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Stockton Unified School District

2016 – 2017 Instructional Guide for World History

Traditional Schedule, Semester 1

SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested.

Instructional

Window and

Testing Dates

1st quarter

Content Standards with Tier Suggested Curricular

Resources If unavailable check Moodle.

Contact your Dept Chair for

Moodle codes.

Resources for Struggling Readers

and EL Students If unavailable, check Moodle.

Literacy Standards for Social Science: W.H.

2 Days

___________

Unit 1

The Democratic

Tradition

14 Days

Ch. 1; sect. 1-4

Ch. 2; sec 3

2 Days

Orientation, setting expectations,

and classroom organization.

Introduction to standards.

____________________________

________

10.1 – Students relate the moral

and ethical principals in ancient

Greek and Roman philosophy,

in Judaism, and in Christianity

to the development of Western

political thought.

10.1.1 – Tier 1: Analyze the

similarities and differences in

Judeo-Christian and Greco-Roman

views of law, reason and faith, and

duties of the individual.

10.1.2 – Tier 1: Trace the

development of the Western

political ideas of the rule of law

and illegitimacy of tyranny, using

selections from Plato’s Republic

and Aristotle’s Politics.

10.1.3 – Tier 1: Consider the

influence of the U.S. Constitution

on political systems in the

contemporary world.

Review and reteach: Unit 1

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 1; Pgs. 2-5, 7, 8, 14-16,

25, 34, 35

R/N Study Guide

Pgs. 6-13, 20, 21

Color Transp.

1-4, 7 & 8, 13-16

Adapted R/N

Pgs. 6-13

Audio CD

The Gov’t of Athens

Augustus Becomes Emperor

Cicero

God’s Promise

Jesus and the Law

Gospel According to Matthew

The Declaration of Independence

N/T Transp.

49, 50a, 50b, 51, 52, 56

Some teachers have found the

following resources useful as

supplemental to the district

curriculum:

www.americanhistory.pppst.com

www.mrdonn.org

www.archives.gov/education/

lessons

(RCD) Unit 4: Telling It Like it Is

Priority Standards R1.1, L2, W7, W8

(W.H.) RH 1 and 2: Cite specific textual evidence to

support analysis of primary and secondary sources,

attending to such features as the data and origin of the

information.. Determine the content ideas or information

of a primary or secondary source, provide an accurate

summary of how key events or ideas develop over the

course of the tesxt.

WHST 2 Write informative/explanatory texts, including

the narration of historical events (see a-f).

WHST 7 Conduct short as well as more sustained research

projects to answer a question(including a self-generated

question) or solve a problem, narrow or broaden the

inquiry when appropriate, synthesize multiple sources

on the subject, demonstrating understanding

understanding of the subject under investigation.

WHST 8 Gather relevant information from multiple

authoritative print and digital sources (primary and

secondary), using advances searches effectively:

assess the usefulness of each source in answering the

research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding

plagiarism and following a standard format for citation. CA

WHST 9 Draw evidence from informational texts to

Support analysis, reflection, and research.

For Essential Vocabulary, see attached Instructional Guide Vocabulary.

http://www.americanhistory.pppst.com/

http://www.mrdonn.org/

http://www.archives.gov/education/





Instructional

Window and

Testing Dates

1st quarter




Moodle codes.



Literacy Standard for Common CoreW.H.

Unit 2

Comparing

Revolutions

14 Days

Ch. 1; sect. 5

Ch. 3

Ch. 4; sect. 3

2 Days

10.2 – Students compare and

contrast the Glorious Revolution of

England, the American Revolution,

and the French Revolution and

their enduring effects worldwide on

the political expectations for self-

government and individual liberty.

10.2.1 – Tier 1: Compare the major

ideas of philosophers and their effect

on the democratic revolutions in

England, the United States, France,

and Latin America (e.g., John Locke,

Charles-Louis Montesquieu, Jean-

Jacques Rousseau, Simon Bolivar,

Thomas Jefferson, James Madison).

10.2.2 – Tier 1: List the principles of

the Magna Carta, the English Bill of

Rights (1689), the American

Declaration of Independence (1776),

the French Declaration of the Rights

of Man and the Citizen (1789), and

the U.S. Bill of Rights (1791).

10.2.3 – Tier 2: Understand the

unique character of the American

Revolution, its spread to other parts

of the world, and its continuing

significance to other nations.

10.2.4 – Tier 1: Explain how the

ideology of the French Revolution led

France to develop from constitutional

monarchy to democratic despotism to

the Napoleonic empire.

