MADISON PUBLIC SCHOOL DISTRICT
Grade 9 World History Enriched
Authored by: Christine Hladky
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
Grade 9 World History Enriched is a full year course that fuses regional, chronological and thematic
elements to establish a richly coherent study of global developments after the fall of the Roman Empire.
Six themes form the conceptual basis for organizing these courses. Each theme explores a fundamental
and recurring tension that has characterized the social, political and economic development of human
civilizations throughout time. Grade 9 World History applies these themes to the study of Europe, Latin
America and the Middle East. The course of study within each region is chronological, with the themes
driving the instructional process and forming the basis of meaningful assessments. Comparing and
contrasting regions also represents a curricular goal.
World History Enriched is a year long course, the first in a three year sequence of college bound courses
that is intended to help students develop the skills necessary to achieve success in high school studies, and
ultimately in their post-graduate pursuits. The Enriched level student works at a faster pace with more
complex reading and writing assignments than his/her counterpart in World History 9.
II.
RATIONALE
Students study world history to acquire the knowledge and skills to think analytically and systematically
about how the past interactions of peoples, cultures, and the environment affect issues across time and
cultures. As a result, students will be able to make informed decisions as responsible world citizens of the
21st century. Fusing a regional, chronological and thematic approach allows more opportunities for
students to perceive the enduring forces driving historical events, thus enabling them to make sense of
today’s world.
III.
STUDENT OUTCOMES (Link to Common Core Curriculum Standards and New
Jersey Core Content Standards)
Common Core State Standards for Grades 9-10 (Social Studies)
Reading Standards
Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the
author’s claims.

CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend history/social studies
texts in the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.10
Writing Standards
Text Types and Purposes

CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims,
reasons, and evidence.

CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.

CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports
the argument presented.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.

CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of
likely readers.

CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating implications or the significance of the
topic).
Production and Distribution of Writing

CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.

CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
Research to Build and Present Knowledge

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.

CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection,
and research.
Range of Writing

