world history ii pacing guide - staunton city schools / scs …€¦ · · 2011-12-15pacing guide...

Pacing Guide

World History II

Robert E. Lee High School Staunton City Schools

Staunton, Virginia 2010-2011

Week(s) Organizing Topic Related Standard of Learning throughout Essential Skills (Incorporate throughout the instructional year.) WHII.1a, b, c, d throughout 1500 A.D. Political, Cultural, and Economic Condition WHII.2a, b, c, d, e Quarter 1 1 (4 days) Intro to World History II (1) Crusades (1), Renaissance (2) WHII.2b, d 1 - 2 (4 days) Reformation (3), Counter Reformation (1) WHII.3a, b, c 2 - 3 (3 days) Scientific Revolution (3) WHII.6a 3 – 4 (5 days) Age of Discovery (European Exploration (4), Cultural Diffusion (1)) WHII.4a, b, c, d, e, f & WHII.5e 4 - 5 (5 days) Impact of Global Trade after 1500 A.D. (Asian World (2), Islamic/ Muslim World

(3)) WHII.5a, b, c, d & WHII.14a

5 - 6 – 7 (10 days)

Politics, Economics, and Religion in the Sixteenth, Seventeenth, and Eighteenth Centuries (Absolutism (4), British Monarchy/ English Democracy (6))

WHII.6b, c, d, g

7 – 8 (6 days) Politics in Nineteenth Century Europe (French Revolution and Napoleon (5), Unification of Italy and Germany (1))

WHII.6e, f & WHII.7a, b, c, d

8 - 9 Review, Reteach, Midterm Quarter 2 1 (5 days) Industrial Revolution(and Communism) in the Nineteenth Century (4)

Colonialism (1) (Nationalism/ Imperialism) WHII.8a, b, c, d, e

2 (5 days) World War I (4), Russian Revolution (1) WHII.9a, b, c 3 - 4 (10 days)1914 to 1941 including Nazi Simulation (10) WHII.10a, b, c & WHII.11 b 5 ( 3 days) World War II (2) Unification of Germany (1) WHII.11a, c 5 – 6 - 7 Cold War (4 – 10) WHII.12a, b, c & WHII.15a 7 (3 days) Independence Movements in the Second Half of the Twentieth Century (4) WHII.13a, b, c 7 (1 day) Major World Religions in the Second Half of the Twentieth Century (1) WHII.14b 8 (1 day) Cultural, Economic, and Social Conditions in the Contemporary World (1) WHII.15b, c

Blueprint Summary Table Reporting Categories No. of Items SOL

Standards of Learning WHII.1a-e will be assessed throughout the reporting categories

Emergence of a Global Age 8 WHII.2b, e WHII.3a-c WHII.4a-d WHII.5b-c

Age of Revolutions 10 WHII.6a-b, e-g WHII.7c-d WHII.8d-e

Era of Global Wars 13 WHII. 9a-c WHII.10a, c WHII.11a-c

Post World War II Period 13 WHII.12a-c WHII.13a-c WHII.14a

Geography 6 WHII.2a, c-d WHII.5a WHII.14b

Civics and Economics 10 WHII.4e-f WHII.5d-e WHII.6c-d WHII.7a-b WHII.8a-c W HII.10b WHII.15a-c Standards of Learning Excluded from This Test: None Total Number of Operational Items 60 Field -Test Items* 10 Total Number of Items 70

Throughout the course

*Notes: R= rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay

Throughout the course:

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.; 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) identifying geographic features important to the study of world history since 1500 A.D.; d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 1500 A.D. to the

present; e) analyzing trends in human migration and cultural interaction from 1500 A.D. to the present. f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on

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

Related SOL

Essential Knowledge and Skills

Students should be able to: Verbs

Strategies to Engage the Learner

The learner will . . . Evidence of Mastery*

(See Notes)

WHII.1a

Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D

To be worked on throughout the course-using transparencies and primary readings in the ancillary materials.

Assignments can be used for homework, warm-ups or writing assignments.

WHII.1b

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D

See above

WHII.1c

identifying geographic features important to the study of world history since 1500 A.D.

Historical map project (given on the first day)-created from the Enhanced Scope and Sequence Guide (ESSG) pages 4-7 and 12.

Information is reviewed throughout the semester.

Completion and accuracy of maps

Historical Map TEST

Throughout the course


Related SOL




The learner will . . . Evidence of Mastery*

(See Notes)

WHII.1d

identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 1500 A.D. to the present

See WHII 1a

WHII.1e and WHII. 1f

analyzing trends in human migration and cultural interaction from 1500 A.D. to the present. Analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500 A.D.

Hopefully, this information is covered in Geography.

It is reviewed and reinforced throughout the semester.


The World about 1500 A.D / Overview of World History I Throughout the course

WHII.2Related SOL




The learner will . . . Evidence of

Mastery*(See Notes)

WHII.2a

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by a) locating major states and empires;

A. Location of some of the major states and empires in the Eastern Hemisphere B. Location of major states and empires in the Western Hemisphere Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

See Historical Map assignment WH II 1c. Historical Map TEST

Students should work with Maps regarding these individual areas, noting both time period and location.


