World History Pacing Guide (Proposed) (Bibb County Schools)

148 Actual Uninterrupted Instructional DaysInterrupted Instructional Days include – Benchmarks, EOCT, GHSGWT, PSAT, SLOs, GHGST,

School Pep Rallies (2 per school year), 5 days for unforeseen occurrences (fire drills, weather, etc.)

First Nine Week Pre-Assessment - 8/4/2015Unit and

Elaborated Unit Focus Standards

Items to be taught during the unit Examples to Teach Days Resources

Test/Class Distractors

Unit I: Foundations and Concepts of World History

Unit 1 will serve as an introduction to common vernacular used throughout the class. Students will be introduced to the concepts of the historian including but not limited to the ideas of dating systems, evidence, and fact versus opinion, historiography, and primary versus secondary sources.

Themes of the Course:• Conflict and its result• Cultures• Governance,• Individuals, Groups & Institutions• Location• Movement & Migration• Time, Change & Continuity

These will be taught throughout the course. During Unit I, students should define and then be able to give examples for each of the Course Themes.

1 Week (5 days)

(August 3-7, 2015)

Syllabus Class Rules/Course Requirement

sSLO

AssessmentsTeacher Pretest

Unit and Elaborated

Standards Themes to be taught during the unit

Elements that must be taught this unit

Days Resources Test/Class Distractors

1

World History Pacing Guide (Proposed) (Bibb County Schools)

Unit FocusUNIT 2:First Civilizations:

Unit Two centers on the rise of civilizations in Asia, Africa, America and Europe. The origins and spread of world religions, social organization, and commercial interactions of ancient world civilizations will be analyzed. A differentiation into the creation of unique cultures that exhibit some similar tendencies. The complex interactions that developed between the Middle East, Asia and Europe will be examined.

Standards:1, 2a, 6a, 8

SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.

SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

CULTURE: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.• What are the common characteristics of a culture?• Compare the similarities and differences between the monotheistic and polytheistic religions?• How do the institutions of religion, government, and the economy shape the development of civilizations?• To what extent is there an impact of written language on the development of culture?GOVERNANCE: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.• How do styles of governments develop?• How do the development, interpretation and execution of laws reflect the complexity of a society?• How are the rise and fall of Mesopotamia, Mesoamerica and Ancient China similar and different?LOCATION: The student will understand that location affects a society’s economy, culture, and development.• What is the importance of the location of the first civilizations (Ancient Egypt, Mesopotamia, Indus, China, and Peruvian)?• What were the advantages for Ancient Egypt, China, and Peru versus Mesopotamia and Indus in relation to location?TECHNOLOGOCAL INNOVATION: The student will understand that technological innovations have consequences, both intended and unintended, for a society.• What are the technological innovations on the various civilizations?• Pick a technological innovation from one civilization and place it into another civilization; how would that alter the development?• How does technological innovation cause cultural diffusion?• How does technological innovation impact migration?MOVEMENT/MIGRATION: The student will understand that the movement or migration of people and ideas affect all societies involved.• What are the consequences of migration on trade networks?• How did migration impact the culture and creation of a civilization?

Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.

Describe the relationship of religion and political authority in Ancient Egypt.

Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.

Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.

Identify the Bantu migration patterns and contribution to settled agriculture.

Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

4 weeks(20 Days)

(August 10-September

4, 2015)

Mesopotamiahttp://www.timemaps.com/history/middle-east-2500bc

http://www.ancient.eu/Mesopotamia/

http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml

Phoenicianshttp://www.ushistory.org/civ/4f.asp

http://www.olscorona.org/sites/olscorona.org/files/page-attachments/silk_road.pdf

Egypthttp://www.timemaps.com/history/ancient-egypt-2500bc

file:///C:/Users/sara.crane/Downloads/Nile%20DBQ.pdf

India http://www.timemaps.com/history/south-asia-2500bc

Africahttp://education.nationalgeographic.com/education/encyclopedia/africa-human-geography/?ar_a=1

Americashttp://www.timemaps.com/history/mexico-central-america-500ad

http://www.timemaps.com/history/south-america-200ad

https://scholar.vt.edu/access/content/user/jbconrad/Portfolio%20Public/PDFs/History/Early%20America%20Chart.pdf

Primary Source Documentshttp://legacy.fordham.edu/halsall/ancient/asbook.asp

Benchmarks, EOCT Mid-

Month, Class

Meetings, Labor Day

2

World History Pacing Guide (Proposed) (Bibb County Schools)

