pacing guide and curriculum map high school … guide and curriculum map high school world history/...

Revised 08/12/10

Pacing Guide and Curriculum Map

High SchoolWorld History/

World History Honors

Revised 08/12/10

Preface Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s):

o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn

o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) 1. Homework 2. Exit Strategy/Card

Revised 08/12/10 3

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing o Objective o Essential questions, content and understanding, benchmarks, and assessment o Appendix/ resources

In addition to the required world history benchmarks, the following language arts, mathematics and geography benchmarks are required instruction and should be imbedded in lessons throughout the course:

o LA.910.1.6.1- The student will use new vocabulary that is introduced and taught directly. o LA.910.1.6.2- The student will listen to, read, and discuss familiar and conceptually challenging text. o LA.910.1.6.3- The student will use context clues to determine meanings of unfamiliar words. o LA.910.2.2.1- The student will analyze and evaluate information from text features. o LA.910.2.2.2- The student will use information from the text to answer questions or to state the main idea or provide relevant details. o LA.910.2.2.3- The student will organize information to show understanding or relationships among facts, ideas and events. o LA.910.6.2.4- The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and

plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. o LA.910.6.3.1- The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media.

o MA.912.A.2.1- Create a graph to represent a real-world situation. o MA.912.A.2.2- Interpret a graph representing a real-world situation.

o SS.912.G.1.1- Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. o SS.912.G.1.2- Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to

describe any given place. o SS.912.G.1.3- Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

Revised 08/12/10 4

STRATEGIES FOR HONORS WORLD HISTORY

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

In an effort to boost the rigor and better prepare our high school students for Advanced Placement courses this document has been prepared as a guide for Honors teachers.

Instruction should be based on content / skills from the Lake County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a textbook or any specific resource.

Use the Essential Question for each unit as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Content and Understandings you are focusing on each day. They should be visible and discussed before and after instruction.

Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).

Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons).

Students should conduct research projects and/or papers. Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve

low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.

Required Instruction for Social Studies

Revised 08/12/10 5

Required Instruction for Social Studies Grade 10

The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 10. This does not imply, however, that non-highlighted items cannot be addressed as appropriate. The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states:

(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.

(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district

school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:

(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.

(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important

of the Federalist Papers.

(c) The essentials of the United States Constitution and how it provides the structure of our government.

(d) Flag education, including proper flag display and flag salute.


Revised 08/12/10 6

(e) The elements of civil government, including the primary functions of and interrelationships between the Federal

Government, the state, and its counties, municipalities, school districts, and special districts.

(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the

development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

(k) The history of the state.

(o) The study of Hispanic contributions to the United States.

(p) The study of women’s contributions to the United States.

(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is

secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.

(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting

democratic values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.


Revised 08/12/10 7

1003.421 Recitation of the Declaration of Independence.--

(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.

(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full

week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”

(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.

(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of

Independence. The Florida Statutes may be viewed online at http://flsenate.gov/statutes.

Social Studies Skills and Concepts Matrix K-12

Revised 08/12/10 8

This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.

The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced.

For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. Standard: The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.

SS.912.A.1.1

Subject Area: SS Social Studies LA Language Arts

Grade Level

Strand: A=American History G=Geography E=Economics C=Civics & Government W=World History H=Humanities

Standard Number

Benchmark Number


Revised 08/12/10 9

GEOGRAPHY SKILLS AND CONCEPTS

Skills and Concepts K

1

2

3

4

5

6

7

8

9

10

11

12

IntroductionBenchmark

Globe and maps are models of Earth, countries, states, etc. I

D

M R R R R R R R R R R SS.K.G.1.2

Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2 Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1 Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3 Equator I D M R R R R R R R R SS.2.G.1.3 Continents I D D M R R R R R R R SS.2.G.1.3 Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4 Four oceans I D D M R R R R R R R SS.2.G.1.3 Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1 State capital of Florida I D M R R R R R R R R SS.2.G.1.2 Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2 Hemispheres I D D D M R R R R R R SS.2.G.1.3 Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1 Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3 Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1 Identify map types: physical, political 1 D D M R R R R R R SS.3.G.1.4 Landforms, water bodies I D D D D D D M R R SS.3.G.2.4 Name and location of 50 states I D D D M R R R R R SS.3.G.2.3 Time zones I D D D D D D D M R SS.2.G.1.3 U.S. regions I D D D D M R R R R SS.3.G.2.2 Latitude/longitude I D D M R R R R R SS.4.G.1.4 Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4 Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1 Map projections I D D D M R R SS.6.G.1.2 I = Introduce D = Develop M = Mastery R = Reinforce


Revised 08/12/10 10

RESEARCH SKILLS AND CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Provides supporting details of answer from text I D D D D D D D D D M R R LA.K.1.7.3 Media skills – student knows how to find materials in the media center I D D D D D D M R R R R

LA.2.6.2.2 SS.1.A.1.2

Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA.2.6.2.2 Identify fact and opinion I D D D D M R R R R LA.3.6.3.1 Search engines – student can use an internet search engine to research I D D D D M R R R R

LA.3.6.2.1 SS.3.A.1.2

Oral history – interviewing skills I D D D D D D D M R LA.3.6.1.1 Check validity of information from research/text I D D D M R R R LA.5.6.2.1 Identify strong vs. weak arguments I D D D D D M LA.6.1.7.5 Identify and use articles, periodicals, journals I D D D M R LA.7.2.2.4 I = Introduce D = Develop M = Mastery R = Reinforce

SOCIAL STUDIES SKILLS AND CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2 Create timelines – chronological order I D D D D D D D M D R R R SS.K.A.1.1 Charts/graphs/photo analysis I D D D D D D D D M R R LA.1.2.2.1 Cause/effect I D D D D D D D D M R R LA.1.1.7.5 Compare and contrast I D D D D D D D M R R LA.2.1.7.7 Point of view I D D D D D D D M R R LA.2.3.3.1 Create timelines using a scale I D D D M R R SS.6.W.1.1 Analyze current events I D D M R SS.8.A.1.3 Political cartoons I D D M R SS.8.A.1.2 I = Introduce D = Develop M = Mastery R = Reinforce


Revised 08/12/10 11

CIVIC AWARENESS CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12

Introduction Benchmark

Concept of voting I D D D D M R R R R R R R SS.K.C.2.3 Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2 Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4 Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4 Martin Luther King was an influential leader of the Civil Rights Movement of the 20th century I D D D D D D D D D D M R SS.K.A.2.4 Patriotic holidays that represent America I D D D D D D D D D D M R SS.K.A.2.2 Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5 U.S.A. is a nation of immigrants I D D D D M R R R R R R R SS.K.A.2.3 Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1 Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1 Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1 Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4 Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2 America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3 I = Introduce D = Develop M = Mastery R = Reinforce

Revised 08/12/10 12

Next Generation Sunshine State Standards for Social Studies and Health Related to Character Education

The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate required instruction related to Character Education into the standards. The intent was to include character education as a learning progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K – 8. For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health Education standards: Patriotism: -Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. -- SS.912.C.1.1 -Identify the expansion of civil rights and liberties by examining primary documents (e.g., Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965). -- SS.912.C.2.9 Citizenship: -Evaluate the importance of political participation and civic participation. -- SS.912.C.2.2 -Experience the responsibilities of citizens at the local, state, or federal levels (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election). -- SS.912.C.2.3 3 -Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. -- SS.912.C.2.6 Charity: -Conduct a service project to further the public good (e.g., school, community, state, national, international). -- SS.912.C.2. Racial, Ethnic, and Religious Tolerance: -Describe various socio-cultural aspects American life including arts, artifacts, literature, education, and publications. -- SS.912.A.1.7 -Analyze the impact of the Holocaust during World War II on Jews as well as other groups. -- SS.912.A.6.3 -Examine efforts to expand or contract rights for various populations during World War II (e.g., women, African Americans, German Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans). -- SS.912.A.6.4 -Assess human rights policies of the United States and other countries. -- SS.912.C.4.3 Cooperation: -Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzes the potential consequences, and considers the alternatives. -- SS.912.E.2.2

Pacing Guide (Block Schedule) High School World History

Revised 08/12/10 13

First 4.5 Weeks The Medieval World (1.5 weeks) (SS.912.W.2.1 – SS.912.W.2.22)

• Fall of the Roman Empire • Byzantine Empire • The Rise of the Ottoman Turks • Medieval European Culture and

Society/European Feudalism • Influence of Catholic Church • Conflicts of European Powers • Feudal Japan

Religious Encounters during the Medieval Period (1 week) (SS.912.W.3.1 – SS.912.W.3.8)

• Major Religions • Islamic Expansion Into India

(Muslim-Hindu Relationships) • Islamic Golden Age • European Responses to Islamic

Expansion (The Crusades) • DBQ- The Black Death: How

Different Were the Christian and Muslim Responses?

Civilizations of Africa and the Americas (1 week) (SS.912.W.3.9 – SS.912.W.3.19)

• Sub-Saharan African Kingdoms • Ghana, Mali, Songhai • Mesoamerican and Andean

Civilizations • Maya, Inca and Aztec Societies

3.5 weeks instructional time 1 week buffer (pretest, review, exams, Freedom Week)

Second 4.5 Weeks Renaissance and Reformation (1 week) (SS.912.W.4.1 – SS.912.W.4.10)

• Rise of Italian City-States and Italian Renaissance

• Renaissance Influences and Individuals

• Scientific Revolution • The Protestant Reformation and the

Catholic Church’s Response • DBQ- What was the Most

Important Consequence of the Printing Press?

Age of Exploration and Encounter (1 week) (SS.912.W.4.11 – SS.912.W.4.15)

• Causes of Age of Exploration • The Columbian Exchange • European Economic & Political

Systems in the Americas • The Practice of Slavery, Forced

Labor and the Trans-Atlantic Slave Trade

Absolutism, Enlightenment and Revolutions (1 week) (SS.912.W.5.1 – SS.912.W.5.7)

• Age of Absolutism • The Enlightenment and its Impact on

American and French Revolutions • The French Revolution and the Rule

of Napoleon • Latin American Independence

Movements 3 weeks instructional time 1 week buffer (pretest, review) .5 week for mid-term exams

Third 4.5 Weeks 19th Century Industrialism, Nationalism and Imperialism (1.5 weeks) (SS.912.W.6.1 – SS.912.W.6.7)

• Scientific, Technological and Industrial Developments

• Capitalism, Socialism and Communism

• Reform Movements and their Global Effects

• Unification of Italy and Germany • Imperialism, Colonialism and Impact

on Africa and Asia • Responses to Imperialism in China

and Japan World War I and Its Aftermath (1 week) (SS.912.W.7.1 – SS.912.W.7.4)

• DBQ- What were the Underlying Causes of World War I?

