Overview

This World Studies unit focuses on exploring the powers that led to colonization and its impacts on both the colonizing core countries and the periphery. Students will examine the social and political effects of colonization, the motivations behind the desire for territories (including access to resources), and the technological innovations that facilitated maritime colonization. They will also delve into the concepts of social Darwinism and ethnocentric oppression, highlighting how cultures were systematically eliminated. The unit emphasizes the arbitrary drawing of boundaries that disregarded cultural and linguistic considerations, particularly evident in the colonization of Africa. Furthermore, students will critically evaluate different perspectives and narratives, questioning who is telling the story and exploring the rich cultural heritage that thrived prior to colonization. The unit will progress to cover the phases of colonization, decolonization (including case studies), and the various ways people pushed back against colonization. The unit will also address the evolving understanding of history, acknowledging that our perspectives have changed over time. By examining the complete story of colonialism, including the motivations and impacts from multiple perspectives, students will gain a comprehensive understanding of this complex historical phenomenon.

The focus of each unit could include one or more of the following:

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• History: 1.1.b. Gather and analyze historical information to address questions from a range of primary and secondary sources containing a variety of perspectives. For example: Perspectives of historically underrepresented groups.

• History: 1.1.c. Gather and analyze historical information from a range of qualitative and quantitative sources. For example: Demographic, economic, social, and political data.

• History: 1.3.a. Evaluate continuity and change over the course of world history. For example: Social and political movements related to nationality, ethnicity, and gender;  independence movements/decolonization and the genocide that has taken place in Rwanda. Could also include the evolution of power structures and kingdoms in India.

• History: 1.3.c. Analyze the complexity of events from the Renaissance to the present. For example: imperialism (e.g., spheres of influence and colonialism) and independence movements in Africa.

• History: 1.3.d. Examine and evaluate issues of unity and diversity in world history from the Renaissance to the present. For example: colonialism and the resulting changes in political geography, anti-colonial and nationalist movements, imperialism, world conferences and international agreements (e.g., Berlin Conference) and human rights issues.

• Geography: 2.1.b.  Create and interpret maps to display and explain the spatial patterns of cultural and environmental characteristics using geospatial and related technologies.

• Geography: 2.3.a. Explain how the uneven distribution of resources in the world can lead to conflict, competition, or cooperation among nations, regions, and cultural groups.

• Geography: 2.3.d. Analyze how culture, and cooperation and conflict influence both the division and unification of Earth. For example: International agreements, political patterns, national boundaries, and how cultural differences and conflict over land may lead to genocide.

• Geography: 2.3.f. Examine geographic concepts through the lens of multiple diverse perspectives from various regions of the world and with consideration for indigenous, dominant, and marginalized populations.

CORE RESOURCES World Studies     Unit 5: Savvas aligned materials for Unit 5