CURRICULUM GUIDE
Western Civilizations
SOW03
Honors SOW05
Regular Level: This course examines European History from the age of democratic
revolutions to the space age. Special attention is paid to those 19th century events which
have helped to shape the modern world: liberalism, nationalism and imperialism.
Emphasis is also given to the two World Wars, European varieties of democracy,
socialism and totalitarianism.
Honors: This course is for students of above average ability and interest in social
studies. It parallels Western Civilization - Modern West, but there is more work
with primary sources. Outside reading includes material of greater difficulty and
there is greater attention to historical detail. The student is expected to grasp the
intellectual as well as the material aspects of Western Civilization.
District 219
Niles Township High Schools
Niles North and Niles West
Skokie, Illinois
Social Studies Director: Ed Noyes
Submitted by: Barbara Buzan, Albert Chan, Angie Sideris, Shaun Waldron
Fall 2004
Course Offerings and Requirements
p. 3
Instructional Materials
p.4
Agreed Upon Elements
p.5
Units of Instruction
p. 6- 21
•
Each unit includes Student Learning Outcomes Coded to State Goals and Benchmarks
Unit 1
Unit 2
Unit 3A
Unit 3B
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8A
Unit 8B
Unit 9
Unit 10
Review of Rise of Western Civilization and Global Studies
The Scientific Revolution and Enlightenment
The French Revolution
The Rise and Fall of Napoleon
The Industrial Revolution
Imperialism and Nationalism
World War I
Between the Wars
World War II
The Holocaust
Cold War 1949—1989
Post-Cold War 1989. . . .
2
p. 6-7
p. 8
p. 9
p. 10
p. 11
p. 12
p. 13
p. 14
p.15-16
p. 17
p. 18-19
p. 20-21
Instructional Materials
Required Text(s):
Farah, Mounir A., and Andrea Berens Karls. World History: The Human Experience. Columbus, Ohio: National Geographic
Society, 1997.
Chase, Myrna., James R. Jacob, Margaret C. Jacob, and Marvin Perry. Western Civilization: Ideas, Politics, and Society. Geneva,
Illinois: Houghton Mifflin Company, 1996.*
Perry, Marvin., Joseph R. Peden, Theodore H. Von Laue, Sources of Western Tradition. 2 vols. Geneva, Illinois: Houghton Mifflin
Company, 1995.*
* Honors Level Course
3
Agreed Upon Elements: Course Overview
Unit Title
Unit 1
Unit Length
In weeks
1
Unit 2
Review of Rise of Western Civilization and Global
Studies
The Scientific Revolution and Enlightenment
Unit 3A
The French Revolution
Unit 3B
The Rise and Fall of Napoleon
Unit 4
The Industrial Revolution
2-3
Unit 5
Imperialism and Nationalism
1-2
Unit 6
World War I
1
Unit 7
Between the Wars
1
Unit 8A
World War II
Unit 8B
The Holocaust
1
Unit 9
Cold War 1949—1989
1
Unit 10
Post-Cold War 1989. . . .
2-3
2-3
1
1-2
3 days
4
Unit 1: Review of Global Studies Second Semester
Summary of Unit:
This unit will provide the content and the skills necessary for a good foundation for further study of Western
Civilizations. This unit shall serve as a review of the important topics that should have been covered second
semester in Global Studies. The unit includes a review of the Renaissance, the Reformation, and the Age of
Exploration.
Course level objectives of topics to be addressed during this unit:
Explain the significance of the concept of “revolution” and what role it played in development of Western
Civilization.
Identify and describe the events which caused Europe to move from the Middle Ages to the modern era.
Understand major concepts of the Renaissance, the Reformation, and the Age of Exploration.
Explain the significance of these events to the development of European thought.
Discuss the global changes that took place as a result of the Age of Exploration.
Know the difference between the Catholic Church and the Protestant Church.
