MADISON PUBLIC SCHOOL DISTRICT
Grade 8 Social Studies
Authored by: John Ciferni
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: Fall, 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The curriculum focuses on regions within the Eastern hemisphere, and explores the geographic, cultural
and historic factors which affect the lives of the people living in the global regions of Sub-Saharan Africa,
India, China and Japan. Each unit is created to include all students in the learning process which employs
a variety of teaching methods and assessment strategies aimed at the development of appropriate thinking,
research and communication skills. Students will explore the course through a thematic approach. As
each unit is taught students will study history though a lens of tradition vs. innovation, expansion vs.
isolation, individual vs. society, liberty vs. authority, poverty vs. wealth and humans vs. environment.
The themes will allow students to explore history while gaining a greater sense of depth with the goal of
leading to greater understanding of understanding complex issues.
II.
RATIONALE
The eighth grade social studies curriculum is designed to help students gain a better grasp of the larger
global community in which they live. This class provides students with a sense of cultural awareness in
understanding how Eastern and Western societies are cultural dependent on one another and neither
hemisphere was successful in operating under complete isolation. Completion of the 7th grade Western
Cultures and the 8th grade Eastern World Cultures courses prepare students for their freshman World
History class at Madison High School.
III.
STUDENT OUTCOMES (Link to Common Core Curriculum Standards and New
Jersey Core Curriculum Standards)
Common Core State Standards for Grade 8 (Social Studies)
Reading Standards
Key Ideas and Details

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary
sources.
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CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
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CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,
causally).
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CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the
same topic.
Range of Reading and Level of Text Complexity
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CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies
texts in the grades 6–8 text complexity band independently and proficiently.
Writing Standards
Text Types and Purposes

CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish
the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.

CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and
supports the argument presented.
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CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
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CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.

CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.
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CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Production and Distribution of Writing
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CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.

CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge

CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
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CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
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CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and
research.
Range of Writing
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CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended
time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening Standards
Comprehension and Collaboration

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.

CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.

CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and ideas.

CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views in light of the evidence presented.

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its
presentation.

CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness
of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is
introduced.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.

CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
New Jersey Core Curriculum Standards
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the environment affect
issues across time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
Standard 6.2.8 (3a, 4a-b)
 Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to
control and unify their expanding empires.
 Analyze the role of religion and other means rulers used to unify and centrally govern expanding
territories with diverse populations.
 Compare and contrast the Japanese and European systems of feudalism and the effectiveness of
each in promoting social, economic, and political order.
Standard 6.2.12 (1a, 3a, 3g, 5d-e)
 Compare and contrast the motivations for and methods by which various empires (e.g., Ming,
Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than
others in maintaining control of their empires.
 Analyze the motives for and methods by which European nations, Japan, and the United States
expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact
of these actions on their relations.
 Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy,
and nationalism) became driving forces for reforms and revolutions.
 Analyze the causes and consequences of mass killings and evaluate the responsibilities of the
world community in response to such events.
 Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of
Human Rights.
B. Geography, People, and the Environment
Standard 6.2.8 (4a-f)
 Explain how geography influenced the development of the political, economic, and cultural
centers of each empire and well as the empires’ relationships with other parts of the world.
 Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted
urbanization, transportation, communication, and the development of international trade centers.
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Determine how Africa’s physical geography and natural resources posed challenges and
opportunities for trade and development.
Explain why the Arabian Peninsula’s physical features and location made it the epicenter of AfroEurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
Analyze the motivations for civilizations to modify the environment, determine the positive and
negative consequences of environmental changes made during this time period, and relate these
changes to current environmental challenges.
Explain how the geographies of China and Japan influenced their development and their
relationship with one another.
Standard 6.2.12 (1a-b, 3a, 5d)
 Explain major changes in world political boundaries between 1450 and 1770, and assess the extent
of European political and military control in Africa, Asia, and the Americas by the mid-18th
century.
 Determine the role of natural resources, climate, and topography in European exploration,
colonization, and settlement patterns.
 Assess the impact of imperialism by comparing and contrasting the political boundaries of the
world in 1815 and 1914.
 Analyze post-independence struggles in South Asia, including the struggle over the partitioning of
the subcontinent into India and Pakistan, as well as later tensions over Kashmir.
C. Economics, Innovation, and Technology
Standard 6.2.8 (4a-b, 4d)
 Explain the interrelationships among improved agricultural production, population growth,
urbanization, and commercialization.
 Analyze how trade, technology, the availability of natural resources, and contact with other
civilizations affected the development of empires in Eurasia and the Americas.
 Analyze the relationship between trade routes and the development of powerful city-states and
kingdoms in Africa.
Standard 6.2.12 (1a-b, 3c, 3e, 5a, 5e)
 Compare and contrast the economic policies of China and Japan, and determine the impact these
policies had on growth, the desire for colonies, and the relative positions of China and Japan
within the emerging global economy.
 Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to
America, and determine the impact trade on the New World’s economy and society.
 Compare the characteristics of capitalism, communism, and socialism to determine why each
system emerged in different world regions.
 Assess the impact of imperialism on economic development in Africa and Asia.
 Explain how and why Western European countries and Japan achieved rapid economic recovery
after World War II.
 Assess the reasons for and consequences of the growth of communism and shift toward a market
economy in China.
D. History, Culture, and Perspectives
Standard 6.2.8 (3b-e, 4b-c, 4g, 4i-j)
 Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
 Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta
India, and Han China.
 Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that
represent world legacies.
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Compare and contrast the tenets of various world religions that developed in or around this time
period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their
patterns of expansion, and their responses to the current challenges of globalization.
Analyze how religion both unified and divided people.
Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical structures had on the lives of various groups of people.
Analyze the immediate and long-term impact on China and Europe of the open exchange
between Europe and the Yuan (Mongol) Dynasty.
Explain how and why Islam spread in Africa, the significance of Timbuktu to the development
and spread of learning, and the impact Islam continues to have on African society.
Compare the major technological innovations and cultural contributions of the civilizations of this
period and justify which represent enduring legacies.
Standard 6.2.12 (1c, 3c-e, 4c, 4g, 4i, 5b)
 Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans,
and Americans.
 Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine
the effects of imperialism on the development and prosperity of each country in the 20th century.
 Analyze the extent to which racism was both a cause and consequence of imperialism, and
evaluate the impact of imperialism from multiple perspectives.
 Analyze the impact of the policies of different European colonizers on indigenous societies, and
explain the responses of these societies to imperialistic rule.
 Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and
determine the impact on global politics.
 Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of
“total war”
 Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during
events of persecution or genocide, and describe the long-term consequences of genocide for all
involved.
 Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and
determine how his methods were later used by people from other countries.
IV.
ESSENTIAL QUESTIONS AND CONTENT
Unit 1: Africa
Essential Questions
1. Ancient Africa
▫ What role did the geography of sub-Saharan Africa allow for the expansion and isolation of
ancient African civilizations?
▫ How did religion of the Nok, Kush, Axum, Bantu, and Khosian contribute to a societies desire to
expand and or isolate?
2. Trading Kingdoms
▫ What push pull factors aided the African trading kingdoms of Mali, Ghana, Songhai and Benin in
becoming more expansive?
▫ How did the citizens of the Western African Trading Kingdoms rely on the environment for
economic growth?
3. Slave Trade
▫ In what ways did poverty and wealth build and expand the institution of slavery?
▫
How did poverty shape perceptions among European nations in their attitudes of political,
economic and social influence in Africa?
4. African Imperialism and Independence
▫ In what ways did Africans struggle to maintain their traditions resulting from Europeans desire for
innovation?
▫ How did World War II fuel the desire for Africa to re gain authority over its own affairs?
5. Apartheid
▫ What effects did poverty and wealth have on shaping the political and social policies of Apartheid
laws in South Africa?
▫ Identify and explain how political organizations during Apartheid aided individuals in regaining
freedoms over an oppressive society.
Content Objectives
A. Students will develop and understanding of how geography and economics shaped the way for
expansion and isolation of early African civilizations.
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B.
Students will demonstrate and understanding of how early West African trading kingdoms
expanded in a time when much of the continent was still isolated.
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C.
Identify and explain the measures the Axum and Kush took in order to become major
trading, military, and economic centers in Eastern Africa.
In what ways did the Axum and Kush Civilizations use the environment to help advance
their economic, political and social status in society?
Identify the role religion, cultural and technology had on establishing traditional believes
among Ancient African Civilizations.
How did the creation of trade routes in Ghana lead to economic stability?
What role did Mansa Musa have on economic and religious expansion of Mali?
Identify and explain ways in which cultural diffusion transformed the kingdom of Mali and
Shonghai?
How did the role of military lead to expansion?
How did the people of Benin rely on its natural environment for expansion?
Explain the impact salt, gold, leather, woods, and leather had on the transformation of West
Africa.
Students will demonstrate and understanding of how poverty and wealth built and lead to the
expansion of the institution of slavery.
 How did Europeans become interested in Africa?
 Analyze and explain the process known as Triangular Trade.
 What role did Western African nations have on the slave trade process? Why were millions
of slaves sent to the Americas?
 Why were Northern African nations not considered candidates for the slave trade?
 What were some long last effects that the slave trade had on Africa?
D. Students will be able to examine, indentify and explain the causes and effects of European
Imperialism in Africa.
 What were some changes to the political landscape of Africa resulting from the Berlin
Conference?
 How did isolation of most Central African nations lead to European colonization?
 What methods did Europeans use to rule their colonies?
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E.
What were some economic, political, social and religious changes that Europeans brought to
Africa?
What were some improvements that European’s introduced in order to help advance the
infrastructure of Africa?
How did nationalism help shape Africa after 1945?
Identify and explain the process in which many African nations sought freedom and
independence?
In what ways did past colonial rule impact Africa’s desire and ability to become a more
progressive society?
Students will be able to understand the economic, political and social inequalities of the Apartheid
government.
 What purpose did the Apartheid government have with their policies of oppression?
 How did the apartheid affect the lives of both the majority and minority populations in
South Africa?
 Identify and explain how inequalities which existed between the black and white
populations (infant mortality rates, education, healthcare, and land possession) led to wide
spread poverty.
 How did groups like the African National Congress and individuals such as Desmond Tutu,
Steven Biko, Nelson Mandela, and F.W. de Klerk advance the cause for democracy in
South Africa?
 How did oppressed South Africans use civil disobedience as a way of achieving
independence?
Unit 2: India
Essential Questions:
A. Ancient India
▫ In what ways did the Indus River Valley Civilizations use the natural environment to help
advance technologies?
▫ What cultural influences did the Aryans have on the religious and political traditions of early
Indian society?
▫ How did the creation of the caste system influence poverty and wealth in India?
▫ In what ways did Hinduism and Buddhism influence the traditions of early Indian society?
B. Empires/British Imperialism
▫ How was the Gupta Empire able to expand and develop into a more innovative nation while
promoting peace and prosperity?
▫ What impact did the growth of Islam in India during the 1200-1300’s have on the dominant
Hindu religion?
▫ What political, economic and social legacy did the Mughal Empire have on the country of India?
C. British Imperialism/Partition and Freedom
▫ Why the British able to win control of India and what were the economic, political, and social