• Major Events and Leaders • Outcomes and Global Effects, Treaty

of Versailles, League of Nations • Causes and Consequences of Russian

Revolution • Causes and Consequences of

Worldwide Depression in 1930s World War II: World View (1 week) (SS.912.W.7.5 – SS.912.W.7.11)

• Dictatorial Regimes in Soviet Union, Germany, Italy and Japan

• Economic and Political Causes • Major Events and Leaders • The Holocaust • Outcomes and Effects

3.5 weeks instructional time 1 week buffer (pretest, review, exams)

Fourth 4.5 Weeks The Cold War (1 week) (SS.912.W.8.1 – SS.912.W.8.5)

• Key Events, Competition between US and Soviet Union

• Developments in Post-War China • Arms Race and Proxy Wars in

Africa, Asia, Latin America and the Middle East

• Collapse of Communism in Soviet Union and Eastern Europe

Independence Movements in the Second Half of the 20th Century (1 week) (SS.912.W.8.6 – SS.912.W.8.10)

• End of Mandate System and Creation of States in Middle East

• Establishment of Israel and Ongoing Conflicts between Israel and Arab-Muslim World

• Independence Movements in Asia, Africa, and Latin America

• Religious Fundamentalism • DBQ- Gandhi, King and Mandela:

What Made Non-Violence Work? Cultural, Economic and Social Conditions in the Contemporary World (1 week) (SS.912.W.9.1 – SS.912.W.9.7)

• Scientific Breakthroughs • Post-WWII Economic and

Demographic Changes • Ethnic Cleansing and Genocide in

Cambodia, the Balkans, Africa • Global Pandemics in Developing and

Under-Developed World • Globalization & Economic

Interdependence • International Terrorism

3 weeks instructional time 1 week buffer (pretest, review) .5 week for final exams

Pacing Guide (Traditional Schedule) High School World History

Revised 08/12/10 14

First Quarter The Medieval World (3 weeks) (SS.912.W.2.1 – SS.912.W.2.22)

• Fall of the Roman Empire • Byzantine Empire • The Rise of the Ottoman Turks • Medieval European Culture and

Society/European Feudalism • Influence of Catholic Church • Conflicts of European Powers • Feudal Japan

Religious Encounters during the Medieval Period (2.5 weeks) (SS.912.W.3.1 – SS.912.W.3.8)

• Major Religions • Islamic Expansion Into India

(Muslim-Hindu Relationships) • Islamic Golden Age • European Responses to Islamic

Expansion (The Crusades) • DBQ- The Black Death: How

Different Were the Christian and Muslim Responses?

Civilizations of Africa and the Americas (2 weeks) (SS.912.W.3.9 – SS.912.W.3.19)

• Sub-Saharan African Kingdoms • Ghana, Mali, Songhai • Mesoamerican and Andean

Civilizations • Maya, Inca and Aztec Societies

7.5 weeks instructional time 1.5 weeks buffer (Freedom Week)

Second Quarter Renaissance and Reformation (2.5 weeks) (SS.912.W.4.1 – SS.912.W.4.10)

• Rise of Italian City-States and Italian Renaissance

• Renaissance Influences and Individuals

• Scientific Revolution • The Protestant Reformation and the

Catholic Church’s Response • DBQ- What was the Most

Important Consequence of the Printing Press?

Age of Exploration and Encounter (2 weeks) (SS.912.W.4.11 – SS.912.W.4.15)

• Causes of Age of Exploration • The Columbian Exchange • European Economic & Political

Systems in the Americas • The Practice of Slavery, Forced

Labor and the Trans-Atlantic Slave Trade

Absolutism, Enlightenment and Revolutions (2.5 weeks) (SS.912.W.5.1 – SS.912.W.5.7)

• Age of Absolutism • The Enlightenment and its Impact on

American and French Revolutions • The French Revolution and the Rule

of Napoleon • Latin American Independence

Movements 7 weeks instructional time 1 week buffer 1 week for mid-term exams

Third Quarter 19th Century Industrialism, Nationalism and Imperialism (2.5 weeks) (SS.912.W.6.1 – SS.912.W.6.7)

• Scientific, Technological and Industrial Developments

• Capitalism, Socialism and Communism

• Reform Movements and their Global Effects

• Unification of Italy and Germany • Imperialism, Colonialism and Impact

on Africa and Asia • Responses to Imperialism in China

and Japan World War I and Its Aftermath (2.5 weeks) (SS.912.W.7.1 – SS.912.W.7.4)

• DBQ- What were the Underlying Causes of World War I?

• Major Events and Leaders • Outcomes and Global Effects, Treaty

of Versailles, League of Nations • Causes and Consequences of Russian

Revolution • Causes and Consequences of

Worldwide Depression in 1930s World War II: World View (2.5 weeks) (SS.912.W.7.5 – SS.912.W.7.11)

• Dictatorial Regimes in Soviet Union, Germany, Italy and Japan

• Economic and Political Causes • Major Events and Leaders • The Holocaust • Outcomes and Effects

7.5 weeks instructional time 1.5 weeks buffer

Fourth Quarter The Cold War (2.5 weeks) (SS.912.W.8.1 – SS.912.W.8.5)

• Key Events, Competition between US and Soviet Union

• Developments in Post-War China • Arms Race and Proxy Wars in

Africa, Asia, Latin America and the Middle East

• Collapse of Communism in Soviet Union and Eastern Europe

Independence Movements in the Second Half of the 20th Century (2.5 weeks) (SS.912.W.8.6 – SS.912.W.8.10)

• End of Mandate System and Creation of States in Middle East

• Establishment of Israel and Ongoing Conflicts between Israel and Arab-Muslim World

• Independence Movements in Asia, Africa, and Latin America

• Religious Fundamentalism • DBQ- Gandhi, King and Mandela:

What Made Non-Violence Work? Cultural, Economic and Social Conditions in the Contemporary World (2 weeks) (SS.912.W.9.1 – SS.912.W.9.7)

• Scientific Breakthroughs • Post-WWII Economic and

Demographic Changes • Ethnic Cleansing and Genocide in

Cambodia, the Balkans, Africa • Global Pandemics in Developing and

Under-Developed World • Globalization & Economic

Interdependence • International Terrorism

7 weeks instructional time 1 week buffer 1 week for final exams

High School World History

The Medieval World (1.5 weeks/3 weeks) Objective(s) of Learning The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1300 AD in terms of its impact on Western

civilization by a) Describing the development of political, social, economic and religious systems in Europe during the Middle Ages.

Revised 08/12/10 15

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How and why do civilizations rise and fall? • What led to the “fall” of the

Roman Empire? How does a society preserve a sense of identity in the face of rapid change? • How was the Byzantine Empire

both a continuation of and a departure from the Roman Empire?

• What was the nature of Byzantine society?

• Why did the Orthodox Church develop differently than the Roman Catholic Church?

• Was the schism between these

“Fall” of the Roman Empire • Increased pressures on the frontiers from

invading tribal peoples, particularly from Central Asia and Eastern Europe (Huns, Lombards, Ostrogoths, Visigoths, Vandals)

• Migration of Germanic-speaking peoples from the frontier edges into the Empire

• Gradual disintegration of the political, economic, military and other social institutions of Rome

• Christianity and the splitting of the Empire into a Western and Eastern half

***(This is a good opportunity to address historiography)*** Byzantine Empire • Established by Constantine the Great • Continued to exist and thrive after the fall of

the Western Roman Empire • Developed in different ways culturally and

socially; attempts to reunite the old Roman Empire abandoned after Justinian

• Contributions such as mosaics, preservation of classical knowledge, Justinian’s Code

• Christianity was the official religion, but the Byzantine church developed differently from the Catholic church

• Iconoclast Movement – reaction against the

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.9- Analyze the

impact of the collapse of the Western Roman Empire on Europe

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.1-Locate the extent

of Byzantine territory at the height of the empire.

• SS.912.W.2.2-Describe the impact of Constantine the Great’s establishment of “New Rome” and his recognition of Christianity as a legal religion.

Formal: 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) Informal: • Create a map of the

Byzantine Empire, labeling products, ideas, etc. that traveled into and out of the empire

• Create a Venn diagram comparing the beliefs and practices of the Orthodox church with those of the Catholic church.




Revised 08/12/10 16

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

churches a positive or negative for the Byzantine Empire?

use of icons; schism between western Roman Catholic Church and eastern Orthodox Church

• SS.912.W.2.3-Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.

• SS.912.W.2.4-Identify key figures associated with the Byzantine Empire.

• SS.912.W.2.5-Explain the contributions of the Byzantine Empire.

• SS.912.W.2.6-Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome.




Revised 08/12/10 17

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might religion unite people of different cultures and customs? • How did the Church provide

unity in Europe after the decline of Roman authority?

• How did the Franks help reunify the West?

Foundations of Early Medieval Society • Classical heritage of Rome • Christian beliefs • Customs of Germanic tribes and Huns • The effects of the decline of the Roman

Empire (splitting of Empire, Constantine) Influence of the Roman Catholic Church • Roman authority declined, while church

authority grew. • Monasteries preserved Greco-Roman cultural

achievements. • Missionaries carried Christianity and Latin

alphabet to Germanic tribes. • Parish priests served religious and social needs

of the people. • Invasions shattered Roman protection over

the Empire. . Age of Charlemagne • Franks emerged as a force in Western Europe;

used military power to expand territory • Pope crowned Charlemagne the Emperor of

the Holy Roman Empire in 800 • The alliance between Frankish kings and the

Church reestablished Roman culture in Western Europe

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.9-Analyze the

impact of the collapse of the Western Roman Empire in Europe.

• SS.912.W.2.10- Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization.

• SS.912.W.2.11- Describe the rise and achievements of significant rulers in medieval Europe.

• SS.912.W.2.12- Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity and political power.

Formal: 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) Informal: • Create a timeline

labeling important events in the unification of the Germanic tribes between c. 500 and the reign of Charlemagne.

• Label the routes of Viking, Muslim and Magyar invaders in Europe, c. 700-1000.




Revised 08/12/10 18

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What factors justify the granting of authority to a particular group or individual within society? • How are the feudal system

and manorial systems related, and how did both shape society during the Middle Ages?

Why do members of society submit to authority? When is a refusal to submit acceptable? • What were the consequences

of the struggle for power between kings and nobles in England?

• How did European nation-states expand their territories and consolidate their power?

Feudal Society • Fiefs, Vassals, Serfs • Feudal obligations Manorial System during the Middle Ages • Rigid class structure • Self-sufficient manors England • William the Conqueror, leader of the Norman

Conquest, united most of England • Common law had its beginnings during the

reign of Henry II • King John signed the Magna Carta, limiting

the King’s power • The Hundred Years’ War between England

and France helped define England as a nation

France • Hugh Capet established the French throne in

Paris, and his dynasty gradually expanded their control over most of France

• The Hundred Years’ War between England and France helped define France as a nation

• Joan of Arc was a unifying force

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.13- Explain how

Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural identity in Europe

• SS.912.W.2.14- Describe the causes and effects of the Great Famine of 1315-1316, the Black Death, the Great Schism of 1378, and the Hundred Years’ War on Western Europe

• SS.912.W.2.15- Determine the factors that led to the growth of a modern economy

• SS.912.W.2.16- Trace the growth and development of national identity in England, France, and Spain

• SS.912.W.2.17- Identify key

Informal: • Create a graphic

organizer describing the social order of the feudal system.

• Compare and contrast the roles of peasant and women in medieval society.

• Analyze how medieval art and literature depicts chivalry and knighthood.

• Compare how the structure of the Church was similar to that of the feudal system.

