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World History II Pacing Guide 2013-2014 Lynchburg City Schools

First Nine Weeks

SOL SOL/Skills/Concepts Suggested Activities & Resources

Time Frame

Assessment

WHII

10.1

Historical Skills

STANDARD WHII.1

The student will improve skills in historical

research and geographical analysis by

a) identifying, analyzing, and interpreting

primary and secondary sources to make

generalizations about events and life in world

history since 1500 A.D. (C.E.);

b) using maps, globes, artifacts, and pictures to

analyze the physical and cultural landscapes

of the world and to interpret the past since

1500 A.D. (C.E.);

c) identifying geographic features important to

the study of world history since 1500 A.D.

(C.E.);

d) identifying and comparing political

boundaries with the locations of civilizations,

empires, and kingdoms from 1500 A.D. (C.E.)

to the present;

e) analyzing trends in human migration and

cultural interaction from 1500 A.D. (C.E.) to

the present;

f) analyzing the impact of economic forces,

including taxation, government spending,

trade, resources, and monetary systems, on

events since 1500 A.D. (C.E.).

POSSIBLE RESOURCES:

for primary source readings:

o Internet Sourcebook Modern History

http://www.fordham.edu/Halsall/mod/mo

dsbook.asp

for art:

o Artcyclopedia

http://www.artcyclopedia.com

for maps:

o Outline Maps: Education Place

http://www.eduplace.com/ss/maps/

for further explanation of information to be

covered in the SOLs and suggestions for lesson

plans:

o Enhanced Scope and Sequence: World

History and Geography: 1500 A.D.

(C.E.) to the Present (ESS), includes

SOLs, Organizing Topics, Sample

Resources, Suggested Activities, and

Sample Assessment Items

VDOE :: History and Social Science - ESS

Sample Lesson Plans

Introduction to school and classroom rules

Relationship Building: Use activities from the

Skillful Teacher book and/or any of your own

10.1 is

ongoing

through-

out the

year

Up to 1

week


First Nine Weeks

WHII

.2 &

15

The World about 1500 A.D. (C.E.) & World

Religions

POSSIBLE RESOURCES:

“Leonardo da Vinci.” Metropolitan Museum of Art. New

York.

http://www.metmuseum.org/toah/hd/leon/hd_leon.

htm. This site provides an image of “The Last

Supper” and a brief description of that painting and

the “Mona Lisa.”

“Michelangelo Images.” College at Oneonta. State

University of New York. College at Oneonta.

Oneonta, NY.

http://employees.oneonta.edu/farberas/arth/arth213

/michelangelo_images.html. This site contains

images of sculptures and paintings by

Michelangelo, including David, the Pieta, and

portions of the ceiling of the Sistine Chapel.

Outline Maps: Education Place. Houghton Mifflin

Harcourt Company.

http://www.eduplace.com/ss/maps/. This site

provides outline maps that may be printed and used

in the classroom.

“Sites on Shakespeare and the Renaissance.” Internet

Shakespeare Editions. University of Victoria.

British Columbia, Canada.

http://web.uvic.ca/shakespeare/Annex/ShakSites1.

html. This site provides links for sites on

Shakespeare and the Renaissance, such as

gateways, teaching resources, criticism, and

history.

Use the link for each SOL to access vocabulary, people

and other relevant terms for that SOL. Link for

1 ½ weeks

on SOLs 2

& 15 (or

more, if

you use

less time

on intro-

ductory

activities)


First Nine Weeks

2a

2b

2c &

WHII

.15

STANDARD WHII.2

The student will demonstrate an understanding

of the political, cultural, geographic, and

economic conditions in the world about 1500

A.D. (C.E.) by

a) locating major states and empires;

b) describing artistic, literary, and intellectual

ideas of the Renaissance;

c) describing the distribution of major religions.

STANDARD WHII.15

The student will demonstrate knowledge of the

influence of Judaism, Christianity, Islam,

Buddhism, and Hinduism in the contemporary

world by

a) describing their beliefs, sacred writings,

traditions, and customs;

b) locating the geographic distribution of religions

in the contemporary world.

c) describing the distribution of major religions;

vocabulary and terms for SOL 10.2: terms\SOL 2

terms.doc

You may want to create a pre-test which asks the students

to label the major states and empires about 1500 A.D.,

using a list provided by the teacher.

ESS p. 4 “Session 1: Mapping the Political

Boundaries about 1500 A.D.” combined with

PPT 2a Major States and Empires by 1500

A.pptx (which may be used by students to locate

states and empires). Briefly discuss the

significance of each country and empire, asking

students what they already know about each.

Lecture/discussion using PPT2b

Renaissance.pptx OR ESS p. 8 “Session 5: Arts,

Literature, and the Ideas of the Renaissance” and

p. 9 “Session 6: Comparing Medieval and

Renaissance Art”

SOL 15 should be a review from last year. You may want

to give a pretest.

Combine ESS p. 4 “Session 2: Mapping the

World’s Major Religions in 1500 A.D.” with the

short (90 seconds) video: Maps of War

http://www.mapsofwar.com/ind/history-of-

religion.html (You may want to show the video

several times.) and PPT 2c & 15 Major World

Religions.pptx. Follow up with ESS p. 11

“Session 8: Review of the World’s Religions”

OR use the information provided in the Pacing

Guide to discuss the world’s religions.

1 day

1-2 days

2 days

Map quiz

Short visual

quiz on

works of art

Map quiz;

religion quiz


First Nine Weeks

2d

2e

WHII

.3

d) analyzing major trade patterns

e) citing major technological and

scientific exchanges in the Eastern

Hemisphere.

The Reformation

Combine ESS p. 6 “Session 3: Mapping the

World’s Major Trade Routes in 1500 A.D.” and

p. 7 “Session 4: Analyzing Products and

Transportation in 1500 A.D.” with . PPT 2d,e

Major Trade Routes & Products.pptx. (You may

use the maps on the PPT as the source by which

students can complete their maps.) Discuss

Review and UNIT TEST on SOLs 10.2 and

10.15

Possible review activities include having students

make flashcards and/or having students answer the

Essential Questions found in the Curriculum

Framework for World History II and/or showing a

video.

POSSIBLE RESOURCES:

“Henry VIII.” The Catholic Encyclopedia.

http://www.newadvent.org/cathen/07222a.htm.

This site provides information on the life of King

Henry VIII and his influence on the church from

the Catholic perspective.

“Henry VIII (1509–47 A.D.).” Britannia.

http://www.britannia.com/history/monarchs/mon41

.html. This site provides information on the life and

significance of King Henry VIII.

“Henry VIII (r. 1509–1547).” Kings and Queens of

England (to 1603). Official Web Site of the British

Monarchy.

1 day

2 days

2 weeks

Map quiz

(including

products

UNIT TEST


First Nine Weeks

http://www.royal.gov.uk/output/Page19.asp. This

site provides information on King Henry VIII.

“Huguenots.” The Catholic Encyclopedia.

http://www.newadvent.org/cathen/07527b.htm.

This site provides information on the history of the

church from the Catholic perspective.

