Interactive Student Notebook - World Connections by Teachers' Curriculum Institute (TCI)

Find a primary source, such as a recent news article, a photo, or a video. Examine the source to determine its point of view. Then, write a paragraph that • describes the source’s message and point of view • indicates whether the point of view is biased and explains your reasoning. Use evidence from the source to support your answer. (If you use an image or video, describe parts of it to support your point.)

Cite your source in your response.

2. Identify the steps that are part of the historical investigative process.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Study of History 1 PREVIEW

How do you think history influences the present?

READING NOTES

As you complete the Reading Notes, use these terms in your answers.

PROCESSING

Like historical evidence, the modern content that we create and consume has a point of view. It can also distort reality and be biased.

Vocabulary Terms

The

evidence primary source secondary source point of view bias chronology historical interpretation

3. Explain this quotation from the writer Norman Cousins: “History is a vast early warning system.”

What is history, and why should we study it? Study of History

2. How are primary and secondary sources different?

3. At what point might a historian’s point of view develop into bias?

Section 1 1. How does history help people develop empathy?

Section 2 1. What forms does historical evidence come in?

Themes of World History

As you complete the Reading Notes, use these terms in your answers.

2. Immigrants often faced discrimination in their new countries because of their race or ethnicity.

1. Heavy taxes and lack of jobs led many southern Italians to emigrate to the United States, Argentina, Brazil, and Venezuela.

Carefully watch the audio slideshow. Then, match each of the statements below with an appropriate theme from the list, and explain why you chose this theme. cultural interaction economic structures social structures political structures human-environment interaction

READING NOTES

3. Many immigrant families worked together to build new businesses after they got established.

5. When the Irish potato crop failed in the 1840s and 1850s, more than 1.5 mil lion people left Ireland for the United States.

How can a thematic approach help us make sense of world history?

periodization spatial frames universal standards culture cultural diffusion gender roles Section 1

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Themes of World History 1

PREVIEW

1. Why do historians find periodization useful for the study of history?

Vocabulary Terms

4. U.S. politicians passed many laws in the late 1800s to limit the number of im migrants from certain countries.

2. Why do historians apply spatial frames to the study of history?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Themes of World History 2

PROCESSING

Select a current event, and write one sentence about the event related to each of the five themes (cultural interaction, political structures, economic structures, social structures, and human-environment interaction). You may use an appropriate event from your answers in Sections 2−6.

Section 2 Write two examples of cultural interaction. Section 3 Write two examples of political structures. 4 Write two examples of economic structures. 5 Write two examples of social structures. Section 6 Write two examples of human-environment interaction.

Section

•

hierarchycivilizationpastoralsedentarydomesticationhunter-gatherernomads republicdirectempireabsolutedynastycity-statemonarchdemocracy

READING NOTES you complete the Reading Notes, use these terms in your answers.

How

•

Carefully watch the Preview and be ready to answer the following questions: How did early humans spread around the world? What happened after people began to settle down? Where did the first civilizations emerge? How did humans progress from bands of hunter-gatherers to the great civilizations of the ancient world? did humans progress from bands of hunter-gatherers to the great civilizations of the ancient world?

Vocabulary Terms As

PREVIEW

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Early Humanity 1

•

Early Humanity

•

1. On a separate piece of paper, write a five-paragraph essay answering this Essential Question: How did humans progress from bands of hunter-gatherers to the great civilizations of the ancient world?

Sections 1-5

2. Use at least eight words from the Vocabulary list.

In your notebook, letter a sheet of paper from A to O, in this sequence: A1, A2, B1, B2, . . . O1, O2. Allow two lines for each answer. Match your Challenge Card to one of the placards posted around the classroom. Discuss the ques tions on the card, using your reading and the placard to help you. Then, answer the two questions for each Challenge Card in your notebook.

3. Make sure your writing clearly and concisely states your opinion—this assignment is meant to challenge your analytical skills.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Early Humanity 2

PROCESSING

Using Questions and Evaluating Sources

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Early Humanity 3

Question 1: Question 2: Question 3: Read Investigating Primary Sources, What Can Artifacts Tell Us About Social Structure in Mohenjo-daro?, in the Student Text. Use the primary sources in the reading and reliable sources from the internet or books to answer the questions. For each source, consider if it helps answer the question and why it was created.

Use the evidence you gathered to make a claim to this question: What can artifacts tell us about social structure in Mohenjo-daro?

INVESTIGATING PRIMARY SOURCES

Claim: Constructing an Argument Create an argument to answer the question: What can artifacts tell us about social structure in Mohenjo-daro? Your argument should: • clearly state your claim. • include evidence from multiple primary sources. • provide explanations for how the evidence supports the claim.

Think about what you know about the Indus valley civilization. What else do you want to learn about it? List some questions you have about this civilization.

Carefully watch name of

each video clip. Then, choose the

the religion it matches. Name the social, geographic, or cultural clues that help you determine the religion being practiced in each video. How have religions influenced human society? World Religions READING NOTES Vocabulary Terms As you complete the Reading Notes, use these terms in your answers. monotheism polytheism ideology Torah Jewish Diaspora apostles Resurrection Qur’an Sunnah Vedas dharma karma nirvana filial piety Mandate of Heaven Sections 1 to 6 Complete the following chart in your notebook. In each space, write two key ideas from the section. Religion Origins Developmentand Beliefs SpreadInfluenceand ConfucianismChristianityJudaismIslamHinduismBuddhism I NTERACTIVE STUDENT NOTEBOOK 4. Hinduism 5. Buddhism 6. Confucianism 1. Judaism 2. Christianity 3. Islam

I NTERACTIVE STUDENT NOTEBOOK

•

Responses should be entered into each of the seven spaces of the diagram. Create your Venn diagram by copying the one below. Make the circles large enough to fit on one sheet of paper. Create a diagram in your notebook like the one below. Complete the circles by recording the main ideas from each subsection in Section 7.

PROCESSING

Choose three world religions you studied in this lesson. Complete a Venn diagram to show the shared by all three religions similarities shared by two religions unique characteristics of each religion

•following:similarities

•

Inquiry: Foundations of World History

1. Describe at least one thing that you learned in this unit that connects to each theme.

2. Choose a historical event you enjoyed learning about in this unit.

3. Which themes can you find within that historical event? List at least three.

4. Let’s connect the event and themes to current events. What questions do you have about how early societies and civilizations, as well as the development of world religion, affect the world today? Write your most compelling question.

Inquiry: Foundations of World History 1

Theme Evidence in This Unit Interaction Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

Cultural

Political

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

READING NOTES

8. Write an argumentative essay to communicate your findings.

5. What are some supporting questions that can help you answer your compelling question? List one source where you might find the answer. Consider using books, encyclopedias, library databases, interviews, biographies, photographs, or newspaper stories. You should use a mix of primary and secondary sources. Supporting Question Source

6. Use the questions and possible sources to guide your research. Record information in a chart.

7. Create an argument to answer your compelling question. Outline your ideas to prepare to write an argumentative essay. Cite at least three pieces of evidence from your research. Make sure to use reasoning to support your argument.

Information Source Why is this source reliable?

INTERACTIVE STUDENT NOTEBOOK Institute Inquiry: Foundations of World History 2

As you complete the Reading Notes, use these terms in your answers.

Why did the first empires decline, and how did new empires rise to take their place?

1.history.What might have caused the classical civilizations of China, Rome, and India to decline?

3. Where might new civilizations and empires have emerged?

4. How might religion have played a role in the growth of empires?

Answer the following questions based on the maps and your understanding of

PREVIEW

Use the Student Text and Placard A to answer the following questions. Questions Answers A1 Which of the classical empires was the first to fail? A2 What factors contributed to the failure of this empire?

READING NOTES

Vocabulary Terms

Afro-Eurasia Orthodox Christianity Mesoamerica caliph Shi’a Sunni Sufis Dar al-Islam khan Pax Mongolica bubonic plague Crusades Section 1

2. What might have happened to these regions after those empires collapsed?

Expanding Interactions

5. How might the various regions of the world have grown increasingly connected?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 1

How did Rome’s system of choos ing political leaders contribute to the downfall of the Roman Empire?

C1 What protected the Gupta Empire from the White Huns in the northwest?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 2

B2 Why did the Roman Empire divide in two?

C2 What was the one simple reason for the fall of the Gupta Empire?

D1 Who united parts of central and west ern Europe in a kingdom known as the Holy Roman Empire?

Use the Student Text and Placard C to answer the following questions. Questions Answers

Use the Student Text and Placard B to answer the following questions. Questions Answers

Use the Student Text and Placard D to answer the following questions. Questions Answers

D2 Which great civilizations arose in Me soamerica?

F2 Why did Islam divide into two branch es, Shi’a and Sunni?

Use the Student Text and Placard G to answer the following questions. Questions Answers

G2 Why did Muslims have a positive at titude toward trade?

G1 How did Muslim rulers treat con quered peoples who were not Muslim?

Use the Student Text and Placard E to answer the following questions. Questions Answers

E2 What factors led to the success of Arab armies in conquering much of the Middle East and North Africa?

Use the Student Text and Placard H to answer the following questions. Questions Answers

H1 What were some characteristics of Muslim architecture? H2 What mathematical advances did Mus lim scholars make?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 3 Section 2

The origins of the Muslim Empire lie in the teachings of which spiritual leader?

Use the Student Text and Placard F to answer the following questions. Questions Answers

F1 What was Dar al-Islam?

J1 What skills did Genghis Khan have that made him a successful conqueror?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 4 Section 3

Use the Student Text and Placard K to answer the following questions. Questions Answers

K2 What impact did the Pax Mongolica have on trade?

L1 What effect did the bubonic plague have on the Mongol Empire? L2 Why was it harder for the four khan ates to rule after the Black Death?

Use the Student Text and Placard I to answer the following questions. Questions Answers

K1 How did the Mongols deal with the dif ferent customs and traditions of con quered peoples?

I2 How did the Mongols’ skills help Genghis Khan conquer so much terri tory? Use the Student Text and Placard J to answer the following questions. Questions Answers

J2 How did the size of the Mongol Empire compare to the Muslim and Roman empires at their peak?

Use the Student Text and Placard L to answer the following questions. Questions Answers

I1 Who managed to unite the nomadic Mongol tribes into a powerful fighting force?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 5 Section 4

Use the Student Text and Placard O to answer the following questions. Questions Answers

P1 How did devastating diseases like the bubonic plague spread from one region to another? P2 How did increased prosperity from trade and agriculture bring both ben efits and harm to the world?

O2 How did the camel saddle affect life in Afro-Eurasia?

Beginning in the 11th century, how did Christian and Muslim armies come into conflict?

Use the Student Text and Placard P to answer the following questions. Questions Answers

M1 What areas of the world did the Silk Road connect? M2 Which trade network supplied two thirds of the world’s gold and support ed the powerful kingdoms of Ghana, Mali, and Songhai?

