Download Huntsville City Schools Instructional Guide Course: Modern World

Huntsville City Schools
Instructional Guide
Course: Modern World History Grade 9
**Please make a calendar note that this pacing guide was designed with holidays, half-days, testing dates, and other factors in
mind. The additional “I can” statements and resources in RED are for Honor Classes. There will be a wide variety of
teaching techniques, strategies, and assessment methods used in Honors World History. Some of the assessment methods will include:
-Quizzes, journals (Current Events)
-Unit Tests that are composed of selected response and essay
-Oral presentations mini, informal, and formal
-Daily participation in class discussions
-Written papers, reports, projects, reflections
-Role playing, interviewing
-Analyzing and interpreting historical events and current events
- Outside reading – both Fiction and Non-fiction
-content analysis
-historical method
Standard
1.) Describe developments in Italy
and Northern Europe during the
Renaissance period with respect to
humanism, arts and literature,
intellectual development,
increased trade, and advances in
technology.*
“I Can” Statements
1. “I CAN” describe the
characteristics of the
Renaissance and understand
why it began in Italy.
2. “I CAN” identify Renaissance
artists and explain how new
ideas affected the arts of the
period.
3. “I CAN” understand how
writers of the time addressed
Resources
Vocabulary
Pacing
Recommendation
Chapter 1: The Renaissance
and Reformation (Sections
1, 2, and 5)
Medici family
Patrons
Renaissance
Secular / Sacred
Machiavelli
The Prince
Perspective / Dimension
August 5-22
Primary Source: Niccolo
Machiavelli’s The Prince
(http://www.fordham.edu/h
alsall/source/princeexcerp.asp)
Renaissance themes.
4. “I CAN” explain how the
printing revolution shaped
European society.
5. “I CAN” describe the themes
that northern European artists,
humanists, and writers
explored.
6. “I CAN” analyze important
historical events that led the
world to the point of the
Renaissance.
7. “I CAN” identify the results of
the shifting paradigms of the
Renaissance.
3.) Explain causes of the
Reformation and its impact,
including tensions between
religious and secular authorities,
reformers and doctrines, the
Counter-Reformation, the English
Reformation, and wars of religion.*
1. “I CAN” summarize the
factors that encouraged the
Protestant Reformation.
2. “I CAN” analyze Martin
Luther’s role in shaping the
Protestant Reformation.
3. “I CAN” explain the teachings
and impact of John Calvin.
4. “I CAN” describe the new
ideas that Protestant sects
embraced.
5. “I CAN” understand why
England formed a new church.
6. “I CAN” analyze how the
Catholic Church reformed itself.
7. “I CAN” explain why many
groups faced persecution during
the Reformation.
www.pbs.org
www.historychannel.com
Chapter 1: The Renaissance
and Reformation (Sections 3
and 4)
Primary Source: Martin
Luther’s “95 Theses”
(http://www.luther.de/en/9
5thesen.html)
Reading Like a Historian:
“Martin Luther”
http://sheg.stanford.edu/m
artin-luther
www.pbs.org
www.historychannel.com
Henry VII
Protestant Reformation
Martin Luther / Ninetyfive Thesis
John Calvin
Predestination
Johannes Gutenberg /
Printing Press
Council of Trent
August 5-22
4.) Explain the relationship
between physical geography and
cultural development in India,
Africa, Japan, and China in the
early Global Age, including trade
and travel, natural resources, and
movement and isolation of peoples
and ideas.*
2.) Describe the role of
mercantilism and imperialism in
European exploration and
8. “I CAN” evaluate how the
Reformation contributed to the
development of European
politics.
DBQ: Protestant
Reformation
http://johncastator.cmswiki.
wikispaces.net/file/view/db
q.reformation.egg.pdf/4599
28106/dbq.reformation.egg.
pdf
1. “I CAN” depict the general
location of, size of, and distance
between regions in the early
Global Age.
2. “I CAN” identify how the
search for spices lead to global
exploration.
3. “I CAN” analyze the effects of
European exploration have on
the people of Africa.
4. “I CAN” trace how European
nations build empires in South
and Southeast Asia.
5. “I CAN” identify how
European encounters in East
Asia were shaped by the
worldviews of both Europeans
and Asians.
6. “I CAN” contrast the growth
in Asian empires during the 16th
to 18th century.
Chapter 2: The Beginnings of
Our Global Age: Europe,
Africa, and Asia
1. “I CAN” describe the impact
of the Commercial Revolution
on European society.