• Write a persuasive essay supporting or contradicting Thomas Madden’s assertion that the Crusades were a defensive war, “a belated response to Muslim conquest of…the Christian




Revised 08/12/10 19

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might cross-cultural exchanges impact a society? • How did the invasions by the

Goths, Saxons, Magyars, Huns and Vikings influence the development of Europe?

Spain • Ferdinand and Isabella unified the country

and expelled Muslim Moors • Spanish Empire in the Western Hemisphere

expanded under Phillip II Russia • Ivan the Great threw off the rule of the

Mongols, centralized power in Moscow, and expanded the Russian nation

• Power was centralized in the hands of the tsar • The Orthodox Church influenced unification Areas of Barbaric Settlement • Goths and Saxons from continental Europe to

England • Magyars and Huns from Central Asia to

Hungary • Vikings from Scandinavia to Russia Influence of the Barbaric Peoples • Manors with castles provided protection • Invasions disrupted trade, towns declined and

feudal system strengthened • Invasions by barbarians disrupted the social,

economic and political order of Europe

figures, artistic, and intellectual achievements of the medieval period in Western Europe

• SS.912.W.2.18- Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures

world.” • Interpret a flow chart

describing the growth of cities and the Commercial Revolution

• Identify the steps England took to become more democratic from 1100-1400.

History Alive Activities – Europe After the Fall of Rome 2.1 Inside the Byzantine Empire 2.2 Comparing the Justinian Code to Contemporary Law 2.3 Creating Monuments to Daily Life in Constantinople 1.2 Traders and Invaders of the Roman Empire 3.1 Experiencing European Feudalism 3.2 The Development of Feudalism in Western




Revised 08/12/10 20

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might a ruler unite many kingdoms/clans into an empire? • How and why did Japan

develop a decentralized government?

• How does Japanese feudalism compare with Western European feudalism?

How could one culture influence another without war or conquest? • How did Chinese culture

influence Japan and Korea? • Who gained more from the

cultural and economic relationships between China, Japan and Korea?

The Rise of Japanese Civilization • Strongly influenced by geography and

location – chain of several thousand islands stretching nearly 1400 miles wedded Japan to the sea. Very mountainous – little farming

• Society organized in clans; Shintoism • Koreans introduced Chinese writing into

Japan as well as Chinese Buddhism • Heian period (794-1185) – Japanese culture

flourished; much of Japanese literature written by women

The Emergence of Feudal Japan • Japanese cultural development was

influenced by proximity to China. • Shinto and Buddhism coexisted as religious

traditions in the Japanese culture. • Characterized by powerless emperor ruled by

military leader (shogun) • Adopted policy of isolation to limit foreign

influences Shinto • Ethnic religion unique to Japan • Importance of natural features, forces of

nature, and ancestors • State religion; worshipping the emperor • Coexistence with Buddhism

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.19- Describe the

impact of Japan’s physiography on its economic and political development

• SS.912.W.2.20- Summarize the major cultural, economic, political and religious developments in medieval Japan

• SS.912.W.2.21- Compare Japanese feudalism with Western European feudalism during the Middle Ages

• SS.912.W.2.22- Describe Japan’s cultural and economic relationship to China and Korea

Europe 4.1 The role of the church in Medieval Europe




Revised 08/12/10 21

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why might a region with vast geographic diversity and a reliance on trade develop great cultural diversity? What impact might religious values have on a country’s culture, politics and law? • What are the key beliefs of

Islam? What are some ways that a people might spread its beliefs and customs to other regions? • How did this major world

religion spread? • What effects did the spread of

Islam have on Europe, Asia and Africa?

• How has Islam influenced Western civilization?

Key Beliefs of Islam • Five Pillars of Faith • Monotheism • Founder is Mohammad • Holy book is the Quran/Koran • Spread by way of missionaries,

trade/migration, and conquest • Muslims preserved mathematical and

scientific knowledge of the West during the Middle Ages

• Created algebra, unique artwork and architecture, poetry, etc.

Key Events of Crusades • Pope Urban’s speech • The capture of Jerusalem • Founding of Crusader states • Loss of Jerusalem to Saladin • Sack of Constantinople by western Crusaders Effects of the Crusades • Weakened the Popes and nobles;

strengthened monarchs • Stimulated trade throughout the

Mediterranean area and the Middle East • Left a legacy of bitterness among Christians,

Jews and Muslims • Weakened the Byzantine Empire

World History Standard 2- Recognize significant events, figures and contributions of medieval societies (Byzantine Empire, Western Europe, Japan) • SS.912.W.2.7- Analyze the

causes (Justinian’s Plague, ongoing attacks from the “barbarians,” the Crusades, and internal political turmoil) of the decline of the Byzantine Empire

• SS.912.W.2.8- Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent

• SS.912.W.2.15- Determine the factors that led to the growth of a modern economy

World History Standard 3- Recognize significant events, figures and contributions of Islamic, Meso and South




Revised 08/12/10 22

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment • What were the effects of the

Ottoman invasions of Europe? • What were key events and

effects of the Crusades? • How did the Crusades

stimulate trade between Europe and the Muslim Empire?

Constantinople • Fell to the Ottoman Turks in 1453, ending the

Byzantine Empire • Became capital of the Ottoman Empire Economic Effects of the Crusades • Increased demand for Middle Eastern

products • Stimulated production of goods to trade in

Middle Eastern markets • Encouraged the use of credit and banking Important Economic Concepts • Church rule against usury and the banks’

practice of charging interest helped to secularize northern Italy

• Letters of credit served to expand the supply of money and expedite trade

• New accounting and bookkeeping practices (use of Arabic numerals) were introduced.

• Commercial Revolution Intellectual Effects of the Crusades • Reacquisition of Greek and Roman text • Scholasticism and the beginnings of the

scientific method on European civilization • Foundation for the rise of universities in Europe

American, and Sub-Saharan African civilizations • SS.912.W.3.2-Compare the

major beliefs and principles of Judaism, Christianity, and Islam.

• SS.912.W.3.3-Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.

• SS.912.W.3.4-Describe the expansion of Islam into India and the relationship between Muslims and Hindus.

• SS.912.W.3.5-Describe the achievements, contributions, and key figures associated with the Islamic Golden Age.

• SS.912.W.3.6-Describe key economic, political, and social developments in Islamic history

• SS.912.W.3.7- Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century




Revised 08/12/10 23

Academic Vocabulary: feudalism, usury, monarchy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment DBQ-The Black Death: How Different Were the Christian and Muslim Responses?” This DBQ will also help students to answer the following essential questions: How did the Black Death alter economic and social institutions in much of Asia and then in Europe?

DBQ-The Black Death: How Different Were the Christian and Muslim Responses?” Impact of the Black Death • Decline in population • Scarcity of labor force • Towns freed from feudal obligations • Decline of church influence • Disruption of trade Essential Understandings • In the fourteenth century, the Black Death

(bubonic plague) decimated the population of much of Asia and eventually much of the population of Europe.

• Muslims and Christians reacted in widely divergent ways. While society seemed to decline and the power of the church weakened in Europe, Muslim areas seemed to experience less disruption.

SS.912.W.1.3-Interpret and evaluate primary and secondary sources SS.912.W.1.4-Explain how historians use historical inquiry and other sciences to understand the past SS.912.W.1.5-Compare time measurement systems used by different cultures. SS.912.W.1.6-Compare conflicting interpretations or schools of thought about world events and individual contributions to history. SS.912.W.2.14- Describe the causes and effects of the Great Famine of 1315-1316, the Black Death, the Great Schism of 1378, and the Hundred Years’ War on Western Europe SS.912.W.3.6-Describe key economic, political, and social developments in Islamic history. SS.912.W.3.8- Identify important figures associated with the Crusades

Formal Persuasive essay based on evidence from the DBQ Informal: • Observation of

student evaluations of documents

• Classroom discussion of documents

• Workshop; students present documents and analysis.


Civilizations of Africa and the Americas (1 week/2 weeks) Objective(s) of Learning The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1300 AD in terms of its impact on Western

civilization by b) Describing the development of political, social, economic and religious systems in Asia during the Middle Ages.

Revised 08/12/10 24

Academic Vocabulary: maritime, textile, isolationism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does a government unite peoples of various tribes/clans under one empire? • How did the East African

Swahili states represent a blend of several cultures?

How might trade spread languages, cultures and religious ideas? • What role did the spread of

ideas and trade play in the development of empires in Africa from the 1300s to the 1500s?

• What led to the “fall” of the Ghana, Mail and Songhai empires?

• What effect did these civilizations have on the expansion of the slave trade outside Africa?

The Mutapa Empire • Numerous Bantu-speaking , pastoral peoples

began to develop small kingdoms by the 900s

• By 1300s, the Shona people arrived building their kingdom of Great Zimbabwe

• King Mutota brought much of the territory surrounding Great Zimbabwe under his control; took the title of Mwene Mutapa

• Shona believed Mwene Mutapa was only one able to communicate with spirits; had complete religious authority

Sub-Saharan Africa • City states that developed on or near the

eastern coast of Africa • Both Christian (Ethiopia)and Muslim • Based on trade • Developed the Swahili language as a way

to communicate with Muslim traders. Ghana, Mali and Songhai • Trade-based civilizations that grew up in

Western Africa.; traded salt and gold • Developed unique cultures • Mansa Musa and the spread of Islam • Timbuktu was a center of learning and trade • Became a center for slave trading as

Europeans arrived.

World History Standard 3- Recognize significant events, figures and contributions of Islamic, Meso and South American, and Sub-Saharan African civilizations • SS.912.W.3.9-Trace the growth

of major sub-Saharan African kingdoms and empires.

• SS.912.W.3.10-Identify key significant economic, political and social characteristics of Ghana.

• SS.912.W.3.11-Identify key figures and significant economic, political and social characteristics of Mali.

• SS.912.W.3.12-Identify key figures and significant economic, political and social characteristics of Songhai.

• SS.912.W.3.13-Compare economic, political, and social developments in East, West, and South Africa.

• SS.912.W.3.14-Examine the internal & external factors that led to the fall of the empires of Ghana, Mali and Songhai.

Informal • Compare the

characteristics of the Mutapa and Mali empires

Resources:




Revised 08/12/10 25

Academic Vocabulary: maritime, textile, isolationism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What makes certain items valuable trading goods? • Where were the major trade

routes in the Eastern Hemisphere from 1000 to 1500 A.D.?

• How did trade facilitate the diffusion of goods and ideas among different cultures?

• Was trade good for all parties involved?

Major trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. • Silk roads across Asia to the Mediterranean

basin • Maritime routes across the Indian Ocean • Trans-Saharan routes across North Africa • Northern European links with the Black Sea • Western European sea and river trade • South China Sea and lands of Southeast Asia Goods • Gold from West Africa • Spices from lands around the Indian Ocean • Textiles from India, China, the Middle East,

and later Europe • Porcelain from China and Persia Technology • Paper from China through the Muslim world

to Byzantium and Western Europe • New crops from India (e.g., for making

sugar) • Waterwheels and windmills • Navigation—Compass from China, lateen

sail from Indian Ocean

SS.912.G.1.1-Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.3-Employ applicable units of measurement and scale to solve simple locational problems using maps and globes SS.912.G.2.1-Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.3-Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.3-Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events.