Use the Student Text and Placard M to answer the following questions. Questions Answers

Use the Student Text and Placard N to answer the following questions. Questions Answers

N1 What effect did exchange networks and the growth of empires have on religion? N2

O1 How did mathematical ideas travel through exchange networks?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Expanding Interactions 6 PROCESSING Write four journal entries about different events that you experienced during your Usetravels.information you gathered from the reading and the Placards to develop your journal entries. Your journals should contain: • a title and date • a narrative written from the perspective of someone who lived during the period • three to five details based on your reading or the Placards Journal Entry 1: Journal Entry 2: Journal Entry 3: Journal Entry 4:

As you complete the Reading Notes, use these terms in your answers. Magna Carta bubonic plague habeas corpus Hundred Years’ War Model Parliament heretic 1. What changes did Henry II make to the English legal system and how did these changes affect feudalism?

Feudalism

READINGPREVIEWNOTES

Vocabulary

The Decline

On another sheet of paper, describe an event that you believe has changed the way you live, and explain how that event changed your life. Section 1

How did events in Europe contribute to the decline of feudalism and the rise of democratic thought? Terms

2. What changes did Magna Carta promise to bring about in English government? of

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 1

4. Create at least three sentences using the cause-and-effect diagram below. In the “Political Events” box, list at least three key political developments in medieval Europe. Then, complete the sentences by writing what each development led to in the box to the right. Political Events led to Decline of Feudalism and Rise of Democratic Thought

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 2 3. What was the Model Parliament, and why was it created?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 3 Section 2

ENGLAND GERMANY SPAIN ITALY EGYPTASIA MINOR NORTH AFRICA PENINSULAARABIAN INDIA CHINA FRANCE Mediterranean SeaBlackSeReSeada N S WE SN EW 0 1,0 00 2,0 00 kilometersEc0kert III Projection1,000 2,0 00 miles Spread of plague SpreadMW_ISN_05_RN-1.epsoftheBubonic Plague The plague

The

1. It traveled along trade routes to It was carried on a ship to It spread north and west to 2. 3. 4. On the map below, write the numbers from the boxes in the plague diagram in the correct locations to illustrate the spread of the bubonic plague. Spread of the Plague in the 14th Century probably originated in Central Asia.

1. Write the names of places in the diagram below to describe how the bubonic plague spread in the 14th century.

4. List examples of how the outbreak of the bubonic plague in Europe contrib uted to the decline of feudalism and the rise of democratic thought.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 4

2. Why was the plague called the “Black Death”? What were some of the common symptoms?

3. How did people become infected with the plague?

4. List examples of how the outbreak of war in Europe contributed to the decline of feudalism and the rise of democratic thought.

2. Why were the English able to defeat the French in early battles, such as the one at Crécy?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 5 Section 3

1. How did the Hundred Years’ War start?

3. Who was Joan of Arc? What did she do for the French during the Hundred Years’ War?

Check that your writing is free of misspellings and grammatical errors.

PROCESSING

• explaining how the event affected that person’s life.

• predicting how the decline of feudalism will affect that person’s role in medieval society.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Decline of Feudalism 6

The figures below represent three individuals from medieval Europe—a noble, a peasant, and a king. Draw expressions on each face to show how he might have felt about events that led to feudalism’s decline. Then, fill in each thought bubble by • describing an event leading to the decline of feudalism from that person’s perspective (include thoughts, feelings, and observations).

•

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 1

The Byzantine Empire PREVIEW

How did the Byzantine Empire develop and form its own distinctive church?

• •

Traders came from various regions of the world, such as Africa, the Middle East, and Western Europe. Various goods were traded, such as gold, spices, and silk. Many traders came to Constantinople to trade. Traders traveled to Constantinople by land and water routes. Traders brought new products back to their homelands after trading in Constantinople.

• •

How do you think your experience exchanging paper tokens may be similar to trading goods in Constantinople? Examine the map your teacher is projecting. For each item in the first column of the chart, make an entry in the second column that connects your experience in the trading activity to history.

• •

•

Historical Connection Classroom Experience

2. Suppose that you are a trader visiting Constantinople for the first time. On the left side of the postcard below, write a few sentences to a friend back home describing what you see as you walk through the city’s streets. On the right side, address your postcard to a friend in a faraway land selected from the map in this section of the Student Text. 1

Constantinople Eastern Orthodox Church Byzantine Empire patriarch

Section

1. What about Constantinople’s location made it an ideal capital of the Byzantine Empire?

As you complete the Reading Notes, use these terms in your answers.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 2 READING NOTES Vocabulary Terms

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 3

2. What were some of the improvements made to Constantinople as a result of Justinian’s public works projects?

1. What event forced Justinian I to start rebuilding parts of Constantinople?

3. Why was Justinian’s Code significant?

Section 2

Section 3

This is a Byzantine icon of Jesus. He is holding a Gospel.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 4

1. Describe the relationship between religion and government in the Byzantine Empire.

2. For each image below, circle at least two details that illustrate aspects of Eastern Orthodox beliefs. Then, draw a line from each detail and explain how it is important to Eastern Orthodox faith.

In this altar icon, saints Cyril and Methodius hold a document with Cyrillic letters.

Three major disagreements contributed to a complete split in the Christian Church by 1054. Fill in the chart below with details of those three events and how they led to the East-West Schism. Event That Led to the Disagreement Result of Disagreementthe 730 C.E.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 5

Section 4 Date InvolvedPeople

800 1054C.E.C.E.

•

In the space below, create a real-estate advertisement to encourage people to move to Constantinople after the schism of 1054. Your advertisement must include the following elements: a memorable slogan a map that shows the location of Constantinople information about the city’s geography, government, religion, and daily life four visuals that represent key ideas in the written information extra creative touches that make the advertisement look authentic writing that is free from spelling and grammatical errors

•

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Byzantine Empire 6 PROCESSING

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 1

The Political

Suppose that you had to choose someone, like a friend or relative, to make decisions for you. This person might need to make decisions about important issues, such as your finances or your future. Which of these people would you trust most to make decisions for you?

Which method of selecting officials led to the best leaders for China? Development of Imperial China

• someone who is from another country • someone who is rich • someone who is considered an excellent student

Explain the reasons for your choice in the space below.

PREVIEW

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 2 READING NOTES Vocabulary Terms

As you complete the Reading Notes, use these terms in your answers.

1. According to the Mandate of Heaven, when can people overthrow the emperor?

2. What is a bureaucracy? What happened when the bureaucracy in China became corrupt?

3. What happened to China when the Han dynasty lost the Mandate of Heaven? Who reunited China?

4. Draw a simple symbol for the term or concept you believe is the most important from this section. Include a label for your symbol.

emperor warlord imperial aristocracy dynasty civil service examination bureaucracy meritocracy Section 1

Section 2

2. The examination for scholar-officials was mainly based on what body of knowledge?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 3

3. During the Tang dynasty, why did aristocrats continue to hold most government offices?

1. Who were scholar-officials?

4. Draw a simple symbol for the term or concept you believe is the most important from this section. Include a label for your symbol.

2. How did the process of becoming a government official change during the Song period?

3. Why did people in medieval China want government jobs?

1. According to emperors and scholars, knowledge of the ideas of Confucius would produce what type of government official?

Section 3

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 4

4. Draw a simple symbol for the term or concept you believe is the most important from this section. Include a label for your symbol.

2. Whom did Kublai Khan choose to fill important government positions?

4. Draw a simple symbol for the term or concept you believe is the most important from this section. Include a label for your symbol.

3. What happened to Chinese scholars under Mongol rule?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 5 Section 4

1. Why did Kublai Khan end the system of civil service exams?

After reading this section, complete the T-chart below by adding at least three details that support the statements in each column.

Hiring Scholar-Officials Helped China Hiring Scholar-Officials Hurt China

For example, if you choose Foreigners, you might draw a heart on the person’s chest. Then you might write, “I feel loyalty to my emperor Kublai Khan, not to the Chinese people.”

PROCESSING

Based on the activity and reading, determine which method of selecting Chinese officials you think led to the best leaders. On a separate sheet of paper, create a sensory figure for that type of official (Aristocrat, Foreigner, or Scholar) that shows what makes them good leaders.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 6 Section 5

A sensory figure is a simple drawing of a figure with labels giving at least four statements of what that person might be seeing, hearing, saying, feeling, or doing.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 7 Text INVESTIGATING

Question 1: Question 2: Question 3: Read Investigating Primary Sources, What Was It Like to Take a Civil Servant Examination?, in the Student Text. Use the primary sources in the reading and reliable sources from the Internet or books to answer the questions. For each source, consider if it helps answer the question and why it was created.

Answer 1: AnswerSource: 2: AnswerSource: 3: UseSource:theevidence you gathered to make a claim to this question: What was it like to take a civil servant examination? Claim:

Using Questions and Evaluating Sources

Think about what you know about the civil service examinations. What else do you want to learn about what it was like to take these tests? List some questions you have.

PRIMARY SOURCES

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Political Development of Imperial 8

• clearly state your claim.

Use this rubric to evaluate your argument. Make changes as needed.

The claim clearly answers the question. The argument uses evidence from two or more primary sources that strongly support the claim. The explanations accurately connect to the evidence and claim.

Create an argument to answer the question: What was it like to take a civil servant examination? Your argument should:

• provide explanations for how the evidence supports the claim.

The claim answers the question. The argument uses evidence from one or more pri mary sources that support the claim. Some of the explanations connect to the evidence and claim.

Constructing an Argument

Score Description 3

The claim fails to answer the question. The argument lacks evidence from primary sources. Explanations are missing or are unrelated to the evidence and claim.

• include evidence from multiple sources.

What factor or factors did you consider as you ranked these items?

Scenario 1: You live in a hot climate where food spoils easily. Re-rank the items based on this scenario. Did your rankings change? Why or why not?

Scenario 2: You live in a cold climate where you need shelter and warm clothing. Re-rank the items based on this scenario. Did your rankings change again? Why or why not? To what extent did trans-Saharan trade lead to Ghana’s wealth and success? PREVIEW

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 1

Ghana: A West African Trading Empire

You are traveling to Ghana with a few cattle to trade. In the Original Rank column in the chart below, rank the trade items from 1 to 5, with 1 indicating the item you want the most and 5 indicating the item you want the least.

Trade Items Original Rank Scenario 1 Rank Scenario 2 Rank two ounces of gold one pound of salt a bundle of wool several hides of leather two sacks of grain

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 2 READING NOTES Vocabulary Terms

Why?

trans-SaharanmatrilinealGhana trade Section 1 1.

As you complete the Reading Notes, use these terms in your answers. Write three statements to describe Ghana’s king. c.b.a. What two groups helped the king govern? How? Who would inherit the throne after a king died?

2. Why was travel across the Sahara challenging?

1. Around the camel, draw or list three products a North African trader might bring to trade in West Africa. Around the Wangaran’s basket, draw or list three products the people of the southern forest areas might bring to trade with the North African traders.

