Quarter Three:

Time Period 1850-1929

Third Quarter: Essential Understandings
Essential Understandings reflect outcomes for student learning based on the Grade 10 Social Studies and English Language Arts
Standards. Essential Understandings are the big ideas which bridge time and space and which comprise expected deep
understandings derived from study. The Essential Understandings are clustered into themes which are studied throughout the course.
Students who successfully complete Honors 10 World History and Literature will have demonstrated on performance assessments a
firm grasp of the Essential Understandings by providing specific examples and analyzing just how theses concepts have occurred
through world history and how they are reflected in world literature.
Theme: Economics
The availability of, type of, and access to resources impact with cultures and individuals.
Philosophies of production, distribution, and consumption of resources affect and are affected by cultural structures.
The need for, availability of, and access to resources impact and are impacted by global interactions, reactions, and change.
Theme: Culture
Geographic and socioeconomic environments are interrelated with the development and evolution of a culture.
Language, literature, and the arts reflect the values and beliefs of a society and impact the transmission of culture.
Political and social structures influence and are influenced by cultural evolution.
Culture seeks to disperse itself through assimilation or domination.
The expressions, attitudes, and beliefs of a culture are an outgrowth of and an influence on the cultures historical memory.
Theme: Science and Technology
Science and technological change exist within and are external to values, beliefs, and attitudes.
Scientific advancement and the proliferation of technology interact with the individual and society.
Politics and science/technology interface positively and negatively.
Theme: Government
Shifting rights and responsibilities change and are changed by societies and individuals.
The exertion of power and authority stimulates and suppresses both cooperation and conflict.
Migration of goods, people, and ideas contribute to and detract from the transformation of political systems.
Theme: Communication
Great writing is timeless. While an understanding of historical context is necessary at the first level of understanding, the deepest
level requires the ability to understand that which transcends time and place.
Mature readers attempt to determine the authors purpose, point of view and intended audience while becoming involved in the
text.
Mature readers recognize genres in writing and can appreciate the effects of various genres in communicating ideas.
Mature readers recognize and understand the use of figurative language.
Effective writers consider purpose and audience in choosing mode of discourse, style, and technique.
Third Quarter: Guiding Questions
1. What were the short and long term political, social, economic, and scientific/technological effects of the Industrial Revolution on
global societies?
2. What were the long-reaching social, political and economic effects of industrialization? How did it impact women and children in


I. Growth of Western Democracies (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS1c, SS1e, SS2a, SS3c
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents;
and E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Suggested Assessment Ideas
1. Britain
A. Britain becomes more
democratic
B. Social/economic
reforms in Britain

2. France and reform
A. Colonization
B. Linking Europe to
Asia

3. Expansion
A. Extending boundaries

4. Social growth and reform
in the United States
A. Suffrage
B. Expanding Democracy
A Dolls House by Henrik
Ibsen translated by Michael
Meyer (LOL ELUnit 2 or
WLp. 1070)


Two Friends by Guy de
Maupassant (LOL 10p. 567)

JAccuse by Emile Zola (Bb)




Optional:
from Chapter 11 of the
Narrative of the Life of
Frederick Douglass, an
American Slave by Frederick
Douglass (Bb)
Jigsaw content topics

Dolls House see WH pg.
563 for suggested strategy


Role Playing



Diary entry see WH pg. 563



Individual student performance








Panel discussion:
Compare and Contrast social
and economic growth and
reform in Britain, France, and
the United States.



II. The New Imperialism (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS2d, SS4a, SS8b, SS9c
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Assessment
1. A western dominated
world
A. Strength in Economics
B. Organized
governments

2. A continent divided
Africa
A. Regions and
Resources
B. Missionaries and
Explorers
C. Slave Trade
D. Dividing the riches
E. Ethiopia preserving
Independence








3. European challenges to the
Muslim world
A. Empires in Decline
B. Islamic Revolts
C. The Ottoman Empire
D. The Suez Canal:
shortening the route
E. Modernization in







Optional: Chapter 4 from
Missionary Travels and
Researches in South Africa by
Dr. David Livingston (Bb)

The Second Coming by
William Butler Yeats (LC-p.
176. This is a related reading
included with Things Fall
Apart)

Things Fall Apart by Chinua
Achebe (IC and Bb)

Genesis 22: 1-19The
Sacrifice of Isaac (LC-177.
This is a related reading
included with Things Fall
Apart)









Expert Groups Chunking and
Reciprocal Teaching of
Content/Topics









Review the conventions of
poetry, with a focus on
narrative poems

ELA Reader Response







Reader Response





Personal Choice of story from
each country from Content
section
Group Developed Test















Self and Peer Assessment


Each student turns one of the
chapters into a narrative poem
or song, which is compiled into
an epic poem

Literary response to poetry in
Read, Analyze, and Predict
form. (Bb)