“Huguenot: French Protestant.” Encyclopedia Britanica.

http://www.britannica.com/EBchecked/topic/27500

0/Huguenot. This site provides information on the

history of the church.

Internet Modern History Sourcebook. Fordham

University.

http://www.fordham.edu/halsall/mod/map16rel.gif.

This site contains a map of the religious divisions

in Europe during the time of the Reformation.

“John Calvin.” The Catholic Encyclopedia.

http://www.newadvent.org/cathen/03195b.htm.

This site provides information on the role of John

Calvin in the Reformation from the Catholic

perspective.

“Martin Luther.” Washington State University.

http://wsu.edu/~dee/REFORM/LUTHER.HTM.

This site gives information on Martin Luther and

other Reformation figures.

“Nantes, Edict of.” Infoplease.

http://www.infoplease.com/ce6/history/A0834814.

html. This site provides information on the

establishment and subsequent revocation of the

Edict of Nantes.

Project Wittenberg.


First Nine Weeks

http://www.iclnet.org/pub/resources/text/wittenber

g/wittenberg-home.html. This site contains links to

works by and about Martin Luther.

“The Reformation.” The Catholic Encyclopedia.

http://www.newadvent.org/cathen/12700b.htm#I.

This site provides information on the causes, the

reformers, the spread, and the consequences of the

Reformation from the Catholic perspective.

“Reformation Europe.” Internet Medieval Sourcebook.

Fordham University Center for Medieval Studies.

http://www.fordham.edu/halsall/mod/modsbook02.

html. This site provides information on the

Reformation.

“Reformation Map.” SchoolHistory.co.uk.

http://www.schoolhistory.co.uk/year8links/elizabet

h/reformationmap.pdf. This site contains an outline

map of Europe and the British Isles during the time

of the Reformation.

“Religion, Wars of.” Infoplease. The Columbia

Electronic Encyclopedia, 6th ed. 2002.

http://www.infoplease.com/ce6/history/A0841497.

html. This site contains information on the causes

and effects of the religious wars in France from

1562 to 1598.

“The Wars of Religion.” Discovery and Reformation.

World Civilizations: An Internet Classroom and

Anthology. Washington State University.

http://www.wsu.edu/%7Edee/REFORM/WARS.H

TM. This site contains information on the causes

and effects of the religious wars in France from

1562 to 1598.


First Nine Weeks

3a

3b

3c

WHII

.4

STANDARD WHII.3


Reformation in terms of its impact on Western

civilization by

a) explaining the effects of the theological,

political, and economic differences that emerged,

including the views and actions of Martin Luther,

John Calvin, Henry VIII, and Elizabeth I.

b) describing the impact of religious conflicts, the

Inquisition, and Catholic Reformation on society

and government actions.

c) describing changing cultural values,

traditions, and philosophies, and assessing the

role of the printing press.

Age of Discovery

Vocabulary, people and other relevant terms for SOL

10.3: WHII Terms\SOL 3 A - C.docx

ESS p. 19 “Session 1: Causes of the

Reformation” (with Attachment A: “Notes on the

Reformation: Immediate Causes”) OR teacher-

led discussion and note-taking with PPT 3a

ESS p. 20 “Session 2: The Reformers: Hero or

Zero?” along with Attachment A: “The

Reformers” OR continue PPT 3a

ESS p. 21 “Session 3: Mapping the Reformation”

in conjunction with PPT 3a

ESS p. 22 “Session 4: Results of the

Reformation” with Attachment A: Immediate

Results and Long-Terms Results” OR teacher-led

discussion with PPT 3b

Teacher-led discussion of impact of printing

press using PPT 3c

Review and UNIT TEST

POSSIBLE RESOURCES:

Age of Exploration Time Line. The Mariners Museum.

http://www.mariner.org/educationalad/ageofex/.

This site contains information on exploration from

ancient times to the present.

1 day

2 days

1-2 days

2 days

1 day

2 days

2 weeks

(or a little

more)

Map quiz

Possible

quiz

Unit test


First Nine Weeks

Conquistadors. Public Broadcasting System.

http://www.pbs.org/opb/conquistadors/home.htm.

This site about the conquistadors in the Western

Hemisphere includes links to a timeline and a

teaching guide. Links within the site will take

students to information on the cultures of the

Americas before and after European conquest.

Web site timelines require Flash® technology, but

the text information can stand on its own.

Historical Maps of the World. The University of Texas at

Austin.

http://www.lib.utexas.edu/maps/historical/history_

world.html. This site provides access to historical

maps.

“The Middle Passage.” Africans in America, PBS online.

http://www.pbs.org/wgbh/aia/part1/1p277.html.

This site provides information and pictures on the

middle passage.

Schuessler, Raymond. Ferdinand Magellan: The greatest

voyager of them all.

http://muweb.millersville.edu/~columbus/data/art/S

CHUES01.ART. This site provides another

historical account of Magellan’s voyage.

“The Sea-Route to India and Vasco da Gama.” The

European Voyages of Exploration.

http://www.acs.ucalgary.ca/applied_history/tutor/e

urvoya/vasco.html. This site about da Gama and

Portuguese traders includes interactive maps and

extensive information.

Strassmann, Patty. The Influence of Spice Trade on the


First Nine Weeks

4a &

4b

4c

4d

STANDARD WHII.4


impact of the European Age of Discovery and

expansion into the Americas, Africa, and Asia by

a) explaining the roles and economic

motivations of explorers and conquistadors.

b) describing the influence of religion.

c) explaining migration, settlement patterns,

cultural diffusion, and social classes in the

colonized areas.

d) describing the Columbian Exchange,

including its impact on native populations.

Age of Discovery.

http://muweb.millersville.edu/~columbus/papers/st

rass-1.html. This is an extensive discussion of the

spice trade that goes well beyond the SOL.

The Trading Game. Oklahoma State University

Cooperative Extension Service.

http://agweb.okstate.edu/fourh/aitc/lessons/less3-

4/trading.pdf. This game is designed for fourth

graders but could be altered for older students.

Link to vocabulary, people and other relevant

information for SOL 4: WHII Terms\SOL 4 A -

F.docx

Teacher-led discussion of causes of Age of

Discovery, including early explorers, using PPT

4a & 4b AND ESS p. 31 “Session: The Spice

Trade” (which includes student-created maps).

Students create maps of earliest voyages of

exploration. You may also want to have groups

of students present information on a spice and

share a food made with that spice.

Emphasize the influence of religion using PPT 4a

& 4b.

PPT 4c combined with map showing important

trading posts and European colonies OR ESS p.

33 “Session 3: Colonies and Trading Posts”

Teacher-led discussion using PPT 4d OR ESS p.

34 “Session 4: The Columbian Exchange”;

possible debate about pros and cons of

Columbian Exchange for Europeans, Africans,

2-3 days

2 days

1-2 days

Student

maps;

possible

quiz

Student

maps

Student

maps


First Nine Weeks

4e &

4f

WHII

.5

e) mapping and explaining the triangular trade;

f) describing the impact of precious metal

exports from the Americas.