3. What two factors led to the growth of trans-Saharan trade?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 3 Section 2

2. How did the gold-salt trade benefit Ghana?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 4 Section 3

1. Fill in the chart below with details about the gold-salt trade in West Africa. Gold Salt Why it cameWhereWest Africansvaluablewastoitfrom

2. What were two advantages of the silent-barter system?

1. Fill in the speech bubbles for the Wangaran gold miner and the North African trader. Have each explain what he does during silent bartering. Wangaran gold miner North African trader

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 5 Section 4

PROCESSING

List and describe two reasons why the kingdom of Ghana declined.

King of African trader

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Ghana: A West African Trading Empire 6 Section 5

In the speech bubble for each figure below, write two sentences that the figure might say. The sentences should explain how that figure benefited from trans-Saharan trade.

GhanaNorth

Wangaran gold miner

Think of important achievements or advances of the last 50 years. Consider achievements in such areas as science, technology, the arts, and communication. In the space below, do the following:

Vocabulary Terms

of the

were the

• Near each symbol, write a sentence that answers this question: Do you think this achievement will still be used by people 500 to 1,000 years from now? Why or why not?

stele dialect suspension bridge PREVIEW

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 1

• Draw a symbol for at least two of these achievements.

Achievements

• Label each symbol with the name of the achievement it represents.

READING NOTES

As you complete the Reading Notes, use these terms in your answers. solar year glyph pictograph trephination

What significant achievements Maya, Aztecs, and Incas? of the Maya, Aztecs, and Incas

Placard

I NTERACTIVE STUDENT NOTEBOOK

Examine the materials at each station, and identify four artifacts related to the Maya civilization. Then create a log of the artifacts in the museum basement by writing the arti fact letter, the placard letter, a label for each artifact, and a description in the table below. Letter Letter Artifact Label Artifact Description

Science and technology: Arts and Languagearchitecture:andwriting:

Section 1 Artifact

Part 1: Maya Achievements

If you are doing the activity, complete all questions in the the Reading Notes. (Note: If you are not doing the activity, skip Part 2 for each section.)

Part 2: Maya Artifacts

Read Section 1 and record at least two examples of Maya achievements in each area listed below. Explain why the examples you chose were significant.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 3

Examine the materials at each station, and identify four artifacts related to the Aztec civilization. Then create a log of the artifacts in the museum basement by writing the artifact letter, the placard letter, a label for each artifact, and a descrip tion in the table below. Letter Letter Artifact Label Artifact Description

Artifact

Read Section 2 and record at least two examples of Aztec achievements in each area listed below. Explain why the examples you chose were significant.

Part 1: Aztec Achievements

Science and technology: Arts and Languagearchitecture:andwriting: Part 2: Aztec Artifacts

Section 2

Placard

Section 3

Read Section 3 and record at least two examples of Incan achievements in each area listed below. Explain why the examples you chose were significant.

Science and technology: Arts and Languagearchitecture:andwriting: Part 2: Incan Artifacts

Part 1: Incan Achievements

Artifact

Artifact Letter Placard

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 4

Examine the materials at each station, and identify four artifacts related to the Incan civilization. Then create a log of the artifacts in the museum basement by writing the artifact letter, the placard letter, a label for each artifact, and a descrip tion in the table below. Letter Label Artifact Description

In the space below, design and create a planning sketch for a mosaic about Maya, Aztec, and Incan achievements for your museum’s courtyard. A mosaic is made of odd-shaped fragments, often colored tile or glass. Your mosaic should have at least nine sections—three for each civilization—which you can make from oddshaped pieces of construction paper or other similar materials fitted together. Each segment should include the following:

• a creative and colorful visual symbol to represent one of the important achievements of the Maya, Aztecs, or Incas.

PROCESSING

• color-coding to identify the civilization responsible for the achievement. Achievements for the same civilization should be coded the same color. Then, attach your final mosaic design on the next page.

• a short label that identifies the achievement.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 5

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 6

Mosaic of Achievements

TouristScientistHistorian

READING FURTHER

Objections to Signing Up for the Trip

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 7

Preparing to Write: Categorizing Information

Now list two objections each type of visitor might have to signing up for the trip. For example, a tourist might say it is too dangerous for his or her children.

Reasons to Sign Up for the Trip

Suppose you are a tour guide. You want to take a group to Peru to watch the rebuilding of the Apurimac rope bridge. The chart below lists the types of visitors you want to attract. For each type, list two reasons why he or she might want to sign up for the trip. For example, a scientist might go to learn how the bridge is made.

The paragraphs lack a topic sentence. The first paragraph lacks convincing reasons why the person should join the trip. The second paragraph lacks arguments against the objections. There are many spelling or grammar errors.

Writing Persuasive Paragraphs

The paragraphs have a topic sentence. The first paragraph presents reasons why the person should join the trip. The second paragraph offers arguments against the objections. There are some spelling or grammatical errors.

Choose one type of visitor from the charts on the previous page. Write two paragraphs to persuade this person to join your tour. In the first paragraph, give reasons why the person should make the trip. In the second paragraph, offer arguments against the person’s objections. Use the completed charts to help you. Be persuasive. Start your paragraphs with a strong, interesting topic sentence.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Achievements of the Maya, Aztecs, and Incas 8

Use this rubric to evaluate your paragraphs. Make changes to your paragraphs if you need to. Score Description 3 The paragraphs have a strong topic sentence. The first paragraph presents convincing reasons why the person should join the trip. The second paragraph offers clear arguments against the objections. There are no spelling or grammar errors.

2. Choose a historical event you enjoyed learning about in this unit.

READING

4. Let’s connect the event and themes to current events. What questions do you have about how the world before 1750 affects the world today? Write your most compelling question. NOTES

3. Which themes can you find within that historical event? List at least three.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

Theme

1. Describe at least one thing that you learned in this unit that connects to each theme. Evidence in This Unit Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

Cultural Interaction Political

Inquiry: The World Before 1750 1 Inquiry: The World Before 1750

Information Source Why is this source reliable?

8. Post on an online discussion forum to communicate your findings

6. Use the questions and possible sources to guide your research. Record information in a chart.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

7. Create an argument to answer your compelling question. Outline your ideas to prepare to write a post for an online discussion forum. Cite at least three pieces of evidence from your research. Make sure to use reasoning to support your argument.

Inquiry: The World Before 1750 2

EconomicCulturalMilitaryPoliticalSocial

confederacyinflationjanissaries absolutismrevolutiongunpowder divine right Section Sections12 to 4 Factor (Name of Dynasty), (Time Period They Were in Power)

READING NOTES Terms

4. What is one invention or technology that you feel changed your life? Why? How? Draw a simple illustration demonstrating how this invention or technology impacted you. How did gunpowder play a role in the development of empires?

2. What was the first weapon specifically de signed for the use of gunpowder? How did this weapon evolve over time?

As you complete the Reading Notes, use these terms in your answers.

3. How did the Mongols facilitate the spread of gunpowder?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Gunpowder Empires 1

1. Historically, what are the four great Chinese inventions?

3. Explain at least two different factors (military, cultural, political, economic, or social) that led to the decline of the dynasty/empire.

1. How was gunpowder initially discovered?

2. What role did gunpowder play in the expan sion and rule of the dynasty/empire?

PREVIEW

2. What is the origin of fireworks?

3. Why was the development of gunpowder and advanced weaponry so significant?

The Gunpowder Empires

Vocabulary

1. For Sections 2 to 4, copy and fill out this chart. There will be one chart per section, three charts total. For each factor in the matrix, in clude at least two pieces of evidence that show how that factor helped the dynasty/empire rise and thrive.

Section 5

2. What role did gunpowder play in the forma tion of absolute rule in Europe?

1. What is one of the possible ways that gun powder was introduced to Europe?

• tell the empire one way you believe it can be stronger. Explain your reasoning with evi dence from the Student Text.

Now, imagine you are an advisor to the stron gest empire. Write a letter to this empire offer ing your professional advice. In this letter: • provide three reasons why you believe it is the strongest empire. Explain your reasoning with evidence from the Student Text.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Gunpowder Empires 2

PROCESSING

After reading this lesson, which empire do you think was the strongest? Why or why not?

• ask the empire three questions that you have about their government, military, culture, economics, or decline.

Expansion and Isolationism in Eurasia

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Expansion and Isolationism in Eurasia 1 PREVIEW

An empire is a major political unit having a territory of great area. The term is derived from the Latin imperium, meaning power and authority. An empire has politico-military control over a number of territories of different peoples who are culturally and ethnically distinct from the imperial ruling group. A single sovereign authority, such as a monarch, sultan, or emperor, rules over the economic and social lives of the empire’s peoples. Terms

EconomicCulturalMilitaryPoliticalSocial

civil samuraidaimyotributedespotservice czarboyarshaikukabukishogun Mandate of Heaven Sections 1 to 3 Factor (Name of Dynasty), (Time Period They Were in Power)

Vocabulary

READING NOTES

What role did expansionist and isolationist policies play in the empire? Explain at least two different factors (military, cultural, political, economic, or social) that led to the decline of the empire.

Rewrite the definition above in easy to understand, everyday language. How did approaches to cultural interaction shape empires in Eurasia?

As you complete the Reading Notes, use these terms in your answers.

For Sections 1 to 3, copy and fill out this chart. There will be one chart per each section, three charts total. For each factor in the matrix, include at least two pieces of evidence that show how that factor helped the dynasty/empire rise and thrive. Then answer the questions that follow.

A eulogy is a speech or written work that praises a person or thing, especially a deceased person. Decide which empire in this lesson you think was the most impressive. Create a eulogy praising that empire. Use the model below to spark your thinking. Your eulogy must:

What a mighty empire you were indeed! You built your powerful empire by… And your strength continued to grow because… Your people were honored to live in your splendid empire Butbecause…alas,you tragically declined due to…

• contain references to how each of the five types of factors (military, cultural, political, economic, and social) helped the empire rise and thrive.

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Expansion and Isolationism in Eurasia 2

The Glory of the Empire Will Never Be Forgotten

• sorrowfully explain two reasons why the empire declined.

PROCESSING

• include at least one illustration and other appropriate decorative touches.

• contain correct spelling and grammar. Type or write your final draft neatly in ink.

• Include evidence from multiple sources. Provide explanation for how the sources support the claim.

Examine the four primary sources in the reading, and write down evidence from each source that helps answer this question.

Use the evidence you gathered to make a claim to the question: How did the policies of the Tokugawa change life in Feudal Japan?

Consider this question: How did the policies of the Tokugawa change life in Feudal Japan?

I NTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Expansion and Isolationism in Eurasia 3 INVESTIGATING PRIMARY SOURCES

Claim: Constructing an Argument Create an argument to answer the question: How did the policies of the Tokugawa change life in Feudal Japan?

Identifying Evidence

Evidence Primary Source 1 Primary Source 2 Primary Source 3 Primary Source 4

• Clearly state your claim.

