せっかく学んだ知識を活かしてこそ！
高校生に出来る事は無いだろうか？
NRAに立ち向かった高校生、
キャンドル持って集まった高校生、
実弾に投石とは言わないけど、
スマホとインスタは武器じゃないかな？
新聞記事で世界史
教科書でも世界史
こんな時代だからこそ 2019
せっかく古代オリエントの世界史なんだから
みんなでアクティブラーニング
民主主義とは？ そして我が祖国
独裁者は追放‼︎これが難しいから。
（穴埋め）の授業ではできない学習です。
この東京から何ができるかというのも課題！
君が追放したい政治家を投票しよう！ マクロんとランプメイKimウラジミールAbexi
Landscape Unit 8.7 Complete Teaching Unit in PDF format Environmental Change: The Great Acceleration 1900-1950 CE
Why and how did human impact on the environment become regional and global in this period, and what were the effects?
Most of the environmental degradation we decry today was set in motion in the nineteenth century, but it greatly accelerated in the first half of the twentieth. Human determination to master the natural world, sustain continuous economic growth, and expand military power had deleterious effects on earth’s land, water, atmosphere, and biological species. The invention of the internal combustion engine, which powered the early twentieth-century phase of the Industrial Revolution, had particularly drastic effects on the natural and physical environment. Governments and public interest groups, however, did not think much about reversing the negative effects of technological change, population growth, capitalist production, and other factors until the second half of the twentieth century. And it is clear that these issues will be humanity’s headache throughout the twenty-first century.
In this unit, students will consider various aspects of the human/nature relationship, recognizing that ideas about environmental change gain or lose currency depending on the circumstances of time and place. Societies value certain ideas concurrently with antithetical ideas. Students will examine economic and political factors that set in process long-term and sometimes irreversible destruction of the earth’s biosphere, atmosphere, and hydrosphere. Students will consider positive, negative, and neutral consequences for the global environment of the choices and decisions societies have made about technological advancement.
この時代、人間が環境に与える影響は、なぜ、どのように地域的、地球的なものになったのか、そしてその影響はどのようなものだったのでしょうか。
今日、私たちが非難している環境破壊のほとんどは、19世紀に始まったが、20世紀前半に大きく加速した。自然界を支配し、継続的な経済成長を維持し、軍事力を拡大しようとする人間の決意は、地球の土地、水、大気、生物種に悪影響を及ぼしたのである。特に、20世紀初頭の産業革命の原動力となった内燃機関の発明は、自然環境と物理的環境に大きな影響を及ぼした。しかし、技術革新、人口増加、資本主義的生産活動などがもたらす負の影響を逆転させることを政府や公益団体が考えたのは、20世紀後半になってからのことである。そして、これらの問題が21世紀を通じて人類の頭痛の種となることは明らかである。
このユニットでは、環境変化に関する考え方が時代や場所の状況によって流行したり廃れたりすることを認識しながら、人間と自然の関係のさまざまな側面を考察する。社会は、ある考えと対立する考えに同時に価値を見出す。生徒は、地球の生物圏、大気圏、および水圏の長期的な、時には取り返しのつかない破壊を引き起こす経済的および政治的要因について考察します。生徒は、社会が技術の進歩に関して行った選択と決定が地球環境に及ぼす正、負、および中立の結果を考 えます。
Upon completing this unit, students will be able to:
1. Interpret charts and graphs to use as evidence of environmental change.
2. Construct diagrams or models showing the relationship between technology, population increase, urbanization, and environmental change.
3. Identify factors of environmental change: technology, ideologies, politics, economics, and population increase and migration.
Lesson 1: Using charts and graphs as evidence of environmental change
Lesson 2: Ideological, economic, and political choices causing environmental change
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape7.pdf
Landscape Unit 8.6 Complete Teaching Unit in PDF format Revolutions in Science and Technology 1900 – 1950 CE
This unit examines wide-ranging changes in the first half of the twentieth century in the fundamentals of what we know, and how we know it, about the universe, the composition and behavior of matter, and our biological inheritance. Rapid growth of technology and its increasing interaction with science accelerated complexity in this era, as illustrated in this unit in the fields of physics, aviation, and biology. The changes in science and technology opened up unprecedented opportunities and dangers for humanity which all of us will be living with for a long time. Understanding how these changes came about, the historical conditions that influenced them, and the short- and long-range effects of these developments will help us understand how to cope with their consequences today.