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 1; Pgs. 6, 42-47, 53-55,

64, 73

R/N Guide

Pgs. 16-19, 22-30, 35, 36

Color Transp.

17-22, 27, 28

Adapted R/N

Pgs. 14, 15, 22-30

35, 36

Audio CD

The King’s Court

Parisian Women…

Engine of Terror

Enter Napoleon Bonaparte

A Revolution is Born

N/T Transp.

53, 57-60, 63

(RCD)Unit 2: Telling a Good Story

Priority Standard L.2, L3a,W3 . W4

(W.H.) RH 2 (see above) Analyze in detail a series of

events described in a text; determine whether

earlier events caused later ones or simply preceded

them.

No corresponding standard for W3.

WHST Produce clear and coherent writing in which the

development, organization and style are

appropriate to task, purpose and audience.





10.2.5 – Tier 2: Discuss how

nationalism spread across Europe

with Napoleon but was repressed for

a generation under the Congress of

Vienna and Concert of Europe until

the Revolutions of 1848.







Instructional

Window and

Testing Dates




Moodle codes.

Resources for Struggling

Readers and EL Students If unavailable, check Moodle.


Unit 3

The Industrial

Revolution

Ch. 5

15 Days

1 Day

1 Day

10.3 – Students analyze the

effects of the Industrial

Revolution in England, France,

Germany, Japan, and the

United States.

10.3.1 – Tier 1: Analyze why

England was the first country to

industrialize.

10.3.2 – Tier 2: Examine how

scientific and technological

changes and new forms of energy

brought about massive social,

economic, and cultural change

(e.g., the inventions and

discoveries of James Watt, Eli

Whitney, Henry Bessemer, Louis

Pasteur, Thomas Edison).

10.3.3 – Tier 2: Describe the

growth of population, rural to

urban migration, and growth of

cities associated with the

industrial economy.

10.3.4 – Tier 2: Trace the

evolution of work and labor,

including the demise of the slave

trade and the effects of

immigration, mining and

manufacturing, division of labor,

and the union movement.

10.3.5 – Tier 2: Understand the

connections among natural

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 2; Pgs. 2- 7, 13, 14

R/N Guide

Pgs. 37-45

Color Transp.

29-34

Adapted R/N

37-45

Audio CD

From Hand Power to Steam…

Riding the Railway

Stench and Sickness

The Struggle of the Working…

N/T Transp.

64-67

(RCD) Unit 6:Creating an argument; Arguing Like a Pro

Priority Standards:RL 1a, 2a, W1

(W.H.) WHST 1 and 2 Write arguments focused on

discipline specific content (see a-e) and write informative

texts, including narration of historical event (see a-f).

WHST 9 Draw evidence from informational texts to

Support analysis, reflection, and research.





resources, entrepreneurship, labor,

and capital in an industrial

economy.

10.3.6 – Tier 1: Analyze the

emergence of capitalism as a

dominant economic pattern and

the responses to it, including

Utopianism, Social Democracy,

Socialism, and Communism.


standards

Quarter Assessment: review

and reteach standards as needed

Access Illuminate for District

assessment, answer key, and

results.

1st Quarter

Assessment

Quarter 1 Assessment Standards

1.1 – 1.3, 2.1 – 2.5, 3.1






Instructional

Window and

Testing Dates


Resources If unavailable check

Moodle. Contact your Dept

Chair for Moodle codes.




Unit 3

(continued from 1st

Quarter)

The Industrial

Revolution

Ch. 6

14 Days

1 Day

10.3 – Students analyze the effects of the

Industrial Revolution in England, France,

Germany, Japan, and the United States.

10.3.1 – Tier 1: Analyze why England was

the first country to industrialize.

10.3.2 – Tier 2: Examine how scientific and

technological changes and new forms of

energy brought about massive social,

economic, and cultural change (e.g., the

inventions and discoveries of James Watt, Eli

Whitney, Henry Bessemer, Louis Pasteur,

Thomas Edison).

10.3.3 – Tier 2: Describe the growth of

population, rural to urban migration, and

growth of cities associated with the industrial

economy.

10.3.6 – Tier 1: Analyze the emergence of

capitalism as a dominant economic pattern

and the responses to it, including Utopianism,

Social Democracy, Socialism, and

Communism.

10.3.7 – Tier 2: Describe the emergence of

Romanticism in art and literature (e.g., the

poetry of William Blake and William

Wordsworth), social criticism (e.g., the novels

of Charles Dickens), and the move away from

Classicism in Europe.

