WORLD HISTORY CP COURSE & UNIT GOALS
Course Objectives:
1. Students will examine 20th Century events to develop an understanding of the historic and
contemporary geographic, social, political and economic contexts in which many of the world’s
problems have arisen, and the differing perspectives on the issues that may help or hinder the
resolution of these problems and the spread of human rights and democratic freedoms.
2. Students will develop the knowledge, skills and confidence to address/explain the problems of the
modern world by comparing the present to the past, evaluating the consequences of past events and
decisions, and determining the lessons that should be learned.
3. Students will be able to search for and recognize injustice, and to research/plan/act to eradicate it.
4. Students will feel a sense of accomplishment at course end through (a) skill improvement (writing,
speaking, research, analysis, social), (b) increased social awareness, (c) increased confidence in
analytical abilities and judgment, (d) enhanced desire to make a difference at any level.
Unit Objectives/Essential Questions:
I.
Problems of the Modern World
Overarching Qs:
- What can you do to make the world a better place?
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is self-determination essential to international co-existence?
- How do religion and culture influence and/or help explain local and international
interactions/conflicts?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
- Is it the responsibility of the world’s wealthier nations to help eradicate problems faced by
poorer nations?
Unit specific goals:
1. Students increase their awareness of the existence and extent of various world problems by
exploring media and areas of their choice
2. Students understand the relationship between current world problems and their historical,
cultural, political, economic and geographic contexts
3. Students examine the disparity of economic resources and power among the world’s nations
4. Students develop a positive view of an individual’s ability to make a difference by exploring
relief and other international organizations and efforts
II.
Human Rights & the Roots of Democratic Principles
Overarching Qs:
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- What do people want from a government? (What form of government is preferable to serve
basic human rights/needs/desires?)
Unit specific goals:
1. Students examine the similarities and differences in Greco-Roman and Judeo-Christian views
of law, reason, faith and the individual.
2. Students analyze the ways in which Greco-Roman and Judeo-Christian thought contributed to
the development of human rights and democratic principles.
III.
The Rise of Democracy in Britain and the Enlightenment/the Age of Revolution
Overarching Qs:
- What do people want from a government? (What form of government is preferable to serve
basic human rights/needs/desires?)
- Why do governments survive or not? (Who holds power in society? Who should hold power?) - Is a
democratic form of government the answer for all peoples? (If democracy is preferable,
why are there dictatorships?)
- What are the limitations of democracy? Why do democratic governments violate human
rights? What is the proper balance?
Unit specific goals:
1. Students compare and contrast the major ideas of pre- and Enlightenment philosophers and
analyze their influence on subsequent democratic revolutionary thought
2. Students identify the major principles of the revolutionary declarations, and compare them to
the major ideas of Enlightenment philosophers
3. Students examine the stages of successful revolution, apply them to the English experience
and American and French Revolutions, and debate whether violence is essential to successful
revolution
4. Students compare and contrast the American and French Revolutions, and analyze why the
French revolution evolved through “democratic” despotism and Napoleon
5. Students examine how and why revolutionary ideas spread across Europe and the world
6. Students compare and contrast the U.S. Constitution to constitutional monarchy and the
British parliamentary system as reflections of revolutionary declarations and Enlightenment
philosophy
IV.
Industrial Revolution & Capitalism
Overarching Qs:
- Is capitalism appropriate for all peoples/cultures? Is capitalism essential to the success of a
democratic government and principles?
- How do the environment and natural resources impact economic power?
- What has been the relationship between economic “progress” and the environment?
- Is political power a function of or eclipsed by economic power?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
Unit specific goals:
1. Students analyze why the Industrial Revolution occurred first in England and spread to other
nations, with particular focus on the roles of geography and form of government
2. Students identify the major tenets of capitalism, and explore the roles of entrepreneurship,
natural resources, labor and capital, and the potential for social control through control of
these factors
3. Students analyze capitalism’s resulting potential for gaps between haves and have-nots, and
the responses aimed at its social ramifications (socialism, etc.)
4. Students examine the emergence of urban population concentration, immigration and labor
unions as consequences of the development of industrial economies
5. Students explore Romanticism in art and literature, and discuss the role of
artists in social criticism
V.
