WHCSD Scope and Sequence World History 2016-2017

World History Scope and Sequence

COURSE OVERVIEW & TIMING This section is designed to help you see the flow of the units/topics across the entire school year.

Unit Unit Length

Unit 1: Historical Thinking and Skills 1st Quarter (Early)

Unit 2: Age of Enlightenment (1600-1800) 1st Quarter (Late)

Unit 3: Age of Revolutions (1750-1914) 2nd Quarter (Early)

Unit 4: Imperialism (1800-1914) 2nd Quarter (Late)

Unit 5: Achievements and Crises (1900-1945) 3rd Quarter (Early)

Unit 6: The Cold War (1945-1991) 3rd Quarter (Late)

Unit 7: Globalization (1991-Present) PART I 4th Quarter (Early)

Unit 8: Globalization (1991-Present) PART II 4th Quarter (Late)

OVERALL COURSE TIMING This section is designed to help you compare the number of available instructional days to the number of days accounted for in

the Scope and Sequence.

Course Length

Total number of instructional days in school year: 176

Total number of instructional days for all units included in Scope and Sequence: 160

WHCSD Scope and Sequence World History 2016-2017

FIRST QUARTER: Historical Thinking and Skills

Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

UNIT 1 LENGTH: Days/Weeks

20

Resources

UNIT 1 STANDARDS

CS 1. Historical events provide opportunities to examine alternative courses of action. Expectations for Learning: Analyze a historical decision and predict the possible

consequences of alternative courses of action. CS 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.

Expectations for Learning: Analyze the credibility of primary and secondary sources. CS 3. Historians develop theses and use evidence to support or refute positions.

Expectations for Learning: Develop a thesis and use evidence to support or refute a position. CS 4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations.

Expectations for Learning: Identify examples of multiple causation and long- and short-term causal relationships with respect to historical events. Analyze the relationship between historical events taking into consideration cause, effect, sequence and correlation.

College Board Website: History Skills: http://apcentral.collegeboard.com/apc/public/repository/WorldHistoryHistoricalThinkingSkills.pdf

http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

TeachingHistory.org

ODE Model Curriculum

www.cast.org

Spiraling ELA: RH.9-10.1, RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6

Essential Questions

What is history? Why do we study it?

How do we know what or whom to believe? What does it mean to be “credible?” Who decides?

Vocabulary thesis, refute, analysis, evidence, relevance, primary and secondary sources, credible, context, evaluate, inquiry, synthesis

WHCSD Scope and Sequence World History 2016-2017

FIRST QUARTER: Age of Enlightenment (1600-1800) The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A new focus on reasoning was used to understand social, political and economic institutions.

UNIT 2 LENGTH: Days/Weeks

20

Resources

UNIT 2 STANDARDS

CS 5. The Scientific Revolution impacted religious, political and cultural institutions by challenging how people viewed the world.

Expectations for Learning: Recognize that Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions. CS 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions.

Expectations for Learning: Analyze how Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism. CS 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism.

Expectations for Learning: Explain how Enlightenment ideas influenced the American Revolution, French Revolution and Latin American wars for independence.

George Mason University's Website: Liberty, Equality, Fraternity: Exploring the French Revolution.":

http://chnm.gmu.edu/revolution/

ABC-CLIO: Primary Source Readings related to Galileo:

http://worldhistory.abcclio.com/Topics/Worksheet/1185106?sid=1185103&cid=83;

http://worldhistory.abc-clio.com/Analyze/Display/1524107?cid=9&terms=mercantilism

ODE Model Curriculum

Chapter 6

Unit 1 Curriculum Map

www.cast.org

Spiraling ELA: RH.9-10.1, RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6

Essential Questions What causes revolutions?

What is a nation? Who belongs and who doesn’t? Who decides?

Vocabulary revolution, absolutism, monarchy, mercantilism, rationalism, natural law, social contract

WHCSD Scope and Sequence World History 2016-2017

SECOND QUARTER: Age of Revolutions (1750-1914) The Age of Revolutions was a period of two world-encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic and social consequences on a global scale.