Review and reteach: Unit 3 standards

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 2; Pgs. 21-26, 32,

33

R/N Guide

Pgs. 46-53

Color Transp.

35-40

Adapted R/N

Pgs. 46-53

Audio CD

The Steelmaking Process

London Fog

Votes for Women

Sunset, Ludwig van Beethoven

N/T Transp.

68-71






Instructional

Window and

Testing Dates

Content Standards with

Tier

Suggested Curricular






Literacy Standards for Common Core-W.H.

Unit 4

Imperialism

Ch. 9 and 10

7 Days

REVIEW

1 DAY

10.4 – Students analyze

patterns of global change

in the era of New

Imperialism in at least two

of the following regions or

countries: Africa,

Southeast Asia, China,

India.

10.4.1 – Tier 1: Describe

the rise of industrial

economies and their link to

imperialism and colonialism

(e.g., the role played by

national security and

strategic advantage; moral

issues raised by the search

for national hegemony,

Social Darwinism, and the

missionary impulse; material

issues such as land,

resources, and the

technology).

10.4.2 – Tier 2: Discuss the

locations of the colonial rule

of such nations as England,

France, Germany, Italy,

Japan, the Netherlands,

Russia, Spain, Portugal, and

the United States.

10.4.3 – Tier 1: Explain

imperialism from the

perspective of the colonizers

and the colonized and the

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 2; Pgs. 82, 84-88,

94-96, 103-108, 114-116

R/N Guide

Pgs. 72-89

Color Transp.

9, 53-65

Adapted R/N

Pgs. 72-89, 101-110

Audio CD

The White Man’s Burden

Resisting Imperialism

The Egyptian Campaign

Critical of British Rule

Trading Opium for Tea

Changes for Japan

A Patriot’s Dilemns

O Canada!

La Reforma

N/T Transp.

81-89

(RCD) Unit 3: Finding the Facts

Priority Standards: RI8, L4c, W1a,

SL2 Integrate multiple sources of information presented in

diverse media formats (e.g. visually, quantitatively, orally)

evaluating the credibility and accuracy of each source.

This corresponds to the use of supplemental written and visual

materials.

(W.H.) RH 8 Assess the extent to which the reasoning and

evidence in a text support the author’s claims. RH4 Determine the

meaning of words and phrases as they are used in a text,

including vocabulary describing political, social, or economic aspects

of history/social science.

WHST 1 Write arguments focused on discipline specific content

(see a).





varied immediate and long-

term responses by the people

under colonial rule.

10.4.4 – Tier 2: Describe

the independence struggles

of the colonized regions of

the world, including the role

of leaders, such as Sun Yat-

sen in China, and the role of

ideology and religion.

10.5.5 – Tier 1: Discuss

human rights violations and

genocide, including the

Ottoman government’s

actions against Armenian

Citizens.






Instructional

Window and

Testing Dates







Literacy Standards for Common

Core-W.H.

Unit 5 (moved to

Pacing Guide Part

II)

World War I,

Part 1

Ch. 11; sect. 1, 2,

and 5

9 Days

1 Day

10.5 – Students analyze the causes and

course of the First World War.

10.5.1 – Tier 1: Analyze the arguments

for entering into war presented by

leaders from all sides of the Great War

and the role of political and economic

rivalries, ethnic and ideological

conflicts, domestic discontent and

disorder, and propaganda and

nationalism in mobilizing civilian

population in support of “total war”.

10.5.2 – Tier 1: Examine the principal

theaters of battle, major turning points,

and the importance of geographic factors

in military decisions and outcomes (e.g.,

topography, waterways, distance,

climate).

10.5.4 – Tier 1: Understand the nature

of the war and its human costs (military

and civilian) on all sides of the conflict,

including how colonial peoples

contributed to the war effort.

10.5.5 – Tier 1: Discuss human rights

violations and genocide, including the

Ottoman government’s actions against

Armenian citizens.

10.7 – Students analyze the rise of

totalitarian governments after the

First World War.

10.7.1 – Tier 2: Understand the causes

Skills Handbook

Pgs. 1-4

All-in-One TR

Unit 3; Pgs. 2, 3, 7, 8,

14-16

R/N Guide

Pgs. 90-93, 99, 100

Color Transp.

67-69, 71

Adapted R/N

Pgs. 90-93, 99, 100

Audio CD The Spark

A Soldier on the Western…

Voices From the Front

N/T Transp.