Make comparisons between Catholic Church and the Protestant Church.
Understand the importance of humanism.
Demonstrate the ability to identify and describe major works of art created during the Renaissance.*
Evaluate the changes that took place in religion, art, architecture, and exploration.*
Key concepts and vocabulary:
Renaissance
Reformation
Indulgences
Theocracy
Predestination
Humanism
secular
Circumnavigation
Conquistador
Triangular trade
Middle Passage
Mercantilism
Balance of trade
Lutheranism
95 Theses
Niccolo Machiavelli- The Prince
Lorenze de’Medici
Michelangelo Buonarroti- David, Sistine Chapel
Leonardo da Vinci- Mona Lisa
Martin Luther
Johannes Gutenberg
John Calvin
Henry VIII
Vasco da Gama
Christopher Columbus
Ferdinand Magellan
Length or Timeline: 1 week
Instructional Materials: course textbook
5
Essential Questions that will guide the unit:
• What is “Revolution”?
• What events caused Europe to transition from the Middle Ages to the “modern” era?
• What was humanism? What type of influence did humanism have on the changes in Europe?
• What types of technology were developed that allowed for the great advances in exploration?
• Who were the great artists of the Renaissance?
• What were the causes for the Protestant Reformation?
• How did Europe change as a result of the Renaissance, Reformation, ands the Age of Exploration?
• Identify and describe major works of art created during the Renaissance.*
• Evaluate the changes that took place in religion, art, architecture, and exploration.*
* Honors Level Course
6
Unit 2: Scientific Revolution and Enlightenment
Summary of Unit:
This unit will provide students the opportunity to explore the concept of “revolution” that was first presented in
Unit 1, by gaining a greater understanding of the Scientific Revolution and the Age of Enlightenment.
Course level objectives of topics to be addressed during this unit:
Evaluate the changes that took place in European government as a result of the theories of the Enlightenment
challenging absolutism.
Identify and describe the events of the Inquisition and the role the Catholic Church played in these events.
Identify and describe the scientists and philosophes of the period.
Understand the importance of the philosophes and their role in the spread of the Enlightenment.
Know the difference between a heliocentric and geocentric universe.
Discuss the changes that took place in government, religion and society as a result of the Scientific Revolution
and the Enlightenment.
Analyze the contribution that each of the scientists and philosophes made to society.*
Analysis of the separation between reason and religion that arises as a result of the Scientific
Revolution and the Enlightenment.*
Key concepts and vocabulary:
Enlightenment
Scientific Revolution
Geocentric
Hobbes
Heliocentric
Locke
Cosmology
Rousseau
Galileo
Natural law
Copernicus
Philosophe
Newton
Salon
Kepler
Enlightened despot
Scientific Method
Montesquieu
Diderot
Classicism
Romanticism
Deism
Length or Timeline: 2-3 weeks
Instructional Materials: course textbook
Essential Questions that will guide the unit:
• What were the causes of the Enlightenment?
• What were the causes of the Scientific Revolution?
• What role does the Scientific Revolution play in changing Europe’s cosmology?
• What influence did each of the above scientists have on the Scientific Revolution?
• What influence did each of the above thinkers have on the spread of the Enlightenment?
• What types of technology were developed that allowed for the great advances in science?
• How did the changes that took place during the Scientific Revolution and the Enlightenment affect the Church?
• How did the changes that took place during the Scientific Revolution and the Enlightenment affect
the power and responsibility of government?*
• Evaluate the changes in Europe as a result of these movements?*
* Honors Level Course
7
Unit 3A: The French Revolution
Summary of Unit:
This unit will provide students the opportunity to define the changes that take place in France following the
Enlightenment. Similarly, students will also further explore the idea of “revolution” by studying the political
changes that take place in the France at the end of the 18th century.
Course level objectives of topics to be addressed during this unit:
Evaluate the social, political and religious changes that took place in France as a result of the spread of
Enlightenment ideas throughout Europe.