Impact of Global Trade on Regional

Civilizations

STANDARD WHII.5


and Native Americans

Teacher-led discussion using PPT 4e,f and

having students create a map of the triangular

trade OR continue ESS p. 34, including the

impact of precious metal exports from the

Americas


POSSIBLE RESOURCES:

The Mughal Empire. Washington State University.

http://www.wsu.edu:8080/~dee/MUGHAL/MUGH

MAP.HTM.

http://wsu.edu/~dee/MUGHAL/CONTENTS.HTM

. These sites provide a map of and information

about the Mughal Empire.

Taj Mahal: Memorial to Love. Public Broadcasting

Service.

http://www.pbs.org/treasuresoftheworld/a_nav/taj_

nav/main_tajfrm.html.

http://www.pbs.org/treasuresoftheworld/a_nav/taj_

nav/tajnav_level_1/1mughal_tajfrm.html. These

sites provide information on the Taj Mahal and the

Mughal Empire.

Welcome to Istanbul. Princeton University.

http://www.princeton.edu/~asce/const_95/const.ht

ml. This site provides access to information on

Istanbul (Constantinople).

Use the link to access vocabulary, people and other

relevant terms for SOL 10.5: WHII Terms\SOL 5

2 days

2 days

1 ½ weeks

Student map

Unit test


First Nine Weeks

5a

5b

5c

5d

5e

status and impact of global trade on regional

civilizations of the world after 1500 A.D. (C.E.) by

a) describing the location and development of the

Ottoman Empire

b) describing India, including the Mughal Empire

and coastal trade.

c) describing East Asia, including China and the

Japanese shogunate.

d) describing Africa and its increasing

involvement in global trade.

e) describing the growth of European nations,

including the Commercial Revolution and

mercantilism.

A.docx

Complete the map work in ESS p. 41 “Session 1:

Trade and the Ottoman Empire” along with

teacher-led discussion using PPT 5a.


Trade and the Mughal Empire” along with

teacher-led discussion using PPT 5b.


Chinese and Japanese Trade” along with teacher-

led discussion using PPT 5c.

Complete a map of the triangular trade along

with teacher-led discussion using PPT 5d.

Discuss the impact of the slave trade on Africans,

Europeans and Americans.

Teacher-led discussion using PPT 5e

“Mercantilism”

Review and UNIT TEST OR review of SOLs

10.2-10.5 and 9-weeks benchmark test

You should have about 1 ½ weeks left in the first nine

weeks to begin SOL 6.

1 day

1 day

1-2 days

1 day

1 day

2 days

Student map

Student map

Student map

Student map

Unit test

and/or

benchmark

test


First Nine Weeks


Second Nine Weeks


Time Frame

Assessment

WHII

.6

Scientific, Political, Economic, and Religious

Changes

POSSIBLE RESOURCES:

The Avalon Project at Yale Law School.

http://avalon.law.yale.edu/17th_century/england.as

p. This site provides a copy of the English Bill of

Rights. Cervantes Project. Texas A&M University.

http://www.csdl.tamu.edu/cervantes/V2/CPI/index.

html. This site includes biographical information

on Cervantes, as well as images and texts. Site is in

Spanish, but viewers may select the English

version.

“The Copernican Model: A Sun-Centered Solar System.”

The University of Tennessee.

http://csep10.phys.utk.edu/astr161/lect/retrograde/c

opernican.html. This article provides information

on Copernicus and the heliocentric system.

“Duc de Saint-Simon: The Court of Louis XIV.” Modern

History Sourcebook.

http://www.fordham.edu/halsall/mod/17stsimon.ht

ml. This site provides information on the reign of

Louis XIV.

“Founding Documents.” The Constitution Society.

http://www.constitution.org/cs_found.htm. This

site offers free copies of the U.S. Constitution and

other founding documents.

“French Revolution.” Internet Modern History

Sourcebook.

2 ½ - 3

weeks (1 ½

in the 1st

nine weeks

and 1 ½ in

the 2nd

nine

weeks)—

You may

choose to

teach SOL

10.8a on

Napoleon

and the

Congress

of Vienna

in this

unit,

which will

add 2-3

days.


Second Nine Weeks

http://www.fordham.edu/halsall/mod/modsbook13.

html. This site provides information on the French

Revolution.

“Isaac Newton.” Eric Weisstein’s Book of Scientific

Biography. WolframResearch.

http://scienceworld.wolfram.com/biography/Newto

n.html. This site provides biographical information

on Isaac Newton.

“Jean-Jacques Rousseau.” The European Enlightenment.

Washington State University.

http://www.wsu.edu/~dee/ENLIGHT/ROUSSEAU

.HTM. This site provides biographical information

on Jean-Jacques Rousseau.

“Johann Sebastian Bach.” Classical Music Pages.

http://w3.rz-berlin.mpg.de/cmp/bachjs.html. This

site contains a brief biography of Johann Sebastian

Bach.

“Johannes Kepler.” The Galileo Project. Rice University.

http://es.rice.edu/ES/humsoc/Galileo/People/kepler

.html. This site provides information on Johannes

Kepler and Galileo.

“John Locke.” The History of Western Philosophy.

Oregon State University.

http://oregonstate.edu/instruct/phl302/philosophers

/locke.html. This site provides biographical

information on John Locke.

“Montesquieu: The Spirit of the Laws, 1748.” Modern

History Sourcebook.

http://www.fordham.edu/halsall/mod/montesquieu-

spirit.html. This site provides information on the


Second Nine Weeks

STANDARD WHII.6

The student will demonstrate knowledge of

scientific, political, economic, and religious

changes during the sixteenth, seventeenth, and

eighteenth centuries by

life and writing of Montesquieu.

“Thomas Hobbes.” The History of Western Philosophy.

Oregon State University.

http://oregonstate.edu/instruct/phl302/philosophers

/hobbes.html. This site provides biographical

information on Thomas Hobbes.

“Toussaint L’Ouverture.” Africans in America: Brotherly

Love. Public Broadcasting Service.

http://www.pbs.org/wgbh/aia/part3/3h326.html.

This site provides information on Toussaint

L’Ouverture.

“William III and Mary II.” Britannia.

http://www.britannia.com/history/monarchs/mon51

.html. This site provides information on the reign

of William III and Mary II.

“William Harvey: On the Motion of the Heart and Blood

in Animals, 1628.” Modern History Sourcebook.

http://www.fordham.edu/halsall/mod/1628harvey-

blood.html. This site provides access to

information on the work of William Harvey.

“Wolfgang Amadeus Mozart.” Classical Music Pages.

http://w3.rz-berlin.mpg.de/cmp/mozart.html. This

site contains a brief biography of Wolfgang

Amadeus Mozart.

Link to vocabulary and important identification for SOL

6: Terms


Second Nine Weeks

6a

6b

6c

6d

a) describing the Scientific Revolution and its

effects;

b) describing the Age of Absolutism, including

the monarchies of Louis XIV and Peter the

Great;

c) assessing the impacts of the English Civil War

and the Glorious Revolution on democracy;

d) explaining the political, religious, and social

ideas of the Enlightenment and the ways in

which they influenced the founders of the

United States;

Give students a (preferably large) blank piece of

paper and have them draw the scientific

discoveries of each of the scientists listed in SOL

10.6a OR use ESS p. 53 “Session 1: The

Scientific Revolution.” Use the PPT6a:

Scientific Revolution to discuss the impact of

these discoveries.

