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World
History, Culture, and Geography: The Modern World
Students in grade ten study major turning points that shaped the modern world,
from the late eighteenth century through the present, including the cause and
course of the two world wars. They trace the rise of democratic ideas and
develop an understanding of the historical roots of current world issues,
especially as they pertain to international relations. They extrapolate from
the American experience that democratic ideals are often achieved at a high
price, remain vulnerable, and are not practiced everywhere in the world.
Students develop an understanding of current world issues and relate them to
their historical, geographic, political, economic, and cultural contexts.
Students consider multiple accounts of events in order to understand
international relations from a variety of perspectives.
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
1. Analyze the similarities and
differences in Judeo-Christian and Greco-Roman views of law, reason and faith,
and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and
illegitimacy of tyranny, using selections from Plato's Republic and
Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political systems in the
contemporary world.
10.2 Students compare and
contrast the Glorious Revolution of
1. Compare the major ideas of
philosophers and their effects on the democratic revolutions in
2. List the principles of the Magna Carta, the
English Bill of Rights (1689), the American Declaration of Independence (1776),
the French Declaration of the Rights of Man and the Citizen (1789), and the
U.S. Bill of Rights (1791).
The principles are to give people basically life, liberty, and the pursuit of happiness to give you a free chance in life.
3. Understand the unique character of the American Revolution, its spread to
other parts of the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led
5. Discuss how nationalism spread across
10.3 Students analyze the
effects of the Industrial Revolution in
1. Analyze why
2. Examine how scientific and technological changes and new forms of energy
brought about massive social, economic, and cultural change (e.g., the
inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis
Pasteur, Thomas Edison).
The steam engine helped to change the way of transportation goods and people. Also things like factories were built to put out a larger amount of goods.
3. Describe the growth of population, rural to urban migration, and growth of
cities associated with the Industrial Revolution.
People were moving to the cites because the jobs payed more but there were not enough housing so people had to live on the streets.
4. Trace the evolution of work and labor, including the demise of the slave
trade and the effects of immigration, mining and manufacturing, division of
labor, and the union movement.
There started to be a situation where you could only work if you were a member of a guild. The union was used to help to protect the people. Imigration was used as a cheap form of labor.
5. Understand the connections among natural resources, entrepreneurship, labor,
and capital in an industrial economy.
The entrepreneurs need labor to make them money and the laborers need natural resources to do their job. The capital is the money invested into this business to start it out.
6. Analyze the emergence of capitalism as a dominant economic pattern and the
responses to it, including Utopianism, Social Democracy, Socialism, and
Communism.
Capitalism is like Darwinism where the large survive the weak die. Monopolies can happen in Capitalism. Utopianism is the concept that everything would be prefect like heaven on earth. Social Democracy is like democratic propaganda where it state that if the country does not have a democracy there is something wrong with them. Karl Marx is a socialist.
7. Describe the emergence of Romanticism in art and literature (e.g., the
poetry of William Blake and William Wordsworth), social criticism (e.g., the
novels of Charles Dickens), and the move away from Classicism in
Romanticism makes a story exaggerated, with more color and bold sound. Social criticism is where an author basically criticizes and shows the good and bad sides of society.
10.4 Students analyze patterns
of global change in the era of New Imperialism in at least two of the following
regions or countries:
1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
The industrialized countries had more power and they felt the need to educate the weaker countries. Social Darwinism is the belief that we will take you over because we can, its good for you, and we want your natural resources.
2. Discuss the locations of the colonial rule of such nations as
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
The colonizers took over natives and striped away the natives’ beliefs. The natives then would revolt which would cause problems.
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen
in
The Chinese wanted to close themselves off from the west. Eventually they took the ways of the west just to survive.
10.5 Students analyze the causes
and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all
sides of the Great War and the role of political and economic rivalries, ethnic
and ideological conflicts, domestic discontent and disorder, and propaganda and
nationalism in mobilizing the civilian population in support of "total
war."
There wear alliances so people would go into war to help their allies and there was new technology so people thought that war would not last as long. Alos people were fighting for wealth.
2. Examine the principal theaters of battle, major turning points, and the
importance of geographic factors in military decisions and outcomes (e.g.,
topography, waterways, distance, climate).
The Germans were in the middle with allies on one side and enemies on the other.
3. Explain how the Russian Revolution and the entry of the
4. Understand the nature of the war and its human costs (military and civilian)
on all sides of the conflict, including how colonial peoples contributed to the
war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
10.6 Students analyze the
effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and
influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and
the causes and effects of the
The peace treaty puts all the blame
on
2. Describe the effects of the war and resulting peace treaties on population
movement, the international economy, and shifts in the geographic and political
borders of
3. Understand the widespread disillusionment with prewar institutions,
authorities, and values that resulted in a void that was later filled by
totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual
life in the West (e.g., Pablo Picasso, the "lost generation" of
Gertrude Stein, Ernest Hemingway).
Art and literature had more color and was abstract and such. Their war time experiences really impacted on they way they made their art.
10.7 Students analyze the rise
of totalitarian governments after
1. Understand the causes and consequences of the Russian Revolution, including
Lenin's use of totalitarian means to seize and maintain control (e.g., the
Gulag).
2. Trace Stalin's rise to power in the
3. Analyze the rise, aggression, and human costs of totalitarian regimes
(Fascist and Communist) in
10.8 Students analyze the causes
and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s,
including the 1937 Rape of Nanking, other atrocities
in
This is where Japanese went into
china for their resources. The Rap of Nanking is where the Japanese tried to kill off the whole
race of
2. Understand the role of appeasement, nonintervention (isolationism), and the
domestic distractions in
An example of appeasement is when Hitler would sign documents and have no intention of fulfilling out what he signed such as treaties.
3. Identify and locate the Allied and Axis powers on a map and discuss the
major turning points of the war, the principal theaters of conflict, key
strategic decisions, and the resulting war conferences and political
resolutions, with emphasis on the importance of geographic factors.
I really have no idea wut he is talking about got to love typing bullshit
4. Describe the political, diplomatic, and military leaders during the war
(e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito
Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
5. Analyze the Nazi policy of pursuing racial purity, especially against the
European Jews; its transformation into the Final Solution; and the Holocaust
that resulted in the murder of six million Jewish civilians.
6. Discuss the human costs of the war, with particular attention to the
civilian and military losses in
10.9 Students analyze the international developments in the post-World World War II world.
1. Compare the economic and
military power shifts caused by the war, including the Yalta Pact, the
development of nuclear weapons, Soviet control over Eastern European nations,
and the economic recoveries of
2. Analyze the causes of the Cold War, with the free world on one side and
Soviet client states on the other, including competition for influence in such places
as
3. Understand the importance of the Truman Doctrine and the Marshall Plan,
which established the pattern for
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung,
and the subsequent political and economic upheavals in China (e.g., the Great
Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
5. Describe the uprisings in
6. Understand how the forces of nationalism developed in the Middle East, how
the Holocaust affected world opinion regarding the need for a Jewish state, and
the significance and effects of the location and establishment of
7. Analyze the reasons for the collapse of the
8. Discuss the establishment and work of the United Nations and the purposes
and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American
States.
10.10 Students analyze instances of nation-building in the contemporary
world in at least two of the following regions or countries: the
1. Understand the challenges in the
regions, including their geopolitical, cultural, military, and economic
significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including political divisions
and systems, key leaders, religious issues, natural features, resources, and
population patterns.
3. Discuss the important trends in the regions today and whether they appear to
serve the cause of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).