Chapter 3: The Beginnings of
Our Global Age: Europe and
the Americas
Primary Source: “Journal of
the First Voyage of Vasco Da
Gama”
(http://www.lasalle.edu/~m
cinneshin/356/wk03/dagam
a.htm)
Bartolomeu Dias
Cape of Good Hope
Prince Henry
Christopher Columbus
Vasco de Gama
Vasco de Balboa
Ferdinand Magellan
God, Glory and Gold
Caravel
Astrolabe / Sextant
Magnetic Compass
Mercantilism
August 25- September 5
Effects of European
Exploration
Natural Resources
September 8-September
19
www.pbs.org
www.historychannel.com
www.eyewitnesstohistory.c
om
colonization in the sixteenth
century, including the Columbian
Exchange.*
5.) Describe the rise of absolutism
and constitutionalism and their
impact on European nations. *
• Contrasting philosophies of
Thomas Hobbes and John Locke
and the belief in the divine right of
kings
2. “I CAN” identify major ocean
currents, wind patterns,
landforms, and climates
affecting European exploration.
3. “I CAN” analyze the results of
the first encounters between
the Spanish and Native
Americans.
4. “I CAN” describe how Spain
and Portugal build colonies in
the Americas.
5. “I CAN” analyze how
European struggles for power
shape the North American
continent.
6. “I CAN” analyze how the
Atlantic slave trade shaped the
lives and economies of Africans
and Europeans.
7. “I CAN” trace how the
voyages of European explorers
lead to new economic systems
of Europe and its colonies.
8. “I CAN” analyze how the Age
of Exploration brought change
to the various continents.
1. “I CAN” explain what an
absolute monarchy is and the
concept of divine right.
2. “I CAN” explain the impact
that absolutism had on Europe
in the 16th through 19th
centuries.
Primary Source:
“[Christopher Columbus’s]
Letter to the King and
Queen of Spain, 1494”
(http://www.fordham.edu/h
alsall/source/columbus2.asp
)
Commercial Revolution
Mercantilism
Tenochtitlan
Smallpox
Transatlantic Slave
Route
Columbian Exchange
Encomienda system
Taj Mahal
www.pbs.org
www.historychannel.com
www.eyewitnesstohistory.c
om
Chapter 4: The Age of
Absolutism
Primary Source: “Anne
Boleyn’s speech at her
execution”
(http://englishhistory.net/tu
English Bill of Rights
Divine Right
Absolute Rule
Thomas Hobbes
John Locke
September 22-October 3
• Comparing absolutism as it
developed in France, Russia, and
Prussia, including the reigns of
Louis XIV, Peter the Great, and
Frederick the Great
• Identifying major provisions of
the Petition of Rights and the
English Bill of Rights
3. “I CAN” contrast the
philosophes of Thomas Hobbes
and John Locke.
4. “I CAN” compare and contrast
absolutism in France, Russia,
and Prussia.
dor/prianne3.html)
John Locke’s First Treatise of
Government
(http://www.nlnrac.org/earl
ymodern/locke/primarysource-documents)
www.historychannel.com
DBQ: “Age of Absolutism”
http://www.cabarrus.k12.nc.
us/cms/lib07/NC01910456/C
entricity/Domain/3785/Absol
utism%20DBQ.pdf
End of 1st Nine Weeks- October 3, 2014
Benchmark Assessments- October 13-17,2014
6.) Identify significant ideas and
achievements of scientists and
philosophers of the Scientific
Revolution and the Age of
Enlightenment. *(Please note that
you are expected to teach the
American Revolution as students
will need to know this for the
United States History Quality Core
test.)
1. “I CAN” analyze factors that
led to the Scientific Revolution.
2. “I CAN” summarize the theory
of the heliocentric theory.
3. “I CAN” determine the effects
of the Scientific Revolution.
4. “I CAN” identify the ideas of
Copernicus and other thinkers
during the Scientific Revolution.
5. “I CAN’ analyze the factors
that led to the Enlightenment.
Chapter 1: The Renaissance
and Reformation (Section 5)
Chapter 5: The
Enlightenment and the
American Revolution
Primary Source: Isaac
Newton’s Principia
mathematica
(http://www.thenagain.info
John Locke
Rousseau
Montesquieu
Hobbes
Enlightenment
Copernicus
Galileo
Scientific Method
American Revolution
October 13- October 31
7.) Describe the impact of the
French Revolution on Europe,
including political evolution, social
evolution, and diffusion of
nationalism and liberalism. *
6. “I CAN” compare and contrast
the ideas of Thomas Hobbes and
John Locke.
