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High School 2012-2013 World History Curriculum Map

2012-2013 World History Curriculum Guide | of 23

Understanding Curriculum Maps

Curriculum maps are documents that thematically align assessments, curriculum and instruction. A key point to keep in mind is that each of the

courses is survey-type courses; teachers cannot possibly teach everything there is to know about geography and history. Teachers are bound to the

Sunshine State Standards and have a responsibility to teach the necessary timeline. The maps are designed to help teachers determine areas of

coverage and to avoid trying to teach the entire textbook. Instead, the maps are designed around the Organizing Principles, and teachers are

encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of these resources.

The Organizing Principle is the purpose of each unit of study. The Organizing Principle is like a thesis statement in an essay. A thesis statement

provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an Organizing Principle provides direction

for a unit of study in a classroom. It lets the student know what the teacher is trying to prove. All concepts, essential questions, skills, and

vocabulary taught in a unit should come back to the Organizing Principle. By the end of the unit of instruction, a student should be able to look at

the Organizing Principle and prove it (or in some instances, disprove it).

The Essential Questions are used in the maps to outline items essential to the coverage of each unit; these questions highlight material students

should absolutely know. The same holds true for the Concepts and Terms (terms typically involve mostly surface level knowledge).

At the bottom of each unit are examples of Teaching Resources. These are only examples of some of the items teachers can use to teach the unit.

The Pacing section has been intentionally left blank and should be used to outline a class’s individual timeline based on the guide provided.

The Assessment section has been created for teachers to use in developing their curriculum. Teachers are encouraged to utilize a variety of

assessment strategies and not simply rely on the test generator. There are currently no standardized unit assessments for Pinellas County Schools

(PCS) Social Studies courses. The PCS Social Studies Department does, however, use a course wide pre/post test. These tests are given at every

level in every school at both the beginning and end of the course to assess student achievement. When creating a student’s unit assessment, the

teacher should be sure that the assessment aligns with the pre/post test for the course.



Organizing Principles

1. World Religions: Religion is a driving force of civilization that has united and often times divided groups. Understanding a person’s religion is the first step in understanding him/her. It is imperative that we take the time to listen, learn, and appreciate the different religions throughout the world.

2. The Americas: Complex civilizations in Mesoamerica and South America developed separately from the outside world, starting in 6th century CE. These civilizations have a lasting legacy of culture and ideas.

3. West Africa, Islamic Empires, and Byzantium: Prior to the expansion of Islam, Africa and Asia Minor were home to substantial empires. Invasion and trade infused Islamic culture into these empires.

4. Medieval Europe and Japan: Both Europe and Japan developed feudal systems at different times due to chaotic political conditions. In Europe, the Church also plays a key role.

5. The Renaissance and Reformation: The Renaissance was a kaleidoscope of arts and education. It paved the way for improvements in astronomy, medicine, mathematics, and exploration. New patterns of thought also led to substantial changes in religion.

6. Age of Exploration: European exploration and colonization had a tremendous impact on the population and geography of the Americas, Africa, and Asia.

7. Scientific Revolution and the Enlightenment: Emerging ideas changed the understanding of the world, and influenced scientific, political, and social institutions.

8. Revolutions: Building on the ideals of the Enlightenment many nations throw off old ways of governing and strive for democracy. 9. Industrialization and Imperialism: The Industrial Revolution brought improvement and deterioration to the lives of the global population.

The Industrial Revolution induced the development of Imperialism, which led to a shift in world power. 10. World at War: The lasting devastation of the first World War compounded with the Great Depression lead to tensions throughout Europe

that ultimately resulted in World War II. The World Wars brought about great political, economic, and social changes for all countries involved, resulting in the emergence of the Cold War.

11. Cold War and de-Colonization: The Cold War defined world politics for four decades. It spearheaded the growth of two world powers as well as generating numerous conflicts defending ideology. This same time period saw a variety of colonies gain their independence.

12. Nationalism, Fundamentalism, and Genocide: Nationalism and religious fundamentalism combine to cause conflicts from the mid-20th to the early 21st centuries.

