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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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)
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
World History II Pacing Guide 2013-2014 Lynchburg City Schools
First Nine Weeks
3a
3b
3c
WHII
.4
STANDARD WHII.3
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, 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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
First Nine Weeks
4a &
4b
4c
4d
STANDARD WHII.4
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 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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
The student will demonstrate knowledge of the
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
Review and UNIT TEST
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
Complete the map work in ESS p. 42 “Session 2:
Trade and the Mughal Empire” along with
teacher-led discussion using PPT 5b.
Complete the map work in ESS p. 43 “Session 3:
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
First Nine Weeks
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Second Nine Weeks
SOL SOL/Skills/Concepts Suggested Activities & Resources
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.
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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)
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Second Nine Weeks
7a
7 b &
7c
STANDARD WHII.7
The student will demonstrate knowledge of the
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Second Nine Weeks
8a
8b
8c &
8d
STANDARD WHII.8
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;
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 and UNIT TEST
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.)
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Second Nine Weeks
9a
STANDARD WHII.9
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;
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Third Nine Weeks
SOL SOL/Skills/Concepts Suggested Activities & Resources
Time Frame
Assessment
WHII
.9 d,e
9d &
9e
Imperialism (last part of Industrial Revolution)
STANDARD WHII.9
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.
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Third Nine Weeks
WHII
.10
10a
World War I & Russian Revolution
STANDARD WHII.10
The student will demonstrate knowledge of the
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.
Link to vocabulary and important people for SOL 10:
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
Review and UNIT TEST
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Third Nine Weeks
11a
11b
11c
STANDARD WHII.11
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.
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.
Link to vocabulary and important people for SOL 11:
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
Review and UNIT TEST
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Third Nine Weeks
12.a
STANDARD WHII.12
The student will demonstrate knowledge of the
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Third Nine Weeks
WHII
.13
Major Events of the Second Half of the
Twentieth Century
(mostly the Cold War)
Review and UNIT TEST
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.
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.
“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.
Link to vocabulary and people for SOL 13: Terms
2 days
2 ½ weeks
Unit test
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Fourth Nine Weeks
SOL SOL/Skills/Concepts Suggested Activities & Resources
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.
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.
“The Partition of India.” Social Sciences at UCLA.
http://www.sscnet.ucla.edu/southasia/History/Inde
pendent/partition.html. This site provides
1+ week
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Fourth Nine Weeks
STANDARD WHII.14
The student will demonstrate knowledge of
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.
Link to vocabulary and people for SOL 14: Terms
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
Review and UNIT TEST
1 day
1 day
1 day
1 day
2 days
Student
maps
Unit test
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Fourth Nine Weeks
16a
16b
STANDARD WHII.16
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;
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.
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.
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.
Link to vocabulary and people for SOL 16: Terms
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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
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.
Review and UNIT 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
World History II Pacing Guide 2013-2014 Lynchburg City Schools
Fourth Nine Weeks
anything else that might help!!!