Formal: 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities.




Revised 08/12/10 26

Academic Vocabulary: maritime, textile, isolationism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Ideas • Spread of religions across the hemisphere

– Buddhism from China to Korea and Japan

– Hinduism and Buddhism from India to Southeast Asia

– Islam into West Africa, Central and Southeast Asia

• Printing and paper money from China Shinto • Ethnic religion unique to Japan • Importance of natural features, forces of

nature, and ancestors • State religion; worshipping the emperor • Coexistence with Buddhism Essential Understandings During the Medieval Period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia. Regional trade networks and long-distance trade routes in the Eastern Hemisphere aided the diffusion and exchange of technology and culture between Europe, Africa, and Asia.




Revised 08/12/10 27

Academic Vocabulary: maritime, textile, isolationism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why might societies based on agriculture place particular importance on the calendar? How might the conquest of a region affect the society of the people conquered and of the conquerors? • How were the Aztecs able to

build such a powerful empire? How does the geography affect the location of cities? • How did Andean peoples

adapt to their environment? • What factors allowed the Inca

to control their vast empire?

Mesoamerica • Zapotec peoples among the earliest

Mesoamericans to develop an urban civilization (Monte Alban, Teotihuacan); Trade and farming an important part of Mesoamerican economy; declined after 700.

• Mayans flourished around Yucatan Peninsula from 200-900; developed the only complete writing system in the Americas; refined calendar to track various cycles of time; cities – Tikal, Copan; leaders – Pacal

• Toltecs, descendants of nomadic tribes migrated to central Mexico from the north around 900; similar religious beliefs & architecture with Mayans; gone by 1100

• Aztec Empire (1200s – 1500s) – Tenochtitlan; conquered area tribes and forced them to pay tribute; pyramids, causeways and acqueducts; religion aimed at pleasing gods – human sacrifices

South America • Nazca culture (370 BC – 450 AD) – coastal

desert plain in present-day Peru; agricultural gods demanded sacrifices of human heads and blood; geoglyphs

• Moche culture (100-700) and Chimu (1000-1470) emerged to the north of the Nazca

World History Standard 3- Recognize significant events, figures and contributions of Islamic, Meso and South American, and Sub-Saharan African civilizations • SS.912.W.3.15- Analyze the

legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations

• SS.912.W.3.16- Locate major civilizations of Mesoamerica and Andean South America

• SS.912.W.3.17- Describe the roles of people in the Maya, Inca, and Aztec societies

• SS.912.W.3.18- Compare the key economic, cultural and political characteristics of the major civilizations of Meso and South America

• SS.912.W.3.19- Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac

Informal: Resources:




Revised 08/12/10 28

Academic Vocabulary: maritime, textile, isolationism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

• The Inca (1438-1535), the most powerful So. American empire came from the region of Cuzco high in the Andes Mountains; conquered surrounding lands; religion based on worship of sun and royal ancestors; irrigation canals, roads, terraces, quipus; civil war severely weakened Inca before Spanish arrived

Essential Understandings By 1500 A.D., major states and empires had developed in various regions of the world. These civilizations were unique and highly adapted to their individual geographic locations. These civilizations were devastated by the arrival of Europeans in their area.


The Renaissance and Reformation (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by a) Describing artistic, literary, and intellectual ideas of the Renaissance and Reformation.

Revised 08/12/10 29

Academic Vocabulary: renaissance, reformation, secular Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might trade influence the spread of ideas between cultures? • What caused the Commercial

Revolution in Italy in the 1300s and 1400s?

What sources influence the works of artists and writers? • What influences inspired Italian

humanists? DBQ – What was the most important consequence of the printing press? This DBQ will also help students to answer the following essential questions: • How do advances in science

and technology change society?

• How did Renaissance ideas spread across Europe?

Renaissance • “Rebirth” of classical knowledge, “birth” of

the modern world • Spread of the Renaissance from the Italian

city states to northern Europe Contributions of the Renaissance • Accomplishments in the visual arts—

Michelangelo, Leonardo da Vinci • Accomplishments in literature (sonnets,

plays, essays)—Shakespeare • Accomplishments in intellectual ideas

(humanism)—Erasmus Role of the printing press • Growth of literacy was stimulated by the

Gutenberg printing press. • The Bible was printed in English, French, and

German. Impact of Gutenberg’s Printing Press •

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.1- Identify the

economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice)

• SS.912.W.4.2- Recognize major influences on the architectural artistic, and literary developments of Renaissance Italy (Classical Byzantine, Islamic, Western Europe)

• SS.912.W.4.3- Identify the major artistic, literary and technological contributions of individuals during the Renaissance

• SS.912.W.4.4- Identify characteristics of Renaissance humanism in works of art

SS.912.H.1.3- Relate works in the arts to various cultures

Formal: 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. - History Alive Culminating Project – 5.1 Publishing News Magazine on Change in Europe Informal: History Alive - Europe’s Transition to Modern World 1.1 Mapping the Land and Emerging Cities of Europe 1.2 Europe’s Transition from the Middle Ages to the Renaissance 1.3 Rediscovering Classical Tradition Through Art 1.4 A Walking Tour of Florence 2.1 Experiencing the Power of the Press 2.3 A Renaissance Ball 2.4 Biographical Poems Celebrating the Renaissance Spirit



Revised 08/12/10 30

Academic Vocabulary: renaissance, reformation, secular Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why might differing views on religion lead to conflict? • What issues led to the

Protestant Reformation? • How and why did the

Protestant Reformation spread to other parts of Europe?

Reformation in Germany • Princes in Northern Germany converted to

Protestantism, ending authority of the Pope in their states.

• The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church.

• Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War).

Reformation in England • Anglican Church became a national church

throughout the British Isles under Elizabeth I. • The Reformation contributed to the rise of

capitalism. Reformation in France • Catholic monarchy granted Protestant

Huguenots freedom of worship by the Edict of Nantes (later revoked).

• Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious to a political conflict.

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.7- Identify criticisms

of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers

• SS.912.W.4.8- Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe

Informal: History Alive - Europe’s Transition to the Modern World 3.1 Purchasing Homework Indulgences 3.2 The Spread of Protestantism 3.3 Creating Spoke Diagrams on the Religions of the Reformation



Revised 08/12/10 31

Academic Vocabulary: renaissance, reformation, secular Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does a particular group maintain authority in the face of competing value systems or new ideas? • What were the problems and

issues that provoked religious reforms in Western Christianity?

• What were the causes of the wars of religion?

• What were some of the changing cultural values, traditions, and philosophies during the Reformation?

Catholic Counter Reformation • Catholic Church mounted a series of reforms

and reasserted its authority. • Society of Jesus (The Jesuits) was founded to

spread Catholic doctrine around the world. Inquisition was established to reinforce Catholic doctrine.

• The Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.

Changing cultural values, traditions, and philosophies • Growth of secularism • Growth of individualism • Growth of religious tolerance Essential Understandings New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world. At first the Reformation divided the countries of Europe on religious principles, leading to religious intolerance. Gradually religious toleration emerged, along with democratic thought.

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.9- Analyze the

Roman Catholic Church’s response to Protestant Reformation in the forms of the Counter and Catholic Reformation


Age of Exploration and Encounter (1 week/2 weeks) Objective(s) of Learning The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by a) Describing Africa and the Americas and their increasing involvement in global trade.

Revised 08/12/10 32

Academic Vocabulary: technological, indigenous, migration Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why might cross-cultural contacts lead people to explore the unknown? • Why are regional trading

patterns important? • What technological

developments made European exploration possible?

Traditional trade patterns linking Europe with Asia and Africa • Silk roads across Asia to the Mediterranean

basin • Maritime routes across the Indian Ocean • Trans-Saharan routes across North Africa • Northern European links with the Black Sea • Western European sea and river trade • South China Sea and lands of Southeast Asia Importance of trade patterns • Exchange of products and ideas Advancements exchanged along trade routes • Paper, compass, silk, porcelain (China) • Textiles, numeral system (India and Middle

East) • Scientific transfer—Medicine, astronomy,

mathematics Essential Understandings By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe. By 1500 A.D., technological and scientific advancements had been exchanged among cultures of the world.

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.11- Summarize the

causes that led to the Age of Exploration, and identify major voyages and sponsors.



Revised 08/12/10 33

Academic Vocabulary: technological, indigenous, migration, mercantilism, balance of trade Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why might cross-cultural contacts lead people to explore the unknown? • Why were Europeans

interested in discovering new lands and markets?

• Why did nations place such importance on mercantilism?

How does one society justify or rationalize the use of force to conquer another society? • How did the expansion of

European empires into the Americas and Africa affect the religion in those areas?

Factors contributing to the European discovery of lands in the Western Hemisphere • Demand for gold, spices, and natural

resources in Europe • Support for the diffusion of Christianity • Political and economic competition

between European empires • Innovations in navigational arts (European

and Islamic origins) • Pioneering role of Prince Henry the

Navigator Establishment of overseas empires and decimation of indigenous populations • Portugal—Vasco da Gama • Spain—Christopher Columbus, Hernando

Cortez, Francisco Pizarro, Ferdinand Magellan

• England—Francis Drake • France—Jacques Cartier Means of diffusion of Christianity • Migration of colonists to new lands • Influence of Catholics and Protestants, who

carried their faith, language, and cultures to new lands

• Conversion of indigenous peoples

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.11- Summarize the

causes that led to the Age of Exploration, and identify major voyages and sponsors

• SS.912.W.4.12- Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas

• SS.912.W.4.13- Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas

• SS.912.W.4.14- Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia and the Americas

• SS.912.W.4.15- Explain the origins, developments, and

Formal: 1. Unit Test covering the “Essential Questions” and “Skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. History Alive! , “Europe’s Transition into the Modern World” – section 5 assessment activity 3. FCAT skills assessment - Mastering FCAT Reading Grade 10 Social Studies Content, Amsco – “The Lost World’s of Ancient America”, When World’s Collide”, “An Empire Held Together by String” and “The Rise and Fall of the Incas”. Informal: History Alive! , Europe’s Transition into the Modern World Activity 4.1 Charting Scientific Breakthroughs



Revised 08/12/10 34

Academic Vocabulary: technological, indigenous, migration, mercantilism, balance of trade Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment • What was the effect of

European migration and settlement on the Americas and Africa?

• Why were the Spanish able to

conquer the powerful Aztec and Inca empires?

Does the record of human history validate the concept of progress? • What was the impact of the

Columbian Exchange between European and indigenous cultures?

Americas • Expansion of overseas territorial claims and

European emigration to North and South America

• Demise of Aztec, Maya, and Inca Empires • Legacy of a rigid class system and

dictatorial rule in Latin America • Forced migration of some Africans into

slavery • Colonies’ imitation of the culture and social

patterns of their parent country Africa • European trading posts along the coast • Trade in slaves, gold, and other products Columbian Exchange • Western Hemisphere agricultural products

such as corn, potatoes, and tobacco changed European lifestyles.

• European horses and cattle changed the lifestyles of American Indians (First Americans).

• European diseases like smallpox killed many American Indians (First Americans).

Impact of the Columbian Exchange • Shortage of labor to grow cash crops led to

the use of African slaves.

impact of the trans-Atlantic slave trade between West Africa and the Americas.