13. Contemporary Breakthroughs and Changes: Advances in science and technology made the world more interdependent and affected peoples’ daily lives.



Related Benchmarks

In addition to the standards listed in the curriculum map below, lesson plans should also incorporate the following required benchmarks:

LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly;

LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text;

LA.910.1.6.3 The student will use context clues to determine meanings of unfamiliar words;

LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold

or italicized text, headings, charts and graphs, illustrations, subheadings);

LA.910.2.2.2 The student will use information from the text to answer questions or to state the main idea or provide relevant details;

LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key

points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);

LA.910.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and

plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

LA.910.6.3.1 The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media;

MA.912.A.2.1 Create a graph to represent a real-world situation.

MA.912.A.2.2 Interpret a graph representing a real-world situation.

SS.912.G.1.1 Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world

regions.

SS.912.G.1.2 Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to

describe any given place.

SS.912.G.1.3 Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

SS.912.G.2.1 Identify the physical characteristics and the human characteristics that define and differentiate regions.

SS.912.G.2.2 Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

SS.912.G.2.3 Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic,

physical, or political ramifications.

SS.912.G.4.1 Interpret population growth and other demographic data for any given place.

SS.912.G.4.2 Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

SS.912.G.4.3 Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

SS.912.G.4.7 Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

SS.912.G.4.9 Use political maps to describe the change in boundaries and governments within continents over time.



SS.912.H.1.3 Relate works in the arts to various cultures.

SS.912.H.3.1 Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events.

SS.912.W.1.2 Compare time measurement systems used by different cultures. 46

SS.912.W.1.3 Interpret and evaluate primary and secondary sources.

SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.

SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

SS.912.W.1.6 Evaluate the role of history in shaping identity and character.



Unit 1: World Religions

Organizing Principle: Religion is a driving force of civilization that has united and often times divided groups. Understanding a person’s religion is the first step in understanding him/her. It is imperative that we take the time to listen, learn, and appreciate the different religions throughout the world.

Suggested Pacing: August Estimated Number of Days: Traditional: 5 Block: 2.5

Concept Pages in Textbook

Review Terms Essential Questions People, Places, Events, Terms

Suggested Teaching Activities

World Religions

Pages 700-715

-Monotheism -Polytheism -Animism

1. What basic principles do all religions have in common? SS.912.W.3.1; SS.912.W.3.2

2. What role does religion play in people’s everyday lives? SS.912.W.1.6

3. What are the significant beliefs and practices associated with Islam? SS.912.W.3.1; SS.912.W.3.6

Judaism; Christianity; Islam; Hinduism; Buddhism Ethical codes; Social systems Muhammad; Qur’an; 5 Pillars; Mosque; Islamic Law

Create Mandalas

Compare/Contrast Foldable

Glossary of key words

History Alive activity on Islamic Daily life

Exercises from Textbook Teacher Edition pp. 700-715

Illustrate and explain symbols



Unit 2: The Americas

Organizing Principle: Complex civilizations in Mesoamerica and South America developed separately from the outside world, starting in 6th century CE. These civilizations have a lasting legacy of culture and ideas.

Suggested Pacing: Early September Estimated Number of Days: Traditional: 5 Block: 2.5


Review Terms

Essential Questions People, Places, Events, Terms


Meso and South America

Pages FL62-70

-Olmec -Chavin -Zapotec

1. Where were the major civilizations of Mesoamerica and Andean South America located? SS.912.W.3.15; SS.912.W.3.16

2. What were the economic, social, cultural, and political characteristics of the major civilizations of Meso- and South America? SS.912.W.3.17; SS.912.W.3.18; SS.912.W.3.19

Maya, Aztec, Inca class structure, religious beliefs and practices like human sacrifice; slavery, terraces, chinampas, pyramids, Machu Picchu, astronomy, literature (codex), mathematics, trade networks

DBQ Mini-Q: “The Maya: What Was Their

Most Remarkable Achievement?”