7. “I CAN” identify the impact of
the Enlightenment on European
society and other societies.
8. “I CAN” contrast the ideas of
Montesquieu, Rousseau, and
other thinkers during the
Enlightenment.
9. “I CAN” determine how the
Enlightenment changed the
view of the human condition.
/Classes/Sources/Newton.ht
ml)
1. “I CAN” describe the factors
that led to the French
Revolution.
2. “I CAN” analyze the causes
and the effects of the Great
Fear.
3. “I CAN” describe the radical
stage of the French Revolution.
4. “I CAN” analyze the factors
that led to the rise of Napoleon
and why the French strongly
supported him.
5. “I CAN” analyze the factors
that led to the fall of Napoleon.
6. “I CAN” describe how the
French Revolution led to the
Napoleonic Era.
7. “I CAN” define the
Declaration of the Rights of Man
and its impact on French
Chapter 6: The French
Revolution
www.historychannel.com
Primary Source:
“Declaration of the Rights of
Man”
(http://avalon.law.yale.edu/
18th_century/rightsof.asp)
Reading Like a Historian:
“Reign of Terror”
http://sheg.stanford.edu/rei
gn-of-terror
www.historychannel.com
Nationalism
Reign of Terror
Plebiscite
Committee of Public
Safety
Maximilien Robespierre
Napoleon Bonaparte
Estates
Bourgeoisie
National Assembly
Tennis Court Oath
French Revolution
November 3- November
21
society.
8. “I CAN” analyze how the ideas
of revolution impacted
European development.
8. Compare revolutions in Latin
America and the Caribbean,
including Haiti, Colombia,
Venezuela, Argentina, Chile, and
Mexico.*
1. “I CAN” explain how the spirit
of revolution spread from the
European continent to Latin
America.
2. “I CAN” summarize the spread
of Latin American revolutions
during the first half of the 19th
century.
3. “I CAN” identify the main
leaders and countries involved
in Latin American revolutions
from 1800-1850.
4. “I CAN” compare the
revolutions of Latin America to
the various revolutions in
Europe.
Chapter 8: Revolutions in
Latin America
Primary Source: Memoire of
General Toussaint
L’Ouverture
(http://www.marxists.org/re
ference/archive/toussaintlouverture/memoir/index.ht
m)
Dan Martin
Toussaint L'Ouverture
Bolivar
Caudillos
December 1- December
19
Free enterprise
Flying shuttle
Joint-Stock Companies
Causes/Effects of
January 6- January 16
www.historychannel.com
Benchmark Assessments December 15-19, 2014
End of 1st semester December 19, 2014
9.) Describe the impact of
technological inventions,
conditions of labor, and the
1. “I CAN” define
industrialization and the
Industrial Revolution.
2. “I CAN” analyze the causes
Chapter 7 The Industrial
Revolution Begins
Chapter 9: Life in the
economic theories of capitalism,
liberalism, socialism, and Marxism
during the Industrial Revolution on
the economics, society, and politics
of Europe. *
10.) Describe the influence of
urbanization during the nineteenth
century on the Western World. *
and effects of the Industrial
Revolution.
3. “I CAN” define and
differentiate socialism,
communism, and Marxism.
4. “ I CAN” evaluate the impact
of new ideas about business and
economics.
5. “I CAN” explain the material
benefits created by
industrialization such as
technology that improved
everyday life and economic
opportunity for a “middle class”.
6. “I CAN” analyze the effects of
industrialism and urbanization
on social and economic reforms.
7. “I CAN” evaluate the factors
that allowed Britain to
industrialize first.
8. “ I CAN” explain how and why
industrialization led to
urbanization.
9. “I CAN” summarize the
impact of the Industrial
Revolution in several countries.
10. “ I CAN” explain how and
why industrialization led to
urbanization.
11. “I CAN” analyze the effects
of industrialism and
urbanization on social and
economic reforms.
12. “I CAN” describe the social
Industrial Age
Primary Source: Manifesto
of the Communist Party
(https://www.marxists.org/
archive/marx/works/1848/c
ommunist-manifesto/)
Industrial Revolution
Steam engine
James Watts
Communism
Laissez-faire
Adam Smith
Factors of Production
Reading Like a Historian:
“Factory Life”
http://sheg.stanford.edu/fa
ctory-life
Karl Marx
Urbanization
Industrialization
William Wilberforce
www.historychannel.com
and economic effects of
industrialization.