Upon completing this unit, students will be able to:
1. Compare the state of science and technology at the end of the nineteenth and the middle of the twentieth centuries, and describe changes.
2. Analyze the changing relationship between science and technology.
3. Describe what promoted, and what held back, developments in science and technology from 1900 to 1950.
4. Explain in what ways science and society influenced each other.
5. Marshal arguments for and against difficult decisions that science and technology raised during this period.
1. 19世紀末と20世紀中頃の科学技術の状況を比較し、その変化を説明しなさい。
2. 2.科学と技術の関係の変遷を分析しなさい。
3. 3. 1900年から1950年までの科学技術の発展を促したもの、妨げたものについて述べよ。
4. 4.科学と社会はどのような形で互いに影響し合っていたのか、説明しなさい。
5. 5.この時代に科学技術が提起した困難な決断に対する賛否両論をまとめなさい。
This unit is versatile. The number and variety of discussion questions and activities provided is meant to give teachers the choice to use what most suits their interests and circumstances.
Each of the three lessons can stand on its own. Depending on time available and other circumstances, teachers may choose to forgo
one or even two of the lessons;
some of the Student Handouts within lessons;
some of the discussion questions and activities.
To facilitate modifications, discussion questions and activities are keyed to specific Student Handouts, and summary questions are identified.
Time taken will vary, depending on teachers’ selections from the materials provided, on coverage of detail, and on whether some Student Handouts and activities may be assigned as homework.
One example of barebones coverage in only one class period that still touches on each Unit Objective would be:
The teacher summarizes the main points of the Historical Background (desirable for the barebones approach, but not vital).
The students read Student Handout 1.2 and respond to questions/activities 1, 3, 4, 5, and 8 based on it.
Doing all parts of Lesson 1 with choices from among its questions and activities would take two periods. Lessons 2 and 3 could be tailored to one more class period each.
No materials are needed other than pencil and paper.
Lesson 1: Physics: Runaway changes, surprising discoveries
Lesson 2: Aviation: Breaking barriers
Lesson 3: Biology: Darwin’s controversial legacy
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape6.pdf
Landscape Unit 8.5 Complete Teaching Unit in PDF format The Causes and Consequences of World War II 1939 – 1945 CE
This landscape unit gives students the opportunity to debate the causes of the global conflict using historians’ rather than politicians’ tools. Students will practice analyzing primary sources, mostly photographs, posters, and speeches. Moreover, students will analyze secondary source data on national military preparedness and a timeline of the creation and use of military technology during World War II. Finally, students will debate the consequences of aerial attacks on civilian populations during World War II.
この景観ユニットは、政治家のツールではなく、歴史家のツールを使って世界的な紛争の原因について議論する機会を提供します。生徒たちは、主に写真、ポスター、演説などの一次資料を分析する練習をします。さらに、国家の軍事的備えに関する二次資料と、第二次世界大戦中の軍事技術の創造と使用に関する年表を分析します。最後に、第二次世界大戦中の民間人に対する空爆の結果について討論します。
Upon completing this unit, students will be able to:
1. Analyze statistical data and speeches to compare military expenditures and role of nationalism as causes of the Second World War.
2. Analyze textbook presentations of starting and ending dates for the Second World War to discuss periodization of the first half of the twentieth century.
3. Compare propaganda posters used by combatant countries during the war to identify similar techniques used to demonize enemies.
Lesson 1: Who was Prepared for War?
Lesson 2: Periodization Debate: When did World War II Begin and End?
Lesson 3: War Propaganda: Messages and Media used to Promote Nationalism
Lesson 4: Military Technology
Lesson 5: Turning Point in Global Warfare Debate: Attacks on Civilians
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape5.pdf
Landscape Unit 8.4 Complete Teaching Unit in PDF format Nationalism and Social Change in Colonial Empires 1914 – 1950 CE
The large number of nationalist movements protesting against various types of colonial rule formed a major theme in this Big Era. In many cases European and American ideologies, especially Marxism and liberal democratic philosophy, exercised major influences on these movements and often caused some of them to splinter into competing factions. Leaders in each area had their own visions of how their independent state would look.