CCSS.ELA-Literacy.WHST.9-10.10 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.9-10.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make
new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
NJ Core Curriculum Content 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.
1. The Emergence of the First Global Age: Global Interactions and Colonialism
A. Civics, Government, and
Human Rights
6.2.12.A.1.a
B. Geography, People, and the
Environment
6.2.12.B.1.a
6.2.12.B.1.b
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.
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.
C. Economics, Innovation, and
Technology
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.e
D. History, Culture, and
Perspectives
6.2.12.D.1.a
6.2.12.D.1.c
6.2.12.D.1.d
6.2.12.D.1.e
6.2.12.D.1.f
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.
Assess the role of mercantilism in stimulating European
expansion through trade, conquest, and colonization.
Determine the extent to which various technologies, (e.g.,
printing, the marine compass, cannonry, Arabic numerals)
derived from Europe’s interactions with Islam and Asia
provided the necessary tools for European exploration and
conquest.
Assess the political, social, and economic impact of the
Columbian Exchange of plants, animals, ideas, and
pathogens on Europeans and Native Americans.
Analyze various motivations for the Atlantic slave trade
and the impact on Europeans, Africans, and Americans.
Explain how the new social stratification created by
voluntary and coerced interactions among Native
Americans, Africans, and Europeans in Spanish colonies
laid the foundation for conflict.
Assess the impact of economic, political, and social
policies and practices regarding African slaves, indigenous
peoples, and Europeans in the Spanish and Portuguese
colonies.
Analyze the political, cultural, and moral role of Catholic
and Protestant Christianity in the European colonies.
2. Renaissance, Reformation, Scientific Revolution, and Enlightenment
A. Civics, Government, and
Human Rights
6.2.12.A.2.a
6.2.12.A.2.b
6.2.12.A.2.c
B. Geography, People, and the
Environment
6.2.12.B.2.a
6.2.12.B.2.b
Determine how the principle ideas of the Enlightenment
(e.g., rationalism, secularism, tolerance, empiricism,
natural rights, contractual government, laissez-faire
economics, promotion by merit, and new theories of
education) altered political thought in Europe, and trace
the impact of these ideas over time.
Explain the paradox between the ideology of the
Enlightenment and the treatment of women and nonEuropeans in European society.
Determine the reasons for, and the consequences of, the
rise of powerful, centralized nation states in Europe (i.e.,
the French absolute monarchy and the English limited
monarchy).
Relate the geographic location of Italian city-states to the
fact that Italy was the center of the Renaissance.
Relate the division of European regions during this time
period into those that remained Catholic and those that
became Protestant to the practice of religion in the New
World.
C. Economics, Innovation, and
Technology
6.2.12.C.2.a
D. History, Culture, and
Perspectives
6.2.12.D.2.a
6.2.12.D.2.b
6.2.12.D.2.c
6.2.12.D.2.d
6.2.12.D.2.e
Relate the development of more modern banking and
financial systems to European economic influence in the
world.
Determine the factors that led to the Renaissance and the
impact on the arts.
Determine the factors that led to the Reformation and the
impact on European politics.
Justify how innovations from Asian and Islamic
civilizations, as well as from ancient Greek and Roman
culture, laid the foundation for the Renaissance.
Analyze the impact of new intellectual, philosophical, and
scientific ideas on how humans viewed themselves and
how they viewed their physical and spiritual worlds.
Assess the impact of the printing press and other
technologies developed on the dissemination of ideas.
3. Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact
A. Civics, Government, and
Human Rights
6.2.12.A.3.a
6.2.12.A.3.b
6.2.12.A.3.c
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.A.3.f
B. Geography, People, and the
Environment
6.2.12.B.3.b
6.2.12.B.3.c
C. Economics, Innovation, and
Technology
6.2.12.C.3.a
6.2.12.C.3.b
Explain how and why various ideals (e.g., liberty, popular
sovereignty, natural rights, democracy, and nationalism)
became driving forces for reforms and revolutions.
Determine the extent to which the American, French, and
Haitian revolutions influenced independence movements
in Latin America.
Relate the responses of various governments to pressure
for self-government or self-determination to subsequent
reform or revolution.
Assess the extent to which revolutions during this time
period resulted in the expansion of political, social, and
economic rights and opportunities.
Analyze the relationship between industrialization and the
rise of democratic and social reforms, including the
expansion of parliamentary government.
Compare and contrast the struggles for women’s suffrage
and workers’ rights in Europe and North America, and
evaluate the degree to which each movement achieved its
goals.
Relate the Industrial Revolution to population growth,
new migration patterns, urbanization, and the
environment.
Relate the role of geography to the spread of independence
movements in Latin America.
Analyze interrelationships among the “agricultural
revolution,― population growth, industrialization,
specialization of labor, and patterns of land-holding.
Analyze interrelationships among the Industrial
Revolution, nationalism, competition for global markets,
imperialism, and natural resources.
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
D. History, Culture, and
Perspectives
6.2.12.D.3.a
6.2.12.D.3.b
6.2.12.D.3.d
6.2.12.D.3.e
Compare the characteristics of capitalism, communism,
and socialism to determine why each system emerged in
different world regions.
Determine how, and the extent to which, scientific and
technological changes, transportation, and new forms of
energy brought about massive social, economic, and
cultural changes.
Assess the impact of imperialism on economic
development in Africa and Asia.
Determine the extent to which Latin American political
independence also brought about economic independence
in the region.
Explain how individuals and groups promoted
revolutionary actions and brought about change during
this time period.
Explain how industrialization and urbanization affected
class structure, family life, and the daily lives of men,
women, and children.
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.
4. A Half-Century of Crisis and Achievement: The Era of the Great Wars
B. Geography, People, and the
Environment
6.2.12.B.4.c
D. History, Culture, and
Perspectives
6.2.12.D.4.c
6.2.12.D.4.h
6.2.12.D.4.k
Explain how the disintegration of the Ottoman empire and
the mandate system led to the creation of new nations in
the Middle East.
Assess the causes of revolution in the 20th century (i.e., in
Russia, China, India, and Cuba), and determine the
impact on global politics.
Assess the extent to which world war, depression,
nationalist ideology, communism, and liberal democratic
ideals contributed to the emergence of movements for
national self-rule or sovereignty in Africa and Asia.
Analyze how the arts represent the changing values and
ideals of society.
5. The 20th Century Since 1945: Challenges for the Modern World
A. Civics, Government, and
Human Rights
6.2.12.A.5.e
Assess the progress of human and civil rights around the
world since the 1948 U.N. Declaration of Human Rights.
C. Economics, Innovation, and
Technology
6.2.12.C.5.b
Compare and contrast free market capitalism, Western
European democratic socialism, and Soviet communism.
6.2.12.C.5.d
Determine the challenges faced by developing nations in
their efforts to compete in a global economy.
D. History, Culture, and
Perspectives
6.2.12.C.5.g
Evaluate the role of the petroleum industry in world
politics, the global economy, and the environment.
6.2.12.D.5.a
Relate the lingering effects of colonialism to the efforts of
Latin American, African, and Asian nations to build stable
economies and national identities.
6. Contemporary Issues
A. Civics, Government, and
Human Rights
6.2.12.A.6.a
6.2.12.A.6.b
6.2.12.A.6.c
6.2.12.A.6.d
B. Geography, People, and the
Environment
IV.
6.2.12.B.6.a
Evaluate the role of international cooperation and
multinational organizations in attempting to solve global
issues.
Analyze the relationships and tensions between national
sovereignty and global interest in matters such as territory,
economic development, use of natural resources, and
human rights.
Analyze why terrorist movements have proliferated, and
evaluate their impact on governments, individuals, and
societies.
Assess the effectiveness of responses by governments and
international organizations to tensions resulting from
ethnic, territorial, religious, and/or nationalist differences.
Determine the global impact of increased population
growth, migration, and changes in urban-rural populations
on natural resources and land use.
ESSENTIAL QUESTIONS AND CONTENT
Europe
A. Fall of Rome through the Renaissance
Tradition and Innovation
 What forces created a need for new institutions and how did these institutions become
traditions?
 In what ways were innovations resisted or embraced?
 How did developments in European society affect the customs of its people?
 What features of modern western civilizations had their beginnings during the Middle Ages
and the Renaissance?