The World about 1500 A.D Week 1 (1 day on Crusades)

Related SOL





Mastery*(See Notes)

WHII.2d

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by d) analyzing major trade patterns; A. Traditional trade patterns linking Europe with Asia and Africa B. Importance of trade patterns Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) Analyze trends in human migration and cultural interaction. (WHII.1e)

1a. Use History Alive Materials to do a brief overview of the Crusades. Enforce how the Crusades helped to bring about the Renaissance.

b.

2. (A) Covered in Historical Map Assignment

(B) Transparency Questions: Chapter 11,

page 24 and Chapter 13 page 28.

WHII.2e

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by e) citing major technological and scientific exchanges in the Eastern Hemisphere A. Advancements exchanged along trade routes Analyze trends in human migration and cultural interaction. (WHII.1e)

Create a list of inventions or goods that come from the East


The World about 1500 A.D Week 1 (2 days on Renaissance)

Related SOL





Mastery*(See Notes)

WHII.2b

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by;

b) describing artistic, literary, and intellectual ideas of the Renaissance; A. Renaissance B. Contributions of the Renaissance

Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Readings in WH book pages 104-105. Completion of accompanying questions. Warm Up Assignment or Homework.

2. (B) ESSG activity and notes pages 8-9. Use attachment 13 to identify the major differences in Medieval and Renaissance Art.

*Ms. Morris is a great help with gathering books for this activity!

3. If time permits, show the video clip on Renaissance Architecture.

Renaissance Bingo. Create a Bingo board and have students correctly match each Renaissance Artist to their accomplishment by playing Bingo!

Warm up Questions from Readings in WH.

Completion of art matrix.

Quiz on Renaissance artists and influential people.

WHII.2c

The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D. by c) describing the distribution of major religions; A. Location and importance of world religions in 1500 A.D. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c)

1. Locations of religions are also covered in the Historical Map assignment.

2a. Within the confines of Reformation do some map work having students compare maps prior to and after the reformation, making sure to note the cultural split of Europe.

b. Answer map questions on page 370 in the text book.

Have students turn in maps and answers to map questions.

Give students a map quiz.


Related SOL





Mastery*(See Notes)

Analyze trends in human migration and cultural interaction. (WHII.1e)


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 1 – 2 (3 days on Reformation )

Related SOL





Mastery*(See Notes)

WHII.3a

The student will demonstrate knowledge of the 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, and Henry VIII

A. Conflicts that challenged the authority of the Church in Rome B. Martin Luther (the Lutheran tradition) C. John Calvin (the Calvinist tradition) D. King Henry VIII (the Anglican tradition) Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Students will choose a topic that they are passionate about and create their own 95 Thesis. Students will have to find a topic which they can create a list of 15 reasons they disagree with the topic. Students must also create solutions to each of their 15 problems as Luther did within his own Thesis. (This can be done in class or for homework)

2. (A-D) Use the ESSG PowerPoint on the Reformation for lecture and notes.

3. Hmwk: Creation of foldable for the leaders of the Reformation.

4. Henry VIII: Video clip on Anne Boleyn

Students will be graded on their understanding of the 95 Thesis concept, by making sure students address both the grievances as well as solutions in the Thesis.

Collect homework, check for accuracy

Quiz on Notes and hmwk—use questions from ESSG page 29


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 1 - 2 (1 day on Counter Reformation)

Related SOL





Mastery*(See Notes)

WHII.3b

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by b) describing the impact of religious conflicts, including the Inquisition, on society and government action A. Reformation in Germany B. Reformation in England C. Reformation in France D. Catholic Counter Reformation Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. From the context of the 30 years war have students write an Essay defending or criticizing the decline of TRUE Religious spiritualism. Are people becoming more or less spiritual throughout the Reformation, and 30 years war.

2. This project would require at least a half of day of research on the individuals if given the material in advance. Have students work in pairs to create a fictional dialogue between two individuals from the Reformation Time period. Have one individual be a reformist believer and one be an advocate of the Catholic Church. Have the students create and then perform their dialogue. Example: Have a conversation between Erasmus and Philip II.

NOTE: The 30 years war is addressed in our books within the Reformation itself as well as within the context of Absolutism and Louis XIII. These lessons could apply to either place.

Essays should be graded while looking for ideas of French siding with Protestants in 30 years war, a change in what spiritualism means, etc…

Students will be graded based upon their realistic portrayal of their individual. This project will require some research.

Students can also be graded by a traditional multiple choice quiz as well.

Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 1 - 2 (part of 3 days on Reformation)


Related SOL





Mastery*(See Notes)

WHII.3c

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by c) describing changing cultural values, traditions, and

philosophies, and assessing the role of the printing press

A. Changing cultural values, traditions, and philosophies B. Role of the printing press Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Have students create a list of the 10 greatest inventions of all time and a brief defense for why each would be considered. This can transition into a conversation on the Printing Press and its impact on Christianity.

2. Gutenberg Press Conference Activity

3. Warm Up Assignment: Have students examine a chart on literacy and answer questions regarding literacy, and the Printing Press’s impact on the growth of protestant beliefs.