•

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

Read the Introduction in the Student Text. Then, answer these questions in your notebook:

• How is the Internet Revolution similar to the print revolution in the 15th century? 1

ProtestanthumanismReformationRenaissance Counter-ReformationScientificEnlightenmentRevolution

• Martin Luther • John Calvin • Pope Leo X • Henry VIII 3. Copy the spoke diagram below. Next to each line, write a step the Catholic Church took to reform and renew itself.

The

Section

Luther’s SolutionsProblems in the Church Counter Reformation Section 2

2. For each person below, answer these questions: Who was he? How did he impact the Reformation?

1. What does renaissance mean? Why is it used to describe this period?

What ideas transformed Europe in the early modern era?

2. List five reasons why the Renaissance originated in Italy.

As you complete the Reading Notes, use these terms in your answers.

a. Dante c. Petrarch e. da Vinci b. Raphael d. Erasmus f. Shakespeare

Transformations in Europe 1

3. Complete this statement from the perspec tive of each of the people listed below: “My name is ________. I am most famous for ________. I exemplify the ideas of the Renaissance because _________.”

• What are some of the ways the print revolution transformed Europe?

1. Copy the flowchart below in your notebook. List the problems in the Catholic Church and the solutions Luther proposed.

Vocabulary Terms

4. How did the ideas of the Renaissance transform Europe?

READINGPREVIEWNOTES

• How did Gutenberg’s press revolutionize the way books were made?

Transformations in Europe

• three pictures the thinker is tagged in.

2. Complete this statement from the perspective of each of the people listed below: “My name is ________. I am most famous for ________. I exemplify the ideas of the Enlightenment because _________.” a. Hobbes d. Montesquieu b. Locke e. Voltaire c. Smith f. Rousseau

2. Copy the flowchart below in your notebook. In each box, explain how the thinker advanced scientific understanding.

4. How did the ideas of the Scientific Revolution transform Europe? 1. Explain how each of the following inspired Enlightenment thinkers:

3. Identify four ways the Enlightenment transformed Europe. Circle the two effects you think are the most important and explain why for each. Section 4 Section 3 NewtonGalileoCopernicus

Create a mock Facebook page for one European thinker from the Renaissance, Reformation, Scientific Revolution, or Enlightenment. Your page must have at least • three pieces of biographical information (such as birth date, country of residence, and education).

• three friends or family of the thinker.

• the Renaissance • the Reformation • the Scientific Revolution

• classical Greece and Rome

INTERACTIVE STUDENT NOTEBOOK

1. What factors promoted the growth of science in the 1500s?

• one status update that reveals the thinker’s personality. • one status update that refers to the thinker’s achievements.

• one status update that shows how the thinker’s ideas transformed Europe.

• one event the thinker is hosting.

Remember: The content of your page is more important than the layout! Be prepared to share your finished mock Facebook page with the class.

PROCESSING

3. Describe the scientific method. How did Des cartes and Bacon contribute to its development?

• three appropriate comments, posts, and likes from other European thinkers. Design your mock Facebook page to simulate the layout and feel of a real Facebook page. You may use presentation, publishing, or word processing software, or a free online Facebook simulator, to create your page. Or you can create your page on paper.

Toward a Global Economy

Vocabulary Terms

As you read Sections 1 through 5, summarize your reading by creating a note-taking outline. Your outline should include

• a roman numeral (I–IV) for each section title.

• an uppercase letter (A–D) for each subhead.

Carefully watch the Preview and be ready to answer the following questions:

READING NOTES

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Toward a Global Economy 1

As you complete the Reading Notes, use these terms in your answers.

b. What does that tell us about Europeans’ knowledge about the world then?

2. a. In the 1550 map, why are the labels and images upside down north of the equator?

3. a. In the early 1700s map, how did the mapmaker show that Europeans had explored much of the world?

PREVIEW

indentured servitude Treaty of triangularGreatconquistadorsTordesillasDyingtrade

1. a. What is missing from the 1489 map?

CommercialExchangeRevolution

Sections 1 to 5

What factors led to European dominance in the emergence of the first Global Age?

• numbers for the main ideas under each sub Followhead.the model shown on the next page.

b. How did the mapmaker show that certain parts of the world were still unknown to him?

Columbianmestizos

b. Which parts of the world were still unknown to Europeans?

PROCESSING

tradesugarMiddlemercantilismGreatconquistadorsChristianitycaravelDyingPassage

INTERACTIVE STUDENT NOTEBOOK

Review this list of nine factors that contributed to European dominance world during the first global age. Rank these factors in order of importance. Then, explain why you gave each factor its ranking.

in the

Model outline I. Economic and Political Changes in Europe A. Trade Connects Southern and Northern Europe 1. Trade in the south. . . 2. Trade in the north. . . 3. They came together when . . . B. National States Arise 1. One advantage . . . 2. Another advantage . . . II. Europeans Look Outward advanced weaponry

Cultural

1. Describe at least one thing that you learned in this unit that connects to each theme.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

2. Choose a historical event you enjoyed learning about in this unit.

3. Which themes can you find within that historical event? List at least three.

READING NOTES

Inquiry: The First Global Age 1 Inquiry: The First Global Age

Theme Evidence in This Unit Interaction Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

Political

4. Let’s connect the event and themes to current events. What questions do you have about how the first global era from 1400 to 1800 affects the world today? Write your most compelling question.

7. Create an argument to answer your compelling question. Outline your ideas to prepare to create a multimedia presentation. Cite at least three pieces of evidence from your research. Make sure to use reasoning to support your argument.

Supporting Question Source

6. Use the questions and possible sources to guide your research. Record information in a chart.

Information Source Why is this source reliable?

INTERACTIVE STUDENT NOTEBOOK Teachers’ Curriculum Institute Inquiry: The First Global Age 2

8. Prepare a multimedia presentation to communicate your findings.

Vocabulary Terms

3. What is the relationship between natural law and human laws?

4. Copy the timeline below. Complete the timeline with at least five key events of the American Revolution.

Haitian DeclarationconstitutionalRevolutionmonarchyofIndependence

READING NOTES

1. Why did the British pass the Stamp Act in 1765? How did colonists react?

Thomas Hobbes

Ba1775ttles

2. How did ancient Greek and Roman philoso phy inspire the Enlightenment?

Revolutions and Their Legacies

PREVIEW

2. Why did the colonists find the Intolerable Acts so threatening?

2. What were some of the major aims of the revolutions of the late 18th century?

John

3. What was the purpose of the First Continental Congress?

As you complete the Reading Notes, use these terms in your answers.

4. Describe each philosopher’s idea of the so cial contract.

English Bill of Rights Common Sense

1. By the mid-1700s, what type of major social change was about to occur?

3. What challenges did revolutionaries face during this period?

Watch the audio slideshow. Then answer the following questions.

Section 1 Section 3 Section 2

1. Describe the political situation in Europe when the Enlightenment began and the influence of religion on government.

1. What is a constitutional monarchy? Where and when was the first constitutional mon archy established?

Political

Philosopher Social Contract

How were political revolutions during the 1700s and 1800s similar and different?

ofTreatyParis1783

2. How did the English Bill of Rights affect the rights of the monarch and Parliament?

3. By banning Catholics from inheriting the throne, how did the English Bill of Rights challenge the divine right of kings? of andLexingtonConcord

RousseauJean-JacquesLocke

Reign of Terror Great NapoleonicCompromiseCode

3. Copy this flowchart. In each box, list the most significant changes of each stage of the French Revolution.

1. How did the French colony of SaintDomingue become the first black republic in modern history?

4. How did Brazil’s path to independence differ from that taken by other South American countries?

PROCESSING

• posts from three supporters of the event that describe what is happening from their point of view

• the fall of the Bastille • the execution of Louis XVI • Napoleon’s coup d’état

Your feed should include:

Section 4

5. What were the major issues and solutions reached at the Constitutional Convention? Copy this chart and complete it. Issues Solutions

1. How were the French people divided socially in the 1700s?

• José de San Martín • Simón Bolívar • Miguel Hidalgo

Create a related hashtag, and design your feed to simulate the layout and feel of an actual feed on social media. Use your preferred social media platform or app as the basis for your feed.

You may use presentation, publishing, word processing software, or a free online social media simulator to create your page.

3. Explain how each of the following leaders contributed to the independence of their •countries:Toussaint L’Ouverture

2. Why did Louis XVI’s decision to summon the Estates-General prove disastrous for the monarchy?

• three posts from a leader of the event that reflect the leader’s personality and accomplishments

Create a mock social media feed based around a hashtag for one of these events in the French Revolution:

4. How did the French Revolution inspire events elsewhere in Europe?

Section 5

• three appropriate posts from other European leaders in reaction to the events in France

AssemblyNational ConventionThe Napoleon

Each post should clearly communicate the poster’s message. Also, create a profile picture for each poster.

2. How did Napoleon’s invasion and occupa tion of Spain affect the Spanish colonies in South America?

• posts from three opponents of the event that describe what is happening from their point of view

1. List the factors that allowed Britain to be come the first nation to industrialize.

3. Why do you think the steam engine was so crucial to the Industrial Revolution?

The

Bessemer process domestic system factory system mass production enclosure monopoly

2. Why do scholars hesitate to call this period of industrialization a “revolution”?

As you complete the Reading Notes, use these terms in your productivityanswers. interchangeable parts

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Industrial Revolution 1

Section

READING NOTES

1. Why did the Newcomen engine not work efficiently? How did James Watt solve this problem?

Read the Introduction in the Student Text. Then, answer the following questions.

Vocabulary Terms

3. Describe the resources and transportation system in Great Britain. Create the matrix below. For each country, list one similarity and one difference between their experience with industrialization and that of Great Britain. Similarity to Great Britain BritainfromDifferenceGreat UnitedBelgiumFranceStatesGermanyJapan 1 2

2. Write a one-sentence summary of how the textile industry in Great Britain changed throughout the 1700s.

PREVIEW What was so revolutionary about the Industrial Revolution? Industrial Revolution

PROCESSING

4. Explain the role of banking and big busi ness in the Industrial Revolution.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Industrial Revolution 2

1. Create a T-chart comparing the domestic system and the factory system. 2. Complete this statement from the perspec tive of each of the people listed below: “I feel _______ about the Industrial Revolu tion because ____________.” a) factory owner c) consumer b) factory worker 3. Complete an illustrated flowchart like the one below. For each agricultural change, draw a simple illustration and write a cap tion explaining the effect of the change you illustrated.

Create a poster advertising one significant in novation from the Industrial Revolution. Your poster should include: • an illustration or image of the innovation or product.

• 3-5 key aspects about the innovation that contribute to its significance. • a one-sentence explanation as to why one should purchase or use this innovation. machinesnew methodsnew movementenclosure

Section 3

• How are the pictures on the left different from those on the right?

Vocabulary Terms

PREVIEW What impacts did the Industrial Revolution have on society and the environment?

• If you were the artist, what title might you give this work?