90, 91a, 91b, 94

(RCD )Unit 1: Analyze People and Plot

Priority Standards: RL 2,3

L5,5a,5b

(W.H.) RH 2 Determine the central ideas

or information of a primary or secondary

source: provide an accurate summary

of how key events or ideas develop over

the course of the text. RH 3 Analyze in

detail a series of events described in a

text; determine whether earlier events

caused later ones or simply preceded

them.

WHST 5 Develop and strengthen writing

as needed by planning, revising, editing,

rewriting or trying a new approach,

focusing on addressing what is most

significant for a specific purpose and

audience.





and consequences of the Russian

Revolution, including Lenin’s use of

totalitarian means to seize and maintain

control (e.g., the Gulag).

10.7.2 – Tier 2: Trace Stalin’s rise to

power in the Soviet Union and the

connection between economic policies,

political policies, the absence of a free

press, and systematic violations of

human rights (e.g., the Terror Famine in

Ukraine).

Review and reteach: Units 4 & 5

standards






Instructional

Window and

Testing Dates

Content Standards with Tier Suggested Curricular Resources If unavailable check Moodle. Contact

your Dept Chair for Moodle codes.



Unit 6

(duplicated in

Pacing Guide Part

II).

World War I,

Part 2

Ch. 11; sect. 3

7 Days

3 Days

10.5 – Students analyze the causes and course of the

First World War.

10.5.1 – Tier 1: Analyze the arguments for entering into

war presented by leaders from all sides of the Great War

and the role of political and economic rivalries, ethnic

and ideological conflicts, domestic discontent and

disorder, and propaganda and nationalism in mobilizing

the civilian population in support of “total war.”

10.5.2 – Tier 1: Examine the principal theaters of battle,

major turning points, and the importance of geographic

factors in military decisions and outcomes (e.g.,

topography, waterways, distance, climate).

10.5.3 – Tier 1: Explain how the Russian Revolution and

the entry of the US affected the course and outcome of

the war.

10.6.1 – Tier 1: Analyze the aims and negotiating roles

of world leaders, the terms and influence of the Treaty of

Versailles and Woodrow Wilson’s Fourteen Points, and

the causes and effects of United State’s rejection of the

League of Nations on world politics.

Semester Assessment: review and reteach standards

as needed

Access Illuminate for District assessment, answer key,

and results.

Skills Handbook

No resources

All-in-One TR

Unit 3; Pg. 4

R/N Guide

Pgs. 94-96

Color Transp.

66, 70

Adapted R/N

Pgs. 94-96

Audio CD

An American War Song

N/T Transp.