DBQ Mini-Q: “The Aztecs: Should

Historians Emphasize Agriculture or

Human Sacrifice?”

DBQ (full-size): “The Aztecs: What Should

History Say?”

Read aloud The Sad Night by Sally Schofer Mathews

Read the “Interview with a Potato”

(http://www.farmradio.org/english/radio-

scripts/60-6script_en.asp) and have

students write their own interviews with

Incan, Aztec, or Mayan objects.

Write a travel brochure for someone

visiting a Mayan, Incan, or Aztec culture.

Map your imaginary travels.

Interview Mayan teen (see K-12 Moodle)

Create a foldable about the Americas and

the different characteristics of those

cultures.

http://www.farmradio.org/english/radio-scripts/60-6script_en.asp

http://www.farmradio.org/english/radio-scripts/60-6script_en.asp



Unit 3: West Africa, Islamic Empires, Byzantium

Organizing Principle: Prior to the expansion of Islam, Africa and Asia Minor were home to substantial empires. Invasion and trade infused Islamic culture into these empires.

Suggested Pacing: Mid- to Late September Estimated Number of Days: Traditional: 15 Block: 7.5

Concept Pages in

Textbook

Review Terms



Sub-Saharan Africa Kingdoms and Empires

Pages FL54-60

-Islam -Animism -push/pull factors

1. What are the significant economic, political, and social characteristics of Ghana, Mali, and Songhai? SS.912.W.3.9; SS.912.W.3.10; SS.912.W.3.11; SS.912.W.3.12

2. What internal and external factors led to the fall of the empires of Ghana, Mali, and Songhai? SS.912.W.3.14

salt and gold trade, matrilineal, stateless societies, griots, ancestral worship, Epic of Sundiata, Mansa Musa, Ibn Battuta, slavery, Sunni Ali, Askia Mohammad, Sankore University, disruption of trade, Islamic invasions

DBQ Mini-Q: “Mansa Musa’s Hajj A Personal Journey”

G-SPRITE analysis of Gold-Salt Empires

Foldable of comparing the three African Kingdoms

Art Analysis on Mali, Ghana, Songhai art

Mirrors, Sandals and a Medicine Bag

Literature reading (Holt: Experiencing

World History and Geography p. 59).

Students then write their own Dilemma

Tales.

Use map on p. FL55 to compare the

geography of the three kingdoms

Read primary sources from Ibn Battuta and

have students map and illustrate his travels

in Africa



Rise and expansion of Islam

Pages FL25-30

-Abraham -monotheism -Arabia before Mohammad

1. What were the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, the Iberian Peninsula, and India? SS.912.W.3.3; SS.912.W.3.4; SS.912.W.3.7

2. What were key economic, political, and social developments and achievements in Islamic history? SS.912.W.3.5; SS.912.W.3.6

3. Analyze the causes, figures, key events, and effects of the European response to Islamic expansion. SS.912.W.3.7; SS.912.W.3.8

Umayyads, Abbasids, Sufis, relationship with Hindus Algebra, Alhambra, The Thousand and One Nights, caliphate, Sunni, Shi'a, role of trade, People of the Book Crusades, Pope Urban II, Saladin, King Richard, Reconquista, Inquisition

DBQ Mini-Q: “Why Did Islam Spread So

Quickly?

Read and analyze excerpt from A Thousand

and One Nights

“Will the Real El Cid Please Stand Up?”

http://www.islamicspain.tv/For-

Teachers/12_Will%20the%20Real%20El%20

Cid%20Please%20Stand%20Up.pdf

Foldable comparing Islamic Empires and

Byzantine Empire.

Arabic Stereotypes using Disney’s Aladdin

(see lesson on K-12 SS Moodle)

Worldhistoryforusall.sdsu.edu Lesson 5.2

“Afroeurasia and the Rise of Islam”

Byzantine Empire

Pages FL38-39

-Fall of the Roman Empire -Christianity -Barbarians

1. What were the most important key figures and contributions of the Byzantine Empire? SS.912.W.2.4; SS.912.W.2.5

Anna Comnena, Justinian's Code, icons, Hagia Sophia, Cyril, Methodius, Constantinople

1. DBQ Mini-Q: “What is the Primary Reason

to Study the Byzantines?”

