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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary for the World History Course.
World History Unit 7 – “Mounting Global Tensions”
Elaborated Unit Focus
This unit will focus on conflict and change that occurred as a result of revolution and
rebellions. The individuals, groups and institutions that emerged during this time will
be identified and their role/contributions examined. As people migrated due to political,
social, and economic reasons, the complexity of the government also increases.
Technological innovations emerged as industrialization grew and expanded.
Standards/Elements
SSWH11 Students will investigate political and social changes in Japan and in
China from the seventeenth century CE to mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga
and Kangxi.
b. Analyze the impact of population growth and its impact on the social structure.
SSWH13 The student will examine the intellectual, political, social, and economic
factors that changed the world view of Europeans.
b. Identify the major ideas of the Enlightenment from the writings of Locke,
Voltaire, and Rousseau and their relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter
the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States
(1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, and his defeat; and explain the consequences
for Europe.
d. Examine the interaction of China and Japan with westerners; include the Opium
War, the Taiping Rebellion, and Commodore Perry.
SSWH15 The student will be able to describe the impact of industrialization, the
rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and
Japan, movements for political reform, the writings of Adam Smith and Karl
Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von
Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and
Young Turks.
d. Describe imperialism in Africa and Asia by comparing British policies in South
Africa, French policies in Indochina, and Japanese policies in Asia.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 1 of 8
Copyright 2007 © All Rights Reserved
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Enduring Understandings/Essential Questions
The student will understand that when there is conflict between or within societies, change
is the result.
How did the introduction of new ideas, concepts, beliefs led to political, economic, and
social changes?
How did conflict within and/or between societies bring about change/s?
The student will understand that as a society increases in complexity and interacts with
other societies, the complexity of the government also increases.
How did imperialism change the relationship/s that countries had previously
experienced?
How did the rise of nationalism have global impact?
The student will understand that the actions of individuals, groups, and/or institutions
affect society through intended and unintended consequences.
What were some consequences of the Enlightenment writings?
How did the actions of various rulers bring about change?
The student will understand that the movement or migration of people and ideas affects all
societies involved.
What was the impact of population growth of various regions of Europe, China, Japan,
and the Western World?
How can human movement, initiated by needs and wants, create patterns and centers of
activity?
The student will understand that technological innovations have consequences, both
intended and unintended, for a society.
How did technological changes in societies have worldwide impacts on subsequent
generations?
How did industrialization bring about social, political, and economic changes?
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected
that the teacher complete all assessments for a successful unit.
Balanced Assessment Plan
Description of Assessment
Standard/
Element
Students will create a map that illustrates the changes in
11b
population growth in Japan and China from 14th CE to mid19th CE. They will discuss what impact population growth had
on society.
Students will develop a chart with 4 columns. One column lists 13b
the Enlightenment writers—Locke, Voltaire, Rousseau. The
second column identifies some of their writings and the third
column identifies the Enlightenment idea that each writer is
addressing. Finally the fourth column examines the impact of
those writings on politics and society. Students will discuss
their chart using the jigsaw format.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 2 of 8
Copyright 2007 © All Rights Reserved
Type of Assessment
*Observation
*Constructed
Response
*Observation
*Constructed
Response
*Dialogue and
Discussion
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Sample chart
Name
Locke
Voltaire
Rousseau
Writings
Ideas
Impact
Students will research information on China and Japan
focusing on the following questions: Why did westerners
travel to China and Japan? Did those travelers settle in these
countries? Why? or Why not? How did the Opium War, the
Taiping Rebellion and Commodore Perry affect how the
Chinese and Japanese governments interacted with westerners?
Students will divide into groups with each group addressing
one question. Groups will then jigsaw explaining their findings
to other students.
Students will complete a Venn Diagram that describes the
policies of the Tokugawa and Qing rulers; including Oda
Nobunaga and Kangxi.
Have student write an essay in which they compare how Louis
XIV, Peter the Great and Tokugawa Ieyasu all consolidated
their own power and strengthened their state.
Create an annotated timeline showing the crucial events in the
rise and fall of Napoleon. For each entry on the timeline, have
students explain why that event was important to the rise and
fall of Napoleon. Have students summarized the lasting
influence of Napoleon’s rise to power for France and the rest
of Europe.
Students will locate and label the following countries/regions
on an outline map of the world: England, United States,
France, Haiti, and Latin America. The class will be divided
into 5 groups and each group will research the causes and the
outcomes of revolution in England (1689), United States
(1776), France (1789), Haiti (1791), and Latin America (18081825). Groups will prepare and present their research.