Use ESS p. 54 “Session 2: Absolute Monarchies

in France and Russia” OR use PPT6b: “Age of

Absolutism” to learn about absolutism, focusing

on Louis XIV and Peter the Great.

Have students work individually or in groups to

answer the questions on the worksheet “End of

English Absolutism.” Use that information and

the PPT6c: “English Civil War” OR ESS p. 55

“Session 3: Absolute Monarchy in England” to

discuss why absolutism gave way to limited

democracy in England. Compare and contrast

English government with that of France and

Russia.

Use ESS p. 56 “Session 4: The Enlightenment

Thinkers” OR PPT 6d: “Enlightenment” to

discuss the ideas of the Enlightenment thinkers

listed in the SOLs AND/OR have students draw

the main idea of each of the listed Enlightenment

thinkers AND/OR have students write or debate

which of the Enlightenment thinkers’ ideas is

most important to use today. The ESS activity

listed under #4 is especially good as is ESS p. 59

1+ day

1 day

1-2 days

2 days

Student

drawings

(and

possibly

matching

quiz)

Student

paragraph

on which

ruler had the

most power

and why.

Worksheet

answers.

(possible

student

drawings

and/or

writing)


Second Nine Weeks

6e

opt. 8a

6f

WHII

.7

e) describing the French Revolution;

(assessing the impact of Napoleon and the

Congress of Vienna, including changes in

political boundaries in Europe after 1815.)

f) describing the expansion of the arts,

philosophy, literature, and new technology.

Latin American Revolutions

“Review of Enlightenment Thinkers.”

Use PPT 6e: “The French Revolution” to discuss

the causes, main events, and outcomes of the

French Revolution. Be sure to link the French

Revolution to Enlightenment ideas. Then show a

video on the French Revolution. Perhaps have

students create a timeline selected events from

the French Revolution.

(See unit 8 if you choose to teach Napoleon and the

Congress of Vienna with the French Revolution.)

Use PPT 6f: “Expansion of Art, Philosophy,

Literature” AND/OR ESS p. 58 “Session 6: The

Impact of the Enlightenment on the Arts and

Technology” to teach the art, music, literature,

and technological improvements of the

Enlightenment period. Play excerpts of works by

Bach and Mozart and show works of art by

Reynolds and Delacroix.

Review (including a review of vocabulary and

people) and UNIT TEST

POSSIBLE RESOURCES:

“Monroe Doctrine, 1823.” Office of the Historian. U.S.

Department of State.

http://history.state.gov/milestones/1801-

1829/Monroe. This site gives information on the

Doctrine.

3 days

(2-3 days)

1 day

2 days

1 ½ weeks

(Timeline)

UNIT TEST


Second Nine Weeks

7a

7 b &

7c

STANDARD WHII.7


Latin American revolutions of the nineteenth

century by

a) describing the colonial system as it existed by

1800;

b) identifying the impact of the American and

French Revolutions on Latin America;

c) explaining the contributions of Toussaint

L’Ouverture and Simón Bolívar;

“Simón Bolivar.” http://www.embavenez-

us.org/kids.venezuela/simon.bolivar.htm. This site

provides an overview of Bolivar’s life and his role

in the revolutions he led in Latin America.

“Toussaint L’Ouverture.” Africans in America: Brotherly

Love. Public Broadcasting Service.

http://www.pbs.org/wgbh/aia/part3/3h326.html.

This site provides information on Toussaint

L’Ouverture.

Link to important vocabulary and identification for SOL

7: Terms

Print copies of a blank map of Latin America and

have student label modern-day countries & major

cities listed in the SOLs and color Spanish and

Portuguese possessions prior to independence

movements.

Ask students to explain why the Western

Hemisphere is called “Western.” Use PPT 7a:

“Colonial Latin America” to discuss the colonial

system in Latin America. ESS p. 65 “Session 1:

Latin America in 1800” (#4) and ESS p. 66

“Session 2: The Colonial System in Latin

America” (#1 & #3) will help guide your

discussion.

Divide the class into groups and have each group

complete the worksheet “Chart: Latin American

Revolutions” OR have each group complete the

entire chart. Use the charts and PPT 7b,c: “Latin

American Revolutions” to discuss the revolutions

1 day

1 day

2 days

Student

maps

Charts


Second Nine Weeks

7d

WHII

.8

d) assessing the impact of the Monroe Doctrine.

Political and Philosophical Developments in

Europe

in Mexico, Haiti, and northern South America.

Use the information in ESS p. 67 #1 “Session 3:

The Impact of the American and French

Revolutions” to link these revolutions to the

Enlightenment and the American and French

Revolutions. Use information in ESS p. 68 #1

and #2 to guide discussion of revolutionary

leaders.

Use PPT 7d: The Monroe Doctrine AND

information in ESS p. 69 #1 and #2 to discuss the

Monroe Doctrine. Show the affected areas on a

map.

Review using ESS p. 71 “Attachment A:

Vocabulary Brainstorming” AND/OR use other

review activities

UNIT TEST

POSSIBLE RESOURCES:

The Anthony P. Campanella Collection of Giuseppe

Garibaldi. University of South Carolina.

http://www.sc.e.du/library/spcoll/hist/garib/garib.ht

ml. This site provides access to information on

Giuseppe Garibaldi.

“The Civil Code.” The Napoleon Series.

http://www.napoleon-

series.org/research/government/c_code.html. This

site provides brief background and an English

1 day

1 day

1 day

1 ½ weeks

(or 1 week

if 10.8a

was taught

with 10.6e)

UNIT TEST


Second Nine Weeks

translation of the Napoleonic Code.

“Count Cavour.” Encyclopedia of 1848 Revolutions.

Ohio University.

http://www.ohiou.edu/~Chastain/ac/cavour.htm.

This site provides information on Count Cavour.

Encyclopedia of 1848 Revolutions. Ohio University.

http://www.ohiou.edu/~Chastain/contents.htm.

This site contains many articles about various

events and figures of the Revolutions of 1848.

“Napoleon.” Revolution and After: Tragedies and

Farces. Washington State University.

http://www.wsu.edu/~dee/REV/NAPOLEAN.HT

M. This site provides information on Napoleon and

the Congress of Vienna.

“Otto von Bismarck.” Encyclopedia of 1848 Revolutions.

Ohio University.

http://www.ohiou.edu/~Chastain/ac/bism.htm. This

site contains information on Otto von Bismarck.

“Papal States.” Encyclopedia of 1848 Revolutions. Ohio

University.

http://www.ohiou.edu/~Chastain/ip/papalsta.htm.

This site contains information on the Papal States.

“What was the Congress of Vienna?” The Napoleon

Series.

http://www.pvhs.chico.k12.ca.us/~bsilva/projects/c

ongress/vienessy.html. This site presents the

causes, events, and results of the Congress of

Vienna.