2. Analyze Byzantine Icons and have students

draw their own icons. Have them write

museum-style explanations about the

features of their icons.

3. Compare excerpts from Anna of Byzantium

by Tracy Barrett and The Emperor’s

http://www.islamicspain.tv/For-Teachers/12_Will%20the%20Real%20El%20Cid%20Please%20Stand%20Up.pdf





2. What were the causes of the fall of the Byzantine Empire? SS.912.W.2.6; SS.912.W.2.7; SS.912.W.2.8

Iconoclast controversy, Justinian's Plague, barbarian attacks, Ottoman Empire,

Winding Sheet by Jill Paton Walsh

4. Examine various maps of the changing

borders of Byzantium (see Byzantine maps

on K-12 Moodle). Have students write

persuasive arguments about the most

important reasons for the changing

borders.

5. Compare Byzantine icons, statues, and architecture

6. Read an excerpt of Justinian’s Code (Holt

Unit 1 In-Depth Resources p. 15) and

compare to excerpt the Twelve Tables



Unit 4: Medieval Europe and Japan

Organizing Principle: Both Europe and Japan developed feudal systems at different times due to chaotic political conditions. In Europe, the Church also plays a key role.

Suggested Pacing: Early October Estimated Number of Days: Traditional: 10 Block: 5

Concept Pages in Textboo

k

Review Terms Essential Questions People, Places, Events, Terms Suggested Teaching Activities

Medieval Western Europe

Pages FL40-52 and FL34

-Christendom -Barbarian Invasions

1. Compare the secular and ecclesiastical power structures of medieval Europe. SS.912.W.2.10; SS.912.W.2.12

2. What were the important achievements and significant people in medieval Europe? SS.912.W.2.11; SS.912.W.2.13; SS.912.W.2.15; SS.912.W.2.17

3. Identify major struggles of Western Europe in the 13th and 14th Centuries. SS.912.W.2.14; SS.912.W.2.16; SS.912.W.2.18

Manorialism, lord, vassal, fief, serf, knight, chivalry, clergy, monastery, convent Charlemagne, William the Conqueror, Chaucer, Thomas Aquinas, Hildegard of Bingen, commerce, guilds Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, Hundred Years War, Magna Carta

DBQ (big-Q)”The Black Death: How Different Were Christian and Muslim Responses?”

Pyramid Feudal System: Students build their own feudal societies

Steps to democracy benchmark (worksheet attached) retrieved from http://lessonopoly.org/node/913#

Primary source readings of medieval authors

Art analysis of scenes from the Bayeux Tapestry

Foldable graphic organizer comparing religious and political hierarchies

RAFT writing from eyewitness perspective at major medieval events: Great Famine, Magna Carta, Black Death,etc.

http://lessonopoly.org/node/913

http://lessonopoly.org/node/913



Medieval Japan

Pages FL30-32 and picture/chart on page FL34

-Chinese Culture -Buddhism

1. Describe the physical geography as well as the major cultural, economic, political, and religious developments in medieval Japan. SS.912.W.2.19; SS.912.W.2.20; SS.912.W.2.22

2. Compare Japanese

feudalism with Western European feudalism during the Middle Ages. SS.912.W.2.21

Korea, Pillow Book, Shinto and Japanese Buddhism, shogunate, samurai, Tale of Genji, modified written language

Foldable/Venn Diagram on Japanese & European Feudalism

Student-created higher order questions on Shintoism

DBQ Mini-Q: “Samurai and Knights: Were the Similarities Greater than the Differences?”

Map activity on Japan

Primary source analysis and response to the Tale of Genji or the Pillow Book.



Unit 5: The Renaissance and Reformation

Organizing Principle: The Renaissance was a kaleidoscope of arts and education. It paved the way for improvements in astronomy, medicine, mathematics, and exploration. New patterns of thought also led to substantial changes in religion.