Analysis of the struggle between monarchy and republic that arose in France as a result of the
Scientific Revolution and the Enlightenment.*
Compare and contrast the old order to the new order in French society.
Identify and describe the causes of the French Revolution.
Evaluate that changes that take place in France as a result of the Revolution.
Know the key players who took part in the Revolution.
Compare and contrast the goals of the Revolution with the results of the Revolution.*
Key concepts and vocabulary:
Three Estates
Louis XVI
Marie Antoinette
Versailles
Bourgeoisie
Estates-General
National Assembly
National Convention
Bastille
Great Fear
Jacobins
Girondists
Declaration of the Rights of Man
Constitution of 1791
Unicameral legislature
Émigrés
Republic
Committee of Public Safety
Reign of Terror
Robespierre
Guillotine
The Directory
Coup d’etat
Napoleon Bonaparte
Length or Timeline: 2-3 weeks
Instructional Materials: course textbook
Essential Questions that will guide the unit:
• What were the causes of the French Revolution?
• What were the goals of the French Revolution in 1789?
• Which groups formed each of the 3 Estates? How did this lead to Revolution?
• What Enlightenment ideas played a role in the French Revolution?
• How did Robespierre and the Committee of Public Safety change the course of the Revolution?
• How did the changes that took place in France affect the rest of Europe?
• Was the French Revolution a success?*
• What types of social and political changes took place in France as a result of the French Revolution?*
* Honors Level Course
8
Unit 3B: The Rise and Fall of Napoleon
Summary of Unit:
This unit will take students through the years following the French Revolution. Students will study the rise and fall
of Napoleon Bonaparte. Students will analyze the effects and influence that his rule had on France as well as the
rest of Europe.
Course level objectives of topics to be addressed during this unit:
Evaluate the social, political and religious changes that took place in France as a result of the French
Revolution
Analysis of the struggle between republic and dictatorship that arose following the French
Revolution. *
Know the events that lead to Napoleon’s rise to power.
Evaluate that changes that take place in France as a result of Napoleon’s control of France.
Understand the impact of Napoleon’s changes in government, society, education, and religion.
Identify and describe the events that led to Napoleon’s loss of power in France.
Evaluate the influence of his rule on France and the rest of Europe.*
Key concepts and vocabulary:
coup d’etat
Napoleon Bonaparte
Consulate
dictatorship
Napoleonic Code
Civil Constitution of the Clergy
Concordat of 1801
empire
Continental System
nationalism
invasion of Russia
Waterloo
Congress of Vienna
Concert of Europe
Length or Timeline: 1 week
Instructional Materials: course textbook
Essential Questions that will guide the unit:
• How did Napoleon rise to power in France?
• What types of social and political changes took place in France as a result of Napoleon?
• Why did Napoleon’s Empire lead to a rise in nationalism throughout Europe?
• How did Napoleon’s rule lead to the Concert of Europe? *
• How did Napoleon lose power in France?
• How did the Napoleonic Code influence Western European thought and government? *
* Honors Level Course
Unit 4: Industrial Revolution
9
Summary of Unit: This unit will provide students information about the development of Europe through the
Industrial period. It will have students examines the causes for this period, and it will connect the period to later
European history including the move towards Imperialism, Nationalism, and eventually World War I.