3. Explain why Adam Smith would support a laissez-faire economic policy.

2. What was the impact of child labor laws?

As you complete the Reading Notes, use these terms in your answers. sweatshop child labor urbanization labor unions strike socialism collective bargaining laissez-faire

Consequences of

1. List and describe three labor organizations in the United States during the Industrial Revolution.

Carefully examine the image your teacher projects. Then answer these questions in your notebook:

• What interesting details do you see in the top set of panels? The middle set of panels? The bottom set of panels?

1. Provide three examples why working con ditions in the factories were so poor.

3. Explain the conditions in tenements. How is urbanization related to the creation of tenements?

Industrialization

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Consequences of Industrialization 1

2. In your notebook, create the cause/effect diagrams below. For each phenomenon, summarize two causes and two effects described in the reading.

• For what purpose do you think this piece of art was created?

4. List one way you think government should have regulated big business in the 1800s. Section 1 Section 2 Strike Causes Effects UnionsLabor Causes Effects

READING NOTES

1. List two of the most significant environmental impacts as a result of industrialization.

Section

• be free of spelling or grammatical errors.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Consequences of Industrialization 2

Write a 1-2 page newspaper article from the viewpoint you were assigned during the art exhibition gallery walk and debate. Your article should • appeal to the biased opinions of your newspaper’s readers.

• refer specifically to at least three pieces of art from the exhibition as evidence.

• discuss at least one aspect of the Industrial Revolution for each of the following categories: industrial production changes, such as the factory system or the rise of big business social consequences, such as urbanization or the changing lives of workers and children political consequences, such as labor unions and government regulation

• have a strong thesis statement (argument) that answers this question: How accurately did the art exhibition represent the era of the Industrial Revolution?

2. How did industrialization lead to an age of imperialism? 3

5. What were the causes and consequences of the two major uprisings in China? Copy this chart and complete it. Cause Consequence

As you complete the Reading Notes, use these terms in your answers. centralized state liberal conservative zaibatsus Boxer Rebellion

Study the image and read the Introduction. Then answer the following questions.

READING NOTES

RebellionBoxerRebellionTaiping

1. Under Napoleon Bonaparte, what was encouraged for French society?

2. What happened as a result of France secur ing a settlement with Austria after Sardinia provoked Austria?

The Impact of Industrialization on Global Revolutions

3. Identify four significant changes that Meiji reformers made in Japan. Put a star next to the two reforms you think were the most important for Japan and explain why for each.

Section 1

Vocabulary Terms

4. How did Otto von Bismark want to unite Germany?

2. How did regions within the same nation function prior to the Industrial Revolution?

How did the Industrial Revolution create the conditions for global revolutions?

5. Why did Bismarck allow France to declare war? Why was this effect important?

3. What is nationalism?

3. Which country in particular adopted a national identity?

Section 2 PREVIEW

1. Who was Giuseppe Mazzini?

2. What did the ability to travel and the spread of print media allow for? Why is this significant?

2. What criticisms did Japanese people have about the shogun?

Section 3

1. What are some of the positive effects of the steam powered locomotives?

4. What was the immediate result of the “Opium Wars”?

3. What was the result of Giuseppe Garibaldi and his army of red-shirted volunteers?

1. How did the Japanese react to Matthew Perry’s successful mission in Japan?

• tweets from three opponents of the event, telling what is happening from their point of view.

• the reveal of the first steam engine

Create a Twitter feed for one of these revolutionary events:

• the arrival of Matthew Perry in Japan

• three appropriate tweets from other European leaders in reaction to the events.

• tweets from three supporters of the event, telling what is happening from their point of view.

• the arrival of Giuseppe Garibaldi in southern Italy

• profile pictures for all tweets. Design your mock Twitter page to simulate the layout and feel of a real Twitter page. You may use presen tation, publishing, or word processing software, or a free online Twitter simulator, to create your page.

Your page must have at least:

1 Primary Source 2 Primary Source 3 Primary Source 4

Create an argument to answer the question: Why did Mexico move toward revolution in the 1900s?

Evidence Primary

• Clearly state your claim.

• Include evidence from multiple sources.

• Provide explanation for how the sources support the claim.

Examine the four primary sources in the reading, and write down evidence from each source that helps answer this question. Source

Identifying Evidence

PRIMARY SOURCES

Use the evidence you gathered to make a claim to the question: Why did Mexico move toward revolution in the 1900s?

Claim: Constructing an Argument

Consider this question: Why did Mexico move toward revolution in the 1900s?

imperialism sphere of influence racist hegemony capital Monroe Doctrine Roosevelt Corollary Section 1

Classroom Activity Historical Connection After your class completes the Preview activity, follow your teacher’s instructions to complete the T-chart.

Imperialism Throughout the World

Vocabulary Terms

On a full-page in your notebook, draw a T-chart with the following headings:

PREVIEW

How did a few nations come to control so much of the globe?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Imperialism Throughout the World 1

As you complete the Reading Notes, use these terms in your answers.

READING NOTES

1. Sketch two simple cartoons that illustrate the difference between imperialism in the 16th–18th centuries and the new imperialism of the 19th and 20th centuries. Each cartoon should clearly demonstrate the different motives behind these two eras of imperialism and include a caption.

2. In your notebook, create a graphic organizer similar to the one below. In each box, summarize the role that factor played in bringing about the new imperialism.

New Imperialism

Industrialization Political/Social Cultural/Racist

• identify where the photo was taken; who the imperialist power was; who the colonial group was; what happened before, during, and after the photo was taken; and what imperial motives it reveals.

Create a photo essay of imperialism in this era. Find images on the internet that “tell the story” of worldwide imperialism during the late 19th and early 20th Yourcenturies.photo essay must

For Sections 2 to 4, complete the three-page matrix on Handout C: Snapshots of Imperialism. Section 5

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. Imperialism Throughout the World 2

• include one image from each of these regions: Asia, Africa, and Latin America (cite the source of the photo below it).

PROCESSING

• be professionally compiled using presentation software, such as PowerPoint, or a free online slideshow or video creator.

Death Infrastructure New Imperialism Westernization

Section 2 to 4

In your notebook, create a graphic organizer similar to the one below. (You may wish to combine this flowchart with the one you created for Section 1.) In each box, summarize the impact of imperialism.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute

Theme Evidence in This Unit Interaction Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

4. Let’s connect the event and themes to current events. What questions do you have about how political and economic revolutions in the 1700s, 1800s, and 1900s affect the world today? Write your most compelling question.

1. Describe at least one thing that you learned in this unit that connects to each theme.

2. Choose a historical event you enjoyed learning about in this unit.

The

Inquiry: The Age of Revolutions 1

READING NOTES

Political

Inquiry: Age of Revolutions

3. Which themes can you find within that historical event? List at least three.

Cultural

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Inquiry: The Age of Revolutions 2

Information Source Why is this source reliable?

8. Prepare a multimedia presentation to communicate your findings.

6. Use the questions and possible sources to guide your research. Record information in a chart.

PREVIEW

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Russian Revolution 1 What changes did the Russian Revolution bring about within Russia and in world affairs? The Russian Revolution

Examine the image below, and carefully read the background information. With a partner, brainstorm and then write five questions you could ask the class that would help them understand this image and how it might relate to the Russian Revolution.

4. Who was Nicholas II, and what problems did he face? Section introduction, “The Rise of Political Parties,” and “Marxism and Leninism”

1. What was life like for industrial workers in Russia in 1900?

Bloody Sunday communism civil liberties Section introduction and “The Beginnings of Unrest”

3. What reforms did Nicholas II agree to, and were they successful?

1. How were Russian czars different from most other rulers in Europe at this time?

“Revolutionary Movements” and “The Last Czars”

NOTES

4. How did Nicholas II attempt to keep control of Russia? Section 2 Section 1 READING

2. Describe the theory of Marxism.

“The Revolution of 1905” and “Reform, Repression, and Continued Unrest”

3. After Alexander II was assassinated in 1881, who succeeded him and what did he do?

4. How did peasants and nobles feel about emancipation?

2. What was life like for peasants and the middle class in Russia around 1900?

3. What did Marx believe would be the final stage of revolution?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. The Russian Revolution 2 Vocabulary Terms

4. How did Lenin’s views differ from Marx’s? What was the name of Lenin’s political party?

1. What led to the Revolution of 1905?

2. What different types of revolutionary movements existed in Russia in the late 1800s?

1. What reforms did Alexander II attempt, and what was the result?

3. Why did Czar Alexander II decide to liberate the serfs?

2. What were soviets, and what did they do?

As you complete the Reading Notes, use these terms in your answers.

1. What was war communism, and how did the peasants react to it?

2. What factors allowed the Bolsheviks to increase their power in Russia?

1. How did Russians feel about the Great War?

4. What was the “dual power” system that tried to rule Russia after the czar stepped down, and was it successful? “The October Revolution”

4. Do you think Lenin’s communist revolution was successful? Why or why not?

2. Identify and explain what happened to the first elected national assembly in Russia?

2. Describe the Red Terror.

1. After the October Revolution, what actions were taken by the Bolsheviks to try to keep control?

1. Why was Lenin unsuccessful in overthrowing the Provisional Government in April 1917?

3. How was the Provisional Government overthrown on October 25, 1917?

4. After the overthrow of the Provisional Government, what actions did the Congress of Soviets take? “Civil War”

3. What were the two sides called in the civil war? Which side did the United States support?

4. Who won the civil war? What was the name of the new country?

INTERACTIVE STUDENT NOTEBOOK

“War Communism and the Red Terror” and “New Policies and New Leadership”

3. What changes did the New Economic Policy institute?

3. How did Nicholas II react to the February Revolution? What actions did the Duma take?

Create a three-panel cartoon strip showing what life was like in Russia before, during, and after the Russian Revolution of 1917. Each panel should include a simple illustration depicting the time pe riod and a caption, thought bubbles, or speech bubbles. Use the following terms somewhere in your cartoon strip: civil liberties, Communist, revolution, Red Terror PROCESSING

Section 3

The Russian Revolution 3

Section introduction, “The February Revolution,” and “Dual Power”

2. Where did the February Revolution of 1917 begin, and how did it spread?

the Americas

Vocabulary Terms

As you complete the Reading Notes, use these terms in your answers. oligarchy unemployment insurance customs strike elite nationalize creditor Section 1 In your notebook, answer the following questions:

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Foreign Influences and Political Revolutions in the Americas 1

2. In 19th-century Latin America, what did conservatives and liberals have in common? How did they differ?

3. List five economic and social trends in 19th-century Latin America. Then explain why this group of trends might lead a nation toward revolution. For each one, briefly describe what you think the tension means. Then, give one specific example of how that tension might be seen in the world today.

The following tensions have been seen throughout many different historical eras: • conservative vs. liberal • elite vs. masses • peaceful change vs. violent change • dictatorship vs. democracy • nationalism vs. imperialism

Foreign Influences and Political

PREVIEW

What were the causes and effects of political unrest in Latin America in the 19th and 20th centuries? Revolutions in

1. Who were caudillos, and what was their effect on Latin America in the 1800s?

READING NOTES

PROCESSING

1. Quickly sketch a rough outline of Latin America, including Mexico, the Caribbean, and South America. (You may wish to trace a map from the atlas or print one from the internet.)