UNIT 3 LENGTH: Days/Weeks

20

Resources

UNIT 3 STANDARDS

CS 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence.

Expectations for Learning: Explain how Enlightenment ideas influenced the American Revolution, French Revolution, and Latin American wars for independence. CS 9. Industrialization had social, political and economic effects on Western Europe and the world.

Expectations for Learning: Analyze the social, political and economic effects of industrialization on Western Europe and the world.

Lesson Plan: Rise of the Revolution: (Content Statement 8) http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c805325b1

Lesson Plan: Fundamental Economic Questions and the Industrial Revolution: (Content Statement 9) http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531cc3

Lesson Plan: Urbanization: (Content Statement 9)

http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531c99

ODE Model Curriculum

Chapters 7-10

Unit 2 Curriculum Map

www.cast.org

Spiraling ELA: RH.9-10.1, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6

Essential Questions What is a revolution?

Vocabulary

revolution, autonomy, democracy, domestic, arbitrary

WHCSD Scope and Sequence World History 2016-2017

SECOND QUARTER: Imperialism (1800-1914) The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This “new imperialism” focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa and Latin America.

UNIT 4 LENGTH:

Days/Weeks 20

Resources

UNIT 4 STANDARDS

CS 7. Imperial expansion had political, economic and social roots. Expectations for Learning: Describe the political, economic and social

roots of imperial expansion. CS 8. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.

Expectations for Learning: Describe how imperialism involved land acquisition, extraction of raw materials, the spread of Western values, and maintenance of political control. CS 9. The consequences of imperialism were viewed differently by the colonizers and the colonized.

Expectations for Learning: Describe how the consequences of imperialism were viewed differently by the colonizers and the colonized.

Lesson Protocol: Cafe Conversation: www.facinghistory.org

ODE Model Curriculum

Lesson Plan: Analyzing Sources on Imperialism: (Content Statements 2 and 12) http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c805313e5.

www.cast.org

Spiraling ELA: RI.9-10.3, RI.9-10.7, RI.9-10.8, SL.1, SL.2, SL.3, SL.4, SL.5, SL.6

Essential Questions What causes revolutions?

What is a nation? Who belongs and who doesn’t? Who decides?

Vocabulary colony/colonialism, exploitation, Westernization, sphere of influence, missionary, indigenous, empire, “White Man’s Burden”, civilize/civilization

WHCSD Scope and Sequence World History 2016-2017

THIRD QUARTER: Achievements and Crises (1900-1945) The first half of the 20th century was one of rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set the stage for World War II. While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended.

UNIT 5 LENGTH: Days/Weeks

20

Resources

UNIT 5 STANDARDS

CS 13. Advances in technology, communication and transportation improved lives, but also had negative consequences.

Expectations for Learning: Select examples of advancements in technology, communication and transportation and explain how some have improved lives and others have had negative consequences. CS 14. The causes of World War I included militarism, imperialism, nationalism and alliances.

Expectations for Learning: Explain how militarism, imperialism, nationalism and alliances were causes of World War I. CS 15. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which in turn led to World War II.

Expectations for Learning: Explain how the consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which, in turn, led to WWII. CS 16. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass killing of Jews and other groups, during World War II.

Expectations for Learning: Explain how and why oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups during World War II. CS 17.WorldWar II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

Expectations for Learning: Describe how World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and started the atomic age.

Lesson Plan: Global Turmoil Between theWorld Wars: (Content Statement 15) http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531882

Lesson Plan: The Consequences of World War I: (Content Statement 17) http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80530f74

ODE Model Curriculum

www.ushmm.org/education/foreducators/lesson/

Chapters 13-16

Unit 4 Curriculum Map

www.cast.org

Spiraling ELA: RL.9-10.1, RL.9-10.2, RL.9-10.3

Essential Questions What causes revolutions?

What is a nation? Who belongs and who doesn’t? Who decides?