• SS.912.G.2.2-Describe the factors and processes that contribute to the differences between developed and developing regions of the world.

Activity 4.2 Investigating a Sunken Ship: Motives for Exploration Activity 4.3 Creating Monuments to Exploration: Two Perspectives



Revised 08/12/10 35

Academic Vocabulary: technological, indigenous, migration, mercantilism, balance of trade Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might trade lead to both conflict and cooperation between nations and/or cultures? • What was the triangular trade? • What was the impact of

precious metal exports from the Americas?

• How did Africa become involved in foreign trade?

• Slavery was based on race. • European plantation system in the

Caribbean and the Americas destroyed indigenous economics and damaged the environment.

Export of precious metals • Gold and silver (exported to Europe and

Asia) • Impact on indigenous empires of the

Americas • Impact on Spain and international trade African exports • Slaves (triangular trade) • Raw materials African imports • Manufactured goods from Europe, Asia, and

the Americas • New food products (corn, peanuts) Essential Understandings • The expanding economies of European

states stimulated increased trade with markets in Asia.

• With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.



Revised 08/12/10 36

Academic Vocabulary: technological, indigenous, migration, mercantilism, balance of trade Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

• Europeans migrated to new colonies in the Americas, creating new cultural and social patterns.

• The discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres.

• The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded.

• The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas.

• The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa.

• Europeans established trading posts and colonies in Africa and Asia.


Absolutism, Enlightenment and Revolutions (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and

eighteenth centuries by a) Describing the Scientific Revolution and its effects.

Revised 08/12/10 37

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might new methods of investigation change people’s worldview? • Why did some European begin

to question the medieval Christian worldview, and how did they finally shatter it?

• What is the scientific method, and how did it affect the European worldview?

Importance of the Scientific Revolution • Emphasis on reason and systematic

observation of nature • Formulation of the scientific method • Expansion of scientific knowledge Individuals of the Scientific Revolution • Johannes Kepler – used new mathematics

to prove Copernicus’s heliocentric theory • Galileo – used telescope to prove Kepler

and Copernicus correct; calculated acceleration, law of inertia; condemned by Catholic Church

• Antoni van Leeuwenhock – microscope • Francis Bacon – rejected deductive

reasoning and believed only experimental data could be foundation of knowledge

• Rene Descartes – believed in questioning all ideas before accepting them as knowledge

• Sir Isaac Newton – laws of motion and gravity

Essential Understandings With its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.

World History Standard 4- Analyze the causes, events and effects of the Renaissance, Reformation, Scientific Revolution and Age of Exploration • SS.912.W.4.5- Describe how

ideas from the Middle Ages and Renaissance led to Scientific Revolution

• SS.912.W.4.6- Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods

• SS.912.W.4.10- Identify the major contributions of individuals associated with the Scientific Revolution

• SS.912.W.1.1-Use timelines to

establish cause and effect relationships of historical events.

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities.



eighteenth centuries by b) Describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

Revised 08/12/10 38

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might changes in people’s worldview affect the development of their systems of government? • How did some Europeans

justify absolutism? • What effect did the absolute

monarchs have on the countries of continental Europe?

Characteristics of absolute monarchies • Centralization of power • Concept of rule by divine right Absolute monarchs • Louis XIV—France, Palace of Versailles as a

symbol of royal power • Frederick the Great—Prussia, emphasis on

military power • Peter the Great—Russia, westernization of

Russia Essential Understandings The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.1- Compare the

causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal - Literature Reading – “The Cat and the King” (Louis XIV) History Alive: Europe’s Transition to the Modern World 1.1 Mapping the Land and Emerging Cities of Europe Western Europe in the Modern World



eighteenth centuries by c) Assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

Revised 08/12/10 39

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How can peoples limit the power of monarchs? • Why did absolutism fail in

England? • How did the English Civil War

and the Glorious Revolution promote the development of the rights of Englishmen?

Development of the rights of Englishmen • Oliver Cromwell and the execution of

Charles I • The restoration of Charles II • Development of political parties/factions • Glorious Revolution (William and Mary) • Increase of parliamentary power over royal

power • English Bill of Rights of 1689 Essential Understandings Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.1- Compare the

causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal - Primary Source “English Bill of Rights, 1689”



eighteenth centuries by d) Explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United

States.

Revised 08/12/10 40

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might new ideas change the way people view themselves and their world? • What was the Enlightenment? • How did philosophers of the

Enlightenment influence thinking on political issues?

• How did the Enlightenment affect common conceptions about the role of women?

The Enlightenment • Applied reason to the human world, not just

the natural world • Stimulated religious tolerance • Fueled democratic revolutions around the

world Enlightenment thinkers and their ideas • Thomas Hobbes’ Leviathan—The state must

have central authority to manage behavior. • John Locke’s Two Treatises on

Government—People are sovereign; monarchs are not chosen by God.

• Montesquieu’s The Spirit of Laws—The best form of government includes a separation of powers.

• Jean-Jacques Rousseau’s The Social Contract—Government is a contract between rulers and the people.

• Voltaire—Religious toleration should triumph over religious fanaticism; separation of church and state

• Mary Wollstonecraft – believe Enlightenment principles should be extended to women

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.2- Identify the major

causes of the Enlightenment • SS.912.W.5.3- Summarize the

major ideas of Enlightenment philosophers

• SS.912.W.5.4- Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world

• SS.912.W.5.5- Analyze the extent to which the Enlightenment impacted the American and French Revolutions

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal Primary Source, “A Vindication of the Rights of Woman” History Alive - Western Europe in the Modern World 1.2 Debating the Ideal Form of Government: A Meeting of Minds



eighteenth centuries by d) Explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United

States.

Revised 08/12/10 41

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might revolution lead to new political structures? • How did the Enlightenment

promote revolution in the American colonies?

• How did the struggle for power in Europe contribute to the founding of the United States?

Influence of the Enlightenment • Political philosophies of the Enlightenment

fueled revolution in the Americas and France.

• Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.

• The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas.

Essential Understandings Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.



eighteenth centuries by e) Describing the expansion of the arts, philosophy, literature, and new technology.

Revised 08/12/10 42

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment • Who were some artists,

philosophers, and writers of the period?

• What improved technologies

and institutions were important to European economies?

Representative artists, philosophers, and writers • Johann Sebastian Bach— Composer • Wolfgang Amadeus Mozart— Composer • Eugène Delacroix—Painter • Voltaire—Philosopher • Miguel de Cervantes—Novelist New forms of art and literature • Paintings depicted classical subjects, public

events, natural scenes, and living people (portraits).

• New forms of literature evolved—the novel (e.g., Cervantes’ Don Quixote).

Technologies • All-weather roads improved year- round

transport and trade. • New designs in farm tools increased

productivity (agricultural revolution). • Improvements in ship design lowered the

cost of transport. Essential Understandings The Enlightenment brought a new emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and Rome, and new forms of literature were established.

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.3- Summarize the

major ideas of Enlightenment philosophers

• SS.912.W.5.4- Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world



eighteenth centuries by f) Describing the French Revolution;

g) Identifying the impact of the American and French Revolutions on Latin America.

Revised 08/12/10 43

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why do members of society submit to authority? When is a refusal to submit acceptable? • How did Enlightenment ideas

play a role in France’s revolutionary government?

• How effective were the revolutionaries in reforming the French government?

• How did the French and

American Revolutions influence Latin American independence movements?

Causes of the French Revolution • Influence of Enlightenment ideas • Influence of the American Revolution Events of the French Revolution • Storming of the Bastille • Reign of Terror Outcomes of the French Revolution • End of the absolute monarchy of Louis XVI • Rise of Napoleon Influence of the American and French Revolutions on the Americas • Independence came to French, Spanish,

and Portuguese colonies • Toussaint L’Ouverture—Haiti • Simon Bolivar—South America Essential Understandings The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.5- Analyze the

extent to which the Enlightenment impacted the American and French Revolutions

• SS.912.W.5.6- Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon

• SS.912.W.5.7- Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L’Ouverture

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive - Western Europe in the Modern World 1.4 Creating a Storybook About the French Revolution Informal - Literature – A Tale of Two Cities, Les Miserables - Primary Sources – Declaration of the Rights of Man, Execution of Louis XVI History Alive - Western Europe in the Modern



eighteenth centuries by f) Describing the French Revolution;

g) Identifying the impact of the American and French Revolutions on Latin America.

Revised 08/12/10 44

Academic Vocabulary: rationalism, deism, social contract, bourgeoisie, philosophy, succession, divine right Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

These ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations.

World 1.2 Debating the Ideal Form of Government: A Meeting of Minds 1.3 Experiencing the Fervor of the French Revolution


Absolutism, Enlightenment and Revolutions (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

a) Assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815.

Revised 08/12/10 45

Academic Vocabulary: estate, faction, papal, consulate, bureaucracy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might revolution lead to new political structures? • What was the legacy of

Napoleon? • What was the significance of

the Congress of Vienna?

Legacy of Napoleon • Unsuccessful attempt to unify Europe under

French domination • Napoleonic Code • Awakened feelings of national pride and

growth of nationalism Legacy of the Congress of Vienna • “Balance of power” doctrine • Restoration of monarchies • New political map of Europe • New political philosophies (liberalism,

conservatism) Essential Understandings The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas. Napoleon’s attempt to unify Europe under French domination was unsuccessful. The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.

World History Standard 5 – Analyze the causes, events and effects of the Enlightenment and its impact on the American, French and other revolutions • SS.912.W.5.6- Summarize the

important causes, events, and effects of the French Revolution including the rise and rule of Napoleon

SS.912.G.4.9- Use political maps to describe the change in boundaries and governments within continents over time

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive - Western Europe in the Modern World 1.4 Creating a Storybook About the French Revolution


Absolutism, Enlightenment and Revolutions (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

b) Describing the influence of revolutions on the expansion of political rights in Europe.

Revised 08/12/10 46

Academic Vocabulary: estate, faction, papal, consulate, bureaucracy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might the end of war give way to sweeping diplomatic agreements? • How did nationalism and

democracy influence national revolutions?

• How did liberal revolutions affect Europe?

National pride, economic competition, and democratic ideals stimulated the growth of nationalism. The terms of the Congress of Vienna led to widespread discontent in Europe. Unsuccessful revolutions of 1848 increased nationalistic tensions. In contrast to continental Europe, Great Britain expanded political rights through legislative means and made slavery illegal in the British Empire. Essential Understandings The rise of nationalism was a powerful force behind European politics during the nineteenth century. Widespread demands for political rights led to revolutions and legislative actions in Europe.


19th Century Industrialism, Nationalism and Imperialism (1.5 weeks/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by

c) Explaining events related to the unification of Italy and the role of Italian nationalists; d) Explaining events related to the unification of Germany and the role of Bismarck.

Revised 08/12/10 47

Academic Vocabulary: estate, faction, papal, consulate, bureaucracy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What forces drive the unification of nations? By what processes might a region achieve unification? • How did Italy achieve unity? • How did Bismark unite

Germany?