Unit and Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 3: Classical EmpiresUnit Three is designed to examine the origin, rise and fall of the classical civilizations of India, China, Greece and Rome. Students will examine the various cultural mechanisms that these societies used to reach their golden ages. Activities will focus on political, economic and cultural achievements of these civilizations. Students will consider how conflict and change helped create and destroy the classical civilizations. At times that conflict was between societies; at times the conflict was within the society. Students will learn how these civilizations created the rich cultures whose

Standards:2a, b, c, d, 3

SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

Conflict: The student will understand that when there is conflict between or within societies, change is the result. • What factors led to the rise and fall of the Maurya Empire? • What factors led to the rise and fall of the Zhou and Qin Empires? • How was the culture of the Middle East transformed by the invasion of Alexander the Great? • How did conflict between patricians and plebeians change the culture of classical Rome? • What factors led to the collapse of the Roman Empire? Culture: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. • What are similarities and differences between Buddhism and Hinduism? • How did trade facilitate the diffusion of Buddhism throughout China? • How did Confucianism influence the cultural development of China? • Why did Greek civilization develop many forms of government while Roman civilization tended to develop fewer? Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. • What would qualify a civilization as experiencing a “Golden Age”? • To what extent were classical civilizations built on the remains of earlier societies? • Why did the level of governmental bureaucracy in China increase as the country grew? • What are legacies in terms of Greek, Roman, Chinese and Indian cultures? • In what ways did the Roman Empire affect the origins and spread of Christianity? Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups and/or institutions affect

Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.

Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

Describe the development of Chinese civilization under the Zhou and Qin.

Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.

Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.

Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.

Analyze the contributions of Hellenistic and Roman culture; include law, gender,

4 weeks(19 Days)

(September 8 –October

2, 2015)

India http://www.timemaps.com/history/south-asia-2500bc

http://www.teachertube.com/video/buddhism-and-hinduism-296821

Chinahttp://www.timemaps.com/history/china-2500bc

file:///C:/Users/sara.crane/Downloads/Chinese_Philosophies_Chart_and_Contrasts.pdf

http://asianhistory.about.com/od/ancientchina/f/What-Is-The-Mandate-Of-Heaven.htm

http://www.teachertube.com/video/terra-cotta-soldiers-246166

Greecehttp://www.timemaps.com/history-ancient-greece

http://www.ancient.eu/Greek_Philosophy/

http://www.history.com/topics/ancient-history/alexander-the-great

http://www.slideshare.net/erinlord/alexander-the-great-and-the-spread-of-hellenistic-culture

Romehttp://www.history.com/topics/ancient-history/ancient-rome

http://www.timemaps.com/history/ancient-rome-44bc

Greece & Romehttps://docs.google.com/viewer?a=v&pid=sites&srcid=bm9ydGgtc2NvdHQuazEyLmlhLnVzfGhpc3Rvcnl8Z3g6NDFiMmY5NzJkZGViZDE0NA

GHSGWT, GHSGT,

EOCT Mid-Month,

Benchmark #1,

September 11, Fall Break

3

World History Pacing Guide (Proposed) (Bibb County Schools)legacies continue to affect the world. The study of governance will enable students to examine how more and more complex governments were needed to meet the needs of more advanced civilizations. Students will understand how individuals, groups and institutions affected societies in both positive and negative ways. Students will examine how movement and migration of various peoples influenced societal change.

society through intended and unintended consequences. • How did rulers like Ashoka, Alexander the Great, Julius Caesar and Augustus Caesar change their respective societies? • How did the teachings of Buddhism, Confucianism, Hinduism, and Christianity affect the world? • How did the philosophical ideas of Socrates, Plato, and Aristotle impact their society? Movement: The student will understand that the movement or migration of peoples and ideas affects all societies involved. • What factors helped the diffusion of Confucianism to Southeast Asia, Japan, and Korea? • Why did Christianity diffuse throughout the Roman Empire?

and science. Describe polytheism in the

Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

Analyze the factors that led to the collapse of the Western Roman Empire.