Expansion and Isolation
How did cross-cultural contact shape the economic, social and political development of
European societies?
B. Reformation
Individual and Society
 How was the concept of the individual shaped by the Renaissance, and what impact did it
have on the emergence of the Reformation?
 What impact did the Reformation have on the relationship between individual conscience and
established authority?
 What features of modern western civilizations had their beginnings in the Reformation?
C. Enlightenment
Liberty and Authority
 What forces propelled European societies toward liberty, one the one hand, or authority on
the other?
 How did the dynamic tensions created by the desire for freedom and the need for order shape
the character of political, social and economic institutions?
 What features of modern western civilizations had their beginnings in the Enlightenment?


Case Study: England and France
To what extent did England and France apply the ideas of the Enlightenment?
How and why are some societies able to find a balance between liberty and authority while
others devolve into extremism?
D. Palmer’s The Proliferation of the “Isms” – the Rise of Distinctive Political, Economic and
Social Theories
Review of Themes and Advance
 What forces create the need for new political, economic and social theories to order society?



Poverty and Wealth
How did European societies deal with emerging or entrenched economic disparities?
What new patterns emerged as a consequence of societal efforts to resolve or ignore economic
disparity?
What features of modern western civilizations have their roots in the theories that emerged in
the 19th century?
Latin America
A. Pre-Columbian Civilizations
Humans and the Environment
 What patterns of human interaction with the physical environment emerged in Latin
America?
o How did physical geography and climate shape cultures and institutions in the Latin
America?
o How did Latin America cultures attempt to adapt to and modify their physical
environment?
B. European Conquest
Expansion and Isolation
 What was the impact of the European conquest of Latin America?
 What role did relative isolation play in the development of the Incan, Mayan, and Aztec
civilizations?
 How did cultural exchange between European and Native American cultures in Latin
America shape the development of each society?
C. Independence and Today
Poverty and Wealth
 What have been the principle forces that have created wealth and poverty in Latin America?
 How have Latin American societies and government policies attempted to deal with emerging
or entrenched economic disparities?
Middle East
A. Three Monotheistic Religions





Tradition v. Innovation
What forces created a need for new religious institutions and how did these institutions
become traditions?
For what reasons have some religious traditions resisted innovations and to what extent has
this resistance been overcome?
How have developments in Middle Eastern societies affected the religious customs of its
people?
Expansion v. Isolation
How have the three monotheistic religions attempted to preserve their identity?
How has this need for self-preservation impelled them to interact with other cultures, at times
expanding by means of conquest at other times by seeking to isolate themselves?
B. Conflict in the Middle East
Tradition v Innovation
 Assess the impact of modern western influences upon traditional Middle Eastern societies.