Storytelling:
Self / Peer / Teacher
Assessment

III. New Global Patterns (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS2d, SS3c, SS5a, SS5b, SS6c, SS8b, SS8d, SS9d, SS10a, SS10b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Assessment Ideas
1. Japan modernizes
A. Tokugawa Discontent
B. Matthew Perry arrives
C. Industrilization and
reforms
D. Military power

2. Southeast Asia, the Pacific,
and Oceania feel the impact
of Imperialism
A. Colonization of South
East Asia
B. Siam, a neutral zone
C. Protectorates in the
Pacific
D. Military Power
Shooting an Elephant by
George Orwell (LC-p.191.
This is a related reading
included with Things Fall
Apart)

Socratic Seminar proposition
Imperialism has Done More
Good than Harm. (WH pg.
650)

Persuasive Essay: Defend or
Refute the Question: Have We
Learned Lessons from
Imperialism?

3. Economic imperialism in
Latin America
A. Political Problems
a. Simon Bolivar
b. Colonial Legacy
c. Instability
4. Nationalism and
international rivalries
A. Sources of Discontent
b. Francisco Madero
c. Francisco Villa
B. Reforms in Mexico
a. Economic
Nationalism
b. Cultural Nationalism
C. The Good Neighbor
Policy
C. Resistance to Colonial
Rule
a. Racial Segregation in
South Africa
The Ring of General Macias
by Josephina Niggli (LOL
10p. 869)

















Discussion activity on Simon
Bolivar (WH pg. 533)


IV. World War I (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS2d, SS3a, SS3c, SS8c, SS10a, SS10b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Assessment Ideas
1. The Alliance System
A. Bismarck
a. Triple Alliance
B. Entente for France and
Britain
C. The Schlieffen Plan
2. Causes and effects of
World War I
A. The Pursuit of Peace:
Hague Tribunal
B. Aggressive
Nationalism: France
and Germany
C. Rivalries Among
European Powers
D. The Guns of August
a. Assassination in
Sarajevo
b. Francis Joseph
c. Austria Declares
War
3. Global conflict
A. The Western Front:
Trench Warfare
B. Technology of Modern
Warfare
C. Eastern Europe
D. Southern Europe
E. The War and the
Colonies
F. Total War
a. Economic impact
b. Impact on Women
G. Revolution in Russia
All Quiet on the Western Front
by Erich Remarque
(IC )

Selected WWI poetry (GWP)

Telegrams between Kaiser
Wilhelm and Czar Nicholas II
(Bb)
Student Poster



Literary Analysis / Reader
Response

Position Paper with Revision
after Consensus Activity

V. Western Democracies and A Culture in Conflict (Suggested Timeframe: 1 Week)
Social Studies Standards: SS2d, SS2e, SS3b, SS3c, SS4a, SS6c, SS7a, SS7d, SS8b, SS8c, SS9c, SS9d, SS10a, SS10b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Assessment Ideas
1. Europe after WW I
A. The Costs of War
a. Financial Burdens
b. Political Turmoil
B. Underlying Problems
a. Disarmament
C. Irish Independence
2. World Wide Depression
A. Who is to Blame?
B. Central Powers
C. A Shaken Economy
D. Overproduction
E. The New Deal
F. Unemployment
3. Societal, Cultural, and
Technological Changes in
the 20s
A. Airplanes and
submarine
B. Modern Art Flourishes
a. Reflecting the
Mood
C. All That Jazz
a. The Flapper
D. A changing Society
E. The New Literature
F. Womens Lives
G. Social Classes
















Piano by D.H. Lawrence
(LOL 10p. 135)

The Great Gatsby by F. Scott
Fitzgerald (Video Only)

Harlem Renaissance Poetry
(GWP)































Teacher Modeling / Oral
Reading




























Role Playing


Oral Interpretation:
Peer / Teacher feedback




























































VI. Nationalism 1910 - 1939 (Suggested Timeframe: 1 Week)
Social Studies Standards: SS3a, SS3b, SS3c, SS4b, SS5a, SS6a, SS6c SS7d, SS8a, SS8c, SS8d, SS9b, SS9d, SS10a,
SS10b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Assessment Ideas
1. Mao Zedong
A. The Long March

2. Hirohito
A. Pressures of
Nationalism
B. A military path

3. Mohandas Gandhi
A. Independence
Movement

4. Fascism
A. Benito Mussolini
B. Differences with
communism
From The Peoples Democratic
Dictatorship by Mao Zedong
(WHp. 712)







Jigsaw historical figures with
teacher selected readings
Each group presents their
information on their historical
figuretake questions from
audience in a forum discussion

5. Lenin/Stalin and Russian
Revolution
A. Rebuilding the
Communist Soviet
Union
B. A five Year Plan
C. The Great Purge
D. Two Revolutions