Primary Source Documentshttp://legacy.fordham.edu/Halsall/ancient/asbook07.asp

First Nine Week Post-Assessment - 10/2/2015First Nine Week Progress Reports (Beginning October)

Second Nine Week Pre-Assessment - 10/12/2015Unit and

Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

4

World History Pacing Guide (Proposed) (Bibb County Schools)UNIT 4: Empires and Kingdoms: Growth and ExpansionThis unit is designed to examine the impact of the Byzantine and Mongol Empires, the growth and scholarly contributions of the Islamic Empire and the diverse characteristics of African societies. Students will investigate the continuity expressed by the remnant of the Roman Empire in the East as it absorbed Greek influences and expanded the transformed culture and religion throughout the eastern Mediterranean and northward to Russia. The importance of trade networks to the interaction of these groups will be described. Students will explain the

Standards:4, 5, 6 b-d

SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.

Conflict: The student will understand that when there is conflict between or within societies, change is the result. • What conflicts emerged between the Byzantine Empire and the Muslim world? • How did the expansion of Mongol power impact the stability of the societies of Asia and Russia? • To what extent did the Crusades change both Islamic and European societies? • How did conflict among Muslims result in divergent views of their faith? • How did disagreements among Christians result in conflicting branches of their church? Culture: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. • What was the social position of women in the Byzantine Empire? • How did the connection between trade, religious practice and political ties impact the emerging Russian state? • How did Christianity become the official religion of Byzantium and in what ways did the relationship between church and state affect the empire? • How is Byzantine art and architecture a reflection of their culture? • When Islam originated and expanded, what was the political and cultural impact on the regions it dominated? Individuals, Groups, and Institutions:The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.• What influence did the Empress Theodora have on the early Byzantine Empire? • To what extent was the Byzantine Empire responsible for the adoption of Christianity in Eastern Europe? • How did the travels of Ibn Battuta and the medical knowledge of Ibn Sina affect societies beyond the borders of Islam?

Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west.

Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.

Explain the Great Schism of 1054 CE.

Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European observations through the writings of Marco Polo.

Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of Constantinople in 1453 CE.

Explain the origins of Islam and the growth of the Islamic Empire.

Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

Explain the reasons for the split between Sunni and Shia Muslims.

Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography

4 weeks (20 Days)

(October 12-November 6,

2015)

Byzantine Empirehttp://www.timemaps.com/history/europe-1000bc

http://www.britannica.com/EBchecked/topic/308835/Code-of-Justinian

http://www.swcta.net/teachers/brant/World%20History/ByzantineEmpire.pdf

http://www.kenwoodacademy.org/ourpages/auto/2012/12/3/43959124/DBQproject_Byzantine_EV.pdf

Schismhttp://www.theopedia.com/Great_Schism

Mongol Empirehttp://www.timemaps.com/history/east-asia-1453ad

http://www.history.com/topics/genghis-khan

http://www.dbqproject.com/sg_userfiles/sample_mongols.pdf

Ottoman Empirehttp://www.theottomans.org/english/index.asp

http://www.timemaps.com/history/middle-east-1453ad

Islamhttp://www.religionfacts.com/islam

http://www.religionfacts.com/compare/shia-sunni-islam

http://teachersites.schoolworld.com/webpages/GHurst/files/muslim%20trade%20routes%20powerpoint.pdf

http://www.trincoll.edu/depts/phil/philo/phils/muslim/sina.html

http://walch.com/samplepages/038744.pdf

http://ibnbattuta.berkeley.edu/

Crusadeshttp://www.history.com/topics/crusades

http://history-world.org/crusades.htm

Africahttp://www.timemaps.com/history/

EOCT Mid-Month,

PSAT, GCSS, Homecoming

5

World History Pacing Guide (Proposed) (Bibb County Schools)origin of Islam and the growth of its influence throughout the Mediterranean region and beyond, including North and East Africa. Students will investigate the migratory expansion and role of the Mongol Empire as it became the world’s largest land based empire and interacted with Muslim and Russian societies. Activities will focus on examining the long lasting impact of the Byzantine Empire in areas such as law and religion and the role of the Mongols in facilitating contacts between eastern Asia and the Mediterranean world. Students will also investigate the role of conflict between the Islam and Christian Europe noting the ultimate capture of