V.
Case Study – Israeli-Palestinian Conflict
In what way has the creation of Israel led to conflicts between Arabs and Israelis?
Why has the Arab-Palestinian Conflict become significant to the wider world?
To what extent is the Arab-Palestinian Conflict motivated by religious, political, and
economic forces?
Assess the obstacles to and prospects for peace.
STRATEGIES
In learning about each region, students will explore fundamental and recurring tensions that have
characterized the social, political and economic development of human civilizations throughout time.
Strategies will include class and graded discussions, geographic analysis, possible guest speakers, student
projects, essay writing, primary source analysis, debate, and teacher presentation. All activities will be
structured to enable students to acquire the knowledge and skills to think analytically and systematically
about how the past interactions of peoples, cultures, and the environment affect issues across time and
cultures.
VI.
EVALUATION
Evaluation of the objectives will be measured by the following: writing assignments, reading assignments,
completion of study guides, analysis of primary sources, projects, tests and quizzes, essays, and class
participation. Attendance and student responsibility for make-up work will also play a role in determining
course evaluation.
At the beginning of the year, the teacher should distribute classroom guidelines regarding conduct and
procedures as well as make them available on the teacher’s web page. Major assignments should be
accompanied by guidelines for their completion.
VII.
REQUIRED RESOURCES
Beers, Burton F. World History: Patterns of Civilization. Prentice Hall: Englewood Cliffs, N.J. 1993.
Beers, Burton F. World History: Patterns of Civilization: Annotated Teacher’s Edition. Prentice Hall:
Englewood Cliffs, N.J. 1993.
Beers, Burton F. World History: Patterns of Civilization: Teacher’s Resource Book. Prentice Hall:
Englewood Cliffs, N.J. 1993.
See Scope and Sequence for other available titles.
VIII. SCOPE AND SEQUENCE
Europe
Fall of Rome through the Renaissance (5 weeks)
Beers: pp. 127-133, 160-191, 212-215, 324-337
Internet:
Internet Medieval Sourcebook: http://www.fordham.edu/halsall/sbook.html
Metropolitan Museum of Art: http://www.metmuseum.org/toah/works-of-art/
Artinthepicture.com: http://www.artinthepicture.com/
Web Gallery of Art: http://www.wga.hu/
EyeWitness to History.com: http://www.eyewitnesstohistory.com
Films:
Leonardo da Vinci: Renaissance Master (Biography series)
Michelangelo: Artist and Man (Biography series)
Florence – Cradle of the Renaissance VHS
Reformation (2 weeks)
Beers: pp. 338-345
Internet:
Martin Luther: the Reluctant Revolutionary: http://www.pbs.org/empires/martinluther/
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
Films:
Martin Luther: the Reluctant Revolutionary – PBS Empire Series
Enlightenment (2 weeks)
Beers: pp. 400-467
Case Study: England and France (4 weeks)
Internet:
Center for History and New Media – the French Revolution:
http://chnm.gmu.edu/revolution/
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
Films:
Amadeus
The French Revolution
Napoleon Bonaparte – The Glory of France (A&E Biography series)
Conquerors: Napoleon (Discovery School) VHS
Music:
The 1812 Overture by Peter Tchaikovsky
Palmer’s The Proliferation of the “Isms” – the Rise of Distinctive Political, Economic and Social
Theories (4 weeks)
Beers: pp. 494-499, 532-551, 668-678, 824-831
Palmer, R.R. History of the Modern World, 10th edition, Chapter 11.
Internet:
Internet Modern History Sourcebook:
http://www.fordham.edu/halsall/mod/modsbook.html
Music:
Die Walkure: Ride Of The Valkyries by Richard Wagner
Finlandia by Jean Sibelius
Va Pensiero by Guiseppe Verdi
Films:
Czar to Stalin (MPI Home Video) VHS
Vladimir Lenin – Voice of Revolution (A&E Biography series)
Stalin: Man of Steel (History Channel)
Latin America
Pre-Columbian Civilizations (3 weeks)
Beers: pp. 254-259
Internet:
Minnesota State University - Mesoamerican Sites & Cultures:
http://www.mnsu.edu/emuseum/prehistory/latinamerica/meso/mesotable.html
PBS: Cracking the Maya Code: http://www.pbs.org/wgbh/nova/mayacode/
Nova: Lost King of the Maya: http://www.pbs.org/wgbh/nova/maya/
National Geographic: Last Days of the Maya:
http://channel.nationalgeographic.com/series/explorer/2224/Overview#tabOverview
Films:
In Search of History - The Aztec Empire (History Channel)
In Search of History - Lost City of the Incas (History Channel)
European Conquest (3 weeks)
Beers: pp. 357-362
Internet:
Columbian Exchange: http://daphne.palomar.edu/scrout/colexc.htm
Conquistadores: http://www.elizabethan-era.org.uk/spanish-conquistadors.htm
Films:
The Great Inca Rebellion
Independence and Today (3 weeks)
Beers: pp. 600-611
Internet:
BBC Country Profiles: http://news.bbc.co.uk/2/hi/country_profiles/
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
Middle East
Three Monotheistic Religions (3 weeks)
Beers: pp. 47-49, 123-127, 191-194, 231-237
Holy Bible
Quran
Films:
Inside Mecca
Islam: Empire of Faith
Conflict in the Middle East (2 weeks)
Beers: pp. 756-767
Internet:
BBC Country Profiles: http://news.bbc.co.uk/2/hi/country_profiles/
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
Case Study – Israeli-Palestinian Conflict (3 weeks)
Beers: 768-771
Internet:
MidEastWeb Gateway: http://mideastweb.org
BBC News: Obstacles to Peace: http://news.bbc.co.uk/2/hi/middle_east/6666393.stm
Films:
Promises