Unification of Italy • Count Cavour unified Northern Italy. • Giuseppe Garibaldi joined southern Italy to

northern Italy. • The Papal States (including Rome) became

the last to join Italy. Unification of Germany • Otto von Bismarck led Prussia in the

unification of Germany through war and by appealing to nationalist feelings.

• Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power.

• The Franco-Prussian War led to the creation of the German state.

Essential Understandings Italy and Germany became nation-states long after the rest of Europe.

World History Standard 6 – Understand the development of Western and non-Western nationalism, industrialism and imperialism, and the significant processes and consequences of each • SS.912.W.6.5- Summarize the

causes, key events, and effects of the unification of Italy and Germany

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities.


19th Century Industrialism, Nationalism and Imperialism (1.5 weeks/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by

a) Citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

Revised 08/12/10 48

Academic Vocabulary: capitalism, socialism, communism, suffrage, liberalism, natural selection, realism, proletariat Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might advances in technology change the way people work? • Why did the Industrial

Revolution originate in England?

• Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

Origins of the Industrial Revolution • Began in Great Britain – Why?

Geographic advantages, availability of iron ore and coal, stable political system, large overseas empire, growing global demand for manufactured goods, Britain’s ability to adopt old methods from around the world for new uses

The Commercialization of Agriculture

• Developed in Britain in early 1700s due to European expansion overseas, introduction of new American crops

• Introduction of crop rotation and seed drill led to an increase in crops and wealth – led to enclosure movement

• Agriculture, like trade, became a commercial enterprise. Availability of more food = an ever-increasing pop.

Essential Understandings Development of new technologies and methods of economic organization led Europeans into the Industrial Revolution. Mechanical power replaced muscle power as the primary energy source, which gave rise to a new way of life in western Europe and America.

World History Standard 6 – Understand the development of Western and non-Western nationalism, industrialism and imperialism, and the significant processes and consequences of each • SS.912.W.6.1- Describe the

agricultural and technological innovations that led to industrialization in Great Britain, and its subsequent spread to continental Europe, the United States and Japan

SS.912.G.4.1- Interpret population growth and other demographic data for any given place SS.912.H.3.1- Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. “The Industrial Revolution in Europe” Practice Test, Mastering FCAT Social Studies Content, Amsco p.248 4. DBQ Essay Informal: History Alive Activities: Western Europe in the Modern World 2.1 The Rise of Industrialism 2.2 Investigating the Effects of the Industrial Revolution 2.3 Painting, Music, and Literature of Industrial Era



b) Explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism.

Revised 08/12/10 49

Academic Vocabulary: capitalism, socialism, communism, suffrage, liberalism, natural selection, realism, proletariat Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What were some of the social consequences of industrialization? • What was the role of

capitalism and market competition in the Industrial Revolution?

• What were some theories

opposed to capitalism?

Capitalism • Adam Smith’s Wealth of Nations • Role of market competition and

entrepreneurial abilities • Impact on standard of living and the growth

of the middle class • Dissatisfaction with poor working conditions

and the unequal distribution of wealth in society

Socialism and communism • Karl Marx’s Communist Manifesto (written

with Friedrich Engels) and Das Capital • Response to the injustices of capitalism • Importance of redistribution of wealth to the

communists Essential Understandings Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism.

World History Standard 6 – Understand the development of Western and non-Western nationalism, industrialism and imperialism, and the significant processes and consequences of each • SS.912.W.6.3- Compare the

philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen and Karl Marx



c) Describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement.

Revised 08/12/10 50

Academic Vocabulary: capitalism, socialism, communism, suffrage, liberalism, natural selection, realism, proletariat Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might the shift from an agricultural society to an industrial society change the way that people interact? • How did the Industrial

Revolution impact the lives of women, children, and the family?

• How did the Industrial Revolution produce changes in culture and society?

• How did the Industrial Revolution affect slavery?

• How did many workers

respond to industrialization?

The nature of work in the factory system • Family-based cottage industries displaced

by the factory system • Harsh working conditions with men

competing with women and children for wages

• Child labor that kept costs of production low and profits high

• Owners of mines and factories who exercised considerable control over the lives of their laborers

Impact of the Industrial Revolution on slavery • The cotton gin increased demand for slave

labor on American plantations. • The United States and Britain outlawed the

slave trade and then slavery. Social effects of the Industrial Revolution • Women and children entering the

workplace as cheap labor • Introduction of reforms to end child labor • Expansion of education • Women’s increased demands for suffrage The rise of labor unions • Encouraged worker-organized strikes to

increase wages and improve working

World History Standard 6 – Understand the development of Western and non-Western nationalism, industrialism and imperialism, and the significant processes and consequences of each • SS.912.W.6.2- Summarize the

social and economic effects of the Industrial Revolution

• SS.912.W.6.4- Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean and Latin America

Formal DBQ: Female Mill Workers in England and Japan: How similar were their experiences? Informal: Observation of student evaluations of documents Classroom discussion of documents Workshop; students present documents and analysis.




Revised 08/12/10 51

Academic Vocabulary: capitalism, socialism, communism, suffrage, liberalism, natural selection, realism, proletariat Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment conditions

• Lobbied for laws to improve the lives of workers, including women and children

• Wanted worker rights and collective bargaining between labor and management

Essential Understandings Agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the structure and function of the family. The Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers’ rights.




Revised 08/12/10 52

Academic Vocabulary: Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might an overseas colonial empire affect the development of both the colonial rulers and their subjected peoples? • Why did European countries

participate in imperialism and a race for colonies?

• How were these motives justified?

• How might nations use military

strength to gain an unequal trade advantage with other nations?

Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences. Forms of imperialism • Colonies and Protectorates • Spheres of influence Imperialism in Africa and Asia • European domination • European conflicts carried to the colonies • Christian missionary efforts • Spheres of influence in China • Suez Canal • East India Company’s domination of Indian

states • American opening of Japan to trade • Berlin Conference, 1884-85 • Opium War • Taiping Rebellion • Boxer Rebellion

World History Standard 6 – Understand the development of Western and non-Western nationalism, industrialism and imperialism, and the significant processes and consequences of each • SS.912.W.6.6- Analyze the

causes and effects of imperialism

• SS.912.W.6.7- Identify major events in China during the 19th and early 20th centuries related to imperialism

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3- Interpret and evaluate primary and secondary sources

Informal - Mastering FCAT Reading (Amsco Publications) Gandhi: A Memoir Empire Building in the 19th Century - World History Map Activities (J. Weston Walch) African Colonies, 1914 - Document-Based Assessment for Global History (J. Weston Walch) 15- New Imperialism: Causes 16- Imperialism in India 17- Imperialism in Africa - Socratic Seminar: Rudyard Kipling’s “White Man’s Burden” and Cecil Rhodes’ “Confession of Faith” History Alive - Western Europe in Modern World 3.1 The Scramble for Territory 3.2 The Quest for Empire: Analyzing European Motives




Revised 08/12/10 53

Academic Vocabulary: Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment • How effective were the

responses of colonized peoples towards European imperialism?

Responses of colonized peoples • Armed conflicts (Events leading to the Boxer

Rebellion in China) • Meiji Restoration and westernization in

Japan • Rise of nationalism (first Indian nationalist

party founded in the mid-1800s)

History Alive - Modern Africa 2.2 Facing Colonialism: How Would You Respond? 3.1 Understanding the System of Apartheid 3.2 Discovering the Roots of Apartheid in South African History Comparative essay on the Chinese and Japanese responses to European intrusion/imperialism Literature Connections: Things Fall Apart by Chinua Achebe King Leopold’s Ghost by Adam Hochschild Heart of Darkness by Joseph Conrad The Autobiography of Yukichi Fukuzawa by Yukichi Fukuzawa Selected poems by Rudyard Kipling


World War I and Its Aftermath (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of the worldwide impact of World War I by

a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;

Revised 08/12/10 54

Academic Vocabulary: imperialism, protectorate, indemnity, conscription, mobilization, propaganda, armistice, reparation, mandate Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment DBQ: What were the underlying causes of World War I? This DBQ can also help students to answer the following essential questions: • Why did conflict in the Balkans

spread to the rest of Europe in 1914?

• What were the major events that shaped the course of the war?

• Who were the major leaders? How might technological developments affect the way wars are fought?

DBQ: What were the underlying causes of World War I? Causes of World War I • Alliances that divided Europe into

competing camps • Nationalistic feelings • Diplomatic failures • Imperialism • Competition over colonies • Militarism

Major events • Assassination of Austria’s Archduke

Ferdinand • United States enters war • Russia leaves the war

Major leaders • Woodrow Wilson • Kaiser Wilhelm II Essential Understandings Industrial nations in Europe needed natural resources and markets to expand their economies. These nations competed to control Africa and Asia to secure their economic and political success.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.1- Analyze the

causes of World War I including the formation of European alliances and the roles of imperialism, nationalism and militarism

• SS.912.W.7.2- Describe the changing nature of warfare during World War I

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3- Interpret and evaluate primary and secondary sources SS.912.W.1.4-Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.5- Compare conflicting interpretations or schools of thought about world events and

Formal Persuasive essay based on evidence from the DBQ Informal: Observation of student evaluations of documents Classroom discussion of documents Workshop; students present documents and analysis. - World History Map Activities (J. Weston Walch) Europe, 1914: The First World War History Alive - Western Europe in Modern World 4.1 The First World War: European Tensions Ignite History Alive – Twentieth Century United States History 4.1 From Neutrality to War 4.3 Living Trench Warfare



a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;

Revised 08/12/10 55

Academic Vocabulary: imperialism, protectorate, indemnity, conscription, mobilization, propaganda, armistice, reparation, mandate Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Imperialism spread economic, political, and social philosophies of Europe throughout the world. Resistance to imperialism took many forms including armed conflict and intellectual movements. World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy.

individual contributions to history

Literature Connections: The Guns of August by Barbara Tuchman All Quiet on the Western Front by Erich Maria Remarque Under Fire by Robin Buss Storm of Steel by Ernst Junger “Dulce et Decorum Est” by Wilfred Owen



b) Explaining the outcomes and global effect of the war and the Treaty of Versailles.

Revised 08/12/10 56

Academic Vocabulary: imperialism, protectorate, indemnity, conscription, mobilization, propaganda, armistice, reparation, mandate Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does a global war affect the balance of power in the world? • What were the most significant

global effects of World War I? • What were the aims and

motives of the victorious powers in drawing up the Treaty of Versailles?

• Was the Treaty a fair one? Was the German response justified?

Outcomes and global effects • Colonies’ participation in the war, which

increased demands for independence • End of the Russian Imperial, Ottoman,

German, and Austro-Hungarian empires • Enormous cost of the war in lives, property,

and social disruption Treaty of Versailles • Forced Germany to accept guilt for war and

loss of territory and pay reparations • Limited the German military Essential Understandings The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.3- Summarize

significant effects of World War I

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.5- Compare conflicting interpretations or schools of thought about world events SS.912.W.1.6- Evaluate the role of history in shaping identity and character SS.912.G.4.9- Use political maps to describe the change in boundaries and governments within continents over time

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal - World History Map Activities (J. Weston Walch) Europe After the First World War - Evaluating the Treaty of Versailles Role Play and Round Table Discussion



c) Citing causes and consequences of the Russian Revolution.