• What changes occurred in the Sudanic kingdoms as a result of the role of Sundiata and Mansa Musa. Location: The student will understand that location affects a society’s economy, culture and development. • What role did Constantinople play in the exchange of goods and ideas between Asia and Europe? • To what extent did the proximity of Kievan Russia to Byzantium affect its cultural development? • How did the Islamic empire encourage interregional trade? • How was the role of trade and merchant religious faith instrumental in the spread of Islam in Africa? • What connection did Arab traders have with the Swahili coast and in what ways did that connection bring about change? • How did the trade routes of Asia and the Mediterranean facilitate the movement of ideas between these regions? Movement: The student will understand that the movement or migration of people and ideas affects all societies involved. • To what extent did the Mongol migration change the political, economic and cultural practice of Asia, Russia and the Mongols? • What role did the Mongol migration play in the interregional trade network and exchange of ideas? • How did the slash and burn agriculture of the Bantu people affect the migration of this group? • What changes were brought to Sub-Saharan Africa as a result of the Bantu migrations? Time: Continuity & Change: The student will understand that while change occurs over time, there is continuity to the basic structure of that society. • To what extent did the Byzantine Empire continue the characteristics of the Roman Empire? • What made the Byzantine Empire

(Ibn Battuta). Describe the impact of the

Crusades on both the Islamic World and Europe. f. Analyze the relationship between Judaism, Christianity, and Islam.

Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

Analyze the role of geography and the distribution of resources played in the development of trans-Saharan trading networks.

africa-1648ad

http://www.blackhistorypages.net/pages/mansamusa.php

http://www.britannica.com/EBchecked/topic/573828/Sundiata

http://exploringafrica.matrix.msu.edu/students/curriculum/m14/intro.php

Primary Source Documentshttp://afe.easia.columbia.edu/ps/china/polo_short.pdf

http://www.silk-road.com/artl/ibn_battuta.shtml

http://legacy.fordham.edu/halsall/source/procop-deaed1.asp

http://legacy.fordham.edu/halsall/sbook1k.asp

Linkshttp://chssp.ucdavis.edu/programs/historyblueprint/sites-of-encounter-in-the-medieval-world-unit

6

World History Pacing Guide (Proposed) (Bibb County Schools)Constantinople by the Ottoman Turks; and through the expansion of the Mongols. Students will identify the role of individuals who emerged in Byzantine, Islamic and African societies who were instrumental in scholarly and political change. By the end of the unit students should demonstrate that they are comfortable with the enduring understandings and can apply them to world situations.

different from the Roman Empire? • How was the body of Roman law codified during Justinian’s rule and to what extent has it influenced Western law codes? • To what extent did the Mongol invasions change the regions they conquered? • How was religious syncretism expressed in the Islamic regions of Africa

Unit and Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 5: Emergence of a Modern World

Standards:7, 9

SSWH7 The student

Conflict: The student will understand that when there is conflict between or within societies, change is the result.

Explain the manorial system and feudalism; include the status of peasants and

5 weeks (24 Days)

(November 9-

Medieval Europehttp://www.learner.org/interactives/middleages/feudal.html

Midterm Exam,

EOCT Mid-7

World History Pacing Guide (Proposed) (Bibb County Schools)

This unit will focus on conflict and change that occurred as a result of revolution and rebellions. The individuals, groups and institutions that emerged during this time will be identified and their role/contributions examined. As people migrated due to political, social, and economic reasons, the complexity of the government also increases. Technological innovations emerged as industrialization grew and expanded.

will analyze European medieval society with regard to culture, politics, society, and economics.

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation

• How did the introduction of new ideas, concepts, beliefs led to political, economic, and social changes? • How did conflict within and/or between societies bring about change/s? Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. • How did imperialism change the relationship/s that countries had previously experienced? • How did the rise of nationalism have global impact? Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. • What were some consequences of the Enlightenment writings? • How did the actions of various rulers bring about change? Movement: The student will understand that the movement or migration of people and ideas affects all societies.• What was the impact of population growth of various regions of Europe, China, Japan, and the Western World? • How can human movement, initiated by needs and wants, create patterns and centers of activity? Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. • How did technological changes in societies have worldwide impacts on subsequent generations? • How did industrialization bring about social, political, and economic changes?

feudal monarchies and the importance of Charlemagne.

Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Emperor).

Explain the role of the church in medieval society.

Describe how increasing trade led to the growth of towns and cities.

Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo.

Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

Describe the English Reformation and the role of Henry VIII and Elizabeth I.

Explain the importance of Gutenberg and the invention of the printing

press.