Vocabulary nationalism, militarism, isolationism, treaty, armistice, appeasement, genocide, fascism, communism, Holocaust

WHCSD Scope and Sequence World History 2016-2017

THIRD QUARTER: The Cold War (1945-1991) Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War overlapped with the era of decolonization and national liberation.

UNIT 6 LENGTH: Days/Weeks

20

Resources

UNIT 6 STANDARDS

CS 18. The United States and the Soviet Union became superpowers and competed for global influence.

Expectations for Learning: Analyze how the United States and the Soviet Union became superpowers and competed for global influence. CS 19. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.

Expectations for Learning: Describe how treaties and agreements at the end of World War II changed national boundaries and created multinational organizations. CS 20. Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.

Expectations for Learning: Explain how religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East. CS 21. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.

Expectations for Learning: Explain how postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia. CS 22. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

Expectations for Learning: Explain examples of how political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

History of the United Nations: http://www.un.org/aboutun/unhistory/

International Monetary Fund: http://www.imf.org/external/about/history.htm

World Bank History: http://www.worldbank.org/

ODE Model Curriculum

Chapter 17

Unit 5 Curriculum Map

www.cast.org

Spiraling ELA: SL. 9-10.1, SL. 9-10.2, SL. 9-10.3, SL.4, SL. 9-10.5, SL. 9-10.6

Essential Questions Was the Cold War inevitable?

Vocabulary containment, ideology, command economy, market economy, socialism, competition, inflation, fiscal and monetary policy

WHCSD Scope and Sequence World History 2016-2017

FOURTH QUARTER: Globalization (1991-Present) PART I The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the global economy present new challenges.

UNIT 7 LENGTH: Days/Weeks

20

Resources

UNIT 7 STANDARDS

CS 23. The breakup of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world.

Expectations for Learning: Describe how the breakup of the Soviet Union ended the Cold War and analyze the challenges it created for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world. CS 24. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.

Expectations for Learning: Describe how regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing. CS 25. Political and cultural groups have struggled to achieve self-governance and self-determination.

Expectations for Learning: Select an example of a political or cultural group and explain how they struggled to achieve self-governance and self-determination. CS 26 Emerging economic powers and improvements in technology have created a more interdependent global economy.

Expectations for Learning: Analyze the factors that have created a more interdependent global economy since 1991. CS 27 Proliferation of nuclear weapons has created a challenge to world peace.

Expectations for Learning: Describe how proliferation of nuclear weapons since the end of the Cold War has created a challenge to world peace.

Lesson Plan: South Africa After Ten Years of Freedom: http://www.pbs.org/newshour/extra/teachers/lessonplans/world/safrica_4-13.html

ODE Model Curriculum

Chapters 18-20

Unit 6 Curriculum Map

www.cast.org

Spiraling ELA: SL.1, SL.2, SL.3, SL.4, SL.5, SL.6, W.9-10.1 (a-e)

Essential Questions

Is interdependence better than independence to ensure global peace?

Does ethnic diversity necessarily lead to conflict?

Why do some people engage in terrorism?

Vocabulary globalization, interdependence, free trade, protectionism, ethnic cleansing, terrorism, proliferation, regionalism, socioeconomic

WHCSD Scope and Sequence World History 2016-2017

FOURTH QUARTER: Globalization (1991-Present) PART II The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the global economy present new challenges.

UNIT 8 LENGTH: Days/Weeks

20

Resources

UNIT 8 STANDARDS

CS 28. The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges.

Expectations for Learning: Describe societal and governmental challenges resulting from the rapid increase of global population, increased life expectancy and mass migrations. CS 29. Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world’s resources.

Expectations for Learning: Describe the reasons for the new environmental consciousness and movement for sustainability.

Teaching and Learning for a Sustainable Future: http://www.unesco.org/education/tlsf/

Global Learning, Inc.: http://www.globallearningnj.org/

ODE Model Curriculum

Chapters 18-20

Unit 6 Curriculum Map

www.cast.org

Spiraling

Essential Questions Do we have a duty to preserve the environment for future generations?

Vocabulary