Course level objectives of topics to be addressed during this unit:
- Know and comprehend the components and developments of the Industrial Revolution
- Understand the effects of the Industrial Revolution on European History
- To know and comprehend basic economic relationships in a capitalist system
- To comprehend the change in European social and economic structure from a domestic to a factory system
- To apply knowledge of new 19th Century technologies to developments in European History
- To analyze the effects of urbanization in European political, social, and economic life. *
- To compare the capitalist system to the socialist system of economics. *
Key concepts and vocabulary:
Vocabulary
Domestic System/ Cottage Industry
Factory System
Land, Labor, Capital
Laissez- Faire
Entrepreneur
Mass Production
Interchangeable Parts
Urbanization
Collective Bargaining
Labor Union
Concepts
Capitalism
Marxism/ Socialism
Communism
Romanticism
People and Innovations
Karl Marx
Eli Whitney
Bessemer Steel Process
James Watt
Alexander Graham Bell
Cotton Gin
Steam Engine
Telegraph
Steel
Assembly Line
Enclosure Movement
Length or Timeline: 2-3 Weeks
Instructional Materials: course textbook
Essential Questions that will guide the unit:
What role do land, labor and capital play in production?
What effects did new technology and innovations from the Industrial Revolution have on European society?
Why did European society urbanize during this time period?
Describe and compare the lifestyle of Europeans using the cottage system to the lifestyle of Europeans using the
factory system.
How did inventions like the steam engine and the telegraph contribute to the Industrial Revolution?*
Identify and describe the social, political, and economic effects that urbanization had on Europe.*
* Honors Level Course
10
Unit 5: Imperialism and Nationalism
Summary of Unit: This unit will have students trace the development of Nationalism in European countries and evaluate
this development in terms of European political climate. Students will also survey the Imperialist actions of European nations
that follow the period of nationalism as a prelude towards World War I.
Course level objectives of topics to be addressed during this unit:
- Know and comprehend the causes and effects of Imperialism on European and Non- European countries
- Understand the development and rise of Nationalism in European countries
- Compare maps of Europe from 1815 to 1870
- To connect the rise of Nationalism to European imperialist actions as Nation- States
- To know and comprehend the development of Italy, Germany, Austria-Hungary as modern Nation-States
- To identify analyze the effects of Imperialism and spheres of influence on a colony, protectorate *
- To evaluate the necessity and the implications of Imperialism*
- To analyze rising competition in Europe that creates tension leading towards World War I*
Key concepts and vocabulary:
Concepts
Nationalism
Patriotism
Unification
Militarism
Imperialism
People
Victor Emmanuel
Garibaldi
Zollverein
Otto Von Bismarck
Vocabulary
Serfs
Russification
Duma
Dual Monarchy
Colony
Protectorate
Sphere of Influence
Scramble for Africa
Realpolitik
Length or Timeline: 1-2 Weeks
Instructional Materials: course textbook
Essential Questions:
How did Germany industrialize and nationalize according to Otto Von Bismarck’s leadership?
How does the dual- monarchy form in Austria- Hungary?
What are the main reasons why leaders like Victor Emmanuel and Giuseppe Garibaldi have for unifying Italy?
How does Russia attempt to reassert power in its “Russification?”
What did the Scramble for Africa mean for African countries in terms of society, politics, and economics? *
How are Europeans really competing against each other when they adopt an Imperialist policy towards
other foreign countries? *
How does Imperialism and Nationalism lead towards World War I? *
* Honors Level Course
11
Unit 6: World War I
Summary of Unit:
This unit will provide students with an overview of World War I and its causes.
Course level objectives or topics to be addressed:
Identify and describe how the concepts of nationalism, militarism and imperialism led to growing tensions
in Europe
Explain the system of alliances and the difficulties caused by such entanglements
Evaluate how the development of new technology influenced the war. *
Explain significant battles and turning points in the war
Analyze the effect of the Russian Revolution on the war
Compare and contrast the “14 Points” to the Treaty of Versailles
Discuss the debate between the Allied Powers over the handling of the losers
Understand Woodrow Wilson and America’s role in the war and in the creation of the League of Nations
Evaluate the war’s lasting impact on society. *
Key concepts or vocabulary to include:
Imperialism
Militarism
Nationalism
Alliance system
Wilhelm II
Nicholas II
Allied and Central Powers
Woodrow Wilson
Gavrilo Princip
Von Schlieffen Plan
Trench warfare
War of attrition
Verdun and Somme
Weapons:
o Airplanes, zeppelins, submarines, tanks,
gas, grenades, machine guns
The Lusitania
Zimmermann Telegram
Treaty of Brest-Litovsk
Russian Revolution:
o Lenin, the Reds and the Whites
Cordon sanitaire
Peace of Paris and the various treaties
War Guilt Clause
14 Points
Map of Europe (pre- and post-war)
Length of Unit:
1 week
Instructional Materials:
course textbook
Essential questions that will guide the unit:
How did the national goals of individual European countries encourage war?