impact of the East India Company?
▫ In what ways did Indian nationalists use personal liberties which were denied to them to challenge
British authority?
▫ How did the traditions of Indian citizens changed as British imperialism of India transformed
society into a more innovative nation?
▫ How did Gandhi use civil disobedience and non-violence as a way of defying British authority?
▫ In what ways did World War II weaken the British authority to maintain control of India?
▫
How did the cultural and religious differences between the Hindu’s and Muslims lead to the
partition of India?
Content Objectives
A. Students will be able to understand how the Indus River Valley Civilization developed and
transformed India into a country with rich religious traditions.
 Identify the origins of Hinduism and Buddhism.
 How did the belief systems of Hinduism lead to the creation of the Caste System?
 Explain the process known as the transmigration of the soul and understand how in shaped an
individuals dharma within the caste system?
 Analyze Mohenjo Daro and Harrappan cultures and understand how their bronze working,
plumbing, monetary systems, literacy, engineering led to the Indus River Valley Civilization
in becoming a thriving nation.
B. Students will be able to explain how the cultural and scientific advancements made under the Gupta
and Mughal Empires lead to both a period of cultural and economic stability.
 Identify and explain the accomplishments of the Gupta period. Specifically, why was the
Gupta period known as the “Golden Age of India”?
 What key factors paved the way for the decline of the Gupta period?
 How did Muslim expansion during the mid 600’s through mid 1200’s influence India?
 What impact did Mongol invasions have on the future of India?
 How were Islamic culture and practices reflected in the Mughal Empire? What were some
examples of religious conflicts that surfaced between Hindus and Muslims during this time
period?
C. Students will demonstrate an understanding of the reasons for British imperialism in India as well as
the steps that India took in order to regain its freedom.
 What were the goals of the East Indian Trading Company? What impact did British rule have
on economic, religious, and social practices of India?
 What impact did the Sepoy Rebellion have the British involvement in India?
 Why was the Indian National Congress created? What individuals were involved in the
creation of this organization?
 How did British occupation of India lead to cultural exchanges between two countries
resulting in a more European enriched India?
 What role did Gandhi’s work with civil disobedience in South Africa have in achieving
Satyagraha in India during the Indian Independence Movement?
 Identify and explain the significance several examples of non-violence used during the Indian
Independence movement such as the (Salt March, Homespun Cloth Protests, and fasting).
What was the political and economic impact of each of these movements?
 In what ways did the Hindu and Muslim conflict escalate during the Indian Independence
movement?
 Compare and contrast the leadership of Mohandas Gandhi and Jawaharlal Nehru to
Muhammad Ali Jinnah. How did these three individuals support the same common goal
while ultimately having a different vision for India?
Unit 3: China
Essential Questions
1. Ancient China
▫ What role did ancient practices have on the establishment of societal traditions?
▫ How did Chinese society retain traditional beliefs of Confucius, Legalism, and Daoism in the
face innovation?
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How did isolation of the Shang, Zhou, and Qin dynasties paved the way for a largely
expansive Han Dynasty?
2. Yuan, Ming and Qing Dynasties
▫ How did foreign invasions from the Mongols, Britain and other European nations influence
both the Chinese government’s desire to expand and isolate from the world?
3. Republic Period through Communist China
▫ How did the end of the dynastic system lasting nearly four thousand years pave the way for
the start of the Republic Period?
▫ Explain how dissention between the nationalists and communists paved the way for both
isolation and poverty in China.
Content Objectives
A. Students will be able to understand and explain how the Early Chinese society balanced traditional
culture while becoming an innovative society.
 Identify and explain the accomplishments, government, and general history of the Shang,
Zhou and Qin dynasties.
 Explain the dynastic cycle. How did its creation shape Chinese government for nearly four
thousand years?
 Identify the five relationships of Confucius.
 Analyze how the five relationships including filial piety reflected throughout the culture.
 Examine the role did traditional Chinese philosophies of the Zhou Dynasty have on the
impact of the political leadership of the first Chinese Emperor Shi Huang Ti?
 Identify ways that isolation fueled Emperor Qin’s desire to build the Great Wall of China?
 Explain how the Silk Road created by the Han Dynasty aided in making China a more
expansive society.
 Evaluate the impact that Confucius five relationships had on both individual and society.
 Explain how inventions created during the Sui, Tang and Sung Dynasties paved the way
China in becoming a more innovate nation.
B. Students will be able to understand, evaluate and explain how China was impacted culturally,
geographically, and politically during the Yuan, Ming and Qing dynasties.
 Identify ways in which Kublai and Genghis Khan were able to expand China into a
Mongolian run dynasty.
 Explain the political and economic impact of the Yuan Dynasty.
 Identify ways in which the environment allowed the Mongol’s to successful invade and take
over the Eastern Hemisphere.
 Why did the Ming Dynasty want to remain isolated from the rest of the world?
 What importance did Zhen He Treasure Ships have on the desire to expand and isolate?
 What were some reasons for the Qing Dynasty’s desire to expand?
 What role did Portugal have on Christianity in China?
 Identify how the Opium War and the policies and concessions under the Treaty of Nanjing
led to the Open Door Policy.
 How did the Boxer Rebellion and the other foreign invasions lead to end of the Qing Dynasty?