NicaraguaPanamaHaitiCuba

4. At the bottom of your map, write one paragraph explaining why this tension was most prevalent in 19th- and 20th-century Latin America. 3

Create an annotated map of Latin America. Follow these steps.

1. Copy the timeline below in your notebook. Title your timeline “The Mexican Revolution.” For each year, write a brief summary of a major event that occurred.

Copy the matrix below in your notebook. For each country, identify and explain a specific example of how one of the tensions affected the nation.

2. How did the Mexican Revolution affect other countries in Latin America?

3. Identify three ways the Great Depression affected Latin America.

Section 2

3. On your map, label three different countries where the tension you chose was present. Then write a short caption explaining how the tension played out in each country.

• conservative vs. liberal • elite vs. masses • peaceful change vs. violent change • dictatorship vs. democracy • nationalism vs. imperialism 1910 1911 1913 1914 1917 1920 1928 1938

Tension Example

Section

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Foreign Influences and Political Revolutions in the Americas 2

2. Decide which tension you feel was the most common in 19th- and 20th-century Latin America: conservative vs. liberal, elite vs. masses, peaceful change vs. violent change, dictatorship vs. democracy, or nationalism vs. imperialism.

When the correct locations are revealed, erase your answers (whether correct or not) and label your map in ink with the country names in the correct locations.

East

Persia Becomes Iran How did Reza Shah Pahlavi rule both as a reformer and as an autocrat?

As you complete the Reading Notes, use these terms in your answers. 1 2 1. Why was the Ottoman Empire at odds with the Safavid Empire?

How did European colonialism lay the groundwork for the emergence of the modern Middle East? the Middle

Vocabulary Terms

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. North Africa and the Middle East 1

PREVIEW

Play the Political Geography Game! As each country clue appears on screen, work with a part ner to identify the country on Handout: Map of North Africa and the Middle East. Write the country name lightly in pencil where you think the country is located.

READING NOTES

hajjplebiscitemillet vetoautocratsurname martialZionismlaw Section

Section

North Africa and

2. What was the significance of the Young Turks? The Birth of Turkey What reforms did Kemal Atatürk launch to modernize and westernize Turkey?

France and the Barbary States

How did Great Britain’s actions during World War I inspire the creation of the Wafd Party?

What were the causes and consequences of nationalist uprisings, such as the Druze revolt, in the French Mandate? The British Mandates

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. North Africa and the Middle East 2 Section 3 Section 4 Section 5 Section 6

How did Great Britain try to achieve balance between Arabs and Jews in Palestine, and how did its policies change over time? Iraq and Independence

How would you describe relations between the Saudi state and the West from World War I to World War II?

Syria and Lebanon

How did relations between Iraq and Great Britain change between World War I and World War II? The Kingdom of Saudi Arabia

How did the experiences of Algerians working in France and serving in the French military influ ence the nationalist movement in Algeria? The British in Egypt

• a strong concluding paragraph, with a brief summary of your main points, particularly in relation to the examples you provided.

LebanonAlgeriaEgyptIranIraqIsraelJordanLibyaSyriaTunisia

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute, Inc. North Africa and the Middle East 3 PROCESSING

How did European intervention in North Africa and the Middle East lead to tensions that con tinue to this day?

• two or three body paragraphs each developed around a concrete example of how European intervention led to tensions in the country you selected. For each paragraph, write a topic sentence and state ments with details that support your topic sentence.

• an introductory paragraph with a thesis statement, which is a sum mary of the main point you will make in your essay.

Choose one country from the list, and further research the lingering ef fects of European intervention in that country. Present your findings in a one-page essay that includes the following:

By the mid-1770s, this country was ruled directly by a British company. A British company held a monopoly over trade by the early 1700s. European involvement began with trade. Relying for centuries on tradition made this country vulnerable to Europeans. British victories in the Opium Wars forced the opening of more trading ports. Rulers were unable to resist European power. Rulers tried to limit the trading rights of Europeans. In the mid-1700s, a British company gained the right to collect taxes.

How did popular movements and nationalist ideas shape Asia in the 19th and 20th centuries?

PREVIEW

READING NOTES

Vocabulary Terms

Statement Country Statement Country

As you complete the Reading Notes, use these terms in your answers.

British Raj Indian Civil Service Indian National Congress Amritsar Massacre

Salt March Nanjing Decade Long March

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Revolution and War in Asia 1

Revolution and War in Asia

By the beginning of the 20th century, India and China had ceased to exist as independent, sovereign nations. The forces of imperialism had led Europeans to dominate India and China, but the growing forces of nationalism would soon transform these two nations along very different paths.

For each statement, write whether you think it applies to India, China, or both.

2. Why did partition lead to mass migration?

The British Raj 1. What role did the British monarchy play in India after 1857? India in World War I

3. Which new groups of people joined Gandhi on the second satyagraha?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Revolution and War in Asia 2 Section 1

Massacre at Amritsar

2. What would a British soldier have thought about the Indian rebels?

1. How did British leaders respond to news of the Amritsar Massacre?

Gandhi’s Satyagraha Movement

2. How did Indians respond to news of the Amritsar Massacre? Mohandas Gandhi

1. What would an Indian rebel in 1857 have thought about the British ruling his country?

1. How did Gandhi’s experiences in South Africa affect his later life in India?

1. What was the partition of India?

Section 2

2. What was the purpose of the Salt March, and how did it bring wider attention to Indian nationalism?

War, Partition, and Independence

The East India Company

1. What did Gandhi’s followers hope to achieve by engaging in civil disobedience?

1. Why would some Indians put their lives in danger for the British?

1. How did the British respond to Indian acts of civil disobedience in the early 1920s?

Resistance, Conflict, and Compromise

1. How did Sun Yat-sen respond to the Qing rulers’ resistance to modernizing China?

The Rise of Militarism in Japan

Nationalists Versus Communists

The Communists’ Struggle for Power

1. Who were the Boxers, and what was their goal?

2. How did people react after Yuan Shikai announced plans to make himself emperor?

The Rise of Mao Zedong

1. What was the relationship between militarism and nationalism in Japan?

1. How did the Long March both hurt and help Mao Zedong’s struggle for power?

1. After the death of Sun Yat-sen, how did Chiang Kai-shek unify the Nationalist Party, or KMT?

The Rise of the Republic of China

Section 5 Instability in the Qing Dynasty

1. How did China’s first president, Yuan Shikai, rule over China?

2. How did Western nations respond to the Boxers?

1. After he was expelled from the KMT, who supported Mao in his fight for a communist revolution?

The Republic’s Early Struggles

Japan Expands into Other Areas of Asia

1. Who were “comfort women”?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Revolution and War in Asia 3 Section 3 Section 4

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Revolution and War in Asia 4 PROCESSING

For each country, identify three actions taken by leaders that were important in shaping the country. Then write a brief paragraph for each action, using correct grammar, spelling, and punctuation, that explains why it was important for the country’s future. Use evidence to support your arguments.

What were the most important things that the leaders of India and China did to help shape the future of their nations?

READING NOTES

Vocabulary Terms

As you complete the Reading Notes, use these terms in your answers. fascism totalitarian corporatism coup d’etat republican Section Sections12 to 5

2. How did protectionist policies imposed during the Great Depression only worsen economic instability? In your notebook, answer the following questions for each section in the Student Text (Italy Under Mussolini, Hitler and Nazi Germany, The Spanish Civil War, and Stalin and the Soviet Union):

1. What was the Great Depression?

PREVIEW

2. Who was the primary leader who took power and what was the name of his political party?

5. What actions did the leader take to control the country?

4. In what ways, if any, did the leader appeal to the people?

1. What factors encouraged the development of a totalitarian government in this country?

The Rise of Fascism and Totalitarian States

Answer the following questions: What is art? How would you describe a “good” piece of art? In this lesson, you will examine two sets of art. After viewing the first set of art, answer these questions: Are these examples of “good” art? Why or why not? After viewing the second set of art, answer these questions: Are these examples of “good” art? Why or why not? Why might the leaders of Nazi Germany prefer this type of art over the “degenerate art” seen earlier?

What accounted for the rise of totalitarian states after World War I?

3. What methods did the leader use to take power?

Body Paragraph 2: Describe what life is really like under these totalitarian governments.

b. Structure your article this way:

PROCESSING

Body Paragraph 1: Explain what totalitarian governments in Europe want their citizens and foreigners to believe about their leaders and policies.

Body Paragraph 3: Explain what you think accounted for the rise of totalitarian states after World War I, including how the leaders of these states gained and kept their power.

Introduction: Provide a brief introduction to your experience attending the “International Fascist Art Exhibition.”

c. Create a drawing or cartoon that illustrates one of the main ideas of your article. d. Include references to and examples from all four countries studied in this lesson: Italy, Nazi Germany, Spain, and the Soviet Union.

Conclusion: Evaluate the rise of totalitarian states and predict the impact you think their existence will have on world affairs.

e. Make your article about two pages in length. Type or write your final draft neatly in ink.

Suppose you are an American journalist in 1939. You have been exposed to both government propaganda and unofficial information about the reality of life under the totalitarian governments of Italy, Nazi Germany, Spain, and the Soviet Union during the period between World War I and World War II. Write an article for a news magazine aimed at Americans who are unfamiliar with the details of life in Europe. Use your Reading Notes, the information you gathered on Handout I: Notes on Totalitarian States in Europe, and the “secret” information you learned from your classmates. Follow these guidelines:

a. Give your article a title that will grab your audience’s attention.

• Clearly state your claim.

Evidence Primary

Claim: Constructing an Argument

Examine the four primary sources in the reading, and write down evidence from each source that helps answer this question. Source

PRIMARY SOURCES

INVESTIGATING

• Include evidence from multiple sources.

1 Primary Source 2 Primary Source 3 Primary Source 4

Consider this question: How did the “cult of personality” shape politics in Russia?

Create an argument to answer the question: How did the “cult of personality” shape politics in Russia?

Identifying Evidence

• Provide explanation for how the sources support the claim.

Use the evidence you gathered to make a claim to the question: How did the “cult of personality” shape politics in Russia?