Link to vocabulary and identification for SOL 8: Terms


Second Nine Weeks

8a

8b

8c &

8d

STANDARD WHII.8


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;

b) describing unsuccessful revolutions on the

continent and political reform in the United

Kingdom;

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.

Use PPT 8a,b: “Napoleon & Congress of

Vienna” AND information in ESS p. 79 #2 & #4:

“Session 1: The Napoleonic Code and the

Congress of Vienna” to discuss Napoleon and the

Congress of Vienna. Print blank political maps

of Europe just before and after the Congress of

Vienna and have students label the major

countries. Use ESS p. 70 #4 to guide the

discussion of the impact of these changes enacted

by the Congress of Vienna.

Use ESS p. 80 “Session 2: The Rise of

Nationalism” to teach 8b.

Use ESS p. 81 “Session 3: Unification of Italy

and Germany” AND PPT 8c,d: “Unification of

Italy& Germany” to teach 8c.


REVIEW FOR SEMESTER EXAM (if exams are

before Winter Break)

SEMESTER EXAMS

2 days

1 day

2-3 days

1½ - 2 days

1+ weeks

1 week

Student

maps.

(Possible

student

charts)

Student

maps

UNIT TEST

MIDTERM

EXAM


Second Nine Weeks

WHII

.9 a-c

The Industrial Revolution

POSSIBLE RESOURCES:

“Adam Smith.” The History of Economic Thought. New

School University.

http://cepa.newschool.edu/het/profiles/smith.htm.

This site contains links to resources about Adam

Smith’s life and works.

Bessemer, Henry. Sir Henry Bessemer, F.R.S.

http://www.history.rochester.edu/ehp-book/shb/.

This site contains an autobiography of Henry

Bessemer.

Carnegie, Andrew. James Watt.

http://www.history.rochester.edu/steam/carnegie/.

This site provides a biography of James Watt.

Cohn, David V. “The Life and Times of Louis Pasteur.”

http://www.labexplorer.com/louis_pasteur.htm.

This site provides the keynote address of the

Centennial Celebration of the death of Pasteur,

which was sponsored jointly in 1996 at the

University of Louisville by the University, the

Pasteur Institute of Paris, and the Alliance

Française de Louisville.

Edward Jenner Museum.

http://www.jennermuseum.com. This site contains

information about Edward Jenner’s life and

contributions.

Eli Whitney Museum.

http://www.eliwhitney.org/main.htm. This site

contains information about Eli Whitney’s life and

inventions.

“Karl Marx.” The History of Economic Thought. New

2 weeks

for

industrial-

ization,

10.9 a-c

(Imperial-

ism, 10.9

d-e will be

taught the

first week

of the

third 9

weeks.)


Second Nine Weeks

9a

STANDARD WHII.9


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;

School University.

http://cepa.newschool.edu/het/profiles/marx.htm.

This site contains links to resources about Karl

Marx.

“The Rise of Labor.” Freedom: A History of Us.

http://www.pbs.org/wnet/historyofus/web09/segme

nt6.html. This site contains information on the rise

of labor unions from the Picture History and

Educational Broadcasting Corporation.

Link to vocabulary, people and important ideas for all of

SOL 9: Terms

Begin by having students brainstorm how their

lives would be different without electricity,

phones, and modern transportation. Then have

students complete ESS p. 88 “Session 1:

Introduction to the Industrial Revolution.”

Teach the Industrial Revolution and its effects

using PPT 9a: “Industrial Revolution” AND/OR

a video AND/OR ESS p. 89 “Session 2: The

Origin of the Industrial Revolution” (especially

#1 and #3), ESS p. 90 “Session 3: The Impact of

the Industrial Revolution on Industrialized

Countries,” ESS p. 91 “Session 4: Life During

the Industrial Revolution” AND/OR ESS p. 92

“Innovations and Inventions of the Industrial

Revolution.” You may also have the students

participate in the Industrialization simulation

activity to “experience” the effects of

industrialization.

1 day

3-4 days

Student

index cards

(more index

cards)

Possible


Second Nine Weeks

9b

9c

b) explaining the emergence of capitalism as a

dominant economic pattern, and subsequent

development of socialism and communism;

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;

Teach capitalism vs. communism as responses to

industrialization using PPT 9b: “Different

Economic Views” OR ESS p. 93 “Session 6: The

Rise of Communism”

Teach the impact of the Industrial Revolution on

slavery and factory workers using PPT 9c

AND/OR ESS p. 94 “Session 7: The Impact of

the Industrial Revolution on Workers.” Have

students discuss/debate (or write about) the

merits of labor unions in today’s global

economy.

Review and partial UNIT TEST

1 day

1-2 days

2 days

paragraph

on merits of

capitalism

vs.

communism

Debate (or

written

paragraph)

(partial)

UNIT TEST


Third Nine Weeks


Time Frame

Assessment

WHII

.9 d,e

9d &

9e

Imperialism (last part of Industrial Revolution)

STANDARD WHII.9


effects of the Industrial Revolution during the

nineteenth century by

d) explaining the rise of industrial economies

and their link to imperialism and nationalism;

e) assessing the impact of European economic

and military power on Asia and Africa, with

emphasis on the competition for resources and

the responses of colonized peoples.

POSSIBLE RESOURCES:

“Boxer Rebellion.” Internet Modern History Sourcebook.

http://www.fordham.edu/halsall/mod/1900Fei-

boxers.html. This site provides information on the

Boxer Rebellion.

Link to vocabulary and important people for SOL 9:

Terms

Students complete map of Africa in 1914

showing European possessions (also found on

PPT 9d,e: “Imperialism”; discuss European

imperialism in Africa using PPT 9d.e:

“Imperialism” and ESS p. 97 “Session 10:

Imperialism”

Students complete map of spheres of influence in

China by 1900 (also found on PPT 9d,e); discuss

response of China to European control using PPT

9d,e and ESS p. 98 “Responses of Colonized

Peoples during the Nineteenth Century” and

focusing primarily on the Boxer Rebellion

Discuss Japan’s response to European pressures

using PPT 9d,e and contrast it with China’s

response

Review and partial UNIT TEST

1 week

1-2 days

1 day

1 day

1 day

Student

maps

Student

maps

(partial)

UNIT TEST


Third Nine Weeks

WHII

.10

10a

World War I & Russian Revolution

STANDARD WHII.10


worldwide impact of World War I by

a) explaining economic causes, political causes,

and major events and identifying major

leaders of the war, with emphasis on

Woodrow Wilson and Kaiser Wilhelm II;

POSSIBLE RESOURCES:

Duffy, Michael. firstworldwar.com: a multimedia history

of world war one. http://www.firstworldwar.com/.

This site covers many events before, during, and

after World War I.

“The Treaty of Versailles.” History Learning Site.

http://www.historylearningsite.co.uk/treaty_of_ver

sailles.htm. This site gives information about

World War I and the Treaty of Versailles.

