Académique Documents
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QUARTER 1
Unit 1
Medieval Christianity & Islam: The Crusades
Beck, ch.13 Pages 350-373
Summary -- Sherman, pp. 140-141 (Le Goff)
Document Analysis -Letters: Secular and Ecclesiastical Authority (Sherman, pp. 130131)
Germanic Kingdoms
The Franks
Clovis, Cloviss Conversion
The Carolingians
Roman Christian Europe: Charlemagne
The papacy: Roman Catholic vs. Eastern Orthodox, Gregory I
Monasticism, St. Benedict's Rule
AERO Standards and Performance:
Standard 4 (culture) & standard 5 (society and identity): Students will understand
religious, cultural and intellectual developments and interactions among societies.
Essential Questions:
How essential is religion to early society?
Why do people live together and form societies?
How does someones cultural and religious influence understand the world?
To what degree does one individual have autonomy from their religion and culture?
Beck, ch.14, pages 376-381 & 387-403
Otto I of Saxony
Investiture Contest
Frederick Barbarossa
Capetian France
The Normans
Norman England
Italian States
Agricultural Techniques; New Tools Technologies; New Crops
Population Growth; Urbanization; Textile; Mediterranean Trade
The Hanseatic League
The Three Estates
Chivalry; Troubadours; Eleanor of Aquitaine; Guilds
Aristotle; Scholasticism; St. Thomas Aquinas
AERO Standards and Performance:
Standards 2 (connections and conflict), 4 (culture) & 5 (society and identity): Students
will understand cultural, religious and intellectual developments and interactions among
societies. Students will understand causes and effects of interactions among societies,
including trade, systems of exchanges, war and diplomacy. Students will understand
social systems and structures and how these influence the individual.
Essential Questions:
How does society organize itself? What is a social group? Analyze how trade has
contributed to cooperation and conflict. Analyze how cooperation and conflict influence
political, economic, and social conditions.
Beck, ch. 14, pages 382-386
Popular religion: sacraments, saints, relics, pilgrimage
Dominicans & Franciscans, heresy, Cathars
Atlantic & Baltic colonization
The Reconquest
The Crusades: Urban II, First & Fourth Crusades
Consequences of the Crusades
Beck, ch.10, pages 260-279
Summaries -- Sherman, pp. 79-82 (Watt-Lapidus-Hourani-Brown)
The Islamic world: new crops, economic growth, merchants & trade, banking
Changing status of women
Islamic culture: Quran, Sufis, Mecca, hajj
Summaries: Sherman, pp. 193-197 (Fairbank & Teng, Lehmann, and Bush)
Trading post empires: Portuguese, English, Dutch
Conquest of the Philippines, Java
Seven Years' War
Columbian Exchange
Origins of global trade
Manila galleons
Document Analysis -- Cortes (Stearns, pp. 191-193)
Spanish Caribbean: Columbus, Hispaniola, encomenderos, Taino, smallpox
Conquest of Mexico & Peru: Cortes, Motecuzoma II, Pizarro, Atahualpa
Spanish empire, encomienda system, viceroys
Cabral & Portuguese Brazil
French & English colonies, conflict, Seven Years' War
Document Analysis -- Red, White, & Black: The Peoples of Early America (Sherman, pp.
175-177)
Multicultural societies: da Vaca, mestizos, creoles
Mining and agriculture: silver, hacienda
Sugar and slavery
Fur trade
Plantation system
Missionaries
AERO Standards and Performance Indicators:
Standard 2 (connections and conflicts), standard 4 (culture), standard 6 (government) &
standard 7 (production, consumption and production). Students will understand causes
and effects of interaction among societies, including trade, systems of international
exchange, war, and diplomacy. Students will understand cultural and intellectual
developments and interactions among societies. Students will understand why societies
create and adopt systems of governance and how they address human needs, rights,
responsibilities and citizenship. Students will understand how economies are shaped by
geographic factors.