C. Students will be able to explain how the end of the dynastic cycle paved the way for political and
social unrest between the nationalists and communists.
 Identify and explain how nationalism was able to grow and expand under Sun Yatsen and
Chiang Kai-shek.
 What role did Mao Zedong play on the Long March? How was the Long March important in
the evolution of the communist party in China?
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Explain the specific policies outlined in the Great Leap Forward. What were the specific
strengths and weaknesses? How did these policies affect the gaps between the wealthy and the
poor?
How did the establishment of a commune system of subordinates affect the individual’s role in
a society?
In what ways did Chairman Mao economic policies attempt to keep China as an isolated
society?
Explain how the Cultural Revolution in China threatened both tradition and innovation as
established by earlier Chinese dynasties.
Identify ways in which individual liberties of Chinese citizens were compromised through
authority in both the Cultural Revolution and under Deng Xiaoping (Tiananmen Square
Protest).
Unit 4: Japan
Essential Questions:
1. Early Japan
▫ How did the Japanese adapt innovative practices and Chinese belief systems into their own
cultural traditions and needs?
▫ What religious and cultural traditions shaped Japanese culture?
▫ How did feudal society develop in Japan? How did this new system of classification restrain
individual’s freedoms to move freely in society?
▫ In what ways were wealth, power and status reflected throughout feudal Japan?
▫ What values governed every day relationships in feudal Japan?
▫ What were some ways in which traditional Japanese authority was challenged pre- Edo
Period?
▫ Why did Japan isolate itself from the world during the 1600’s?
2. Meiji Restoration-World War II
▫ Examine and explain several reasons contributing to the transformation of Japan from an
isolated to an expansionist society after 1868.
▫ What were some ways that the Meiji Restoration paved the way for Japan to become a
dominant world power?
▫ How did the geography of Japan pave the way for wide scale agricultural practices, isolationist
tendencies and military dominance?
▫ What were some patterns of aggression which arose from Japanese expansionist policies
which led to the attack on Pearl Harbor?
▫ How were the survivors of Hiroshima and Nagasaki able to adapt to the devastating effects to
both their natural environment and economic climate?
▫ How was both Japanese and American propaganda used in promoting nationalism during
World War II?
▫ What were some ways in which Japan was built into a world super power post World War II?
Content Objectives
A. Students will be able to understand and explain how early Japan borrowed and blended traditional
Chinese culture while maintaining its traditional cultural identity.
 Explain several examples of cultural diffusion from China.
 What role did Prince Shotoku’s exchange with China have on the cultural transformation of
Japanese society?
 What were some similarities and differences between the Chinese dynastic system and the
Japanese feudal system?
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Examine the role of the traditional Japanese religion of Shinto and how the religion was
affected by the diffusion of Buddhism from China and India.
Explain and understand the fundamental differences between Zen and Pure Land Buddhism
and the impact they had on early Japan.
Describe the cultural, historical and artistic importance of the Japanese tea ceremony.
Analyze the impact of cultural, literary, historical, and political influence of the Heian Court.
Evaluate and understand the political, social and economic power of the emperor, shogun,
daimyo, samurai, peasants, artisans and farmers).
How did Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu challenge traditional
Japanese Authority?
How did Tokugawa Ieyasu become successful in the unification of Japan into an extended
period of isolation? What were some reasons that Japan fought for isolation during the Edo
Period?
B. Students will be able to understand how Japan transformed from a largely isolationist society to an
expansive society at the start of the Meiji Period.
 What role did Commodore Matthew Perry play in the modernization of Japan?
 Examine the Charter Oath of 1868 and the implications it had on the restoration of Japan.
 Explain the improvements made to the advancements in technology, education, and
international trading opportunities which enabled Japan to move from isolation in the Edo
Period to a more progressive society.
 Explain why the Sino and Russo Japanese Wars are viewed as a turning point in Japanese
military history.
 Explain the economic, political and social role that a growing Japanese military on society
during the 1920’s and 1930’s.
 Identify the acts of Japanese aggression from the years 1928 starting with the Kellogg Briand
Pact through 1945 which lead to the attacks on the United States at Pearl Harbor.
 Understand the economic factors that led to Japanese expansion and extreme nationalism.
 Analyze and evaluate the impact that the atomic bomb had on the citizens Japan and how the
country of Japan transformed into an economic power post World War II.
 Examine several “survivor” stories from the atomic bombs on Hiroshima such as Sadako’s story
and understand how one tale can have a positive influence on generations.
 Explain the role the United States had in the rebuilding efforts of Japan after World War II. How
did Industrial development enable Japan to become a superpower?
V. EVALUATION
Evaluation of student progress will be monitored through the following types of assessment:
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Regularly assigned homework which includes the following: reading assignments,
comprehension questions, completion of assignments from class, summaries, persuasive
writing pieces, studying, creative writing assignments, map work, timelines
Tests and Quizzes
Essay Exams
Notebook Checks (reinforcing the MJS Study Skills Curriculum)
Participation
Self-Assessment
Research Project
Oral Presentations
Student created products
VI. REQUIRED RESOURCES
Required Student Text:

Modern World Holt World History. (2003). Austin, Texas: Holt, Rinehart, Winston
Supplemental Materials:
 American University Washington College of Law: Center for Human Rights and Humanitarian
Law. http://www.wcl.american.edu/humright/center/rwanda/documents

Ahmad, I, Brodsky, H, Crofts, S, & Ellis, E. (2004). Prentice hall world cultures a global mosaic.
Boston, MA: Pearson Prentice Hall.

Attenborough, R. (Director & Producer). 1982. Gandhi. Columbia Pictures.

Bower, B, & Lobdell, J. (1999). History alive: engaging all learners in the diverse classroom. USA:
Teachers' Curriculum Institute.

Discovery Education Streaming Videos. (2010). Discovery Education of Discovery
Communication, LLC.

Hammond World Atlas. (2003). Hammond the comparative world atlas. Langenscheidt
Publishing Group.

Hooker,
R.
(1996).
Civilizations
in
http://wsu.edu/~dee/CIVAFRCA/CONTENTS.HTM

Karls, F. (2001). World history: the human experience. Columbus, OH: The McGraw Hill
Compaines, Inc. .

Lengel, T, & Kuczala, M. (2008). The Kinesthetic classroom: teaching and learning through
movement. Lengel & Kuczala .

Learn 360 Video Streaming. (2010). AIM Education, Inc.

Lancer, O. (2002). Geography on File. (2002). Facts on file library of world history. New York,
NY: Library of Congress
Apted, M, & Li, L. (1995). Moving the Mountain. Xingu Films.

Africa.
Retrieved
from

Schlessinger, A. (Producer) & Mitchell, T. (1998). Ancient Civilizations for children Ancient China.
Wynnewood, PA 19096: Schlessinger Media: JWM Productions, Inc.

Smith, D. (2003). The Penguin state of the world atlas. New York, NY: Penguin Group Penguin
Putnam Inc.

Somerset Fry, P. (1994). (1994). History of the world. New York, NY: Library of Congress.

World cultures a global mosaic teaching resources. (1996). Englewood Cliffs, NJ: Prentice Hall.

Watanabe, T, Orenstein, P (Producer), Okazaki, S. (Director). (2005) The Mushroom Club.
USA. Farallon Films.
VII. SCOPE AND SEQUENCE
A. Intro Unit (10 days) 1st Marking Period
 Teach social studies related themes
▫ Tradition vs. Innovation
▫ Expansion vs. Isolation
▫ Individual vs. Society
▫ Liberty vs. Authority
▫ Poverty vs. Wealth
▫ Humans vs. Environment
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Introduction to world religions (Christianity, Buddhism, Islam, Judaism, and Hinduism)
Basic Geography
B. China (45 days) 1st & 2nd Marking Period
 Geography of South Asia
 Early Chinese Dynasties (Shang, Zhou, Qin, Han)
 Chinese Philosophies (Confucius, Daoism, Legalism)
 Sui, Tang, Sung Dynasties (Inventions Period)
 Yuan, Ming and Qing Dynasties
 Republic Period
 Rise of Communism through Cultural Revolution
 Modernization of China- Tiananmen Square
C. Africa (45 days) 2nd Marking Period
 Political and Physical Geography of Africa (2-3 days)
 Ancient African Civilizations (Nok, Axum, Bantu, Khoisan, Kush) (3 days)
 African Trading Kingdoms (Mali, Ghana, Songhai, Benin) (3-4 days)
 Trans-Atlantic Slave Trade (2 days)
 European Imperialism in Africa (15 days)
 African Independence (3-4 days)
 Apartheid/South Africa. (4 days)
 Genocide- Rwanda/Somalia (3-4 days)
D. India (35-40 days) 3rd Marking Period
 Indian Geography (1-2 days)
 Ancient India- Indus River Valley Civilization (4-5 days)
 Buddhist and Hindu beliefs/influences in India (4-5 days)
 Gupta and Mughal Empires (2-3 days)
 British Imperialism- East Indian Trading Company (4 days)
 Indian Independence Movement (12 -15 days)
 Modern India (3 days)
E. Japan (35 days) 4th Marking Period
 Geography and Early Japan
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Early Shinto and Buddhist Beliefs
Heian Period/ Cultural Diffusion
Feudal Japan- Hierarchy and daimyo revolt and Edo Isolation
Meiji Restoration & Rise of Nationalism
Nuclear Warfare- Atomic Weapons
Japan Post World War II and Traditions