December 18, 2015)

ftp://ftp.heritageacademies.com/ET/CurriculumCenter/NHAHistoryInteractive/Feudalism/manorvirtualtour.html

http://middleagestoday.com/en/node/810

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-feudal-system-castles-at-war.cfm

Renaissancehttp://www.renaissanceconnection.org/index2.cfm

http://www.britannica.com/EBchecked/topic/497731/Renaissance

http://www.pbs.org/empires/medici/renaissance/machiavelli.html

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=kbg

Reformationhttp://www.theopedia.com/Protestant_Reformation

http://www.pbs.org/empires/medici/renaissance/counter.html

http://www.bbc.co.uk/history/british/tudors/english_reformation_01.shtml

http://www.hrc.utexas.edu/exhibitions/permanent/gutenbergbible/

http://www.pbs.org/empires/martinluther/index.html

Primary Source Documentshttp://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

Month,Benchmark

#3, Thanksgivin

g Break, Holidays

Second Nine Week Post-Assessment - 12/18/2015Second Nine Week Progress Reports (Mid December)

Third Nine Week Pre-Assessment - 1/7/2016

8

World History Pacing Guide (Proposed) (Bibb County Schools)

Unit and Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 6: The Emerging Global World

This unit is designed to help students understand how separate regions of the world first started to become more interdependent. Students will investigate certain individuals, groups and institutions that played key roles in the development of the modern world. These individuals include famous explorers, Ottoman rulers, and European scientists. Students will learn that location played a crucial role in the development of the Muslim heartlands and kept the cultures of the New and Old Worlds apart before 1492. An investigation of

Standards: 10, 12, 13a

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans

Conflict: The student will understand that when there is conflict between or within societies, change is the result. • How did the introduction of new ideas, concepts, beliefs led to political, economic, and social changes? • How did conflict within and/or between societies bring about change/s? Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. • How did imperialism change the relationship/s that countries had previously experienced? • How did the rise of nationalism have global impact? Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. • What were some consequences of the Enlightenment writings? • How did the actions of various rulers bring about change? Movement: The student will understand that the movement or migration of people and ideas affects all societies involved. • What was the impact of population growth of various regions of Europe, China, Japan, and the Western World? • How can human movement, initiated by needs and wants, create patterns and centers of activity? Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. • How did technological changes in societies have worldwide impacts on subsequent generations?

Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

Define the Columbian Exchange and its global economic and cultural impact.

Explain the role of improved technology in European exploration; include the astrolabe.

Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

4 weeks (20 Days)

(January 6-February 3,

2016)

Explorationhttp://www.history.com/shows/mankind-the-story-of-all-of-us/infographics/age-of-exploration

http://info.teachtci.com/resources/ha/AgeofExploration.pdf

http://www.phschool.com/atschool/ahon/history_interactive/mvl-1021/common_player.html

Colombian Exchangehttp://www.econ.yale.edu/~nq3/NANCYS_Yale_Website/resources/papers/NunnQianJEP.pdf

Islamic Empires http://www.sfponline.org/Uploads/302/Islamic%20Empires-Ottoman%20Safavid%20Mughal.pdf

Scientific Revolutionhttp://hti.osu.edu/scientificrevolution/lesson_plans

Primary Source Documentshttp://www.historycentral.com/documents/Explorers.html

http://law2.umkc.edu/faculty/projects/ftrials/galileo/letterkepler.html

http://legacy.fordham.edu/halsall/mod/modsbook09.asp

GHSGWT, EOCT Mid-

Month, MLK Holiday

9

World History Pacing Guide (Proposed) (Bibb County Schools)the movement and migration of plants, animals, humans and diseases will enable students to see the impact of the Columbian Exchange. The influence of Islam on the Muslim heartland’s laws and art is discussed. Additionally, students will complete activities to help them understand how technological innovation facilitated exploration and scientific inquiry. By the end of this unit students should have a command of the enduring understandings and be able to apply them to the modern world.

• How did industrialization bring about social, political, and economic changes?

Unit and Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 7: Mounting

Standards: 11, 13b, 14, 15

Conflict: The student will understand that when there is conflict between or

Describe the policies of the Tokugawa and Qing rules;

4 weeks (20 Days)

Japanhttp://www.timemaps.com/history/

EOCT Mid-Month,

10

World History Pacing Guide (Proposed) (Bibb County Schools)Global Tensions

This unit will focus on conflict and change that occurred as a result of revolution and rebellions. The individuals, groups and institutions that emerged during this time will be identified and their role/contributions examined. As people migrated due to political, social, and economic reasons, the complexity of the government also increases. Technological innovations emerged as industrialization grew and expanded.

SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

SSWH14 The student will analyze the Age of Revolutions and Rebellions.

SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

within societies, change is the result. • How did the introduction of new ideas, concepts, beliefs led to political, economic, and social changes? • How did conflict within and/or between societies bring about change/s? Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. • How did imperialism change the relationship/s that countries had previously experienced? • How did the rise of nationalism have global impact? Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. • What were some consequences of the Enlightenment writings? • How did the actions of various rulers bring about change? Movement: The student will understand that the movement or migration of people and ideas affects all societies involved. • What was the impact of population growth of various regions of Europe, China, Japan, and the Western World? • How can human movement, initiated by needs and wants, create patterns and centers of activity? Technological Innovations: The student will understand that technological innovations have consequences, both intended and unintended, for a society. • How did technological changes in societies have worldwide impacts on subsequent generations? • How did industrialization bring about social, political, and economic changes?

include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.

Analyze the impact of population growth and its impact on the social structure of Japan and China.

Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe

Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

Compare and contrast the rise of the nation state in

(February 4-March 9, 2016)

japan-1453ad

http://www.colorado.edu/cas/TEA/curriculum/imaging-japanese-history/tokugawa/essay.html

http://afe.easia.columbia.edu/special/japan_1750_perry.htm

http://afe.easia.columbia.edu/special/japan_1750_meiji.htm

Chinahttp://www.timemaps.com/history/china-1648ad

http://www.britannica.com/EBchecked/topic/311006/Kangxi

http://www.britannica.com/EBchecked/topic/430163/Opium-Wars

http://www.chaos.umd.edu/history/modern2.html

Enlightenmenthttp://regentsprep.org/regents/global/themes/goldenages/enlight.htm

Absolutismhttp://www.historylearningsite.co.uk/absolutism_and_france.htm

http://www.historylearningsite.co.uk/peter_the_great2.htm

http://www.bbc.co.uk/history/historic_figures/ieyasu_tokugawa.shtml

Revolutionshttp://www.gilderlehrman.org/history-by-era/global-history-and-us-foreign-policy/essays/two-revolutions-atlantic-world-connection

http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/?_r=0

http://oll.libertyfund.org/groups/68

http://www.britannica.com/EBchecked/topic/331694/history-of-Latin-America/60878/The-wars-of-independence-1808-26

Napoleonhttp://www.pbs.org/empires/napoleon/n_clas/

Industrialization

GHSGWT, Benchmark

#3, High School Math 10th Grade

Only, Winter Break

11

World History Pacing Guide (Proposed) (Bibb County Schools)Germany under Otto von Bismarck and Japan under Emperor Meiji.

Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.

Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.

http://www.archives.nysed.gov/education/showcase/200910labor/showcase_200910labor_dbq.pdf

Imperialismhttp://www.russojapanesewar.com/intro.html

Primary Source Documentshttp://www.archives.nysed.gov/education/showcase/200910labor/showcase_200910labor_dbq.pdf

http://lindsaycoopernehs.weebly.com/uploads/3/7/4/5/37455547/smith-marx_primary_source.pdf

https://kquazza.files.wordpress.com/2012/11/blood-and-iron-nationalist-speech.pdf

http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/handouts/Imperialism_in_Africa_DBQ.pdf

Third Nine Week Post-Assessment - 3/16/2015Third Nine Week Progress Reports (Mid-March)

Unit and Elaborated Unit Focus Standards

Themes to be taught during the unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 8: The World at

War

This unit is designed to examine the causes and results of the great conflicts of the first half of the 20th century, World War I and World War II. Students will examine the

Standards: 16, 17, 18

SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

Conflict: The student will understand that when there is conflict between or within societies, change is the result. • What were the long-term causes that brought about military conflict in 1914? • How was World War I a war built on the new industrial technology? • In what ways did the Treaty of Versailles blame and punish Germany and what decisions were made in regard to Germany’s colonies? • How did steps of aggression lead to the outbreak of World War II? • What was the significance of the attack on Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia? • What were the results of the military

Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

Describe conditions on the war front for soldiers; include the Battle of Verdun.

Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and

5 weeks (25 Days)

(March 10-April 20,

2016)

WWIhttp://www.authentichistory.com/1914-1920/1-overview/1-origins/

https://theworldwar.org/explore/interactive-wwi-timeline

https://history.state.gov/milestones/1914-1920/paris-peace

Between the Warshttp://teacherpages.hallco.org/webpages/bmurphy/resources.cfm?subpage=1188815

https://www.marxists.org/history/ussr/events/revolution/

http://www.heeve.com/modern-history/difference-between-fascism-

Benchmark #3, GHSGT, EOCT Mid-

Month, Spring Break

12

World History Pacing Guide (Proposed) (Bibb County Schools)causes of each conflict, the nature of the technology, and strategic actions of the war and the resulting accommodations made by victors and the defeated. Students will analyze the changing world alignment as world powers dictated the peace from each conflict and the emerging nationalism among colonized groups who were impacted by the agreements. The inter-war years will be examined for evidence of cultural change and reaction to post war agreements. Students will examine the movement of Russia, Germany and Italy toward authoritarian governments and the steps of aggression that led to World War II. Finally,

SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

and diplomatic negotiations between the United States, Britain and the Soviet Union in the post-World War II era? Culture: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. • What was the impact of the war on science, art and social thinking? • How were the forces of nationalism increased by the outcomes of World War I and World War II? • What were the beliefs and policies of Nazi ideology, and how did these ideas lead to the Holocaust? • What were the beliefs and policies of Japanese ideology that led to the rape of Nanjing? Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. • In what way was the Battle of Verdun an example of the new type of warfare and what was its significance? • What were the conditions under which totalitarian governments and the police state emerged in Russia, Germany, Italy and Russia? • What were the steps of aggression that led to the outbreak of World War II?

Hapsburg dynasties.Examine the influence of

Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.

Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan.

Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi.

Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland.

Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, DDay, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

Identify Nazi ideology, policies, and consequences

and-nazism.html

http://www.slideshare.net/shannon68/decline-of-european-colonial-power-and-rise-of-nationalism

WWIIhttp://www.history.com/interactives/inside-wwii-interactive

http://www.ushmm.org/wlc/en/media_nm.php?MediaId=7827

http://www.nationalgeographic.com/pearlharbor/history/wwii_timeline.html

Post WWIIhttps://history.state.gov/milestones/1937-1945/potsdam-conf

https://history.state.gov/milestones/1937-1945/un

http://marshallfoundation.org/marshall/the-marshall-plan/

http://www.pbs.org/wgbh/amex/macarthur/peopleevents/pandeAMEX99.html

Primary Source Documentshttp://staff.esuhsd.org/danielle/MY%20Home%20page%20redesign/Liz%20English%202A/AQWF/causes%20of%20world%20war%201.pdf

http://www.nationalww2museum.org/learn/education/for-teachers/primary-sources/?referrer=http://www.google.com/url?sa=t&rct=j&q=wwii%20primary%20sources&source=web&cd=2&sqi=2&ved=0CCQQFjAB&url=http%3A%2F%2Fwww.nationalww2museum.org%2Flearn%2Feducation%2Ffor-teachers%2Fprimary-sources%2F&ei=bPVxVb3nHseHsQSnw4KABA&usg=AFQjCNHZ6oggU0g8JHckRSWiWr1sZTo3tg&sig2=v9cWY2srCmYu7aFqpsV58w&bvm=bv.95039771,d.cWc&surl=1

13

World History Pacing Guide (Proposed) (Bibb County Schools)students will investigate the agreements and those who made them at the conclusion of World War II. Students will explain the impact of these agreements on Eastern Europe. Students will examine the attempts to establish mechanisms for peaceful conflict resolution through the United Nations and recovery programs such as the Marshall Plan and McArthur’s plan for Japan.

that led to the Holocaust. Explain the military and

diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan.

Unit and Elaborated Unit Focus Standards

Themes to be taught during this unit

Elements that must be taught this unit Days Resources

Test/Class Distractors

UNIT 9: The Contemporary

World

This unit represents the culminating work of a sequential study of world history. The world of today has been shaped by the

Standards: 19, 20, 21

SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups and/or institutions affect society through intended and unintended consequences. • How did leaders like Gandhi, Nehru, Mao and Chiang lead revolutionary movements? • How and why did the ideas of Khrushchev and Gorbachev differ? • How and why do groups like Shining Path, Red Brigade, Hamas and Al Qaeda resort to terrorism? • How have women like Golda Meir,

Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana (Kwame Nkrumah).

Describe the formation of the state of Israel and the importance of geography in its development.