Have students turn in their lists and defenses

R needed for Class Discussion during Gutenberg Press Conference.

Have students turn in charts and questions in regard to literacy expansion and growth of protestant beliefs


Scientific Revolution (Era VI: Age of Revolutions, 1650 to 1914 A.D.) Week 2 - 3 (3 days on Science)

Related SOL


Students should be able to: Verb

s Strategies to Engage the Learner


Mastery*(See Notes)

WHII.6a

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the 16th, 17th, and 18th centuries by

a) describing the Scientific Revolution and its effects; A. Pioneers of the scientific revolution B. Importance of the scientific revolution Analyze trends in cultural interaction. (WHII.1e)

1. Have students read an article and complete a 3 square assignment about modern conflicts between Religion and Science. Exp: Stem Cell Research, Cloning, Life outside the solar system, etc…Later relate it to Copernicus

2. See Exploration Cereal Box project (next page)

3 square journals

Teacher should use established rubric to grade presentations


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 3 - 4 (4 days on European Exploration)

Related SOL





Mastery*(See Notes)

WHII.4a

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles of explorers and conquistadors A. Factors contributing to the European discovery of lands in the Western Hemisphere B. Establishment of overseas empires and decimation of indigenous populations Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Students are asked to identify a picture of Christopher Columbus and then give a one word explanation of why he is important

2a. Columbus Biography Video-Show only clips if time does not allow for the whole video.

2b. Engage in a silent debate over Columbus as a hero or a heel. Students will deal with the idea that though Columbus may be credited with discovering a new world, by today’s standards he wasn’t a great guy. Starts slavery in the New World. (Historical Perspective!)

3. Warm Up: Transparency questions on Smallpox.

4a. Cereal Box Project: Create a cereal honoring an explorer or scientist of this time period. The box should be informative and the “prize” inside should relate to the importance of this individual.

4b. During presentations, students should complete a chart to organize information on these people.

Notebook response to the Howard Zinn Article.

A multiple choice quiz would be appropriate to test the entire chapter at its conclusion

Silent Debate, Is Columbus a Hero or a Heel.

Collect warm ups.

Students would be graded on their projects for both the creative project as well as the oral presentation of their explorer using a designed Rubric.

Quiz on chart


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 3 - 4 (1 days on Cultural Diffusion )

Related SOL





Mastery*(See Notes)

WHII.4b

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by

b) describing the influence of religion; A. Means of diffusion of Christianity Analyze trends in human migration and cultural

interaction. (WHII.1e)

1. Create a list of similarities between Elvis Presley and Eminem; The students will then contribute to the class list of similarities between the two individuals.

2. Students will then be given edited lyrics of “Without Me” by Eminem in which he discusses both his and Elvis’s use of “black music” and bringing it into mainstream.

3. Students will then engage in a discussion of Cultural Diffusion and its impact, both good and bad.

4a. Students will then work with a partner to create a list of ideas and things that were introduced into the America’s. One column for things European and one for other influences in the America’s.

OR

4b. Have students complete the above, but by making a cultural collage.

Students will be asked to write a short essay outlining what cultural diffusion is and its significance on World History.

Have students turn in lists of diffusion examples.

WHII.4c


c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas;

A. Americas B. Africa C. Asia Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

See Idea from above!

Use pictures of different ethnicities to help explain the Hispanic view of ethnicity and the Spanish Enconmienda system. Students will see that there are not just two ethnic groups but many including, mulattoes, mestizos, chinos, albinos, etc...

Have students write a brief entry on how race

Students can write responses to the individual paintings or pictures shown to them

The teacher should


Related SOL





Mastery*(See Notes)


related to status within the Spanish enconmienda system

check this entry for understanding..


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 3 - 4 (part of 4 days on European Exploration)

Related SOL





Mastery*(See Notes)

WHII.4d


d) defining the Columbian Exchange; A. Columbian Exchange B. Impact of the Columbian Exchange Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

See Below

WHII.4e,f


e) explaining the triangular trade; f) describing the impact of precious metal exports from the Americas A. The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. B. Export of precious metals Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

In order for students to completely grasp the middle passage, have them lay on the floor between the desks. and turn out the lights. The teacher should read a passage from the journal of slave brought to this country on a ship and the conditions surrounding it

This could also be covered by a reading selection from Howard Zinn on Columbus and his desire for Gold and Slaves

Have students create a diagram of the triangle trade using an already existing Map

This should be taught within a larger section on exploration and could be tested with a multiple choice quiz

Silent debate, Columbus Hero or Heel


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 3 - 4 (part of 4 days on European Exploration)

Related SOL





Mastery*(See Notes)

WHII.5e

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by e) describing the growth of European nations, including the Commercial Revolution and mercantilism.

A. Terms to know B. Commercial Revolution Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

This is very thin and should be briefly covered at best. (A few minutes)

1. Trading Game Activity and questions.

2. Use pages 389-391 in text to create a pictorial representation of this topic. Key terms should be defined on the back of the picture.