As you complete the Reading Notes, use these terms in your answers. appeasement Blitzkrieg Holocaust Axis Powers D-Day Munich Pact Atlantic Charter Section 1

READING NOTES

Carefully watch the audio slideshow. Then, answer the following questions:

4. How did Neville Chamberlain view the signing of the Munich Pact?

Why was there another global conflict so soon after World War I? War II

5. What did Winston Churchill believe would be the consequence of the Munich Pact?

Vocabulary Terms

World

1. Why did the leaders of Great Britain, France, Germany, and Italy meet in Munich in September 1938?

2. Why did Britain and France back out of their agreement to defend Czechoslovakia?

In your notebook, write a one-sentence summary of each subsection. Then, write the letter of the resource from Handout B: World War II Resources: Events that matches each subsection. Testing the League of Nations Summary: Britain and France Appease Hitler Summary: U.S.Summary:Neutrality

3. What did the Munich Pact allow?

Resource ________ Resource ________ Resource ________ PREVIEW

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute World War II 2 Section 2 Section 3 4. Germany Reduces the Soviet Threat Summary: 5. The War Summary:Begins 6. The Battle of Britain Summary: 7. The United States Prepares for War Summary: 8. The United States Enters the War Summary: Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ 9. Nazis Invade the Soviet Union and North Africa Summary: 10. Nazis Begin to Persecute the Jews Summary: 11. The Allies Debate War Strategies Summary: 12. Allied Gains in North Africa and Italy, Middle East Campaign Summary: 13. The Battle of Stalingrad Summary: 14. Allied Bombing Campaigns Summary: 15. The Allies Liberate France Summary: 16. The Horror of the Holocaust Summary: 17. The War in Europe Ends Summary: Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________

PROCESSING

What were the most significant events of World War II?

For each event, write two or three sentences explaining why the event was so significant to the conduct or outcome of the war. Clearly communicate your ideas, and use correct grammar, spelling, and punctuation.

Section 4 18. The Pacific War Begins Summary: 19. The Allies Stop Japanese Expansion Summary: 20. The Allies Turn the Tide Summary: 21. The Allies Push Toward Japan Summary: 22. Developing the First Nuclear Weapon Summary: 23. The U.S. Decides to Drop the Bomb Summary: 24. Two A-bombs End the War in the Pacific Summary: 25. The Cost of World War II Summary:

Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________ Resource ________

Using your notes and your experience from this activity, choose eight key events that you believe were the most significant during World War II.

1. Describe at least one thing that you learned in this unit that connects to each theme. Evidence in This Unit Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

2. Choose a historical event you enjoyed learning about in this unit.

3. Which themes can you find within that historical event? List at least three.

4. Let’s connect the event and themes to current events. What questions do you have about how imperialism, nationalism, and both World Wars affect the world today? Write your most com pelling question. NOTES

READING

Cultural Interaction Political

Theme

Inquiry: A World Crisis 1 Inquiry: A World Crisis

Supporting Question Source

8. Write an argumentative essay to communicate your findings.

Information Source Why is this source reliable?

6. Use the questions and possible sources to guide your research. Record information in a chart.

2. List the six principle organs of the United Nations.

3. How did the Allies proceed with post-war Japan?

1. Where was this image taken?

Vocabulary

Cooperation

READING NOTES Terms

2. What role will the United Nations play to avoid another world war?

1. What is the World Bank? What is the goal of the World Bank?

3. Do you think the United Nations will succeed in preventing another international conflict? What challenges did Europe face following the end of World War II? in a Post-War Europe

3. Who are the five permanent members of the UN Security Council? 1. What were the Nuremberg Trials?

2. What were the Allied demands of the Axis powers following the end of World War II?

As you complete the Reading Notes, use these terms in your answers. World Bank United Nations Nuremberg Trials Section 1 Section 2

Study the image and read the Introduction in the Student Text. Then, answer the following questions.

PREVIEW

•

Create a fictional magazine cover that highlights what you think was the most im portant challenge facing Europe after World War II. Your magazine cover should magazine title. An image depicting some aspect of the challenge you have selected. (cite your image credits at the bottom) A short caption for the image. Elements to make your magazine look and feel historical.

•include:Afictional

•

PROCESSING

Vocabulary

1. What were the agreements made at the Yalta Conference?

3. Why might they be embracing?

3. How did the United States and the Soviet Union compare in terms of their experience during World War II? How did this influence each country’s respective strategy post-war?

2. What aspects contributed to the tense atmosphere at the Potsdam Conference?

2. Where might they be?

As you complete the Reading Notes, use these terms in your answers. Cold War Yalta Conference Potsdam Conference Iron Curtain Section 1 Section 2

4. Do you think this friendship will last? Why or why not? How did the United States and the Soviet Union become Cold War adversaries?

2. What was the Truman Doctrine? How did the Truman Doctrine affect Turkey and Greece?

Study the image and read the Introduction in the Student Text. Then, answer the following questions.

1. What was the significance of the “Long Telegram”?

3. Name and describe the foreign policy strategy the United States pursued following the “Long Telegram.”

READING NOTES Terms

PREVIEW

4. What was the Marshall Plan? How did the Soviet Union respond?

1. Which is the American soldier? The Russian?

The Cold War Begins

INVESTIGATING PRIMARY SOURCES

2. How was Chinese communism different from Soviet Communism?

Source Evidence How does this support the claim?

Create an argument to answer the question: How was the Cold War waged all over the world?

• Clearly state your claim.

Section 3 1. How did communist China change the balance of power in Eurasia?

Identifying Evidence Use the reading to create a claim that answers this question: How was the Cold War waged all over the world? What evidence from the primary source documents support your claim? Fill out the chart. Consider which are the two strongest pieces of evidence.

PROCESSING

Use evidence from the chart to strengthen your claim. Record your revised claim.

To complete the Talk-It-Out activity, finish the statements below from an Ameri can and from a Soviet perspective. Be specific in your response. Communist China is almost exactly like Soviet Russia. For example… Nyet, Comrade! Communist China is different. For example…

• Include evidence from multiple sources.

Constructing an Argument

• Provide explanation for how the sources support the claim.

3. What was the impact of the “Great Leap Forward” plan?

How

many Panamanians resent the United States?

2. Describe the Cold War dilemma that Third World nations faced.

1.questions:Whydid

1. Complete this table with the groups of nations that belong in each category.

“World” Groups of Nations First ThirdSecondWorldWorldWorld

READING NOTES

PREVIEW

3. How did Panamanians view the riots?

2. How did U.S. President Lyndon Johnson view the riots of 1964?

Watch the audio slideshow. On a separate sheet of paper, answer the following

4. What positive effect did the riots have? did the Cold War affect Third World nations?

As you complete the Reading Notes, use these terms in your answers. developed countries Third World developing countries covert action nonaligned nations Khmer Rouge genocide Section 1

Conflicts of the Cold War

Vocabulary Terms

3. How did the superpowers affect the economies of developing nations?

Choose three of the following nations:

For those three nations, identify three ways in which the Cold War affected them in similar ways. Then give three ways in which the Cold War affected them differently. Write your answer in the form of a paragraph. Use Vocabulary Terms in your answer.

1. What problem did Guatemala, Cuba, and Chile face that stemmed from imperialism?

2. How did the Cold War affect relations between the United States and Guatemala, Cuba, and Chile?

3. What was the legacy of the Cold War in Guatemala, Cuba, and Chile over the long term?

3. How did the Cold War play a role in the decision of the United States to intervene in Vietnam, Cambodia, and Laos?

4. How did the results of this intervention affect these nations over the long term?

• Guatemala • Cuba • Chile • Vietnam • Cambodia • Laos • North and South Korea

1. How did UN involvement escalate the Korean War?

Section 3

2. How did French colonial rule affect Vietnam, Cambodia, and Laos in the years before independence?

PROCESSING

PREVIEW Watch the short news clip from 1956 about workers in an auto factory in Moscow, Soviet Union.

Vocabulary Terms

The

As you complete the Reading Notes, use these terms in your answers. Reagan Doctrine nuclear freeze movement

Strategic Defense Initiative (SDI) Intermediate-Range Nuclear Forces Treaty (INF Treaty) Section 1 Section 2

2. Why were there increased fears about nuclear war during the 1980s?

1. Based on this clip, what do you think life was like in the Soviet Union?

1. How did having a centrally planned economy hurt the Soviet economy?

3. What questions do you have about Russia today? Record at least three questions. What led to the end of the Cold War? End of the Cold War

READING NOTES

3. What was the nuclear freeze movement? How did organizations that were part of this move ment advocate for their cause?

INTERACTIVE STUDENT NOTEBOOK

2. In the Soviet Union, two of the major policies introduced by Mikhail Gorbachev were perestroi ka and glasnost. Describe each policy and its purpose, and then identify its effects. Description and Purpose of the Policy Effects of the Policy perestroikaglasnost

1. Compare and contrast Ronald Reagan’s attitude toward the Soviet Union at the beginning and end of his presidency.

2. What questions do you have about the end of the Cold War? Record at least three questions.

PROCESSING

Use at least five pieces of evidence from the reading and from your experience during the ac tivity to support your depiction of the Soviet economy.

Create a simple comic strip with at least three panels depicting the faltering Soviet economy in the 1980s. You may create individual panels or panels that tell a brief story.

1. Describe how ethnic and nationalist movements emerged and spread as the Soviet Union collapsed.

2. What events led to the attempted coup to overthrow Mikhail Gorbachev in 1991? Why did the coup fail?

Section 3

The comic strip should include the following terms: productivity, quotas, motivation, and food lines

When

about these

• How can you tell they are in chronological order? • How do they show cause and effect? • What impact might these updates have on the people of Egypt? The world? Why is the Middle East a flashpoint in world affairs? Shifts of Power in the Middle East

PREVIEW Watch the audio slideshow about the role of social media during the Arab Spring. you see examples of social media updates, think about the following questions: notice updates?

READING NOTES

Vocabulary Terms

As you complete the Reading Notes, use these terms in your answers.

Six-Day War Camp David Accords Palestine Liberation Organization Oslo Accords Suez Crisis Arab League Iranian Revolution Organization of Petroleum Exporting Countries Arab oil embargo Persian Gulf War

• What do you

The Roots of the Conflict 5.4.3.2.1. Intermittent Warfare 5.4.3.2.1. Struggle for Peace 5.4.3.2.1. 1

The

Section

For each subsection, write down the five most important events.

You have gained a lot of knowledge about the turbulent Middle East. Now, it’s time to write a news bulletin about one of the eight stories you’ve been covering. Follow these steps:

PROCESSING

2. Write a story about your topic—no more than 10 sentences long. Be sure to cover the Five Ws (and one H) of journalism: Who, What, Where, When, Why, and How.

Who is it about? What happened? Where did it happen? When did it happen? Why did it happen? How did it happen?

Nationalism in Egypt

5.4.3.2.1. Revolution in Iran 5.4.3.2.1.

Section 2 For each subsection, write down the five most important events. The Oil States 5.4.3.2.1. Iraq Under Saddam Hussein 5.4.3.2.1. The Persian Gulf War 5.4.3.2.1. Section 3 For each subsection, write down the five most important events.

1. Choose a topic to write about. Your topic will be one of the 8 stories you have been covering.

2. Choose a historical event you enjoyed learning about in this unit.

Cultural Interaction Political

Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

1. Describe at least one thing that you learned in this unit that connects to each theme. Evidence in This Unit

Theme

4. Let’s connect the event and themes to current events. What questions do you have about how the Cold War affects the world today? Write your most compelling question. NOTES

3. Which themes can you find within that historical event? List at least three.

Inquiry: The Cold War 1

Inquiry: The Cold War

READING

6. Use the questions and possible sources to guide your research. Record information in a chart.

8. Post on an online discussion forum to communicate your findings.

7. Create an argument to answer your compelling question. Outline your ideas to prepare to write a post to an online discussion forum. Cite at least three pieces of evidence from your research. Make sure to use reasoning to support your argument.