Essential Questions:
Why do societies trade? Why do they wage war? Why do people leave together and form
societies? Why do cultures change? How does trade influence peoples lives?
Unit 6
Absolute Monarchs in Europe
Beck, ch. 21, pages 586-614
Document Analyses -- The Powers of the Monarch & The Powers of Parliament
(Sherman, pp. 201-202)
English Civil War
French absolutism: Cardinal Richelieu, Louis XIV, Versailles
Peace of Westphalia, balance of power
Development of cannons
Early capitalist society
Joint-stock companies
Putting-out system
Peter the Great: reforms, St. Petersburg
Catherine II, enlightened despot, Pugachev's rebellion
AERO Standards and Performance Indicators:
Standard 2 (connections and conflicts), standard 6 (government) & standard 7
(production, consumption and production). Students will understand the roots of
historical development of contemporary political systems. Students will understand
causes and effects of interaction among societies, including trade, systems of
international exchange, war, and diplomacy. Students will understand why societies
create and adopt systems of governance and how they address human needs, rights,
responsibilities and citizenship. Students will understand how economies are shaped by
geographic factors.
Essential Questions:
Why do societies trade? Why do they wage war? How does trade influence peoples
lives? Can an economy be both highly productive and genuinely fair in the distribution of
goods and services? How are governments established, maintained, and changed? What
happens in the absence of government?
Unit 7
Scientific Revolution & the Enlightenment
Beck, ch. 22, pages 620-636
Document Analyses -- Descartes, Newton (Sherman, vol 2, pp. 52-53)
Ptolemy, planetary movement
Copernicus
Kepler, Galileo
Newton
Document Analyses -- Kant (Sherman, vol 2, pp. 53-54) & Rousseau (Sherman, vol 2, pp.
56-57)
The Enlightenment
Locke, Montesquieu, Voltaire
Attitude toward religion
Philosophes
Theory of progress
AERO Standards and Performance Indicators:
Standard 8 (science, technology, and society). Student will understand how societies have
influenced and been influenced by scientific developments and technological
developments.
Essential Questions:
Do scientific developments and technological developments create new social, ethical,
moral, religious, and legal issues or do they amplify existing social, ethical, moral,
religious, and legal issues? Is contemporary life better or worse off because of modern
scientific developments and because of modern technological developments?
END OF SEMESTER 1
QUARTER 3
Unit 8
The French and the American Revolutions
Beck, ch.22 pages 636-640 and ch.23, pages 648-672, ch. 24 pages 678-687
Sovereignty & divine right
John Locke, social contract
Philosophes: Voltaire
Rousseau
Enlightenment ideas
Seven Years' War
Tightened control of the British colonies
"No taxation without representation."
Declaration of Independence
Relative advantages
George Washington
Yorktown and the end of the war
U.S. Constitution
Sherman, maps & charts, pp. 73-75 (Read only)
Document Analysis -- The Declaration of the Rights of Man and Citizen (Sherman, pp.
65-66)
Ideology
Conservatism, Burke
Liberalism, Mill
Slavery, Equiano
Anti-slavery movement: Wilberforce, abolition
Women's rights, Astell
Wollstonecraft, A Vindication of the Rights of Women
Women and the French Revolution
Olympe de Gouges, The Declaration of the Rights of Woman and the Female Citizen (p.
829)
Women's rights movements; Stanton, Seneca Falls
Summary: Sherman, pp. 77-80 (Doyle & Smith)
Nation, nationalism
Herder, German Volk, Brothers Grimm
Mazzini, Young Italy
Zionism, Dreyfus, Herzl
Congress of Vienna, Metternich
Nationalist rebellions: Greece, 1848
AERO Standards and Performance Indicators:
Standard 1 (time, continuity, and change), standard 4 (culture), standard 5 (society and
identity) and standard 6 (government). Students will understand patterns of change and
continuity, relationships between people and events through time, and various
interpretations of these relationships. Students will understand why societies create and
adopt systems of governance and how they address human needs, rights, responsibilities
and citizenship.