How did the alliance system encourage war?
What type of warfare was used in World War One? Why was this war different than previous wars?
How did the geography of France effect the outcome of the war?
What were the effects of the Treaty of Versailles?
What parts of the Fourteen Points were accepted? What parts of the Fourteen Points were rejected? Why?
How did Europe change – geographically, psychologically, and socially -- as a result of the war? *
What role did the League of Nations play in Europe following the war? *
* Honors Level Course
12
Unit 7: Between the Wars
Summary of Unit:
This unit will provide students with an understanding of the connections between World War I, its repercussions in
Germany, the rise of Hitler, and the attitude of the Western world, all leading toward World War II.
Course level objectives or topics to be addressed:
Explain the social, political, and economic effects of the Treaty of Versailles.
Understand the differing attitudes toward post-war Germany, especially between France and Great Britain.
Evaluate the economic impact of the war on Germany and the subsequent social upheaval. *
Know the characteristics of fascism and the rise of Mussolini.
Identify Adolf Hitler, and describe his philosophy and that of the Nazi party.
Analyze why Germans found Hitler and his philosophy attractive. *
Understand the rise of anti-Semitism during this time period
Discuss the reluctance of the Western world to stand up to Hitler and the policy of appeasement. *
Understand Hitler’s Third Reich and his plans for European domination
Key concepts or vocabulary to include:
Adolf Hitler
Neville Chamberlain
Mussolini
Treaty of Versailles
Reparations
Mein Kampf
Great Depression
Kristallnacht
lebensraum
Rhineland, Sudetenland
Munich Conference
Nazi-Soviet Non-Aggression Pact
Pact of Steel
Blitzkrieg
Sudetenland
Appeasement
Length of Unit: 1 week
Instructional Materials: course textbook
Essential questions that will guide the unit:
Why was Germany punished so severely by the Allies?
What efforts were made by the Allies to help Germany with reparations?
How did the Great Depression affect Europe, and Germany in particular? *
Who was Adolf Hitler and why was he appealing to Germans at this time? *
How did Hitler’s fascist government come to power? Why was it so successful?
How did Mussolini’s fascist government come to power? Why was it so successful?
Why did Hitler support anti-Semitism?
What military moves did Hitler make that should have alarmed world leaders?
Why was the Western world hesitant to rein in Hitler? *
What event finally resulted in the beginning of WWII?
* Honors Level Course
13
Unit 8A: World War II
Summary of Unit:
This unit will primarily focus on teaching students the key European aspects of World War II and its causes. The War in the
Pacific (i.e. Japanese) aspects will be touched upon but not examined in detail as this is more US history than Western
Civilization.
Course level objectives of topics to be addressed during this Unit:
Identify and analyze the invasion of Poland as the beginning of war
Analyze the German military leaders and their battle plans for war
Identify and analyze the European, Euro-Asian, North African battles and their success or failure
Identify turning points of the war for Allies (1942--45) and Axis powers (1939--1942)
Analyze the turning points of the war for Allies (1942--45) and Axis powers (1939--1942). *
Analyze the changing German -- Soviet Union relationship from 1939 through 1946.