“Tsar Nicholas II.” About.com: Twentieth Century

History.

http://history1900s.about.com/cs/nicholasii/. This

site contains links to resources about Tsar Nicholas

II.

“Woodrow Wilson.” The White House.

http://www.whitehouse.gov/history/presidents/ww

28.html. This official White House site provides

information on President Woodrow Wilson.


Terms

There are also many, many videos on World War I.

Using the acronym MAIN (militarism, alliances,

imperialism, nationalism), have the students

make an index card naming, defining, and

explaining how each of these 4 were underlying

causes of World War I. Use PPT 10a,b to guide

a follow-up discussion and to add the

assassination of Archduke Ferdinand as the

2 weeks

1+ day

Index cards


Third Nine Weeks

10b

10c

b) explaining the outcomes and global effect of

the war and the Treaty of Versailles.

c) citing causes and consequences of the Russian

Revolution.

spark. OR Use ESS p. 104 “The Causes of

World War I.

Students complete a political map of Europe in

1914, labeling the key countries and coloring the

Allied and Central Powers; use ESS p. 105 #1 &

#2 “Session 2: European Political boundaries in

1914” and PPT 10a as guides.

Students create index cards identifying the key

leaders of World War I using ESS p. 106

“Session 3: Important Figures of World War I”

Students illustrate the new weapons of World

War I, as listed in ESS p. 108 “Session 4: New

Weaponry in World War I,” then use PPT 10a

(and possibly an excerpt from All Quiet on the

Western Front) to discuss trench warfare OR use

ESS p. 107 “Session 4: Trench Warfare of World

War I” OR show video of World War I, having

students either take notes or answer questions

from a teacher-made viewing guide.

Students complete a political map of Europe in

1919 (also on PPT 10a,b: World War I); follow

with discussion of terms of Treaty of Versailles

and impact of World War I, using PPT 10a,b

AND/OR ESS p. 111 “Session 8: The Treaty of

Versailles, part 1” and ESS p. 112 “Session 9:

The Treaty of Versailles, part 2” as guides. Ask

students to brainstorm how Germans might have

felt if the treaty had been based on Wilson’s 14

Points.

Use PPT 10c AND ESS p. 109 “Session 6:

1- day

1 day

1-2 days

1 day

2 days

Student

maps

Index cards

Student

illustrations

Student

maps


Third Nine Weeks

WHII

.10

The Interwar Period

Russian from 1914 to 1917” and ESS p. 110

“Session 7: The Russian Revolution” to teach the

causes and impact of the Russian Revolution of

1917.


POSSIBLE RESOURCES:

“America from the Great Depression to World War II.”

American Memory. The Library of Congress.

http://memory.loc.gov/ammem/fsowhome.html.

This site provides access to photographs from the

Great Depression Era.

“Benito Mussolini: What Is Fascism, 1932.” Modern

History Sourcebook.

http://www.fordham.edu/halsall/mod/mussolini-

fascism.html. This site contains information on

Benito Mussolini and Fascism.

Boemeke, Manfred F., Gerald D. Feldman, and Elisabeth

Glaser, ed. “The Treaty of Versailles: A

Reassessment after 75 Years.” The University of

Virginia.

http://www.people.virginia.edu/~sas4u/versailles.ht

m. This site offers an outline of the major themes

of a 1998 book on the Treaty of Versailles, edited

by Boemeke, et al., and published by Cambridge

University Press. The site also contains related

Web links related to the Treaty of Versailles.

DeLong, J. Bradford. “The Great Crash and the Great

Slump.” Slouching Towards Utopia?: The

Economic History of the Twentieth Century. The

2 days

1 ½ weeks

TEST


Third Nine Weeks

University of California at Berkeley.

http://econ161.berkeley.edu/TCEH/Slouch_Crash1

4.html. This site contains information on the Great

Depression.

“Emperor Hirohito (1901-1989).” People and Events.

Public Broadcasting Service.

http://www.pbs.org/wgbh/amex/macarthur/peoplee

vents/pandeAMEX97.html. This site contains

information on Emperor Hirohito.

“A German View of the Treaty of Versailles.” John Jay

College of Criminal Justice.

http://web.jjay.cuny.edu/~jobrien/reference/ob94.ht

ml. This site contains an article by Brockdorff-

Rantzau, German Foreign Ministeron, representing

the German view of the Treaty of Versailles.

Hitler: The Rise of Evil. Columbia Broadcasting Service

(CBS). http://cbs.com/specials/rise_of_evil. This

site contains information on Adolf Hitler.

“Joseph Stalin.” BBC.

http://www.bbc.co.uk/history/historic_figures/stali

n_joseph.shtml. This site contains information on

Joseph Stalin.

League of Nations Photo Archive. Indiana University.

http://www.indiana.edu/~league/photos.htm. This

site contains photos and other information on the

League of Nations.

“League of Nations Statistical and Disarmament

Documents.” Government Publications and Maps.

Northwestern University.

http://www.library.northwestern.edu/govpub/collec


Third Nine Weeks

11a

11b

11c

STANDARD WHII.11


political, economic, social, and cultural

developments during the Interwar Period by

a) describing the League of Nations and the

mandate system.

b) citing causes and assessing the impact of

worldwide depression in the 1930s.

c) examining events related to the rise,

aggression, and human costs of dictatorial

regimes in the Soviet Union, Germany, Italy,

tions/league/background.html. This site contains

information on the League of Nations.

“The Razor.” The Axis Power Leaders and Their

Influence. University of South Dakota.

http://www.usd.edu/honors/HWB/hwb_u/tojo2.htm

l. This site contains information on Hideki Tojo.

Songs of the Great Depression. College of Staten Island

Library.

http://www.library.csi.cuny.edu/dept/history/laven

der/cherries.html. This site contains the lyrics of

three songs of the Great Depression Era.


Terms

Use PPT 11a: “League of Nations and Mandates”

AND/OR ESS p. 118 “Session1: The League of

Nations” to discuss the purposes of the League

(including the mandate system) and its failure.

Possibly have the students label the mandates on

a map of the Middle East and color code

according to whether they were British or French

mandates.

Use PPT 11b: “Great Depression” AND/OR ESS

p. 119 “Session 2: The Worldwide Depression”

to teach the causes and impact of the Depression

of the 1930s.

Use PPT 11c: “Rise of Dictators” AND/OR ESS

p. 120 Session 3: The rise of Dictatorships” to

discuss Italy, Germany and Japan in the 1920s

1 day

1 day

3-4 days

Possible

maps


Third Nine Weeks

WHII

.12

and Japan, and identifying their major leaders,

i.e., Joseph Stalin, Adolf Hitler, Benito

Mussolini, Hirohito, and Hideki Tojo.

World War II

and 1930s. There are many videos on Hitler.

Students may write diary entries as if a citizen of

that


POSSIBLE RESOURCES:

Armenian National Institute. http://www.armenian-

genocide.org. This site provides information on the

Armenian Genocide in the early decades of the

twentieth century.

Bio.: True Story. A&E Television Networks.

http://www.biography.com/. This site provides

biographical information on famous people. Click

on “Biography Search,” enter a person’s name, and

click “Go.”