13. “I CAN” define urbanization
and how it changed society.
11.) Describe the impact of
European nationalism and Western
imperialism as forces of global
transformation, including the
unification of Italy and Germany,
the rise of Japan's power in East
Asia, economic roots of
imperialism, imperialist ideology,
colonialism and national rivalries,
and United States imperialism. *
1. “I CAN” define nationalism,
imperialism, and militarism.
2. “I CAN” explain how and why
industrialization led to
imperialism.
3. “I CAN” summarize the
creation of a German state
because of increased
nationalism and the influence of
Bismarck.
4. “ I CAN” summarize the
creation of a unified Italian state
because of increased
nationalism.
5. “I CAN” explain the causes
and effects of late 19th/ early
20th century conflicts related to
nationalism, industrialization,
and imperialism. (RussoJapanese War, wars of German
unification)
6. “I CAN” explain how
imperialism affected the world.
Chapter 10: Nationalism
Triumphs in Europe
Chapter 11: Growth of
Western Democracies
Chapter 12: The New
Imperialism
Chapter 13: New Global
Patterns
Primary Source:
“Documents of German
Unification, 1848-1871”
(http://www.fordham.edu/h
alsall/mod/germanunificatio
n.asp)
Document Based Question
(DBQ): “Age of Imperialism”
http://www.livingston.org/c
ms/lib4/NJ01000562/Centri
city/Domain/700/Imperialis
m%20final%20dbq.pdf
www.historychannel.com
Crimean War
Berlin Conference 18841885
Imperialism
Cecil Rhodes
Japan (Foreign Policy)
China (Foreign Policy)
Rudyard Kipling
Isolationism
January 19- February 6
12.) Explain causes and
consequences of World War I,
including imperialism, militarism,
nationalism, and the alliance
system. *
1.“I CAN” identify the MAIN
causes of World War I.
2. “I CAN” identify the
immediate cause of World War.
3. “I CAN” identify the impact of
new technologies and war
strategies during World War I.
4. “I CAN” identify the factors
that led to the United States
entering World War I and the
immediate effects of United
States involvement.
5. “I CAN” evaluate the peace
treaties following World War I
and how it impacted Germany.
6.” I CAN” summarize the causes
and the events of the Russian
Revolution of 1917 (Bolsheviks)
and place it appropriately in the
context of World War I.
7. “I CAN” explain the effects of
the Russian Revolution.
8. “I CAN” describe how the
world changed as a result of the
Great War.
Chapter 14 World War I and
the Russian Revolution
Primary Source: Wilfred
Owen’s “Dulce et Decorum
Est”
(http://www.warpoetry.co.u
k/owen1.html)
www.historychannel.com
www.eyewitnesstohistory.c
om
Triple Alliance
Triple Entente
Treaty of Versailles
Bolsheviks
Lenin
Stalin
Trench Warfare
U-boat
Franz Ferdinand
Poison Gas
Western Front
Lusitania
Zimmerman Note
Schlieffen Plan
February 9- March 6
Treaty of Versailles
Dawes Plan
Article 231
March 9- March 20
Benchmark Assessments March 2-6, 2015
13. Explain challenges of the postWorld War I period. Identify the
causes of the Great Depression and
End of 3rd Nine Weeks March 6, 2015
1. “I CAN” analyze how debt
Chapter 16 The Rise of
from WWI became a motivating
Totalitarianism
factor for Germany’s increased
character the global impact of the
Great Depression. *
nationalism. (Dawes Plan, Article Primary Source: FDR Fireside
231, Weimer Republic -before
Radio Chat on the Banking
Hitler)
Crisis, March 12, 1933
2. “I CAN” analyze how and why (http://www.mhric.org/fdr/
the failure of the Treaty of
chat1.html)
Versailles (reparations and war
guilt clause) led to World War II.
3. “I CAN” analyze how the
www.historychannel.com
impact of the Great Depression
resulted in World War II.
(fascism and communism)
DBQ: “Age of Anxiety”
Weimer Republic
Adolf Hitler
Great Depression
Fascism
Communism
Five- Year Plan
http://lockhartibhistory.com/I
B_History_Site/Causes,_Pra
ctices,_and_Effects__WW1_
of_War_Module_files/DBQ%
20AgeOfAnxiety%20guided.
pdf
14.) Describe causes and
consequences of World War II. *
1. “I CAN” identify how
economic crisis in Germany,
Italy, and Russia/ the USSR
helped authoritarian leaders
gain power. (Benito Mussolini,
Adolf Hitler, March on Rome,
totalitarianism)
2. “I CAN” summarize the events
that led to World War II.