Suggested Pacing: Late October Estimated Number of Days: Traditional: 10 Block: 5


Review Terms

Essential Questions People, Places, Events, Terms Suggested Teaching Activities

European Renaissance & Reformation

Chapter 1

-Greco-Roman art and literature -Catholic Christianity -city-states -Aristotle’s science

1. What were the major political, artistic, literary, and technological contributions of individuals during the Renaissance? SS.912.W.4.1; SS.912.W.4.2; SS.912.W.4.3; SS.912.W.4.4

2. What were the religious

and political reforms associated with the Reformation? SS.912.W.4.7; SS.912.W.4.8; SS.912.W.4.9

Humanism, the Medici Family, Renaissance artists and writers, Gutenberg, vernacular, secularism Martin Luther, Henry VIII, Counter Reformation, Wars of Religion

DBQ Mini-Q: “Exploration & Reformation: Consequences of the Renaissance”

DBQ Mini-Q: “How Did the Renaissance Change Man’s View of Man?”

Map activities on Renaissance Europe

Art Analysis of Renaissance art

Field Trip to Museum of Fine Arts (free!)

Renaissance stations activity (see K-12 SS Moodle)

Primary Source reading Martin Luther

World History for Us All: Reformation Lesson 6.7



Unit 6: Age of Exploration

Organizing Principle: European exploration and colonization had a tremendous impact on the population and geography of the Americas, Africa, and Asia.

Suggested Pacing: Early November Estimated Number of Days: Traditional: 10 Block: 5




Age of Exploration

Chapters 3 and 4

-geography -compass -Crusades -Aztec & Inca -commerce -African kingdoms

1. What were the causes that led to the Age of Exploration, and the major voyages? SS.912.W.4.11

2. What was the impact of the

Columbian Exchange on Europe, Africa, Asia, and the Americas? SS.912.W.4.12

3. Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas. SS.912.W.4.14; SS.912.W.4.15

Mercantilism, explorers, Henry the Navigator, Treaty of Tordesillas, Diseases, agriculture Triangular Trade, Middle Passage,

DBQ Mini-Q: “Was Magellan Worth Defending?”

DBQ Mini-Q: “Should We Celebrate the Voyages of Zheng He?”

Ship comparison (Santa Maria & Zheng He)

Maps of explorers’ routes and claims

Guns, Germs & Steel episode 2

Columbian Exchange collage

Read primary source slave narrative of Venture Smith

Slavevoyages.org lessons

DBQ (big Q): “What Drove the Sugar Trade?”

Timeline of Explorers

slavevoyages.org



Unit 7: Scientific Revolution and The Enlightenment

Organizing Principle: Emerging ideas changed the understanding of the world, and influenced scientific, political, and social institutions.

Suggested Pacing: Late November Estimated Number of Days: Traditional: 10 Block: 5


Review Terms



Scientific Revolution and The Enlightenment

Chapter 6

1. How did the theories and methods of the Scientific Revolution challenge those of the early classical and medieval periods? SS.912.W.4.5; SS.912.W.4.6; SS.912.W.4.10

2. What were the major causes, ideas, and impacts of the Enlightenment? SS.912.W.5.2; SS.912.W.5.3; SS.912.W.5.4

Important scientists and their theories constitutional vs. absolute monarchy, Social Contract, Natural Rights, Separation of Powers

World History for Us All Scientific Revolution Lesson 6.6

“I Am” poems of Scientific thinkers

DBQ Mini-Q: “The Enlightenment Philosophers: What Was Their Main Idea?”

Write fictional letters between Enlightenment thinkers and scientists.

Analyze writings of Enlightenment writers.



Unit 8: Revolutions

Organizing Principle: Building on the ideals of the Enlightenment many nations throw off old ways of governing and strive for democracy.