Cambodian Genocide Program. Yale University.

http://www.yale.edu/cgp. This site provides

information on the Cambodian Genocide of 1975–

1979.

The Internet Court of Justice Considers Genocide.

University of Cincinnati.

http://homepages.uc.e.du/thro/genocide/intro/introd

uction.html. This site provides information on

Bosnia’s charges of genocidal crimes against

Yugoslavia in the 1990s.

Jones, Tamara. “U.N. Court Orders Yugoslavia to

Prevent Genocide in Bosnia.” Los Angeles Times.

http://www-

tech.mit.edu/V113/N19/yugoslavia.19w.html. This

2 days

2 weeks

UNIT TEST


Third Nine Weeks

12.a

STANDARD WHII.12


worldwide impact of World War II by

a) explaining economic and political causes,

describing major events, and identifying

leaders of the war, with emphasis on Franklin

D. Roosevelt, Harry Truman, Dwight D.

Eisenhower, Douglas MacArthur, George C.

site presents an article detailing the U.N. court

orders against Yugoslavia intending to prevent

genocide in Bosnia.

National WWII Memorial, Washington D.C.

http://www.wwiimemorial.com/default.asp?page=h

ome.asp. This site provides information and photos

of the National World War II Memorial.

“Rwanda: How the genocide happened.” BBC News.

http://news.bbc.co.uk/1/hi/world/africa/1288230.st

m. This site provides information about the 1994

genocide in Rwanda.

The United States Holocaust Memorial Museum.

http://www.ushmm.org/. This site provides

information on the Holocaust.

Virginia Holocaust Museum. http://www.va-

holocaust.com/. This Web site offers numerous

materials concerning the Holocaust.

World War II Poster Collection. Northwestern University

Library.

http://www.library.northwestern.edu/govpub/collec

tions/wwii-posters/. This site provides 300 posters

from the World War II era. A CD containing the

posters can be purchased for a cost-recovery fee.

Link to vocabulary and people for SOL 12: Terms

Teach the causes of World War II using PPT

12a: “World War II” AND/OR #1 from ESS p.

128 “Session 1: Causes, Major Events, and

Major Figures of World War II”; follow up by

1 day

Student map


Third Nine Weeks

12b

12c

Marshall, Winston Churchill, Joseph Stalin,

Adolf Hitler, Hideki Tojo, and Hirohito;

b) examining the Holocaust and other examples

of genocide in the twentieth century;

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 and

the Universal Declaration of Human Rights

(1948).

having students complete a map of Italian,

German and Japanese aggression (also on PPT

12a)

Have students create flashcards for the major

leaders of World War II as outlined in #3 ESS p.

128 “Session 1…” and found in PPT 12a:

“World War II” OR have groups research and

present information on each of the leaders OR

conduct a teacher-led discussion of each of these

leaders using PPT 12a: “World War II”

Teacher-led discussion of the major events of

World War II using PPT 12a: “World War II”

AND/OR #2 and #3 from ESS p. 128 “Session

1…” AND/OR have students take notes or

answer questions for a video on the events of

World War II

Use PPT 12b: “Holocaust and Genocides”

AND/OR ESS p. 129 “Session 2: The Holocaust

and Other Genocides” to teach both the Jewish

Holocaust and the others listed in the SOLs.

There is also excellent literature from the

Holocaust. You might ask student to reflect/write

on whether or not the Nazis who were following

orders should have acted differently.

Use PPT 12c: “Outcomes of World War II”

AND/OR ESS p. 130 “Session 3: Outcomes of

World War II” to teach this materials.

1 day

2-3 days

2 days

1-2 days

Flashcards

or presenta-

tions


Third Nine Weeks

WHII

.13

Major Events of the Second Half of the

Twentieth Century

(mostly the Cold War)


POSSIBLE RESOURCES

“The Cold War.” BBC.

http://www.bbc.co.uk/history/worldwars/coldwar/s

oviet_end_01.shtml. This site provides information

about the Cold War and the collapse of the Soviet

Union.

“The Cold War Museum.” Coldwar.org.

http://www.coldwar.org/. This site has a number of

online exhibits related to the Cold War.

The Cold War: Yahoo! Directory.

http://dir.yahoo.com/Arts/Humanities/History/By_

Time_Period/20th_Century/Cold_War/. This site

contains links for resources on the Cold War.


Harcourt Company.



in the classroom.

“Soviet Archives Exhibit.” The Library of Congress.

http://www.ibiblio.org/expo/soviet.exhibit/entrance

.html#tour. This site provides information on the

Soviet Union and the Cold War.


2 days

2 ½ weeks

Unit test


Third Nine Weeks

13a &

13b &

13c

13d

STANDARD WHII.13c

The student will demonstrate knowledge of major

events in the second half of the twentieth century

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 weaponry on

patterns of conflict and cooperation since

1945;

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;

d) describing major contributions of selected

world leaders in the second half of the

Use PPT 13a,b: “Beginning of Cold War” AND

ESS p. 141 “Attachment A: Beginnings of the

Cold War, 1945-1948” AND ESS p. 142

“Attachment B: Early Events of the Cold War”

AND/OR ESS p. 136 “Session 1: Beginnings of

the Cold War, 1945-1948” to teach the causes

and earliest events of the Cold War. Have

students label the countries of Europe on a

political map, draw and label the “iron curtain,”

and color the Soviet satellite nations.

Use PPT 13c: “Examples of Cold War Conflicts”

to teach the Berlin Blockade & Airlift (and

subsequent formation of NATO & Warsaw Pact

and finally the building of the Berlin Wall), the

Chinese Revolution of 1949, the Korean War, the

Cuban Missile Crisis, and the Vietnam War.

Students should take notes or complete a chart

for each conflict. Notes or charts should include

(for each conflict) the causes, countries involved,

leaders, and outcomes. They should also label

and color a map of the NATO countries

(showing additions over time) and the Warsaw

Pact countries. Include a discussion of the impact

of nuclear weapons OR Another option is to use

the activities in ESS p. 138: Sessions 3-7: Later

Events of the Cold War.”

Use PPT 13d: “World Leaders” and ESS p. 149

2 days

6 days

1 day

Student

maps;

student

charts

Student

maps;

possible

charts or

notes


Third Nine Weeks

twentieth century including Indira Gandhi,

Margaret Thatcher, Mikhail Gorbachev, and

Deng Xiaoping.

“Attachment D: Selected World Leaders” to

teach selected world leaders of the late 20th

century. Students can take notes or fill in a chart.

Review entire 9 weeks and administer a

BENCHMARK TEST

3-4 days

Completed

chart

(Attachment

D)

Benchmark

test


Fourth Nine Weeks


Time Frame

Assessment

WHII

.14

Independence Movements in India, Africa, and

the Middle East

It is essential to have at least 3 weeks for SOL review:

one day for SOL 2 & 15 and one day for each of the

other fourteen SOLs. Thus, you may need to adjust

the time frame depending upon the starting date for

the school year and when the SOL WHII test is

administered. SOL 14 & 16 may be combined to save

two days.