Have students discuss how the processes of industrialization
and urbanization changed the roles of labor and women and
how the pressures of urbanization and industrialization
triggered reform movements such as democratization and
socialism in England, Germany and Japan in the 1800s.
14d
*Observation
*Constructed
Response
*Dialogue and
Discussion
*Selected Responses
11a
*Observation
*Constructed
Response
*Observation
*Constructed
Response
*Constructed
Response
*Dialogue and
Discussion
14a
14c
14b
*Observation
*Constructed
Response
*Dialogue and
Discussion
15a
*Dialogue and
Discussion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 3 of 8
Copyright 2007 © All Rights Reserved
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Students will compare and contrast the rise of the nation state
15b
in Germany and Japan by completing the following chart.
Item
Germany
Japan
Industrialization
Consolidation of
power
Foreign
interactions
Creating a modern
state
Role of leaders
After completing the chart, students will write a paragraph
comparing and contrasting how Germany and Japan created a
modern nation state.
Discuss with students various ways to resolve conflict.
15c
(Hopefully this has been done all year as part of teaching the
theme conflict and change). Have students read about the
Young Turks and the Russo-Japanese war in their textbook,
supplement with class discussion. In pairs, have students
identify at LEAST two other situations in history that have
been comparable to the situations faced by the Young Turks or
Japan. Students should write a short paragraph explaining
similarities and differences to the ways the conflicts were
resolved and answer the question (using specific examples)
“What is the best way to deal with foreign domination?”
Students will research the social, political and economic
15d
policies of the British in South Africa, the French in Indo
China and the Japanese in Korea and China. Questions to be
addressed in the research include: How were the native
populations affected by the imperialist takeover? Why did
Britain, France and Japan want to control those areas? Were
the interactions with native peoples similar or different and
why?
All of the elements from the standards may be evaluated with
All
multiple choice or other short answer assessments.
elements
Additional Tasks Added (7/11/08)
Students will be assigned a partner. The partnership will be
SSWH
assigned a continent, either Africa or Asia, to research the
15d
development of imperialism on that continent. Using notes,
textbook, and additional research, they will make a general list
of dates, players, events, causes and effects of imperialism on
that continent. Once the chronological lists are complete, they
will share the information on their assigned continent with
another partnership that was assigned the opposite continent.
Working as a group of four, the students will create a Venn
diagram comparing and contrasting imperialism in Asia to
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 4 of 8
Copyright 2007 © All Rights Reserved
*Constructed
Response
*Dialogue and
Discussion
*Constructed
Response
*Constructed
Response
*Selected Reponses
Constructed
Response, Dialogue /
Discussion,
Observation
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imperialism in Africa. To conclude, students will individually
develop answers to the following questions: what are the
benefits to imperialism for the “ruling” countries? What are
the costs to imperialism for the “ruling” countries? What are
the benefits to imperialism for colonies in Asia and/or Africa?
What are the costs to imperialism for colonies in Asia and/or
Africa?
Students will be assigned the role of the Emperor Meiji. In a
diary entry, they will write on the following topic: “Did Japan
take the correct course of industrialization and expansion?”
They should include in the entry analysis of; the experiences of
China in the nineteenth century, the arrival of Commodore
Perry, the necessity of the creation of the nation-state, and the
Russo-Japanese War. This will lead to a teacher-led discussion
among the students as to whether Japan had to choose the path
it did under Meiji.
Students will be assigned a partner. The partnership will be
assigned a continent, either Africa or Asia, to research the
development of imperialism on that continent. Using notes,
textbook, and additional research, they will make a general list
of dates, players, events, causes and effects of imperialism on
that continent. Once the chronological lists are complete, they
will share the information on their assigned continent with
another partnership that was assigned the opposite continent.
Working as a group of four, the students will create a Venn
diagram comparing and contrasting imperialism in Asia to
imperialism in Africa. To conclude, students will individually
develop answers to the following questions: what are the
benefits to imperialism for the “ruling” countries? What are
the costs to imperialism for the “ruling” countries? What are
the benefits to imperialism for colonies in Asia and/or Africa?
What are the costs to imperialism for colonies in Asia and/or
Africa?
After an in-depth, teacher-led lecture about the writings of
Adam Smith and Karl Marx, the students will individually
make a Venn diagram comparing the ideas of these two
philosophers/economists. Each person will share their Venn
diagram with two other people, after it’s complete. They can
add to their own diagram after hearing from their classmates to
ensure they have all the important components of these
economists’ ideas. Then, working individually, the students are
to answer the following question using their Venn diagram and
lecture notes: Which economist do you agree with more Karl
Marx or Adam Smith? Why? With what ideas of the other
economist do you disagree? Why?