Most nationalist movements had elements in common. They sought sovereign independence for their territory; mobilized people on a mass scale; used newspapers, magazines, and radio to communicate with supporters; enjoyed help from overseas communities; and, to one degree or another, engaged in violent action. But each nationalist movement was also unique in its adaptation to local culture, history, and the nature of colonial rule.
This unit is important because the nationalist movements under study were largely successful. After World War II, the colonized peoples created a large number of new nation-states that have increased the world’s states to more than 190.
この時代には、さまざまな植民地支配に抗議する多くの民族運動が大きなテーマとなった。特にマルクス主義や自由民主主義といった欧米のイデオロギーが大きな影響を及ぼし、運動が分裂して派閥を形成することも少なくなかった。各地域の指導者たちは、自分たちの独立国家のあり方について、それぞれ独自のビジョンを持っていた。
多くの民族主義運動には共通点がある。独立を目指すこと、大規模な動員をかけること、新聞、雑誌、ラジオを活用すること、海外からの支援を受けること、そして、暴力的な行動をとることである。しかし、それぞれのナショナリストの運動は、地域の文化、歴史、植民地支配の性質に適応しているという点でも、ユニークであった。
この単元が重要なのは、研究対象となった民族主義運動が概ね成功したためである。第二次世界大戦後、植民地化された人々は、多数の新しい国民国家を作り出し、世界の国家は190以上に増えた。
Upon completing this unit, students will be able to:
1. Compare the goals, methods, and tactics of at least two nationalist movements in this unit.
2. Identify the various groups that participated in the movements and compare the roles of students, labor, peasants, and intellectuals in the various countries.
3. Analyze the role that violence, peaceful demonstrations, and political organizations played in nationalist movements.
4. Describe how colonial administrations, colonial educational policies, and indigenous cultural forms influenced various nationalist movements.
5. Analyze and compare how democracy, religious revival, and/or authoritarian rule emerged in the various nationalist movements.
6. Identify and compare the different visions leaders in each area had for their nation.
Lesson 1: Gandhi and Indian independence
Lesson 2: Vietnam seeks independence
Lesson 3: Korean independence
Lesson 4: Kenya and the Mau Mau
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape4.pdf
Landscape Unit 8.3 Complete Teaching Unit in PDF format The Great Depression 1929 - 1939 CE
In the late 1920s, a deep economic depression engulfed much of the world. Its scope and severity were unprecedented. Although commonly associated with the United States, countries as different as Indonesia and Canada, Peru and Japan, Great Britain and the Belgian Congo reeled from devastating losses. Few experienced a full recovery until the onset of World War II ten years later. This “Great Depression,” as it came to be known, had profound repercussions for world history. The increasingly interdependent global economy of the early twentieth century splintered as governments raced to erect tariff walls and devalue currencies. In the face of high unemployment rates and declining revenues, economic nationalism prevailed over international cooperation. The catastrophe also produced a significant shift in political allegiances, both to the left and to the right of the ideological continuum. With large numbers of people enduring misery and hardship, populist politicians and movement leaders rallied support by targeting scapegoats, promising improved conditions, and promoting government intervention in every aspect of life. Although outwardly incongruous, national welfare programs, fascism, labor strikes, and anti-colonial protests all resulted from the depression.