Revised 08/12/10 57

Academic Vocabulary: imperialism, protectorate, indemnity, conscription, mobilization, propaganda, armistice, reparation, mandate Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might an event such as World War I change people’s views about society? • What were the main causes of

the Russian Revolution? How and why did communism gain widespread support? • Why did the Bolsheviks

succeed?

Causes of 1917 revolutions • Defeat in war with Japan in 1905 • Landless peasantry • Incompetence of Tsar Nicholas II • Military defeats and high casualties in World

War I Rise of communism • Bolshevik Revolution and civil war • Vladimir Lenin’s New Economic Policy • Lenin’s successor—Joseph Stalin Essential Understandings Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.5- Describe the rise

of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.6- Evaluate the role of history in shaping identity and character

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) Informal History Alive – The Rise and Fall of the Soviet Union 1.1 Mapping Russia’s

Physical and Ethnic Diversity

1.2 Interactive Theater: A Day in the Life of Tsarist Russia

1.3 Rock, Scissors, Paper: Understanding Marxist Theory

1.4 The Russian Revolution Literature Connections Animal Farm by George Orwell Doctor Zhivago by Boris Pasternak War and Peace by Leo Tolstoy


World War I and Its Aftermath (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

a) Describing the League of Nations and the mandate system.

Revised 08/12/10 58

Academic Vocabulary: depression, collective bargaining, deficit, fascism, totalitarianism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Is cooperation always preferable to conflict when disagreements nations arise? • What was the League of

Nations and why did it fail? What happened to the overseas territories of the defeated powers? • How was the mandate system

structured and what was was its purpose?

• What problems might have arisen from such a system?

League of Nations • International cooperative organization • Established to prevent future wars • United States not a member • Failure of League because it did not have

power to enforce its decisions The mandate system • The system was created to administer the

colonies of defeated powers on a temporary basis.

• France and Great Britain became mandatory powers in the Middle East.

Essential Understandings After World War I, international organizations and agreements were established to avoid future conflicts.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.3- Summarize

significant effects of World War One

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3- Interpret and evaluate primary and secondary sources

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal Document Analysis of primary sources of Mohandas Gandhi


World War I and Its Aftermath (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

b) Citing causes and assessing the impact of worldwide depression in the 1930s.

Revised 08/12/10 59

Academic Vocabulary: depression, collective bargaining, deficit, fascism, totalitarianism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How do economic conditions drive the political climate of a nation? • How and why did the world

economy collapse? • How did the effects of the

depression change the world? • How effective were the

responses to the depression by the Western democracies?

Causes of worldwide depression • German reparations • Expansion of production capacities and

dominance of the United States in the global economy

• High protective tariffs • Excessive expansion of credit • Stock Market Crash (1929) Impact of world depression • High unemployment in industrial countries • Bank failures and collapse of credit • Collapse of prices in world trade • Nazi Party’s growing importance in

Germany; Nazi Party’s blame of European Jews for economic collapse

Essential Understandings A period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.4- Describe the

causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events. .

Formal: Students engage in research and debate the cause of the depression (see www.worldhistoryforusall.com Big Era 8, Landscape 3, Lesson 2) Literature Connections: This Side of Paradise by F. Scott Fitzgerald


World War II: World View (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

c) Examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

Revised 08/12/10 60

Academic Vocabulary: depression, collective bargaining, deficit, fascism, totalitarianism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Under what conditions are people willing to accept extreme political ideas? • Why did dictatorial

governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I?

• How did these regimes affect

the world following World War I?

• Why did various countries

around the world embrace totalitarianism in the 1920s and 1930s?

U.S.S.R. during the Interwar Period—Joseph Stalin • Entrenchment of communism • Stalin’s policies (five-year plans,

collectivization of farms, state industrialization, secret police)

• Great Purge Germany during the Interwar Period—Adolf Hitler • Inflation and depression • Democratic government weakened • Anti-Semitism • Extreme nationalism • National Socialism (Nazism) • German occupation of nearby countries Italy during the Interwar Period—Benito Mussolini • Rise of fascism • Ambition to restore the glory of Rome • Invasion of Ethiopia Japan during the Interwar Period—Hirohito and Hideki Tojo • Militarism • Industrialization of Japan, leading to drive

for raw materials • Invasion of Korea, Manchuria, and the rest

of China

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.5- Describe the rise

of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco

• SS.912.W.7.6- Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany and occupied territories

SS.912.G.4.9- Use political maps to describe the change in boundaries and governments within continents over time

Informal Document-Based Assessment for Global History (J. Weston Walch) 20- Stalin: Evaluation of His Leadership World History Map Activities (J. Weston Walch) Europe, 1939 Japanese Expansion to 1941 History Alive – The Rise and Fall of the Soviet Union 2.1 Creating Visual Representations of Russia’s City of Steel 2.2 The Purges Under Stalin 2.3 Investigating Perspectives on Soviet Daily Life Literature Connections: Poems by Bertolt Brecht 1984 by George Orwell


World War II: World View (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

c) Examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

Revised 08/12/10 61

Academic Vocabulary: depression, collective bargaining, deficit, fascism, totalitarianism Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

Essential Understandings Economic dislocations following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan. A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union. The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany. Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia.

Darkness at Noon by Arthur Koestler


World War II: World View (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of the worldwide impact of World War II by

a) Explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Revised 08/12/10 62

Academic Vocabulary: demilitarized, appeasement, sanction, partisan, genocide Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might diplomatic efforts to avoid all-out war sometimes make the situation worse? • What were the causes of

World War II?

What makes a war a “total war”? • How did the war develop in

Europe, Asia and the Pacific between 1939 and 1943?

• How did the war develop in Europe, Africa, Asia and the Pacific between 1943 and 1945?

• Was dropping the atomic bomb necessary?

Who were the major leaders of World War II and what role did they play in the war effort?

Economic and political causes of World War II • Aggression by totalitarian powers (Germany,

Italy, Japan) • Nationalism • Failures of the Treaty of Versailles • Weakness of the League of Nations • Appeasement • Tendencies towards isolationism and

pacifism in Europe and the United States Major events of the war (1939-1945) • German invasion of Poland • Fall of France • Battle of Britain • German invasion of the Soviet Union • Japanese attack on Pearl Harbor • D-Day (Allied invasion of Europe) • Atomic bombs dropped on Hiroshima and

Nagasaki Major leaders of the war • Franklin D. Roosevelt—U.S. President • Harry Truman—U.S. President after death of

President Roosevelt • Dwight D. Eisenhower—U.S. general • Douglas MacArthur—U.S. general • George Marshall—U.S. general

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.7- Trace the causes

and key events related to World War II

• SS.912.W.7.9- Identify the wartime strategy and post-war plans of the Allied leaders

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events.

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. Analysis of videos related to World War II Informal History Alive – Western Europe in the Modern World 4.2 – World War II: Predicting European Responses 4.4 – Artistic Reactions to War and the Modern War



a) Explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Revised 08/12/10 63

Academic Vocabulary: demilitarized, appeasement, sanction, partisan, genocide Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

• Winston Churchill—British prime minister • Joseph Stalin—Soviet dictator • Adolf Hitler—Nazi dictator of Germany • Hideki Tojo—Japanese general • Hirohito—Emperor of Japan Essential Understandings Many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.



b) Examining the Holocaust and other examples of genocide in the twentieth century.

Revised 08/12/10 64

Academic Vocabulary: demilitarized, appeasement, sanction, partisan, genocide Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might racial prejudice be used as a political weapon? • Why did the Holocaust occur? • What are other examples of

genocides in the twentieth century?

Terms to know • Genocide: The systematic and purposeful

destruction of a racial, political, religious, or cultural group

Elements leading to the Holocaust • Totalitarianism combined with nationalism • History of anti-Semitism • Defeat in World War I and economic

depression blamed on German Jews • Hitler’s belief in the master race • Final solution—Extermination camps, gas

chambers

Examples of other genocides • Armenians by leaders of the Ottoman

Empire • Peasants, government and military leaders,

and members of the elite in the Soviet Union by Joseph Stalin

• The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia

• Tutsi minority by Hutu in Rwanda • Muslims and Croats by Bosnian Serbs in

former Yugoslavia Essential Understandings There had been a climate of hatred against Jews in Europe and Russia for centuries.

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.8- Examine the

causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.3- Explain cultural,

historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda and Darfur, and describe various governmental

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. Analysis of videos related to the Holocaust Informal History Alive – Western Europe in the Modern World 4.3 – Recounting Stories of Resistance from the Holocaust



b) Examining the Holocaust and other examples of genocide in the twentieth century.

Revised 08/12/10 65


Various instances of genocide have occurred throughout the twentieth century.

and non-governmental responses to them



c) Explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

Revised 08/12/10 66

Academic Vocabulary: demilitarized, appeasement, sanction, partisan, genocide Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How does war change the physical and political geography of a region? • What were the outcomes of

World War II? • What were the war crimes

trials? • What were the international

cooperative organizations created after World War II?

Why might a country desire to rebuild rather than punish a defeated nation? • How did the Allies promote

reconstruction of the defeated powers?

Outcomes of World War II • European powers’ loss of empires • Establishment of two major powers in the

world: The United States and the U.S.S.R. • War crimes trials • Division of Europe—Iron Curtain • Establishment of the United Nations • Marshall Plan • Formation of North Atlantic Treaty

Organization (NATO) and Warsaw Pact Efforts for reconstruction of Germany • Democratic government installed in West

Germany and West Berlin • Germany and Berlin divided among the four

Allied powers • Emergence of West Germany as economic

power in postwar Europe Efforts for reconstruction of Japan • U.S. occupation of Japan under MacArthur’s

administration • Democracy and economic development • Elimination of Japanese offensive military

capabilities; United States’ guarantee of Japan’s security

• Emergence of Japan as dominant economy in Asia

World History Standard 7 – Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power • SS.912.W.7.9- Identify the

wartime strategy and post-war plans of the Allied leaders

• SS.912.W.7.10- Summarize the causes and effects of President Truman’s decision to drop the atomic bombs on Japan

• SS.912.W.7.11- Describe the effects of World War II

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.2- Describe the

causes and effects of twentieth century nationalist conflicts

SS.912.W.1.1-Use timelines to establish cause and effect relationships of historical events.

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive – Western Europe in the Modern World Culminating Project – Designing a Museum to Evaluate European Moderniization Informal History Alive – Western Europe in the Modern World 4.4 – Artistic Reactions to War and the Modern World



c) Explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

Revised 08/12/10 67


Essential Understandings The outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

.


The Cold War (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of major events and outcomes of the Cold War by

a) Explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of Communism in the Soviet Union and Eastern Europe;

b) Assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Revised 08/12/10 68

Academic Vocabulary: containment, bloc, welfare state, satellite states, detente Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What effects might international affairs have on domestic affairs? • When did the Cold War begin?

Who was to blame? • What was the key turning point

of the Cold War? • Who won the Cold War? How might new weapons influence domestic and international affairs? • What was the impact of

nuclear weapons? Was the collapse of the Soviet Union inevitable? • What were the causes and

consequences of the collapse of the Soviet Union?