Suggested Pacing: December Estimated Number of Days: Traditional: 10 Block: 5


Review Terms



Revolutions

American Revolution: Chapter 6 Section 4 French Revolution: Chapter 7 Haitian and Latin America: Chapter 8 Section 1

-humanism -secularism

1. How did the ideas of the Enlightenment help cause the American and French Revolutions? SS.912.W.5.5; SS.912.W.5.6

2. What ways did the French and American Revolution help pave the way to the Haitian and Latin American Revolutions SS.912.W.5.7

Jefferson, Robespierre, Napoleon, Simon Bolivar, Jose de San Martin, and Toussaint L' Ouverture.

DBQ Mini-Q: “How Should We Remember Toussaint Louverture?”

DBQ Mini-Q: “Latin American Independence: Why Did the Creoles Lead the Fight?”

DBQ Mini-Q: “The Reign of Terror: Was It Justified?”

Frayer Model/4-Square on Enlightenment

Choices Program: Haitian Revolution

World History for Us All: Atlantic Revolutions Lesson 7.2

Venn Diagram comparing revolutions

*Semester Break*



Unit 9: Industrialization and Imperialism

Organizing Principle: The Industrial Revolution brought improvement and deterioration to the lives of the global population. The Industrial Revolution induced the development of Imperialism, which led to a shift in world power.

Suggested Pacing: January Estimated Number of Days: Traditional: 15 Block: 7.5




Western and Non-Western Industrialization and Imperialism

Industrial-ization: Chapter 9 Imperial-ism: Chapters 11 and 12

-mercantilism - concept of “empires” -dynasty

1. How did the agricultural and technological innovations that led to industrialization affect Europe, the United States, and Japan? SS.912.W.6.1; SS.912.W.6.2

2. Compare the

philosophies of capitalism, socialism, and communism. SS.912.W.6.3

3. What were the 19th and

early 20th century social and political reform movements and what were their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America? SS.912.W.6.4;

Factory system, urbanization, middle class, conditions faced by workers, labor unions, colonialism, child labor Adam Smith, Robert Owen, and Karl Marx Meiji Reforms, abolition of slavery in the British Empire, expansion of women's rights, labor laws, nationalism, unification of Italy and Germany

Frayer Model for “Industrial Revolution”

Art Analysis of Realism, Impressionism, Post-Impressionism

DBQ Mini-Q: “Female Workers in Japanese Silk Factories: Did the Costs Outweigh the Benefits?”

DBQ Mini-Q: “What Was The Driving Force Behind European Imperialism in Africa?”

Primary Sources: Marx, child laborers, Adam Smith

World History for Us All: Industrial Revolution lesson 7.1

2009 DBQ Cotton Industry in India & Japan (AP Central)

Comparing maps: Before and after imperialism

Analyze abolition broadsides and cartoons

Map unification of Germany



SS.912.W.6.5

4. What were the causes and consequences of European empire building in the 19th Century? SS.912.W.6.6; SS.912.W.6.7

impact on indigenous peoples, Crimean War, Suez Canal, Spheres of Influence, Opium Wars, Boxer Rebellions, “Scramble for Africa”, British Raj

and Italy

Map “before” and “after” the Scramble for Africa

Compare primary sources on imperialism Rhodes, Kipling, etc.



Unit 10: World at War

Organizing Principle: The lasting devastation of the first World War compounded with the Great Depression lead to tensions throughout Europe that ultimately resulted in World War II. The World Wars brought about great political, economic, and social changes for all countries involved, resulting in the emergence of the Cold War.

Suggested Pacing: February Estimated Number of Days: Traditional: 15 Block: 7.5


Review Terms



World War I

Chapter 13 Chapter 14 Section 1

-monarchies -Ottoman Empire

1. What were the causes of World War I? SS.912.W.7.1

2. How did the nature of warfare change during World War I? SS.912.W.7.2

3. What were the significant effects of World War I? SS.912.W.7.3; SS.912.W.7.4

Alliances, imperialism, and militarism, nationalism industrialization, total war, trench warfare Weimar Republic, dissolution of the Austro-Hungarian and Ottoman empires, Russian Revolution, Armenian Genocide, Treaty of Versailles

DBQ Mini-Q: “What Was The Underlying Cause of World War I?”