(totalitarianism in Italy, Japan,
Germany, and Russia.
3. “I CAN” summarize the direct
event that triggered World War
II and the war techniques used
by Germany. (blitzkrieg)
4. “ I CAN” analyze the factors
that eventually led the United
Chapter 17 World War II and
Its Aftermath
Primary Source: Albert
Einstein’s letter to FDR
concerning the
development of the Atomic
Bomb, March 25, 1945
(http://www.trumanlibrary.
org/whistlestop/study_colle
ctions/bomb/large/docume
nts/pdfs/35.pdf#zoom=100)
Reading Like a Historian:
“Appeasement”
http://sheg.stanford.edu/ap
Adolf Hitler
Totalitarianism
World War II
blitzkrieg
Normandy
Gestapo
Nazi
Holocaust
Fascism
Island hopping
Pearl Harbor
Genocide
March 30- April 17
States to become involved in
World War II. (Japanese
aggression)
5. “I CAN” describe how
Normandy was a turning point
in World War II.
6. “I CAN” describe the
immediate effects of World War
II and how it ended.
peasement
Reading Like a Historian:
“Nazi Propaganda”
http://sheg.stanford.edu/na
zi-propaganda
www.historychannel.com
www.eyewitnesstohistory.c
om
15.) Describe post-World War II
realignment and reconstruction in
Europe, Asia, and Latin America,
including the end of colonial
empires.
1. “I CAN” explain the effect of
WWII on the development of
Asia.
2. “I
CAN” summarize the effect of
WWII on the spread of
communism.
3. “I CAN” identify the root
causes of the Cold War and the
Western policy of Containment.
Chapter 18 The Cold War
Chapter 19: New Nations
Emerge
Primary Source: Winston
Churchill’s “Iron Curtain
Speech”
(http://www.fordham.edu/h
alsall/mod/churchilliron.asp)
www.historychannel.com
DBQ: “Start of the Cold
War”
http://people.hofstra.edu/al
Warsaw Pact
NATO
Cold War
Yalta
Iron Curtain
Cuban Missile Crisis
April 20-24
an_j_singer/DBQs/DBQ13StartoftheColdWar.pdf
16.) Describe the role of
nationalism, militarism, and civil
war in today's world, including the
use of terrorism and modern
weapons at the close of the
twentieth and the beginning of the
twenty-first centuries. *
1. “I CAN” outline the decline of
communism and its impact on
the world.
2. “I CAN” describe the modern
internal conflicts in various
regions around the world and its
impact on world security.
3. “I CAN” explain how the
world was changed as a result of
September 11, 2001.
Chapter 20: Regional
Conflicts
Mikhail Gorbachev
Ronald Reagan
Israel
Chapter 22 The World Today Palestine
(Section 4)
George W. Bush
Nelson Mandela
Primary Source: George W. Perestroika
Bush Address to the Nation Glasnost
on 9/11/01
Arab Spring
(http://www.americanrheto Radical Islamic
ric.com/speeches/gwbush91 Fundamentalism
1addresstothenation.htm) War on Terrorism
April 27- May 1
www.historychannel.com
17. Describe emerging democracies 1. “I CAN” identify challenges
from the late twentieth century to brought about by new
technologies in the past 25
the present.*
years.
2. “I CAN” discuss social changes
and the challenges they have
presented since 1945.
3. “I CAN” discuss the impact of
the inter-related world in the
areas of politics, economics and
society.
4. “I CAN” analyze the impact
that history has on the past and
the present.
Chapter 21: The
Developing World
Primary Source: Steve Jobs
Stanford Commencement
Address to Stanford in 2005
(http://news.stanford.edu/n
ews/2005/june15/jobs061505.html)
www.historychannel.com
United Nations
Mubarak
Libya's Constitutional
Charter Draft
Civil Liberties
Human Rights
Social Change
Democratic Reforms
Ethical Challenges
May 4- May 22
Final Benchmark Assessments May 11-15, 2015
End of 2nd semester May 22, 2015
*= College and Career Readiness Anchor Standards for Reading (Grades 6-12, Standards 1-10) and Writing (Grades 6-12, Standards 1-10) will be
implemented in every unit.