3. Warm Up Review: Students should create either a picture or cinquain poem to represent the key SOL information on page 49 of the ESSG

Collect summary questions from the trading game.

Pictures accurately define mercantilism

Collect warm up


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 4 - 5 (2 days on Asia)

Related SOL





Mastery*(See Notes)

WHII.5c

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

c) describing East Asia, including China and the Japanese shogunate;

A. China B. Japan Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

1. Readings in WH page 141, answer accompanying questions.

2. Students will receive a handout called the Cocaine Conspiracy which likens the situation that existed in China during the Opium Wars to a fictional American scenario with cocaine. Students will be asked a variety of tough moral choices to get them examining the ethics of Opium Sales by the British. (This can be used as a Think Pair Share)

Comprehension Questions

As a group the students will be asked to give several brief statements about how the Opium problem in China is best dealt with.

WHII.5d

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by

d) describing Africa and its increasing involvement in global trade;

A. African exports B. African imports Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. In order for students to completely grasp the middle passage, have them lay on the floor between the desks. and turn out the lights. The teacher should read a passage from the journal of slave brought to this country on a ship and the conditions surrounding it.

2. Warm up: Transparency #16 and questions.

Both of these SOL’s could be appropriate questions for a multiple choice test but is not broad enough concept to be a quiz on its own.

Questions from Transparency


Era V: Emergence of a Global Age, 1500 to 1650 A.D. Week 3 - 4 (part of 2 days on Asia )

Related SOL





Mastery*(See Notes)

WHII.5b

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by b) describing India, including the Mughal Empire and coastal trade;

A. Location of the Mughal Empire B. Contributions of Mughal rulers C. Trade with European nations Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Not Applicable. This area should be covered briefly at best!

Taj Mahal Clip (10 minutes)

Have students create a flashcard about the Taj Mahal to add to their collections of SOL review cards.


Era V: Emergence of a Global Age, 1500 to 1650 A.D Week 4 – 5 (3 days on Islamic World ) .

Related SOL





Mastery*(See Notes)

WHII.5a

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 the location and development of the Ottoman Empire;

A. Original location of the Ottoman Empire B. Expansion and extent of the Ottoman Empire C. Development of the Ottoman Empire Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

1. Use the pamphlet “Understanding Islam” and questions to introduce students to the Islamic World.

2. Students will examine a primary document talking about Suleyman and religious tolerance.

3. Suleyman Poster Assignment which compares him to the Renaissance Man, Leonardo Da Vinci. Good for Review.

Students will be asked to answer a series of questions at the conclusion of this reading

Poster


Era VIII: The Post War Period, 1945 to the Present Week 4 – 5 (part of 3 days on Islamic World)

Related SOL





Mastery*(See Notes)

WHII.15a

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; A. Judaism B. Christianity C. Islam D. Buddhism E. Hinduism Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

Buddhism and Hinduism are covered in the historical map assignment at the beginning of the semester.


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 5 (4 days on Absolutism)

Related SOL




The learner will . . .

Evidence of Mastery*(See

Notes)

WHII.6b

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the 16th, 17th, and 18th centuries by

b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great;

A. Characteristics of absolute monarchies B. Absolute monarchs Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

Use the following basic writing prompts:

1. If you were forced to choose between Absolute Power and Religion which would you choose?

2. Where does the idea of Absolute Power originate?

3. Does Absolute Power corrupt Absolutely?

(All three prompts could be used in different parts of the Unit)

4. Throughout the unit, have students create sensory figures for the monarchs to help them differentiate between all the different people.

5. Students can also create flashcards to help them remember all the monarchs.

Read, discuss, and grade the following writing prompts.

This is a section where it is probably best to have several daily quizzes because the topic will change from country to country and things can be missed.

Sensory figures

Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 6 - 7 (6 days on English Democracy/ British Monarchy)


Related SOL





Mastery*(See Notes)

WHII.6c

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the 16th, 17th, and 18th centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy;

A. Development of the rights of Englishmen Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Warm Up: Ask students questions about our own government and Constitution. How much do they know/remember?

2. Students will be asked to designate which individual liberties or rights they would keep if they were only allowed to keep 4. Students will write which four they will keep and why they will keep them, in their notebooks.

3. Students will get with a partner and create a pro vs. con of should they execute Charles I.

4a. Have students write a prompt about the death of the divine right and its origins in previous Monarchies.

OR

4b. Have students complete the above assignment but create a tombstone describing the death of divine rights.

Teacher can check notebooks to make sure students have a clear understanding of the task.

Pro/Con List

Have students write a prompt about the death of the divine right and its origins in previous Monarchies.

R:Tombstone


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 6 - 7 (part of 6 days on English Democracy/ British Monarchy)

Related SOL





Mastery*(See Notes)

WHII.6d

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and 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;

A. The Enlightenment B. Enlightenment thinkers and their ideas C. Influence of the Enlightenment Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Use a graphic organizer to distinguish between the political beliefs of Hobbes and Locke.

2. Read and interpret the Declaration underlining and citing the ideas of Locke, Hobbes, Montesquieu and Jefferson’s own ideas

3. Discuss the inherent problems with the U.S Constitution and its means for correction, citing, the 3/5 compromise, Prohibition, etc.

