China: The Struggle for ModernizationChina: The Struggle for Modernization
This unit provides primary source documents for 10th grade Modern World History students in California schools to explore six efforts in China’s struggle for modernization
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Immigration to Canada Canada has three founding culturesImmigration to Canada Canada has three founding cultures
Since only one of these cultures is “indigenous”, immigration is a key factor in understanding Canada, it’s origins, and it’s present day make-up
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Imperialism in Latin AmericaImperialism in Latin America
Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
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Bowman High School Modern Civilization A/b syllabus 2015-2016Bowman High School Modern Civilization A/b syllabus 2015-2016
Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought
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March 2003 World History 9/10March 2003 World History 9/10
Summarize the main effects of the Industrial Revolution and make sure that students understand the concept of the change from agrarian society to urban – factory based society
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Unit 1 /2 – 8000 bce – 600 bce, 600 bce – 600 ce AfricaUnit 1 /2 – 8000 bce – 600 bce, 600 bce – 600 ce Africa
Compare and contrast life in foraging societies with life in agricultural societies after the Agricultural Revolution
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Ap exam essaysAp exam essays
Issues confronting Muslim leaders in S. Asia and N. Africa when defining nationalism
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Compare and Contrast Essay QuestionsCompare and Contrast Essay Questions
Analyze similarities and differences between the role of the state in Japan’s economic development and the role of the state in the economic development of one of the following during the late nineteenth and early twentieth centuries
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SS8G1 The student will describe Georgia with regard to physical features and locationSS8G1 The student will describe Georgia with regard to physical features and location
Know the following regions of Georgia: Coastal Plain, the Piedmont, and the Valley and Ridge. Where are they located? What makes the Piedmont the most populated of the regions (city)? The Valley and Ridge is known for what natural resource?
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Missouri Compromise of 1820/Compromise of 1850Missouri Compromise of 1820/Compromise of 1850
Take a blank map of the United States. Make a color key. Color the map according to the following regions in the Missouri Compromise of 1820
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§113. 18. Social Studies, Grade 6, Beginning with School Year 2011-2012§113. 18. Social Studies, Grade 6, Beginning with School Year 2011-2012
Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of
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Ap united States History Course Guide Mercer Island High SchollAp united States History Course Guide Mercer Island High Scholl
North America, and War and Diplomacy. This course is blocked with Honors American Literature in order to provide students with a richer, interdisciplinary context for understanding United States history and culture
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Lesson Title: Fasting and Politics Grade LevelLesson Title: Fasting and Politics Grade Level
Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines
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Ap us history – Antebellum and Optional Extra Credit Essays Assignment (2014)Ap us history – Antebellum and Optional Extra Credit Essays Assignment (2014)
Break, for each of the essay questions below, look at the Scoring Guidelines that contain Information Lists, read through the sample answers provided by the College Board, look at the comments by the graders
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Advanced Placement U. S. History Mrs. Gowin Ardrey Kell High SchoolAdvanced Placement U. S. History Mrs. Gowin Ardrey Kell High School
U. S. History. The course prepares students for college courses by making demands equivalent to those made by introductory college courses
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