92

1st Semester

Assessment

Semester 1 Assessment Standards

1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, & 6.1






Quarter 1

Ch. 1-Sect.s 1-5

Content Vocabulary People and Places Key Concepts

-City-State -Sparta -Civil liberty

-Monarchy -Athens -Equality

-Magna Carta -Pericles -Ethics

-Tribune -Socrates -Natural Rights/Law

-Legislature -Plato -Revolution

-Jury -Aristotle -Judeo-Christian Tradition

-Consul -Carthage -Tolerance

-Dictator -Julius Caesar -Tyranny

-Veto -Augustus Caesar -Feudalism

-Republic -Jerusalem -Absolute Monarchy

-Covenant -Abraham -Limited Monarchy

-Sabbath -Moses -Common Law

-Prophet -Jesus -Democracy

-Ethics -Paul -Monotheism

-Diaspora -William the Conqueror

-Messiah -Henry II

-Apostle -Oliver Cromwell

-Clergy -Justinian

-Habeas Corpus

World History, First Semester

Instructional Guide Vocabulary





Ch. 2-Sect.s 1- 3 Content Vocabulary People and Places Key Concepts

-Social Contract -Thomas Hobbes -Enlightenment

-philosophe -John Locke -Market Economy

-Laissez Faire -Baron De Montesquieu -Popular Sovereignty

-Censorship -Voltaire -Natural Law

-Salons -Diderot

-Baroque -Rosseau

-Rococo -Adam Smith

-Enlightened Despot -Fredrick the Great

-Stamp Act -Catherine the Great

-Treaty of Paris -Joseph II

-Federal Republic -George III

-Natural Right -George Washington

-Thomas Jefferson

-Yorktown, Virginia

-James Madison

-Benjamin Franklin

Ch. 3-Sect.s 1-4


-Ancient Regime -Concert of Europe -Louis XVI -Nationalism

-Estate -Congress of Vienn -Jacques Necker -Legitimacy

-Bourgeoisie -Abdicate -Marquis de Lafayette -Republic

-Deficit Spending -Scorched-Earth Policy -Olympe de Gourges -Deficit Spending

-Estates-General -Guerilla Warfare -Marie Antoinette

-Cahier -Continental System -Robespierre

-Tennis Court Oath -Annex -Napoleon

-Storming of the Bastille -Napoleonic Code -Marseilles

-Faction -Plebiscite -Jacobins

-émigré -Guillotine

-Sans-culotte -Reign of Terror

-Suppressed -Suffrage

-Oppressed





Ch. 4-Sect.s 1-3


-Universal Manhood - Louis Phillipe -Ideology

-Radicals -Napoleon III -Recession

-Peninsalare -Louis Kossuth -Autonomy

-Creole -Simón Bolívar -Suggerage

-Mestizo -Toussaint L’ Overture

-Mulatto -Father Miguel Hidalgo

-Father Jose Morelos

-Jose de San Martín

-Dom Pedro

Ch. 5-Sect.s 1-4


-Anesthetic -James Watt -Captialism

-Smelt -Eli Whitney -Urbanization

-Capital -Liverpool -Utilitarianism

-Enterprise -Manchester -Socialism

-Entrepreneur -Thomas Malthus -Communism

-Labor Union -Jeremy Bentham -Social Democracy

-Means of Production -Robert Owen

-Proletariat -Karl Marx

- Enclosure Movement

-Putting out system

-Turnpike

-Tenement





Quarter 2

Ch. 6-Sect.s 1-4


-Dynamo -Henry Bessemer -Alfred Nobel -Pollution

-Interchangeable Parts - Vincent van Gogh -Claude Monet -Romanticism

-Assembly Line -Michael Faraday -Louis Daguerre -Social Darwinism

-Stock -Charles Dickens -Robert Koch -Social Reform

-Corporation -Oroville, Wilbur Wright -Thomas Edison -Racism

-Cartel -Guglielmo Marconi -Victor Hugo -Women’s Suffrage

-Germ Theory -Louis Pasteur -Lord Byron -Romanticism

-Mutual Aid Society -William Wadsworth -William Blake -Impressionism

-Temperance Movement -Florence Nightingale -John Dalton -Realism

-Standard of living -Ludwig van Beethoven -Sojourner Truth -Social Gospel

-Urban renewal -Elizabeth Cady Stanton -Joseph Lister

-Cult of Domesticity - Gustave Courbet

Ch. 9-Sect.s 1-4


-Protectorate -Indemnity -Usman dan Fodio -Muhammad Ali -Imperialism

-Sphere of Influence -Extraterritoriality -Shaka -Mahdi -Paternalistic

-Boer War -Boxer Uprising -David Livingstone -Genocide

-Elite -Open Door Policy -Henry Stanley -Social Structure

-Pasha -Sino-Japanese War -King Leopold II -Traditional Society

-Sultan -Taiping Rebellion -Samori Touré -Balance of Trade

-Concession -Trade Surplus -Yaa Asantewaa -Colonialism

-Sati -Trade Deficit -Nehanda -Cultural Diffusion

-Sepoy -Balance of Trade -Menelik II -Ethnocentrism

-Viceroy -Muhammad Ahmad -Non-violence

-Deforestation -Ram Mohun Roy -Resource Distribution

-Purdah -Guang Xu

-Opium War -Sun Yixian





Ch. 10-Sect.s 1-4


-Meiji Restoration -Panama Canal -Matthew Perry -Modernization

-Diet -Monroe Doctrine -Tokyo -Regionalism

-Zaibatsu -Peonage -French Indochina

-Homogenous Society -La Reforma -Mongkut

-Russo-Japanese War -Caudillo -Liliuokalani

-Spanish-American War -Penal Colony -Benito Juarez

-Confederation -Indigenous -Maori

-Dominion -Métis

Ch. 11-Sect.s 1-4


-Entente -Commissar -Alsace and Lorraine -Militarism

-Ultimatum -Proletariat -Dardanelles -Alliances

-Mobilize -Mandate -T.E. Lawrence -Disarmament

-Neutrality -Radicals -Cheka -Internationalism

-Stalemate -Reparations -Soviet Union -Isolationism

-Zeppelin -Pandemic -Woodrow Wilson -Mass Communications

-U-boat -Otto von Bismarck -Self-Determination

-Convoy -Gavrilo Princip -Collective Security

-Total War -Kaiser William II -Total War

-Conscription -Tsar Nicholas II -Propaganda

-Contraband -Vladimir Lenin -14 Points

-Lusitania -Joseph Stalin

-Propaganda

-Atrocity

-Fourteen Points

-Armistice

-Unrestricted Submarine Warfare

Chapter 12 is missing

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