Students should have completed a graphic organizer.

Students should have underlined parts of the Dec and distinguished which ideas go with which author.

Students should be asked to complete a quiz to evaluate their knowledge


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 6 - 7 (part of 6 days on English Democracy/ British Monarchy)

Related SOL





Mastery*(See Notes)

WHII.6g


g) describing the expansion of the arts, philosophy, literature, and new technology. A. Representative artists, philosophers, and writers B. New forms of art and literature C. Technologies Use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Students will examine the ideas of Hobbes and Locke examining the Declaration of Independence and the ideas of Life, Liberty and Property.

2. Discuss the inherent problems with the U.S Constitution and its means for correction, citing, the 3/5 compromise, Prohibition, etc.

3. Have students understand the ideas of Voltaire by having them write an essay about How Free Speech Impacts society and if free speech should exist under all circumstances. May have them read Time article about Don Imus to introduce the topic.

Students will go through the declaration and determine which ideas are supported by Locke and which support Hobbes

Grade the essays while looking for understanding of is free speech always a good thing?


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 7 - 8 (5 days on French Revolution and Napoleon)

Related SOL






Notes)

WHII.6e,

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution;

A. Causes of the French Revolution B. Events of the French Revolution C. Outcomes of the French Revolution D. Influence of the American and French Revolutions on the Americas Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Use Teacher/Coach Pictures to introduce the topic. May also use the pictures comparing Marie Antoinette before and at the end of the Revolution.

2. Discuss the French Revolution, the causes and events of using the “Tennis” Political Cartoon.

A series of multiple choice quizzes to examine factual information gained from the lesson.

Quiz on the Political Cartoon.


Related SOL






Notes)

WHII.6f


f) describing the expansion of the arts, philosophy, literature, and new technology. A. Representatives composers, artists, philosophers, and writers B. New schools of art and forms of literature C. Technologies Analyze trends in human migration and cultural interaction. (WHII.1e)

Parisian Salon Project and Salon Day


Related SOL





Mastery*(See Notes)

WHII.7a

The student will demonstrate knowledge of Latin American revolutions of the nineteenth century by

a) describing the colonial system as it existed by 1900

A. Characteristics of the colonial system B. Rigid Class System Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)


Related SOL





Mastery*(See Notes)

WHII.7b

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by b) identifying the impact of the American and French Revolutions on Latin America A. Influence of the American and French Revolutions on Latin America B. Selected countries that gained independence during the 1800s Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)


Sequence chain to review the American and French Revolutions and how they influenced revolutions around the world


Related SOL





Mastery*(See Notes)

WHII.7c

The student will demonstrate knowledge of the Latin America revolutions of the nineteenth century by c) explaining the contributions of Toussaint L’Ouverature, and Simon Bolivar A. Contributions of Toussaint L’Ouverature B. Contributions of Simon Bolivar Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)


Comparison of writings/justifications of revolution from Jefferson, Bolivar, and L’Ouverature


Related SOL





Mastery*(See Notes)

WHII.7d

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by

a) assessing the impact of the Monroe Doctrine

A. Impact of the Monroe Doctrine

Analysis of Political Cartoons from the time period


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 7 - 8 (part of 5 days on French Revolution and Napoleon)

Related SOL





Mastery*(See Notes)

WHII.8a

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;

A. Legacy of Napoleon B. Legacy of the Congress of Vienna Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)


Students will play the question game. Students will be read a vague scenario about the Battle of Stalingrad in World War II. It sounds like Napoleon’s attempt on Moscow. Students will ask the teacher yes or no questions in order to find out what is going on in the scenario.

Students will then read a letter home from Stalingrad. Primary Document. This document will give the students an opportunity to draw comparisons between Hitler and Napoleon’s assault on Russia.

Have students create a short 5 minute of less skit on some of the following basic ideas from the French Revolution, Storming of Bastille, Problems with estates general, Execution of Louis XVI, Rise of Napoleon, Napoleonic Wars

If time permits, be grouped into 2 groups and given documents that outline the basic principals of the Congress of Vienna or the United Nations. Students will then compare and contrast the two using the Jigsaw method and then teach the other half of the class the important points.

If time is tight, Get a copy of the U.N. Charter and its basic guidelines. Find the students a segment of the charter that outlines the basic principles of the United Nations. Have students underline those ideas they find to be similar in black pen and those they find to be different in blue pen. Then discuss the similarities and differences as a class.

The question game is designed as a way of seeing if students are engaging the material by asking both lower and upper level questions.

Have students create a T-chart of comparisons between Napoleon and Hitler

Students meet basic guidelines of rubric for skits.

Students will take and pass a series of quizzes on the subject


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 7 - 8 (part of 5 days on French Revolution and Napoleon)

Related SOL





Mastery*(See Notes)

WHII.8b


b) describing unsuccessful revolutions on the continent and political reforms in the United Kingdom

A. Nationalism and democracy influence on national revolutions Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

Debate on which is more important--a country/continent's stability or individual freedoms?