The Age of Imperialism
Overarching Qs:
- What might motivate one society to want to control another?
- How do the environment and natural resources impact economic power?
- Is political power a function of or eclipsed by economic power?
- How do religion and culture influence and/or help explain local and international
interactions/conflicts?
- What do people want from a government? (What form of government is preferable to serve
basic human rights/needs/desires?)
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
Unit specific goals:
1. Students examine the economic and political motives for imperialism, including the
connection between industrialization and colonization, and debate which are the strongest
motives
2. Students examine and reflect on the effects of imperialism on the colonizers and often brutal
effects on the colonized
3. Students examine Ghandi’s nonviolent approach and its power to bring about justice
4. Students understand the world political map, and analyze competing imperial efforts as a precursor of global conflict
5. Students analyze the independence struggles of various “colonies”, and debate the moral
issues raised, particularly for “democratic” imperial powers - contradiction with democratic
principles and self-determination
VI.
The Causes, Course and Effect of World War I
Overarching Qs:
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is self-determination essential to international co-existence?
- How should decisions among nations be made?
- How do religion and culture influence and/or help explain local and international
interactions/conflicts?
-What might motivate one society/nation to want to control another?
- Is isolation ever an appropriate/wise choice?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
Unit specific goals:
1. Students understand the evolution of the “uneasy peace” in pre-war Europe, and the
competing growth of imperialism, nationalism and militarism
2. Students examine the geographic, political and economic rivalries, ethnic and ideological
conflicts and domestic discontent and disorder that set the stage for war, and effected its
course
3. Students debate the arguments on all sides for going to war, and examine the propaganda used
to mobilize the population to support war, and why disgruntled citizens rally to support war
4. Students analyze the causes of the U.S. entry into the War, and its effect, as well as that of the
Russian Revolution on the outcome of the War
5. Students examine and describe the human costs of war, and human rights violations/genocide
committed in the context of war
6. Students analyze the Versailles Treaty and Wilson’s 14 points, the perspectives of world
leaders, and the effect on the prospects of the League of Nations
7. Students describe the effects of the peace treaties on the political borders, new nations,
economies and populations of Europe and elsewhere
8. Students discuss the influence of WWI on the arts and intellectual life of Europe and America
VII.
The Russian Revolution/Facism and the InterWar Period
Overarching Qs:
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- What do people want from a government?
(What form of government is preferable to serve basic human rights/needs/desires?)
- Why do governments survive or not?
(Who holds power in society? Who should hold power?)
- Is a democratic form of government the answer for all peoples?
(If democracy is preferable, why are there dictatorships?)
- What are the limitations of democracy? Why do democratic governments violate human
rights? What is the proper balance?
- Is capitalism appropriate for all peoples/cultures? Is capitalism essential to the success of
a democratic government and principles?
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is isolation ever an appropriate/wise choice?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
Unit specific goals:
1. Students examine the post-war void created by disillusionment with pre-war institutions,
leaders and values, setting the stage for totalitarian control
2. Students examine the economic and political contexts that set the stage for the rise of fascist
regimes in Germany and Italy
3. Students analyze the course and causes of the Russian Revolution, explain the context that
gave rise to Lenin’s control of, and Stalin’s rise to power in the USSR and the brutal means
used by each to maintain economic, political and military power
4. Students examine the brutal drives for empire in the 1930s by Germany, Italy and Japan, and
associated atrocities
5. Students analyze the context that made possible the German “Final Solution” and the support
of the German population for the Nazis
6. Students debate the U.S. and European policies of appeasement and isolationism, and discuss
the role of the worldwide Depression in international political affairs
7. Students analyze the aggression and human costs of the totalitarian regimes, and compare
their common and dissimilar features
8. Students discuss the social, cultural and technological innovations and advances occurring
elsewhere during the rise of the totalitarian regimes
VIII. The Causes, Course and Consequences of World War II
Overarching Qs:
- Why do governments survive or not? ((Who holds power in society? Who should hold power?)
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is self-determination essential to international co-existence?
- How do religion and culture influence and/or help explain local and international
interactions/conflicts?
- What might motivate one society/nation to want to control another?