Explain the arms race; include development of the

5 weeks (26 Days) (April

21 – May 26, 2016)

Revolutionary Movementshttp://www.neok12.com/video/History-of-India/zX7568730503624872027f02.htm

http://www.history.com/topics/cultural-revolution

http://www.bbc.co.uk/history/historic_figures/chiang_kaishek.shtml

http://www.workers.org/2009/world/nkrumah_1008/

Israelhttp://america.aljazeera.com/

End of Pathways,

Gifted Tested, AP

Exams, EOCT, GLOs Post-Test,

Writing Assessment,

Finals

14

World History Pacing Guide (Proposed) (Bibb County Schools)often calamitous and often heroic events of the past. The theme conflict and change, viewed through the lens of the struggle of emerging nations in the world, allows students to examine how different regions of the world adapt to the issues of the modern times. The issue of conflict and change spills over into the transitions that took place as the government of the Soviet Union was no longer able to adapt, and the country broke up into its smaller component parts. Various individuals, groups and institutions played key roles in the events that have taken place since the end of the last world war. Many of them will be discussed.

SSWH20 The student will examine change and continuity in the world since the 1960s.

SSWH21 The student will analyze globalization in the contemporary world.

Indira Gandhi and Margaret Thatcher helped shape the world? • To what extent can organizations like the UN, OPEC, the WTO and other multinational organizations affect economic and political events? Movement: The student will understand that the movement or migration of peoples and ideas affects all societies involved. • Why did many Jews move to Palestine after WWII? • How have nationalist movements contributed to conflict? • How has terrorism affected travel since September 11, 2001? • What role does instantaneous information play in making the world more connected and interdependent? The student will understand that when there is conflict between or within societies, change is the result. • What was the cause of the revolutionary movements in India, China and Africa after WWII? • Why did the creation of the state of Israel produce conflict? • How did the struggle for freedom in South Africa, China and East Germany help create change in those countries? • What role did ethnic conflict in the former Yugoslavia and Rwanda have in engendering genocide in those countries? • The student will understand that as a society increases in complexity and interacts with other societies, the complexity of government increases. • Why have multinational organizations tended to proliferate in the period since the end of the last world war? • Why was the former Soviet Union not able to adapt to the complexities of the world in the late 1900s? Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. • As a result of the development of atomic weapons, what issues have arisen around the proliferation of that

hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

Compare and contrast the reforms of Khrushchev and Gorbachev.

Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall.

Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

articles/multimedia/interactive-mappingtheisraelipalestinianconflict.html

Freedom Movementshttps://tavaana.org/en/content/struggle-ground-anti-apartheid-movement-south-africa

http://www.pbs.org/wgbh/pages/frontline/tankman/view/

http://www.history.co.uk/shows/the-rise-and-fall-of-the-berlin-wall

Reformshttp://creately.com/diagram/hulg61592/Reforms+of+Khrushchev+and+Gorbachev

Ethnic Conflicts/Nationalismhttp://www.britannica.com/EBchecked/topic/664787/Pan-Africanism

http://www.britannica.com/EBchecked/topic/878838/Pan-Arabism

http://www.historyplace.com/worldhistory/genocide/bosnia.htm

http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm

Breakup of Soviet Unionhttp://news.bbc.co.uk/hi/english/static/in_depth/europe/2001/collapse_of_ussr/default.stm

Terrorismhttp://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html

Women as World Leadershttp://www.mfa.gov.il/mfa/aboutisrael/state/pages/golda%20meir.aspx

http://www.biography.com/people/indira-gandhi-9305913

http://www.biography.com/people/margaret-thatcher-9504796Technologyhttp://www.datesandevents.org/events-timelines/12-technology-timeline.htm

Global Organizations

15

World History Pacing Guide (Proposed) (Bibb County Schools)Additionally, as the world has become more interdependent, movement and migration have taken on greater significance. More people, goods and ideas move around the world today, at a much faster pace, than ever before. Many of the reasons for the faster pace of movement and migration are directly tied to technological innovation that allows for more efficiency in transportation and communication. Finally, students will appreciate that though we are bound by the time in which we live, cultures change while simultaneously continuing to hold on to the heritage and history of the past.

technology to nations and groups around the world? • How has computer and internet technology made it possible for companies to become more global in scope and for more information to be available to governments? Change and Continuity: The student will understand that while change occurs over time, there is continuity to the basic structure of that society. • To what extent did Eastern Europe undergo change after the collapse of the Soviet Union? • What twentieth-century continuities can be observed in the following former states of the Soviet Union: Ukraine, Kazakhstan and the Baltic states? • What elements seem to be consistent in the terrorist acts of the decades of the 1970s through the present?

Explain how governments cooperate through treaties and organizations, to minimize the negative effects of human actions on the environment.

http://www.opec.org/opec_web/en/about_us/24.htm

https://www.wto.org/

Forth Nine Week Progress Reports (End of School Year)

16