Era VI: Age of Revolutions, 1650 to 1914 A.D. Week 8 (1 day on Unification of Italy and Germany)

Related SOL





Mastery*(See Notes)

WHII.8c, d


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.

A. Unification of Italy B. Unification of Germany Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in cultural interaction. (WHII.1e)

1. Engage in short writing exercise asking the basic question. What would be some causes for an area to unite into a country? What are some basic benefits?

2. Complete a chart comparing Italian and German Unification.

Collect the journal entries

Completion of Charts.

A Multiple Choice test would be appropriate.


Review, Reteach, Midterm Exam Week 9 Quarter 2 Era VI: Age of Revolutions, 1650 to 1914 A.D. Quarter 2 Week 1 (4 days on Industrial Revolution and Communism)

Related SOL





Mastery*(See Notes)

WHII.9a

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; A. Industrial Revolution B. Technological advances that produced the Industrial Revolution C. Advancements in science and medicine D. Impacts of the Industrial Revolution on industrialized countries Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)

Project:

Children’s Books

Children’s books and presentations


Era VI: Age of Revolutions, 1650 to 1914 A.D. Quarter 2 Week 1 (part of 4 days on Industrial Revolution and Communism)

Related SOL





Mastery*(See Notes)

WHII.9b


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

A. Capitalism B. Socialism and communism Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Use a box of chalk to describe how capitalism works. Have a student in the class help demonstrate the laws of supply and demand an competition by competing with you for selling your “Magic Chalk” to the class.

Students will engage in Communist M&M’s. Give each student in the class anywhere from 20-1 M&M’s in a cup. The students will then have their M&M’s taken and redistributed to them. Students in the class will be asked how they feel about redistribution of wealth and why.

Students will then use the M&M idea to come up with a list of problems with communism as an economic system…example what if someone works harder, what about corruption.

Students will then discuss Marx view of history and the idea of government control of market

Series of multiple choice quizzes.

Students list of problems with communism

Creation of chart comparing the 3 economic systems


Era VI: Age of Revolutions, 1650 to 1914 A.D. Quarter 2 Week 1 (part of 4 days on Industrial Revolution and Communism)

Related SOL





Mastery*(See Notes)

WHII.9c


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; A. The nature of work in the factory system B. Impact of the Industrial Revolution on slavery C. Social effects of the Industrial Revolution D. The rise of labor unions Analyze trends in human migration and cultural interaction. (WHII.1e)

1. Examine pictures of the factory system and write a one word response describing each picture. The pictures should move the class into a discussion of every day life during the Industrial Revolution.

2. A-C covered in Children’s books

3. Create/Complete a cause/effect chart for the impact of the Industrial Revolution. See ESSG for specific information.

Students will share their answers with the class and then engage in a discussion of the material.

Children’s Books and presentations of graded using a rubric.


Era VI: Age of Revolutions, 1650 to 1914 A.D. Quarter 2 Week 1 (1 day on Nationalism/ Imperialism)

Related SOL





Mastery*(See Notes)

WHII.9d,e

The student will demonstrate knowledge of the 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.

A. 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. B. Forms of imperialism C. Imperialism in Africa and Asia D. Responses of colonized peoples Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)


1. Be asked to read the Poem White Man’s burden and then briefly describe why the poem is significant to the discussion of Imperialism.

2. Discuss Imperialism and its justification by using specific quotations from Howard Zinn’s, “A People’s History of the United States.” Specifically students will examine pgs 14 and 15 citing quotes from Romans as a means of justifying slavery and maltreatment of natives. As well as quotes about what the Plymouth Plantation did to many natives.

3. Complete a map of Imperialist countries in Africa.

4. Create a collection of political cartoons that show the motivations for and effects of imperialism

Writing Entry about White Mans’ burden

Students will be asked to use the book to fill out a worksheet matching an Individual Colony with its ruling country.

Political Cartoons

Quiz on Colonialism and colonial powers.


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 2 (4 days on World War I)

Related SOL





Mastery*(See Notes)

WHII.10a, b,

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; b) explaining the outcomes and global effect of the war and the Treaty of Versailles; c) citing causes and consequences of the Russian Revolution A. Causes of World War I B. Major events C. Major leaders D. Outcomes and global effects E. Treaty of Versailles F. Causes of 1917 revolutions G. Rise of Communism

1. Use chairs and desks as barriers to actively act out World War I trench Warfare. A classroom will work but if space can be made in the Auditorium it could be better. Students should be asked to slouch under the tables or desks to get the feel of being in a trench and then should begin to realize the importance of a defensive war when crossing “landmines, and guillotine wire”.

2. Students will examine two differing views on the subject by using a primary document to compare Clemenceau’s view to Wilson’s. Students should also hypothesize on whose they think will work better.

3. Students will review excerpts from the Versailles Treaty and answer questions about its effectiveness.

4. Completion of web quest for WWI.

Students will be quizzed using a variety of multiple choice quizzes on the subject.

Students should use a t-chart to examine Clemenceau and Wilson’s ideas on peace.

Accuracy of answers

Completion of Web quest.