- Is isolation ever an appropriate/wise choice?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
Unit specific goals:
1. Students understand the military alliances and geographic factors that influenced the course
and outcome of the War (and the their influence on key battles and decisions)
2. Students compare the views, roles and influence of the political, diplomatic and military
leaders
3. Students analyze the context that made possible the Holocaust, understand the horrors
involved, debate the timing and extent of the world’s response, and explore the courageous
resistance of Jews and non-Jews who helped save many of them
4. Students discuss the extensive human costs of the war, including infrastructural, cultural and
economic, and debate the decision to drop the atomic bomb
IX.
The Cold War & International Developments in the Post-WWII World
Overarching Qs:
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- What do people want from a government?
(What form of government is preferable to serve basic human rights/needs/desires?)
- Why do governments survive or not?
(Who holds power in society? Who should hold power?)
- Is a democratic form of government the answer for all peoples?
(If democracy is preferable, why are there dictatorships?)
- Is political power a function of or eclipsed by economic power?
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is self-determination essential to international co-existence?
- How should decisions among nations be made?
- How do religion and culture influence and/or help explain local and international
interactions/conflicts?
-What might motivate one society/nation to want to control another?
- Is isolation ever an appropriate/wise choice?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
Unit specific goals:
1. Students examine the political and economic consequences of the war in Europe, particularly
German, Japan and Eastern Europe
2. Students understand the evolution of the Cold War, the attendant arms race, and the
expanding influence of the Superpowers, and new post-war alliances
3. Students describe and debate the economic and military policies employed by the “free
world” to fight the spread of communism, and the resulting conflicts
4. Students explain the democratic insurgencies in Eastern Europe (case study of Poland), and
their effect, along with economic factors, on the eventual collapse of the USSR, and the
leadership required to engineer these events
5. Students examine the political and economic changes in China, and its developing influence
6. Students understand the post-war developments in the Middle East, including the
establishment of the state of Israel and the resulting effect on world political affairs
7. Students discuss and debate the establishment and constitution of the United Nations and its
role in political and social affairs
X.
Modern Nation Building (Middle East, Africa, China)
Overarching Qs:
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- What do people want from a government? (What form of government is preferable to serve
basic human rights/needs/desires?)
- Is a democratic form of government the answer for all peoples? (If democracy is preferable,
why are there dictatorships?)
- What are the limitations of democracy? Why do democratic governments violate human
rights? What is the proper balance?
- Is capitalism appropriate for all peoples/cultures? Is capitalism essential to the success of a
democratic government and principles?
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- Is self-determination essential to international co-existence?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
- Is it the responsibility of the world’s wealthier nations to help eradicate problems
faced by poorer nations?
Unit specific goals:
1. Students recognize and explain the economic, political and cultural challenges faced by
developing nations, and the influence of history, religion and geography
2. Students examine the motivations and actions of world powers to influence developing
nations
3. Students discuss the cause of human rights and democratic freedoms, and debate world
involvement in nation-building to promote this cause
4. Students examine the roles of leaders in nation building
XI.
21st Century World View
Overarching Qs:
- What can you do to make the world a better place?
- Do all peoples share an interest in human rights, regardless of culture, religion, etc.?
- What has been the relationship between economic “progress” and the environment?
- Is political power a function of or eclipsed by economic power?
- Why do not all peoples/countries peacefully co-exist?
(Why is there conflict? Why is there genocide/cruelty?)
- How should decisions among nations be made?
- How do individuals influence history? Do individuals have a responsibility to act? (Do artists,
writers & musicians have a real and lasting influence?)
- Is it the responsibility of democratic nations to bring about democracy in the world? (Does this
conflict with the notion of self-determination?)
- Is it the responsibility of the world’s wealthier nations to help eradicate problems faced by
poorer nations?
Unit specific goals:
1. Students understand the interdependence of world economies, and the vast influence of
financial strength
2. Students analyze the effect of modern technology, particularly the Internet, on world political,
cultural and social issues
3. Students debate and discuss the singular influence of the U.S. in world affairs, and evolving
political “alliances”
4. Students compare human rights violations and genocide in the 20th century, to similar
atrocities in the 21st century, and discuss world response
5. Students research and formulate a strategy for individual involvement to help address a
problem/make the world a better place
6. Students complete course with a positive view of an individual’s ability to make a difference