Standards

Enduring Understandings

• Societies are diverse and change over time.
• Political power has been acquired, maintained, used and/or lost among various cultures throughout history.
• Religious and philosophical ideas have been powerful societal forces.

• Human migration impacts cultural development of societies. Human and physical systems interact and impact one another.

Essential Questions

• What human characteristics led to the rise of nationalism and unification?
• How are cultural regions defined over time?

• How is political power used to advance the interest of specific nations?

• What was the reaction of native populations to imperialism?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.    
Benchmark B: Students use chronology to organize historical events and people.
History  2: Students know how to use the processes and resources of historical inquiry.
Benchmark 2ormation (e.g., letters, diaries, literature, text, newspaper, art, music, technology, oral history, interviews).
History 3: Students understand that societies are diverse and change over time.
Benchmark  B: Students understand the history of social organization in various societies.
History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Benchmark  A: Students understand the impact of scientific and technological developments on individuals and societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark C: Students know how political power has been acquired, maintained, used and/or lost throughout history.
History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark  C: Students know how various forms of expression reflect religious beliefs and philosophical ideas.
Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark  A: Students know how to use maps, globes, and other geographic tools to acquire, process and report information from a spatial perspective.
Geography  2:  Students know the physical and human characteristics of places, and used knowledge to
Benchmark B:  Students know how and why people define regions.
Geography  4:  Students understand how economic, political cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark E: Students know how cooperation and conflict among people influence the division and control of the earth's surface.
Geography 5: Students understand the effects of interactions between human and physical systems and changes in meaning, use, distribution, and importance of resources.
Benchmark  B: Students know how physical systems affect human systems.

D-11 Social Studies Indicators - Colorado Standards are very general. To more clearly define learning expectations for all students, District 11 has added these indicators of success to the required curriculum.

History

1. Chronology/Cause & Effect: Determine cause and effect relationships based on organizing major historical and/or current events chronologically.

2. Historical Inquiry: Utilizing multiple perspectives, analyze and question historical data from primary and secondary sources during major historical eras.

3. Diverse and Changing Societies: Evaluate the impact of interactions and contributions of diverse peoples and cultures on past and current societies.

4. Science, Technology, and Economic Activity:  Evaluate the impact of economic, scientific and technological developments on human interactions.

5. Political Institutions and Theories: Analyze how political power has been acquired, maintained, used and/or lost among various cultures throughout history. 

6. Religious and Philosophical Ideas: Determine how societies have been affected by religious and philosophical ideas.

Geography

7. Use and Construction of Geographic Tools: Analyze maps, globes, charts, graphs, and databases to acquire, process and report information about people, places and environments. [G1]

8. Characteristics of Place and Region: Use physical and human characteristics to define regions important in human history.[G2]

9. Patterns of Human Population and Interaction: Analyze the physical and cultural impact of human migration.[G4]

10. Human and Physical Systems:  Evaluate how human and physical systems interact and impact one another.[G5]

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

The Sound of Nationalism
Nationalism is an ideology based on the belief that the individual's loyalty and devotion to the nation-state surpasses other individual or group interests. Nationalism was the most successful political force of the 19th century.  Music and art of the time portrayed the spirit of a united people, sharing a common belief of what they stood for as a nation. Listen to the examples of this common theme from countries around the world engaged in conflict. What human characteristics led to the rise of nationalism and unification? The composers and artists of the day had a powerful impact on the rise of nationalism.

• Finland: Finlandia, by Jean Sibelius, performed here by the 2008 Pikes Peak High School Honors Orchestra, became the national anthem for Finland. Sibelius wrote it at a time when the country was under Russian control. A strong sense of nationalism had swept the country, and Sibelius was overcome by a need to express Finland's identity through his music. It contains strong national sentiments, and was performed after the Russians greatly reduced the morale of the Finnish by practically abolishing the right of free speech. The Russian authorities banned the work due to its enormous effect on the people of Finland. The following translated lyrics are from the hymn included in Finlandia.

• Czechs: Bedrich Smetana: The Moldau, from Ma Vlast  (My Fatherland)
• Czechoslovakia:  Antonin Dvorák, born to a poor family living near Prague, became the leading Czech composer of the 19th century, equally adept at Germanic symphonies and Slavonic dances. Listen to the Slavic Dance No. 7.
• Norway:  Edvard Greig's Rigaudon: Allegro Con Brio, performed here by the 2008 Pikes Peak Middle and High School Honors Orchestra is an example of the nationalistic music of Norway.
• Russia: Borodin In the Steppes of Central Asia, and Rimsky-Korsokov were two of five major composers that defined Russian Nationalism in the 19th century. Scheherezade, Opus 35 (1888), Russian Easter Overture, Opus 36 (1888) “The Flight of the Bumblebee” from The Legend of Tsar Saltan (1899-1900).
• Italy: Guiseppe Verdi  The "Chorus of the Hebrew Slaves", (Va Pensiero), from Verdi's opera Nabucco (1842) attained great political significance. Va Pensiero became the Italians' song of liberation, for, in the oppressed Hebrews, they found a symbol of their own longing for reunification with Lombardy, which was occupied by Austria. The unison chorus became the underground "national hymn".  The composer's name became V.E.R.D.I, a slogan meaning Vittorio Emmanuale Rei de Italia  - a reference to the sole native dynasty in Italy and the focus of nationalist hopes for unity.  The Triumphal March from Aïda was also known as a popular song of nationalism.
• England: Edward Elgar: Pomp and Circumstance March No 1 (1917) - The music here is Sir Edward Elgar's Pomp and Circumstance March No. 1 of 1902. During World War I, it was used as the theme for part of a poem by A. C. Benson. It was immediately adopted as perhaps the second most sung national song after God Save the King. Perhaps the reason was that it can be sung with much more gusto. Consider the lyrics:

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