Related SOL





Mastery*(See Notes)

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 2 (part of 4 days on World War I)

Related SOL





Mastery*(See Notes)

WHII.11a

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;

A. League of Nations B. The mandate system Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

1. Students will be given two different descriptions. One will describe and outline the League of Nations and the other will outline the United Nations. Students will then write conclusions about the weaknesses of the League of Nations and what foreseeable problems might arise. Class will later discuss this. Use websites, http://www.un.org and www.firstworldwar.com for comparison. Have students complete a comparison chart.

2. Students will examine pre-world war and post world war maps and hypothesize about problems that may arise. Paying special attention to East Prussia and Alsace Lorraine

Comparison Charts

A multiple choice quiz is appropriate here.

WHII.11b

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;

A. Causes of worldwide depression B. Impact of world depression Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

Students will deal with world wide depression as a part of their 2 week simulation on the rise of Nazi Germany. Students will examine primary documents about hyperinflation.

Students can work on a graphic organizer (Cause and Effect of Versailles Treaty when dealing with the Great Depression).

Students will interact with primary documents and highlight relevant parts to their role in the Nazi Germany simulation.

Students will use a graphic organizer to outline problems with the Versailles Treaty and how they impacted the world economy.


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 2 (1 day on Russian Revolution)

Related SOL





Mastery*(See Notes)

WHII.10c

The student will demonstrate knowledge of the worldwide impact of World War I by

c) citing causes and consequences of the Russian Revolution A. Causes of 1917 revolutions B. Rise of communism Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

1. Be introduced to the lesson by answering the question. “Create a description of the circumstances described by Marx that would bring about Communism, did the circumstances exist in Russia in 1917, if so which ones did exist and which did not.”

2. Use notes from the ESSG pages 103-104 as a guide.

3. Interactive Note Taking on the Russian Revolution.

Have students turn in their essays and discuss their answers.

Multiple Choice Quiz is appropriate


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 3 - 4 (10 days on Nazi Simulation)

Related SOL





Mastery*(See Notes)

WHII.11c

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. A. U.S.S.R. during the Interwar Period—Joseph Stalin B. Germany during the Interwar Period—Adolf Hitler C. Italy during the Interwar Period—Benito Mussolini D. Japan during the Interwar Period—Hirohito and Hideki Tojo Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Creation of a matrix/chart that organizes and compares information from A-D.

Students can also be given a culminating multiple choice test to help prep for the SOL’s


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 3 - 4 (part of 10 days on Nazi Simulation)

Related SOL





Mastery*(See Notes)

WHII.12b

The student will demonstrate knowledge of the worldwide impact of World War II by b) examining the Holocaust and other examples of genocide in the twentieth century; A. Terms to know B. Elements leading to the Holocaust C. Examples of other genocides Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history.

1. ESSG page 126

-Provide readings and access to the

computer lab to use humanitarian and

genocide watch websites.

-Research and letter to the editor

L: Letter to the Editor


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 5 (2 days on World War II)

Related SOL





Mastery*(See Notes)

WHII.12a

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;

A. Economic and political causes of World War II B. Major events of the war (1939-1945) C. Major leaders of the war Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political

boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

1. Creation of Visual Metaphors for the causes of WWII.

2. Major Events of the War should be given to the students by a series of short lectures and examining primary documents. Students should create a timeline of the key events.

3. Students will examine a series of World War II pictures and be asked to describe those pictures in one word. The culminating pictures are of the Atomic Bomb dropped on Hiroshima and can stir a discussion of Truman’s decision.

Visual Metaphors

Timeline

Notebook responses to pictures.


Era VII: Era of Global Wars, 1914 to 1945 Quarter 2 Week 5 (1 day on Unification and Origins of Cold War)

Related SOL





Mastery*(See Notes)

WHII.12c

The student will demonstrate knowledge of the worldwide impact of World War II by 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).

A. Outcomes of World War II B. Efforts for reconstruction of Germany C. Efforts for reconstruction of Japan Use artifacts and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

This will probably be in lecture format because of lack of time. This should be covered in one day and explain the ideas of a divided Germany, The Warsaw Pact, NATO and the birth of the Cold War.

A good way to provide the information is to show the students the 20th Century with Peter Jennings. Some of the episodes can be shown completely. For others, it is best to use clips.

Be sure to provide students with viewing guides.

A short quiz on this topic could suffice


Era VIII: The Post War Period, 1945 to the Present Quarter 2 Week 5 – 6 - 7 (Either 4 days or 2 week Simulation)

Related SOL





Mastery*(See Notes)

WHII.13a, b

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 weaponry on patterns of conflict and cooperation since 1945;

A. Beginning of the Cold War (1945-1948) B. Characteristics of the Cold War (1948-1989) C. Collapse of Communism in the Soviet Union and Eastern Europe (1989-) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

NOTE: You should start the foundations of Cold War in 1917 not 1945, American troops are fighting against the Red’s in the Russian Civil War, begins idea of Capitalism vs. Communism

For the Cold War, complete the project in the ESSG pages 134-137. Have students begin their projects early in the term, that way there is plenty of time for presentations and review before the SOL test.