Essential Questions:
What roles do individuals play in historical change? What types of forces or events bring
about genuine historical change, that is, which genuine disrupt patterns of continuity?
How are governments established, maintained, and changed? What happens in the
absence of government? How ideals and institutions of freedom, equality, justice and
citizenship have changed over time and from one society to another? What is the impact
of revolutions on politics, economies, and societies?
Exam # 2
Notebook Due
Unit 10
The Industrial Revolution & European Nationalism
Beck, ch.25, pages 714-734
Document Analysis -- Testimony for the Factory Act of 1833 (Sherman, pp.82-83)
Industrialization
Coal and colonies
British cotton textile industry
Mechanization: flying shuttle, mule, power loom
Watt's steam engine
Iron and steel production; coke; Bessemer process
Energy: Watt's steam engine
Railroads: Stephenson
Putting out system
The factory: working conditions, Luddites
Summary: Heilbroner (Sherman, pp. 95-96)
Spread of industrialization: Belgium, France, Germany, US
Mass production: Eli Whitney, interchangeable parts, Ford
Corporations, monopolies, Rockefeller, vertical & horizontal integration
Population growth, demographic transition, urbanization
Malthus on Population
Migration
Document Analysis -- The Communist Manifesto (Sherman, pp. 84-86)
New social classes, industrial families, domestic servants
Child labor
Utopian socialism: Fourier, Owen
Marx and Engles: Manifesto of the Communist Party (1848), dictatorship of the
proletariat
Social reform, trade unions
Spread of industrialization: Russia (Witte), Japan (zaibatsu)
Demand for raw materials, economic development, economic dependency
Geographic division of labor
Document Analysis -- The Origin of Species and The Descent of Man (Sherman, pp 8990)
Crimean War
Emancipation of the serfs, Alexander II
Zemstvos
Industrialization: Witte, trans-Siberian RR, discontent
Protest: anarchists, repression, pogroms, terrorism
Nicholas II, Russo-Japanese War, Revolution of 1905, Bloody Sunday, Duma
AERO Standards and Performance Indicators:
Standard 3 (geography), standard 7 (production, distribution, and consumption) and
standard 8 (science, technology, and society). Students will evaluate the impact of
migration on the structure of societies. Students will study historical change by applying
Tokugawa bakufu
US fleet, Matthew Perry
Meiji Restoration; foreign influences
Abolition of the feudal order
Alliance w/ Britain, Sino-Japanese & Russo-Japanese Wars
AERO Standards and Performance Indicators:
Standard 2 (connections and conflict) and standard 6 (government). Students will
evaluate the efforts to resolve conflict within and among nations. Students will analyze
the effects of conflict on national unity.
Essential Questions:
Why do societies wage war? To what degree do formal protocols of trade, conflict, and
conflict resolution control interactions between societies? What constrains national
governments when shaping domestic policy and directing foreign policy? How are
governments established, maintained, and changed?
Unit 12
World War I
Beck, ch. 29, pages 841-858
Self-determination
National rivalries
Alliance system: Central Powers vs. Allies
Schieffen Plan
Balkan powder keg; assassination of Archduke Francis Ferdinand
Serbia, ultimatum, mobilization
Invasion of Belgium
Deadlock: trench warfare, new weapons, gas
Eastern front
Verdun
The home front: total war, women at war, right to vote, propaganda
World War: East Asia, Africa, Gallipoli, Lawrence of Arabia
Document Analysis -- The Fourteen Points (Sherman, pp. 159-161)
Russian Revolution, February Revolution, soviets, provisional government, Lenin
Petrograd soviet
October Revolution
Treaty of Brest-Litovsk
US intervention: Wilson, unlimited submarine warfare, Lusitania
Effects of the blockades: Easter Rebellion
Paris Peace Conference: Wilson's 14 Points; Lloyd George, Clemenceau Versailles Treaty
(map p. 996)