Key concepts, people, terms, and vocabulary to include:
Neville Chamberlain
Winston Churchill
Clement Attlee
Bernard Montgomery
Henri Petain
Charles de Gaulle
Joseph Stalin
Erwin Rommel "The Desert Fox"
Benito Mussolini
Franklin D. Roosevelt
Harry S. Truman
Gen. Dwight D. Eisenhower
Chester W. Nimitz
Douglas MacArthur
George Patton
Blitzkrieg of Poland
Dunkirk evacuation
Battle of Britain
Fall and Division of France
Battle of Stalingrad
Battle of El Alamein
D-Day landing; Operation Overlord; June 6, 1944
Battle of the Bulge
Pearl Harbor
December 7, 1941 "Day that will live in infamy"
Guadalcanal
Midway
Hiroshima
Nagasaki
Bismarck
May 7, 1945 VE Day
August 15 1945 VJ Day
Evacuation
Scorched-earth policy
lebensraum or "living space"
14
lend-lease
cash-and-carry policy
blitz / blitzkreig
kamikaze
Yalta
Potsdam
Length of Unit: 1-2 weeks
Instructional materials: course textbook
Essential questions that will guide the Unit:
Why did the German invasion of Poland "force" Great Britain and France to declare war on Germany?
What were Hitler's objectives in Europe?
What were the unique German military strategies used from 1939--1945?
What assistance did the USA provide Great Britain before December 1941?
Analyze why Stalin wanted the Allies to speed the opening of a second front and why Churchill and Roosevelt
did not do it. *
What were Japan's objectives in Asia?
Evaluate whether the Japanese bombing of Pearl Harbor made it certain that the USA would enter the war.
* Honors Level Course
15
Unit 8B: World War II and the Holocaust
Summary of Unit:
This section of Unit 8 will primarily focus on the key German philosophy of scapegoating the Jewish people for the German
economic and social problems. It will also identify the systematic process of Jewish isolation in the ghetto, identification,
concentration camp starvation and forced labor and the "final solution" created by the Nazi officials. Moreover, the
Nuremberg Trials will be briefly mentioned to bring the people responsible for the concentration camps and murders to trial.
Course level objectives of topics to be addressed during this Unit:
Analyze and identify historical events to determine cause-and-effect relationships
Evaluate the worldwide consequences of the Holocaust policy and its importance to the present day. *
Identify the impact of the Jewish migrations on Europe and the world
Describe the geographic factors that affect cooperation and conflict among the German, Arab, and Jewish societies
Key concepts, people, terms, and vocabulary to include:
Adolph Hitler
Josef Mengele
Eichmann
Elie Wiesel
Thomas Keneally
Oskar Schindler
Auschwitz
Treblinka
Buchenwald
Dachau
New order
Master race
Kristallnacht
Holocaust
Genocide
Final solution
Crimes against humanity
Nuremberg Trials
Length of Unit: 1 week
Instructional materials: course textbook, possibly a "holocaust movie," and any documentary video [see PBS list] on the
Nuremberg trials.
Essential questions that will guide the Unit:
What was the "new order" that Hitler wanted to create in Europe?
How was the "new order" philosophy adopted by other Axis powers during the war?
What were the geographic locations of the concentration camps and the Jewish populations within these countries?
What was the impact of the genocide on various countries? *
How did the Jewish people resist the Germans?
Where do we see the impact of this history in our society today? *
16
* Honors Level Course
Unit 9: Cold War 1949--1989
Summary of Unit:
This unit will analyze the 50-year period of the Cold War Era. It will provide students with a continuing "story" of the results
of WWII and the evolving tension that grew between the two superpowers -- USA and USSR. Moreover, it will emphasize the
effects of the tension on the economy and culture of each country. The unit will conclude with a focus on Pres. Reagan and
Premier Gorbachev as the leaders who ended the Cold War.