History Alive! Weapons of WWI

World History for US All: Big Era 8 power point

World History for US All: Causes and Consequences of WWI

Primary Source, Franz Ferdinand and Bloody Sunday

All Quiet on the Western Front by Erich Remarque

World War II

Chapter 15 Chapter 16

1. What were the causes and key events leading to World War II? SS.912.W.7.4; SS.912.W.7.5; SS.912.W.7.6

2. What were the causes, events, and effects of the Holocaust (1933-1945)?

Great Depression, totalitarianism, fascist aggressors, appeasement anti-Semitism, Nazi dehumanization of the Jews and other victims,

Holocaust Museum Trunks (check out and see K-12 Moodle page for details)

DBQ Mini-Q: “How Did the Versailles Treaty Help Cause World War II?”

Night by Elie Wiesel (novel or primary source



Chapters 16 and 17

SS.912.W.7.8

3. What were the effects of WWII? SS.912.W.7.9; SS.912.W.7.10

Nuremberg Trials meetings of Allied leaders, turning points, atomic bombs, human toll, superpowers, United Nations

supplement from McDougal)

Man’s Search for Meaning Viktor Frankl

The Hangman by Maurice Ogden (poem)

WWII Propaganda Analysis

Flocabulary “Would You Drop the Bomb?”



Unit 11: Cold War and De-Colonization

Organizing Principle: The Cold War defined world politics for four decades. It spearheaded the growth of two world powers as well as generating numerous conflicts defending ideology. This same time period saw a variety of colonies gain their independence.

Suggested Pacing: Early March Estimated Number of Days:

Traditional: 10 Block: 5




Cold War Chapter 17 Chapter 17 Section 4 (Afghanistan) Chapter 19

-Communism vs. Capitalism -totalitarian-ism vs. democracy

1. What were the causes and alliances of the Cold War? SS.912.W.8.1; SS.912.W.8.2

2. What are the significant events and proxy wars of the Cold War? SS.912.W.8.4

3. Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. SS.912.W.8.5

Containment policy, Marshall Plan, NATO, Iron Curtain, Warsaw Pact Berlin Airlift, Korean War, Vietnam War, Cuban Missile Crisis, arms race, Berlin Wall Soviet invasion of Afghanistan, growing internal resistance to communism, perestroika and glasnost, Fall of Berlin Wall

Create a Cold War Timeline

Video ’45-’85 (ABC)

Excerpts from When Heaven and Earth Change Places

Butter Battle Book (Dr. Seuss about the Berlin Wall/Arms Race)

Worldhistoryforusall.com Landscape Unit 9.3 & 9.5

DBQ Mini-Q: “The Soviet Union: What Should Textbook Emphasize?”

Read excerpts of A Mountain of Crumbs by Elena Gorokhova

Decolonialization

Chapter 14 Section 4 Chapter 17 Chapter 18

-Imperialism -Geography -nationalism

1. How did nationalist leaders drive the postwar independence movements in Africa, Asia, the Caribbean, and Latin America? SS.912.W.8.7; SS.912.W.8.8; SS.912.W.8.9

Mahatma Gandhi, Fidel Castro, Gamal Abdel Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal Nehru, Ho Chi Minh, Jomo Kenyatta

DBQ Mini-Q: “What Made Gandhi's Nonviolent Movement Work?”

DBQ (Big Q) “Gandhi, King and Mandela: What Made Non-Violence Work?”

Excerpts of Red Scarf Girl by Ji-li Jiang, Black Country to Red China by Cheo Ying, or Mao’s

http://www.amazon.com/s/ref=rdr_ext_aut?_encoding=UTF8&index=books&field-author=Elena%20Gorokhova



2. What were the key developments in post-war China? SS.912.W.8.3

Chinese Civil War, Mao Zedong, communist victory, Great Leap Forward, Cultural Revolution, China's rise as a world power.