1920年代後半、世界的な大不況に見舞われた。その規模と深刻さは、前代未聞であった。1920年代後半、世界各地を襲った大不況は、前代未聞の規模であり、その深刻さは、米国だけでなく、インドネシアやカナダ、ペルーや日本、英国やベルギー領コンゴなど、さまざまな国が壊滅的なダメージを受けた。10年後に第二次世界大戦が始まるまで、完全な回復を遂げた国はほとんどない。この「世界恐慌」は、世界史に大きな影響を与えた。20世紀初頭、相互依存を強めていた世界経済は、各国政府が関税の壁を築き、通貨の切り下げを急いだため、分裂してしまった。高い失業率と収入の減少に直面し、国際協力よりも経済的なナショナリズムが優勢になった。この大災害はまた、政治的な忠誠心を、イデオロギーの連続体の左側と右側の両方に著しく変化させた。多くの人々が不幸と苦難に耐えている中、ポピュリストの政治家や運動指導者は、スケープゴートに的を絞り、状況の改善を約束し、生活のあらゆる面への政府の介入を促進することによって、支持を集めました。外見上は不釣り合いだが、国民福祉計画、ファシズム、労働争議、反植民地主義的な抗議行動はすべて、恐慌から生じたものである。
This unit on the global impact of the Great Depression works on two levels. First it provides students with a comprehensive overview of what happened. They learn not only about the causes and consequences of this event but also about national similarities and differences. In addition, students will discover how governments turned inwards or undermined each other in the midst of the crisis, gain some appreciation for what it meant to live during the 1930s, and realize how the Great Depression fractured the modern world system and contributed to the outbreak of World War II. Third, this unit challenges the historical thinking of students. By utilizing a comparative framework, it underscores how United States history is intricately connected to the history of the rest of the world. The American experience did not unfold in isolation. The unit uses primary materials and online research to reveal the interplay of economic, political, and social history, for example, how global events influenced and reflected the actions of Vietnamese rice farmers or Canadian autoworkers. Finally, through discussion and debate, the unit reveals the complexities of history—that patterns of development are not straightforward, predictable, or uni-causal.
Upon completing this unit, students will be able to:
1. Describe and analyze the Great Depression as a global experience.
2. Define and graph GDP figures.
3. Identify and assess different causes for the Great Depression.
4. Analyze primary documents like photos, political cartoons, and speeches.
5. Define and explain the rise of populism.
6. Compare the development of welfare states in Mexico and the United States.
7. Analyze connections between the Great Depression and both industrial unionism and colonial freedom movements.
Lesson 1: A global experience
Lesson 2: Causes of the Great Depression
Lesson 3: Populism and politics
Lesson 4: Populism and protest
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape3.pdf
Landscape Unit 8.2 The Search for Peace and Stability in the 1920s and 1930s 1920 - 1930 CE
This unit explores global developments in the 1920s and 1930s. Because of the horrors of WWI (1914-1918), people around the world made desperate searches for peace and stability. Social, political, and economic relations between women and men, rich and poor, colonizer and colonized were dramatically changed by the demands of the Great War. A resulting wave of revolution transformed prewar states, and the Russian, Ottoman, German, and Austro-Hungarian empires crumbled. The ideology of nationalism formed the foundation of this transformation as the world was shrunk by technological development. Individuals were empowered by technology to an unprecedented degree.
このユニットは、1920年代と1930年代の世界情勢を探ります。第一次世界大戦（1914-1918）の惨禍により、世界中の人々が平和と安定を求めて必死に行動していた。女性と男性、富裕層と貧困層、植民地支配者と被植民地支配者の間の社会的、政治的、経済的関係は、第一次世界大戦の要求によって劇的に変化した。その結果、革命の波が戦前の国々を変え、ロシア帝国、オスマン帝国、ドイツ帝国、オーストリア・ハンガリー帝国が崩れ去った。ナショナリズムというイデオロギーは、技術革新によって世界が縮小していく中で、この変革の土台となった。そして、技術によって個人がかつてないほど強化された。
Upon completing this unit, students will be able to:
1. Examine how technological developments drove social, political, and economic change in ways not possible in prior eras.
2. Analyze the strengths and flaws of the League of Nations.
3. Assess how peace and stability might have been more fully served through the League than it was.
4. Evaluate the events and leaders of the Russian Revolution and its potential for
success.
5. Examine responses of Arabic-speaking peoples to the political geography of the Middle East established after World War I.
6. Evaluate the impact of early twentieth-century technological advances on tropical African societies.
Lesson 1: William Butler Yeats, “The Second Coming”
Lesson 2: League of Nations: Mock League Strategy
Lesson 3: Sixty Minutes: The Russian Revolution
Lesson 4: The Mandate System in the Middle East
Lesson 5: Technological Change
Lesson 6: Tirailleurs Sénégalais
http://worldhistoryforusall.ss.ucla.edu/units/eight/landscape/08_landscape2.pdf