Course level objectives of topics to be addressed during this Unit:
Explain how the national economies vary between capitalist and communist/socialist
Analyze the impact of political actions (e.g. Cuban Missile Crisis) on military industrial complex. *
Describe how the US policies during the Cold War affected overall levels of employment, output and consumption
Explain the tentative nature of historical interpretations in the 5 decades of the Cold War
Explain the ability of modern technology (e.g. space systems and weapons) to impact human activities. *
Describe the geographic factors that affected cooperation and conflict between USA and USSR
Key concepts, people, terms, and vocabulary to include:
Harry S. Truman
John F. Kennedy
Lyndon B. Johnson
Richard M. Nixon
Gerald R. Ford
Jimmy Carter
Ronald Reagan
Winston Churchill
King George VI
Queen Elizabeth II
Charles de Gaulle
Nikita Khrushchev
Leonid Brezhnev
Alexander Dubcek
Imre Nagy
Janos Kadar
Wladyslaw Gomulka
Truman Doctrine
Marshall Plan
COMECON
Berlin Airlift
NATO
“kitchen debate”
Cuban Missile Crisis
SALT talks / treaties
Berlin Wall
Warsaw Pact
Vietnam War
Brezhnev Doctrine
Welfare state
Iron curtain
17
“hot line”
Ideologies
Blocs
Superpower
Satellite
Containment
Blockade
Arms race
ICBMs
Peaceful coexistence
Dissident
Détente
Oil embargo
Double-digit inflation
Trade deficit
Stagflation
Mutually assured destruction
Length of Unit: 1 week
Instructional materials: course textbook, PBS videos of events
Essential questions that will guide the Unit:
Why did Stalin order the Berlin blockade and how did this contribute to launching the Cold War?
When and how did the US decide to assume the global responsibility for containing communism? *
Why did America fear communism during 1950s--1980s?
Why did USSR see western democratic policies as a challenge to their way of life?
What countries (and leaders) in Europe resisted Soviet policies and were brutally suppressed? Why? *
* Honors Level Course
18
Unit 10: Post-Cold War 1989. . . .
Summary of Unit:
This mini-unit will provide students with a chronological view of how quickly the Cold War was declared "over." It will ask
students to reflect on the 50-year escalation of tension and evaluate the suddenness of the end of tense relations. These events
will also encourage students to research "current" results.
Course level objectives of topics to be addressed during this Unit:
Explain how American competition is maintained and encouraged in the US economy
Describe the US economy in 1980 "Reaganomics" terms to increase military spending and the ways it forced the
USSR to compete. *
Compare and evaluate the 1961 building of the Berlin Wall with the 1989 tearing down of the wall and the ways it
affected cooperation among countries. *
Compare and evaluate John F. Kennedy with Ronald Reagan and their effect on US--USSR relations
Describe geographic break-up of the USSR to become CIS
Key concepts, people, terms, and vocabulary to include:
Ronald Reagan
George H.W. Bush
Bill Clinton
Mikhail Gorbachev
Boris Yeltsin
Lech Walesa
Nicolae Ceausescu
Helmut Kohl
Vaclev Havel
glasnost
perestroika
Commonwealth of Independent States [CIS]
Nuclear Nonproliferation Treaty
Privatization
Trade deficit
Budget deficit
Solidarity
Length of Unit: 3 days
Instructional materials: course textbook and current affairs research
Essential questions that will guide the Unit:
What developments changed the relationship of the superpowers by the mid-1990s?
Why is the transition from communism to free enterprise so difficult for the former Soviet republics? *
What are the issues facing many of the republics of the CIS?
How did Gorbachev's policy of glasnost contribute to ethnic unrest in the former Soviet republics and open the way for
independence movements there?
How did the fall of communism in Eastern Europe affect Germany? *
What movement rallied public (and international) support for democracy in Poland?
19
Why were some of the revolutions in Eastern Europe more violent than others?
What kinds of changes have occurred rapidly in Eastern European countries?
What kinds of changes have occurred slowly in Eastern European countries?
What changes came to the Yugoslav area with the fall of communism?
* Honors Level Course
20