170

Dates:

1450-1750

K.C. #:

REVIEW

In Class:

Period 4 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 172

 

NOTE: disregard all assignment instructions in web lessons

Day:

171

Dates:

1750-1900

K.C. #:

REVIEW

In Class:

Period 5 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

172

Dates:

1750-1900

K.C. #:

DBQ

In Class:

DBQ

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in on day 174:

 

NOTE: disregard all assignment instructions in web lessons

Day:

173

Dates:

1750-1900

K.C. #:

REVIEW

In Class:

Period 5 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in next class:

 

NOTE: disregard all assignment instructions in web lessons

Day:

174

Dates:

1900-today

K.C. #:

REVIEW

In Class:

Period 6 Review

Homework:

Read Bulliet pages:

 

&/or:

 

Flashcards:

·          

Turn in next class:

·          

NOTE: disregard all assignment instructions in web lessons

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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