Beginning of the Cold War (1945-1948) • The Yalta Conference and the Soviet control

of Eastern Europe • Rivalry between the United States and the

U.S.S.R. • Democracy and the free enterprise system

v. dictatorship and communism • President Truman and the Policy of

Containment • Eastern Europe—Soviet satellite nations; the

Iron Curtain Characteristics of the Cold War (1948-1989) • North Atlantic Treaty Organization (NATO) v.

the Warsaw Pact • Korean Conflict • Vietnam War • Berlin and significance of Berlin Wall • Cuban Missile Crisis • Nuclear weapons and the theory of

deterrence Collapse of Communism in the Soviet Union and Eastern Europe (1989-) • Soviet economic collapse • Nationalism in Warsaw Pact countries • Tearing down of Berlin Wall

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.1- Identify the

United States and Soviet aligned states of Europe, and contrast their political and economic characteristics

• SS.912.W.8.2- Describe characteristics of the early Cold War

• SS.912.W.8.5- Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.1- Identify major

scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. Analysis of videos related to the Cold War 4. History Alive – The Rise and Fall of the Soviet Union Culminating Project: Creating a Visual Metaphor to Evaluate the Soviet Era Informal - The Economic Demise of the Soviet Union lesson plans from The Foundation for Teaching Economics History Alive – The Rise and



a) Explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of Communism in the Soviet Union and Eastern Europe;

b) Assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Revised 08/12/10 69

Academic Vocabulary: containment, bloc, welfare state, satellite states, detente Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment • How might changes at the

center of an empire affect regions on the empire’s fringes?

• Breakup of U.S.S.R. • Expansion of NATO Essential Understandings Competition between the United States and the U.S.S.R. laid the foundation for the Cold War. The Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world. The presence of nuclear weapons influenced patterns of conflict and cooperation since 1945. Communism failed as an economic system in the Soviet Union and elsewhere.

SS.912.G.4.9- Use political maps to describe the change in boundaries and governments with continents over time

Fall of the Soviet Union 3.1 – The Roots of the Cold War 3.2 – Exploring Events of the Cold War in Europe 4.1 – Interpreting Underground Soviet Art 4.2 – The Unraveling of the Soviet Economy 4.3 – Independence Movements: A Photographic Exhibit



c) Describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e. Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.

Revised 08/12/10 70

Academic Vocabulary: containment, bloc, welfare state, satellite states, detente Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How did the Cold War influence conflicts in Eastern Asia after World War II? • How was the People’s

Republic of China established? • How effective were Mao’s

Great Leap Forward and Cultural Revolution?

• Why were the Soviet Union and China unable to maintain strong ties?

• Did the U.S. policy of containment exacerbate regional conflicts or prevent a much wider conflict?

Terms to know • Containment: Policy for preventing the

expansion of communism Conflicts and revolutionary movements in China • Division of China into two nations at the end

of the Chinese civil war • Chiang Kai-shek (Jiang Jieshi)—Nationalist

China (island of Taiwan) • Mao Tse-tung (Mao Zedong)—Communist

China (mainland China) • Continuing conflict between the two Chinas • Communist China’s participation in Korean

Conflict Conflicts and revolutionary movements in Vietnam • Role of French Imperialism • Leadership of Ho Chi Minh • Vietnam as a divided nation • Influence of policy of containment • The United States and the Vietnam War • Vietnam as a reunited communist country

today Essential Understandings Japanese occupation of European colonies in Asia heightened demands for independence

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.3- Summarize key

developments in post-war China

• SS.912.W.8.4- Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East

• SS.912.W.8.8- Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.4- Describe the

causes and effects of twentieth century nationalist conflicts

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. Analysis of videos related to the Cold War and the war in Vietnam Informal History Alive – Communist China and Modern Japan 1.1 Designing Character

Collages of Chinese Belief

1.2 Exploring Continuity and Change in China Through Art

1.3 Shifting Winds of Communist Policies

1.4 Communist Rule in



c) Describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e. Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.

Revised 08/12/10 71

Academic Vocabulary: containment, bloc, welfare state, satellite states, detente Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

after World War II. After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

Modern China 1.5 Liu Ling: Writing

Journals About Life in a Chinese Village


Independence Movements in the Second Half of the 20th Century (1 week/2.5 weeks) Objective(s) of Learning The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development

efforts by a) Describing the struggles for self-rule, including Gandhi’s leadership in India.

Revised 08/12/10 72

Academic Vocabulary: apartheid, occupied, civil disobedience, mandate system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What problems might a nation face as it makes the transition from colonial possession to independent state? • What effects did

decolonization have on the Indian subcontinent?

• How would you describe India’s foreign policy during the Cold War?

DBQ- Gandhi, King and Mandela: What made non-violence work?

Regional setting for the Indian independence movement • Indian sub-continent • British India • India • Pakistan (former West Pakistan) • Bangladesh (former East Pakistan) • Sri Lanka (former Ceylon) Evolution of the Indian independence movement • British rule in India • Leadership of Mohandas Gandhi • Role of civil disobedience and passive

resistance • Political division along Hindu-Muslim lines,

Pakistan/India Essential Understandings British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.8- Describe the rise

and goals of nationalist leaders in the post-war era and the impact of their rule on their societies

SS.912.G.4.3-Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. DBQ essay for “Gandhi, King and Mandela: What Made Non-Violence Work?” Informal - Analysis of the Oscar-winning movie, Gandhi



efforts by b) Describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya.

Revised 08/12/10 73

Academic Vocabulary: apartheid, occupied, civil disobedience, mandate system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Why did independence movements in Africa gain success after World War II? • What path did most British

colonies in Africa follow to independence?

• How did French efforts to maintain a unified African empire affect decolonization?

• What was the struggle like in Belgium and Portuguese African colonies?

The independence movement in Africa • Right to self-determination (U.N. charter) • Peaceful and violent revolutions after World

War II • Pride in African cultures and heritage • Resentment toward imperial rule and

economic exploitation • Loss of colonies by Great Britain, France,

Belgium, and Portugal Influence of superpower rivalry during the Cold War

Examples of independence movements and subsequent development efforts • West Africa—Peaceful transition • Algeria—War for Independence from

France • Kenya (Britain)—Violent struggle under

leadership of Kenyatta • South Africa—Black South Africans’ struggle

against apartheid Essential Understandings The charter of the United Nations guaranteed colonial populations the right to self-determination. Independence movements in Africa challenged European imperialism.

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.7- Compare post-

war independence movements in African, Asian, and Caribbean countries

• SS.912.W.8.8- Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies

• SS.912.W.8.9- Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean and Latin America

SS.912.G.2.2-Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.4.9- Use political maps to describe the change in boundaries and governments within continents over time

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive – Modern Africa Culminating Project: A Book About Africa: What Everyone Should Know DBQ Essay Informal History Alive – Modern Africa 1- An overview of Africa 2- A Case Study of Nigeria 3- A Case Study of South Africa 4- African Cultural Connections to the U.S



efforts by c) Describing the end of the mandate system and the creation of states in the Middle East.

Revised 08/12/10 74

Academic Vocabulary: apartheid, occupied, civil disobedience, mandate system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What role might religion and cultural revival play in people’s efforts to cope with nationhood? • What were the results of the

United Nations’ decision to end the mandate system in terms of states created (locations) and their subsequent problems?

• What caused the Suez Crisis?

Mandates in the Middle East • Established by the League of Nations • Granted independence after World War II • Resulted in Middle East conflicts created by

religious differences French Mandates in the Middle East • Syria • Lebanon British Mandates in the Middle East • Jordan • Palestine (part became independent as the

State of Israel) Essential Understandings The mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.6- Explain the 20th

century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world


Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal History Alive – The Modern Middle East Section 2 - State Formation in the Middle East Activity 2.2 Key Events in the Formation of States Section 5 – Culminating Project – Creating a Visual Metaphor on the Modern Middle East


Cultural, Economic, and Social Conditions in the Contemporary World (1 week/2 weeks) Objective(s) of Learning The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary

world by a) Identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact

of technology, including chemical and biological technologies.

Revised 08/12/10 75

Academic Vocabulary: ethnicity, terrorism, interdependence, economic sanctions, refugee Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How might ongoing local and international wars contribute to political and social instability in a region? How might technological advances be both beneficial and harmful?

Migrations of refugees and others • Refugees as an issue in international conflicts • Migrations of “guest workers” to European

cities Ethnic and religious conflicts • Middle East • Northern Ireland • Balkans • Africa • Asia Impact of new technologies • Widespread but unequal access to

computers and instantaneous communications

• Genetic engineering and bioethics Essential Understandings Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies.

World History Standard 8 – Recognize significant events and people from the post World War II and Cold War eras • SS.912.W.8.10- Explain the

impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.1- Identify major

scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life

• SS.912.W.9.7- Describe the impact of and global response to international terrorism

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal History Alive – The Modern Middle East Section 2 - State Formation in the Middle East Activity 2.2 Key Events in the Formation of States Section 5 – Culminating Project – Creating a Visual Metaphor on the Modern Middle East



world by b) Assessing the impact of economic development and global population growth on the environment and society, including an

understanding of the links between economic and political freedom.

Revised 08/12/10 76

Academic Vocabulary: ethnicity, terrorism, interdependence, economic sanctions, refugee Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment In what ways might the presence or lack of raw materials affect a country’s development? • How does the developing

world compare with the developed world in terms of economic, social, and population characteristics?

What environmental issues face the world today? • What impact are economic

development and rapid population growth having on the environment?

Contrasts between developed and developing nations • Geographic locations of major developed

and developing countries • Economic conditions • Social conditions (literacy, access to health

care) • Population size and rate of growth Factors affecting environment and society • Economic development • Rapid population growth Environmental challenges • Pollution • Loss of habitat • Ozone depletion Social challenges • Poverty • Poor health • Illiteracy • Famine • Migration

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.5- Assess the social

and economic impact on pandemics on a global scale, particularly within the developing and under-developed world


Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal - The Economics of Poverty lesson plans from The Foundations for Teaching Economics



world by b) Assessing the impact of economic development and global population growth on the environment and society, including an

understanding of the links between economic and political freedom.

Revised 08/12/10 77

Academic Vocabulary: ethnicity, terrorism, interdependence, economic sanctions, refugee Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What are the links between economic development and political freedom?

Relationship between economic and political freedom Free market economies produce rising standards of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea. Essential Understandings Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions. Economic development and the rapid growth of population are having an impact on the environment. Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.



world by c) Describing economic interdependence, including the rise of multinational corporations, international organizations, and trade

agreements.

Revised 08/12/10 78

Academic Vocabulary: ethnicity, terrorism, interdependence, economic sanctions, refugee Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How is economic interdependence changing the world?

Economic interdependence • Role of rapid transportation,

communication, and computer networks • Rise and influence of multinational

corporations • Changing role of international boundaries • Regional integration (European Union) • Trade agreements—North American Free

Trade Agreement (NAFTA), World Trade Organization (WTO)

• International organizations— United Nations (UN), International Monetary Fund (IMF)

Essential Understandings The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.

World History Standard 9 – Identify major economic, political, social, and technological trends of the 20th century. • SS.912.W.9.6- Analyze the rise

of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries

Formal 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Informal

pacing guide and curriculum map high school … guide and curriculum map high school world history/...

Documents