14d, 15b- *Constructed
d
Response,
*Dialogue/Discussion
SSWH
15d
Constructed
Response, Dialogue /
Discussion,
Observation
SSWH
15a
Constructed
Response, Dialogue /
Discussion,
Observation
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 5 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Sample Test Items
How did German philosopher Karl Marx discuss European
economic life?
A. By protecting the middle class
B. By encouraging nonviolent revolution
C. By supporting private ownership of factories
D. By establishing a scientific basis for socialism
How did the rise of the nation state in Germany under Otto von
Bismarck and Japan under Emperor Meiji compare?
A. Having already industrialized, both societies felt a need
for political reform.
B. Cultural nationalism was the main force driving the
urge for a nation state.
C. Members of the upper class were responsible for the
creation of the nation state.
D. Fear of foreign occupation and invasion prompted both
Japan and Germany toward the nation state.
How were the imperial policies of Britain in South Africa and
France in Indochina similar?
A. Both nations believed that the native populations of
South Africa and Indochina could be assimilated into
European society.
B. Both nations allowed limited political participation of
the native populations of South Africa and Indochina.
C. The major focus of both British and French imperial
polices was the improvement of the standard of living
in both colonies.
D. British and French imperial polices resulted in total
control of all economic and political decisions in the
hands of Europeans.
SSWH
15a
D
15b
C
15d
D
Resources for Unit 7
Noel Perrin Giving Up the Gun: Japan’s Reversion to the Sword 1543-1879
http://books.google.com/books?id=4Ete0zPAnjwC&pg=PA62&lpg=PA62&dq=nagahama+guns&source
=web&ots=YPpOrXFvrH&sig=j3HbadiCkOdzgTtf7aSo86HbWWg#PPA62,M1
Samurai Japan
http://magma.nationalgeographic.com/ngm/0312/feature5/index.html?fs=www7.nationalgeographic.com
Commodore Perry
http://www.historycooperative.org/journals/whc/4.2/mortensen.html
Tokugawa Japan
http://www.wsu.edu/~dee/TOKJAPAN/CONTENTS.HTM
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 6 of 8
Copyright 2007 © All Rights Reserved
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http://www.questia.com/library/history/japan-tokugawa-period.jsp
http://honolulu.hawaii.edu/distance/hist/tokugawa.htm
http://www.fordham.edu/halsall/eastasia/eastasiasbook.html#Japan
http://web.cocc.edu/cagatucci/classes/hum210/tml/JapanTML/japanTML3.htm
Lesson on the Japanese feudal period:
http://spice.stanford.edu/catalog/castle_towns_an_introduction_to_tokugawa_japan/
Lessons on East Asia:
http://afe.easia.columbia.edu/
East Asia resources:
http://eastasia.wisc.edu/Resources/EAStudies.html
http://www.pbs.org/empires/japan/
Enlightenment:
http://www.fordham.edu/halsall/mod/modsbook10.html#The%20Enlightenment
http://www.wsu.edu/~dee/ENLIGHT/ENLCONT.HTM
http://mars.wnec.edu/~grempel/courses/wc2/lectures/enlightenment.html
French Revolution and Napoleon Bonaparte:
http://chnm.gmu.edu/revolution/
http://www.victorianweb.org/history/hist7.html
http://www.fordham.edu/halsall/mod/modsbook13.html
Latin American revolution:
http://www.fordham.edu/halsall/mod/modsbook32.html
http://www.wsu.edu/~dee/DIASPORA/HAITI.HTM
http://www.webster.edu/~corbetre/haiti/history/revolution/revolution1.htm
United States:
http://www.americanrevolution.com/
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 7 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Adam Smith:
http://www.adamsmith.org/smith/
Karl Marx:
http://www.historyguide.org/intellect/marx.html
http://plato.stanford.edu/entries/marx/#4
Imperialism:
http://mars.wnec.edu/~grempel/courses/world/lectures/imperialism.html
http://www.fordham.edu/halsall/mod/modsbook3.html
FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,
PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
*UNIT CONTRIBUTORS: Martha Battle, Sonia Carlyle, Sean Costa, Deborah Heckwolf, Mary Ann King, and Alphus Spears.
Additional input provided by the GaDOE Social Studies Staff and the Social Studies Advisory Council.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Unit 7: Mounting Global Tensions
Revised 12/03/08  Page 8 of 8
Copyright 2007 © All Rights Reserved