POSSIBLE RESOURCES:

“Arab Israeli Conflict.” Historyteacher.net

http://www.historyteacher.net/Arab-

Israeli_Conflict.htm. This site references many

different documents related to the Arab-Israeli

conflicts.

“How to Write and Outline.” Los Angeles Valley College

Library.

http://www.lavc.cc.ca.us/Library/outline.htm This

site offers tips on creating an outline.

“Israel.” Infoplease.

http://www.infoplease.com/ipa/A0107652.html.

This site gives information on the history of Israel.


Harcourt Company.



in the classroom.

“The Partition of India.” Social Sciences at UCLA.

http://www.sscnet.ucla.edu/southasia/History/Inde

pendent/partition.html. This site provides

1+ week


Fourth Nine Weeks

STANDARD WHII.14


political, economic, social, and cultural aspects of

independence movements and development

efforts b

background about the Indian partition; it also

contains a link to a bibliography on the partition.

“Q&A: Kashmir dispute.” BBC News World Edition.

http://news.bbc.co.uk/1/hi/world/south_asia/35335

2.stm. This site provides a history of the

Pakistan/Indian conflict over Kashmir.

Rushdie, Salman. “Mohandas Gandhi.” Time Magazine.

http://www.time.com/time/magazine/article/0,9171

,988159,00.html. This article on Gandhi tells how

“his philosophy of nonviolence and his passion for

independence began a drive for freedom that

doomed colonialism.”

“The Time 100.” Time Magazine.

http://www.time.com/time/specials/2007/article/0,2

8804,1611030_1610841_1610333,00.html. This

site gives information about Nelson Mandela and

other notables from a special edition in 1998.

“Zionism and Arab Nationalism.” Two Peoples, One

Land.

http://seattletimes.nwsource.com/news/nation-

world/mideast/revolts/. This site contains an article

about the division of Israelis and Palestinians.



Fourth Nine Weeks

14a-c

14a

14b

14c

a) describing the struggles for self-rule, including

Gandhi’s leadership in India and the development

of India’s democracy;

b) describing Africa’s achievement of

independence, including Kenyatta’s

leadership of Kenya and Mandela’s role in

South Africa;

c) describing the end of the mandate system and

the creation of states in the Middle East,

including the roles of Golda Meir and Gamal

Adbul Nasser.

Use ESS p. 155 “Session 1: Movements toward

Independence from European Imperial Powers”

to guide a discussion of the causes of

independence movements. On a map, have

students label and color-code by colonial power

the following countries still under European

colonial rule after 1945: India, Pakistan,

Bangladesh, Algeria, Kenya, South Africa, and

Nigeria (as a representative country in West

Africa).

Use PPT 14a: “Indian Independence” AND ESS

p. 156 “Session 2: Mohandas Gandhi” AND ESS

p. 162 “Attachment A: Notes on Indian

Independence” to teach how India gained its

independence from Great Britain.

Use PPT 14c: “African Independence” to teach

independence movements in Kenya and South

Africa.

Use PPT 14b: “Middle East” AND ESS p. 163

“Attachment B: Middle East Mandate System

Notes” OR use ESS p. 159 “Session 5: The

Middle East Mandate System” AND ESS p. 160

“Session 6: The Roles of Golda Meir and Gamal

Abdul Nasser” to teach Middle East

independence movements and the roots of the

Arab-Israeli Wars.


1 day

1 day

1 day

1 day

2 days

Student

maps

Unit test


Fourth Nine Weeks

WHII

.16

Conditions in Developed and Developing

Nations

POSSIBLE RESOURCES:

Center for Reduction of Religious-Based Conflict.

http://aps.naples.net/community/NFNWebpages/st

oryboard.cfm?StoryBoardNum=142&PageNum=1

This site presents a history of religious conflicts

throughout the world.

The European Union: A Guide for Americans.

http://www.eurunion.org/infores/euguide/euguide.h

tm. This site contains a comprehensive guide to the

European Union.

Genderside Watch. http://gendercide.org. Although this

site focuses on “acts of gender-selective mass

killing around the world,” its also contains links to

the broader topic of genocide.

Human Rights Watch.

http://www.hrw.org/en/category/topic/refugees.

This site includes the who, what, when, where, and

why of dealing with refugees.

International Monetary Fund. http://www.imf.org. This

site provides information about the purposes,

members, and activities of the International

Monetary Fund.

The Mideast: A Century of Conflict. National Public

Radio.

http://www.npr.org/news/specials/mideast/history/i

ndex.html. This site presents links related to the

history of the Arab-Israeli conflict.

“North American Free Trade Agreement (NAFTA).”

SICE :: Foreign Trade Information System.

1 week


Fourth Nine Weeks

16a

16b

STANDARD WHII.16


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;

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;

http://www.sice.oas.org/trade/nafta/naftatce.asp.

This site provides links to the text of NAFTA.


Harcourt Company.



in the classroom.

The World Factbook 2008. Central Intelligence Agency.

https://www.cia.gov/library/publications/the-

world-factbook/index.html. This site provides

detailed, current information about all countries in

the world.

World Trade Organization. http://www.wto.org. This site

provides information about the purposes, members,

and activities of the World Trade Organization.


Teach current political issues using PPT 16a:

“Political Issues” AND the possible problems

associated with overpopulation using ESS p. 190

“Attachment C: World Population Forum”

Teach students how to differentiate developed

from developing nations and the factors which

lead to economic development using PPT 16b:

“Developed vs. Developing Nations” AND/OR

ESS p. 181 “Session 1: Developed and

Developing Nations AND/OR ESS p. 183

1 day

1+ day


Fourth Nine Weeks

16c

16d

WHII

SOLs

2-16

c) describing economic interdependence,

including the rise of multinational

corporations, international organizations, and

trade agreements;

d) analyzing the increasing impact of terrorism.

SOL REVIEW

“Session 3: Factors Affecting Economic

Development.” Also use ESS p. 188

“Attachment A: Notes on Developed vs.

Developing Nations.” Time permitting, possibly

follow up with ESS p. 189 “Attachment B:

Economic Development Chart.”

Use the questions from ESS p. 191 “Attachment

D: Economic Interdependence” and the

information in PPT 16c: “Economic

Interdependence” to teach 16c.

Teach terrorism using PPT 16d: “Terrorism”

AND some of the information in ESS pp. 192-

195: “Attachment E: Examples of International

Terrorism,” “Attachment F: International

Terrorism Data Questions and Activities,”

“Attachment G: International Terrorism Data

Charts.” ESS p. 196 “Attachment H: Web Quest

on Terrorism in the Modern Era” provides good

research activities for the weeks after the SOL

test.


POSSIBLE RESOURCES:

released Virginia WHII SOL test questions

New York Regents Exam questions for World

History and Geography

www.problem-attic.com

Student-made flashcards

Virginia WHII Essential Questions

1 day

1-2 days

(time

permitting)

2 days

3 weeks or

more

Students’

answers to

questions

Unit test

Daily

quizzes on

each SOL


Fourth Nine Weeks

anything else that might help!!!