Supporting Question Source

Information Source Why is this source reliable?

INTERACTIVE STUDENT NOTEBOOK Teachers’ Curriculum Institute Inquiry: The Cold War 2

Movements Toward $50,000 $60,000 Economy and Politics in Selected Countries, 2015Economy and Politics in Selected Countries, 2015

Independence and Democracy $10,000 $20,000 $30,000 $40,000

•

Now answer the following questions: Which of these countries are the most democratic? The least democratic? Which of these countries have the highest average income? The lowest? do you think history has affected each country’s position on this graph?

•

PREVIEW Your teacher will project an audio slideshow that will explain the graph below. you watch, complete the following tasks: Label the x-axis and y-axis. Label each point with the appropriate country name.

How have emerging nations fared in their quest for political stability, economic growth, and democracy?

• How

In recent decades, many countries have achieved independence or had a revolution that has radically changed their government. Conduct research on the internet to identify one of these Thencountries.write a letter of advice to the current person or party in control of the country about how to grow the economy and lead the country toward democracy. Your letter must • include a proper salutation and closing.

4. Take the completed graph and questions to the teacher to have your work checked.

• refer to at least two of the countries discussed in this lesson.

• show that you understand the current political and economic situation in the country.

2. Analyze the image and data on the card. Then plot the data onto the graph. Make sure to label each point with the correct year.

Vocabulary Terms

With a partner, complete your Reading Notes for each section by following these steps:

1. Send one partner to get a Country Card from the teacher. Locate the matching graph on Handout A: Graphing and Analyzing Political and Economic Change.

READING NOTES

3. Read the corresponding section in the Student Text and then answer the questions on your handout.

PROCESSING

As you complete the Reading Notes, use these terms in your answers.

5. Get a new Country Card. Repeat this process for the remaining countries. al Free Trade Agreement (NAFTA) EuropeanSolidarity Union UN trust territory African Union gross domestic product GDP(GDP)per apartheidcapita Sections 1 to 6

NorthTalibanQaedaAmerican

3. Where was bin Laden captured and killed? Why did this strain the relationship between the United States and Pakistan?

2. What was bin Laden’s goal for the attacks on the Twin Towers?

4. Why was the invasion of Iraq in search of WMDs controversial?

2. What is the estimated number of causalities as a result of 9/11?

1. What is nation building?

Study the image and read the Introduction in the Student Text. Then, answer the following questions.

As you complete the Reading Notes, use these terms in your answers.

1. What were the four locations in which the hijacked planes crashed?

READING NOTES Terms

Vocabulary

2. Why was Pakistan angered by United States drone strikes?

PREVIEW

The New Geopolitics

1. What was the goal of the terrorist network al Qaeda and its leader, Osama bin Laden?

3. How do you think the terrorist attack on 9/11 affected Americans’ sense of security? How did the terrorist attacks on September 11, 2001, affect global politics?

3. In what ways did the United States react to 9/11?

war on terror weapons of mass destruction (WMD) national building Arab Spring Section 1 Section 2

PROCESSING

1. What are some examples of “America First” policies?

• describe three resulting actions taken by the U.S. government in response to the terrorist attacks

•

Write a newspaper article about the events of 9/11 from the perspective of a news reporter at Ground Zero. Your newspaper article must include visual, auditory, and olfactory details be accurate to events from September 11, 2001

•

Design and write your newspaper article to simulate a real news article. Be sure to check for spelling and grammar.

Section 3 Section 4 1. Why did Bouazizi set himself on fire? What effect did his actions have?

2. What was the “Day of Rage”?

3. What was the importance of social media during the Arab Spring?

2. What is one consequence of these “America First” policies?

3. How was Russia involved in the 2016 Presidential election?

Section 1

READING NOTES Terms

PREVIEW

Name a product that you know was made or assembled overseas, such as an article of clothing or an electronic device. Then imagine and describe the journey that item took to reach you. You may also want to consider the journey of the materials used to make the item. What have been the costs and benefits of globalization?

The Impact of Globalization

As you complete the Reading Notes, use these terms in your answers. globalization nongovernmental organizations (NGOs) cultural imperialism climate change

To complete your Reading Notes, follow the directions on the handout and placard in each of the “ship containers” in the activity.

Container A

Compare and contrast the reasons for migration today and in the second half of the 20th century.

Container B

Identify a hypothetical issue related to U.S. trade that would involve the WTO, and explain why the WTO would be involved.

Identify the countries you researched, and explain why each is experiencing positive or negative net migration. Be sure to cite your sources.

Vocabulary

Identify which photograph best illustrates each social media post from the World Bank.

Post A: Post E Post B: Post F: Post C: Post G Post D: Post H:

Container C

Section 2

Nongovernmental Organizations Multinational Corporations

To complete your Reading Notes, follow the directions on the handout and placard in each of the “ship containers” in the activity.

Container E

Compare and contrast nongovernmental organizations and multinational corporations by complet ing the Venn diagram. Include at least two details in each part of the diagram.

Although the World Bank works to end extreme poverty and support income growth, why are some people critical of it?

Container D

Draw a sketch of the image you would like to share, and include a caption. The caption should explain whether the examples of cultural diffusion in the image are or are not examples of cultural imperialism.

Globalization Costs Beneﬁts

Container F How does income inequality relate to globalization? Use evidence to support your answer.

PROCESSING

To complete your Reading Notes, follow the directions on the handout and placard in each of the “ship containers” in the activity.

Container H Create a metaphor that describes the relationship between multinational corporations and nationstates.

The caption should describe what the image shows and explain how it is an example of sustainable development.

In ancient Roman religion and mythology, Janus was the god of beginnings, gates, transitions, time, duality, door ways, passages, and endings. He is usually depicted as having two faces: one looking to the future and one to the past. Janus figures are often used to show how subjects can be two things depending on one’s point of view. For the Processing activity, create a silhouette of a Janus figure. Label the top “Globalization,” and label one face “Costs” and the other “Benefits.”

Annotate the cost side of your Janus figure with four supporting details regarding the costs of globalization, and then do the same for the benefits side. These details should include facts and data you collected from the Stu dent Text, your notebook, and other research.

Container G Draw a sketch of a local example of sustainable development, and include a caption.

Make sure to cite your source for each detail. For example, you might write, “According to the chart ‘If the World’s Wealth Were Represented by a Dollar Bill,’ the world’s richest 10% own 84% of the world’s wealth.”

How have views about human rights, religion, and identity changed in the modern world?

3. What are intergovernmental organizations? List two IGOs.

4. What are nongovernmental organizations? List two NGOs.

Vocabulary Terms

Universal Declaration of Human Rights intergovernmental organization Section 1 Section 2 1. What was the Universal Declaration of Human Rights?

2. In which regions was secularization implemented quickly? In which regions did it occur more slowly?

Rights, Religion, and Identity

As you complete the Reading Notes, use these terms in your answers.

1. What is secularization? What is viewed as a driving force behind secularization?

PREVIEW

1. What were the Helsinki Accords?

2. What happened to Andrei Sakharov when he criticized the Russian invasion of Afghanistan?

2. What are some ways that the UDHR is limited?

3. How did President Ronald Reagan use human rights to attack the Soviet Union?

READING NOTES

Study the image and read the Introduction in the Student Text. Then, answer the following questions.

5. What is the International Criminal Court?

3. Why was exiled populist leader, Ayatollah Khomeini, such an attractive force? How did this lead to the Iranian Revolution?

Create an argument as to how either human rights, religion, or identity has changed in the modern world. Select only one of the three categories. Your para graph must

• use specific evidence from the text or outside research to substantiate your claim.

PROCESSING

• address how that category has changed, what events might have led to those changes, and if there are current events that might impact that specific category.

• use correct spelling and grammar.

•

• Include evidence from multiple sources. Provide explanation for how the sources support the claim.

Claim: Constructing an Argument

Examine the four primary sources in the reading, and write down evidence from each source that helps answer this question. Source

Consider this question: How has the international community responded to genocides?

Use the evidence you gathered to make a claim to the question: How has the international community responded to genocides?

• Clearly state your claim.

1 Primary Source 2 Primary Source 3 Primary Source 4

INVESTIGATING PRIMARY SOURCES

Evidence Primary

Identifying Evidence

Create an argument to answer the question: How has the international community responded to genocides?

1. What is a trade deficit, and why does the United States have one?

2. Why has the United States become less influential as a global power in recent decades?

Great Divergence trade deficit Great Convergence Section 1 Section 2

PREVIEW

Has

1. After World War II, what factors supported decolonization and enabled it to occur?

2. How has the role of European government, from the European Coal and Steel Community to the European Union, evolved?

Watch the audio slideshow on the European Union and then answer the question that Whatfollows.sortof challenges or tensions might result from requiring independent na tions to cooperate on matters of law, government, and economics? the West entered a phase of historical decline?

As you complete the Reading Notes, use these terms in your answers.

3. Explain how a shrinking workforce undermines the long-term stability of the European Union.

A New Role for the West READING NOTES Vocabulary Terms

Then, write an essay in which you analyze how the EU has affected Europe’s role on the world stage. Your essay should include:

PROCESSING

• a statement indicating whether the EU has ultimately helped or hindered Europe. • analysis supported by evidence and details. • a summary and concluding statement. Use correct grammar, spelling, and punctuation.

1. Compare and contrast each aspect of economic growth in China and Japan in the second half of the 20th century. Japan China Policy changes Role of Emergingexportsmiddle class 2. How did export-led development lead to economic growth and increased standards of living for the Four Asian Tigers? 3. How has greater demand for oil affected oil-producing countries?

Create an infographic that shows ways the European Union (EU) has both helped and hindered Europe’s rise on the world stage. You may use a graphic like this teeter-totter, or you can create your own. Cite issues and events that have affected Europe both positively and negatively.

Theme Evidence in This Unit Interaction Human-EnvironmentEconomicStructuresStructuresSocialStructuresInteraction

Inquiry: The Contemporary World 1 Inquiry: The Contemporary World

3. Which themes can you find within that historical event? List at least three.

2. Choose a historical event you enjoyed learning about in this unit.

Cultural

1. Describe at least one thing that you learned in this unit that connects to each theme.

Political

4. Let’s connect the event and themes to current events. What questions do you have about nationbuilding, globalization, or contemporary issues today? Write your most compelling question below.

READING NOTES

Supporting Question Source

INTERACTIVE STUDENT NOTEBOOK Teachers’ Curriculum Institute Inquiry: The Contemporary World 2

6. Use the questions and possible sources to guide your research. Record information in a chart.

8. Prepare a multimedia presentation to communicate your findings.

Information Source Why is this source reliable?