Last Dancer by Cunxin Li



Unit 12: Nationalism, Fundamentalism, and Genocide

Organizing Principle: Nationalism and religious fundamentalism combine to cause conflicts from the mid-20th to the early 21st centuries.

Suggested Pacing: April Estimated Number of Days: Traditional: 15 Block: 7.5


Review Terms



Global Interdependence

Chapter 17 Section 4 (Iranian Rev) Pages 553 and 592-593 Afghanistan Chapter 19 Kashmir -565 Tibet-Chapter 17 Section 2 Cambodia 546-547

-Holocaust -Armenian -Genocide

1. What was the impact of religious fundamentalism in the last half of the 20th century, and what were related events and forces in the Middle East over the last several decades? SS.912.W.8.10

2. Describe the causes and effects of twentieth century nationalist conflicts including the role of global terrorism. SS.912.W.9.4; SS.912.W.9.7

3. How was the modern state of Israel formed and why is there ongoing conflict between Israel and the Arab-Muslim countries? SS.912.W.8.6

4. Why did “ethnic cleansing” or genocide happen in Cambodia, the Balkans, Rwanda, and Darfur, and how did various governments and other groups respond? SS.912.W.9.3

Iranian Revolution, Mujahideen in Afghanistan, Persian Gulf War Cyprus, Kashmir, Tibet, Northern Ireland, 1972 Olympics, Lockerbie Bombing, 9/11 Palestine, Balfour Declaration, United Nations Mandates, PLO economic competition, Khmer Rouge, Slobodan Milosevic, Tutsi, Hutu, Janjaweed

Excerpt from Kite Runner by Khaled Hosseini (novel and/or video)

Map recently created nations

9/11 Oral Interviews (Where were you when . . .?)

Compare accounts of Israeli-Palestinian conflicts (http://vispo.com/PRIME/index.htm)

Video: Promises documentary

Holocaust Museum Genocide trunks

Human Rights DBQ- http://www.lakelandschools.org/webpages/modonnell/news.cfm?subpage=16106

Read aloud Half Spoon of Rice (Cambodian Genocide) by Icy Smith/Sopaul Nhem

Read refugee accounts from Darfur http://www.oxfam.org.uk/education/resources/darfur/

http://vispo.com/PRIME/index.htm

http://vispo.com/PRIME/index.htm

http://www.lakelandschools.org/webpages/modonnell/news.cfm?subpage=16106



http://www.oxfam.org.uk/education/resources/darfur/

http://www.oxfam.org.uk/education/resources/darfur/



Unit 13: Contemporary Breakthroughs and Changes

Organizing Principle: Advances in science and technology made the world more interdependent and affected peoples’ daily lives.

Suggested Pacing: May Estimated Number of Days: Traditional: 15 Block: 7.5


Review Terms

Essential Questions Suggested Teaching Activities

Changes and Challenges

Chapter 20 and Epilogue

capitalism Scientific Revolution

1. What were the causes and effects of late twentieth century economic and demographic changes? SS.912.W.9.2; SS.912.W.9.6

2. Identify major scientific figures, breakthroughs, and challenges of the 20th century, and assess their impact on contemporary life. SS.912.W.9.1

medical and technological advances, increased consumption of natural resources and goods, rise in expectations for standards of living, trade blocs like European Union and NAFTA Marie Curie, Albert Einstein, Enrico Fermi, Sigmund Freud, Wright Brothers, mass vaccination, atomic energy, transistor, microchip, space exploration, Internet, DNA, HIV/AIDS

Globalization at home (list products in home & where made)

DBQ Mini-Q: “China’s One-Child Policy: Was It a Good Idea?”

US Mini-Q: “Should the United States Drill for Oil In the Alaska’s Wilderness?”

World History For Us All Lesson 9.5, 9.6

Graph food production and consumption in various countries

Analyze political cartoons about environmental issues

Analyze primary source scientific texts

understanding curriculum maps - pinellas county schools · understanding curriculum maps curriculum...

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