ESSG Projects


Era VIII: The Post War Period, 1945 to the Present Quarter 2 Week 5 – 6 - 7 (Part of either 4 days or 2 week Simulation)

Related SOL





Mastery*(See Notes)

WHII.13c

The student will demonstrate knowledge of major events and outcomes of the Cold War by 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.

A. Terms to know B. Conflicts and revolutionary movements in China C. Conflicts and revolutionary movements in Vietnam Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural


All Cold War information will likely be covered in one of two ways. If time permits, a Cold War simulation outlining basic beliefs for most of the world, or several days of intense lecture if time does not permit. It is also possible that this simulation could be completed after the SOL’s are over.

Both Chiang-kai-shek and Mao Zedong are characters within the large simulation that battle back and forth.

Mao and Chiang are both important players within the mini-simulation of a dispute over Kashmir, within this unit

Ho Chi Minh is also an important character within the Cold War simulation as he battles Charles DeGaulle and French Colonialism.

All students will be expected to give a speech from the perspective of their individual as well as answer questions about their person’s beliefs.

Students could also be subject a more standard type of evaluation at the conclusion of the unit using a formal test.


Related SOL





Mastery*(See Notes)

WHII.13d

The student will demonstrate knowledge of major events and outcomes of the Cold War by c) describing major contributions of selected world

leaders in the second half of the twentieth century, including Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping

A. Indira Ganhi B. Margaret Thatcher C. Mikhail Gorbachev D. Deng Xiaoping Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural


Create Flip Books Quiz



Related SOL





Mastery*(See Notes)

WHII.15a

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; A. Migrations of refugees and others B. Ethnic and religious conflicts C. Impact of new technologies Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

This is something that should be covered briefly within the context of the Cold War Simulation or a discussion of World Religions. This shouldn’t take more than 20-30 minutes tops.



Related SOL





Mastery*(See Notes)

WHII.14a

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; A. Regional setting for the Indian independence movement B. Evolution of the Indian independence movement C. Indian Democracy Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Analyze trends in human migration and cultural interaction. (WHII.1e)


Nehru (India) and Bhutto (Pakistan) are key players in the unaligned block within the simulation. Both have to address how they established their independence including Gandhi’s contributions.

Both roles are very important to the mini-simulation within the unit on Kashmir





Related SOL





Mastery*(See Notes)

WHII.14b

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

b) describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya A. The independence movement in Africa B. Examples of independence movements and subsequent development efforts Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)


Toure and Kenyatta are also important roles within the unaligned block. Both roles will be seeking independence from European Colonialism within the simulation.





Related SOL





Mastery*(See Notes)

WHII.14c

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by

c) describing the end of the mandate system and the creation of states in the Middle East. A. Mandates in the Middle East B. French Mandates in the Middle East C. British Mandates in the Middle East D. Golda Meir E. Gamal Abdul Nasser Identify geographic features important to the study of world history. (WHII.1c) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)


Both Golda Meir and Nasser are important players within the Cold War simulation. Students will begin to grasp how Israel was created and why the United States supports them.

Both are also large players when we do the Israeli simulation within the larger unit being completed.




Era VIII: The Post War Period, 1945 to the Present Quarter 2 Week 7 (1 day on Major World Religions)

Related SOL





Mastery*(See Notes)

WHII.15b

The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by b) locating the geographic distribution of religions in the contemporary world.

A. Geographical distribution of world’s major religions Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Examine Maps of the world religions and discuss the distribution of world religions

This shouldn’t take more than a short time while reviewing for the SOL’s

Religions are also covered in the Historical Map Assignment from the beginning of the semester.

Students will be quizzed on the world religions completing a map quiz with the corresponding religions and countries


Era VIII: The Post War Period, 1945 to the Present Quarter 2 Week 8 (1 day during review for SOLs)

Related SOL





Mastery*(See Notes)

WHII.16b

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary 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; A. Contrasts between developed and developing nations B. Factors affecting environment and society C. Environmental challenges D. Social challenges E. Relationship between economic and political freedom Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

This is something that should have already been covered in World Geography.

It may be briefly touched upon if you do the Cold War Simulation but really is very difficult to get to.

Review while reviewing for the SOLs

Include questions on semester pretest.


Era VIII: The Post War Period, 1945 to the Present Quarter 2 Week 7 (1 day part of review for SOLs)

Related SOL





Mastery*(See Notes)

WHII.16c

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements A. Economic interdependence Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Briefly Discuss the development and practicality of the European Union and NAFTA. Probably best done within the context of an SOL Review


Related SOL





Mastery*(See Notes)

WHII.16d

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

d) analyzing the increasing impact of terrorism A. Examples of international terrorism B. Governmental responses to terrorist activities Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b) Identify and compare contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d) Analyze trends in human migration and cultural interaction. (WHII.1e)

Current events analysis that focuses on attitude changes as a result of terrorism and/or the War on Terror. Perhaps a case study of the Cordoba Center (Ground Zero Mosque) and responses to it? We could also look at how governmental policy in the United States, the UK, Pakistan, and other countries have changed as a result of terrorism.

world history ii pacing guide - staunton city schools / scs …€¦ · · 2011-12-15pacing guide...

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