Download I CAN STATEMENTS: WH.H.1.1 I can identify patterns of change in

I CAN STATEMENTS:
WH.H.1.1
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I can identify patterns of change in timelines.
I can identify patterns of continuity in timelines.
I can create timelines to record events in chronological order.
I can recognize patterns of succession (events following after one another) and duration (length
of time).
WH.H.1.2
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I can explain the difference between a primary and a secondary source and recognize examples
of each.
I can identify bias in both primary and secondary sources.
I can answer the basic questions – who, what, when, where, why – about a historical passage
and use this information to help understand the meaning of that passage.
I can understand and explain the difference between historical facts – what actually happened –
and the interpretations of those facts.
I can identify the different parts of a map and use them appropriately (scale, legend, latitude &
longitude, etc.)
I can analyze historical maps to understand how location and geographic issues might affect
history.
I can recognize how fictional primary sources (poetry, plays, novels, etc.) might be used to
increase understanding of a culture or an event in history.
I can recognize how non-literary primary sources (photographs, maps, artwork, political cartoons,
quantitative data, charts, architecture, artifacts, timelines, etc.) might be used to increase
understanding of a culture or an event in history.
I can use a variety of primary and secondary sources together to support a conclusion about an
interpretation of history.
WH.H.2.1
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I can explain the differences between nomadic and settled peoples.
I can explain how and why geographic issues (flooding, natural barriers, drought, famine, limited
fertile land, etc.) influenced the early settlement and sustainability of ancient civilizations.
I can explain how and why geographic issues (flooding, natural barriers, drought, famine, limited
fertile land, etc.) influenced the trading and migration patterns of ancient people groups and
civilizations.
I can identify the patterns that resulted in the rise of early river valley civilizations.
I can compare different early river valley civilizations in terms of how they settled, grew, used
resources, traded, and declined.
I can explain how people used and attempted to control rivers to promote communication, trade,
and agriculture.
I can analyze the role of the Mediterranean Sea in the creation of trade networks between
different civilizations.
WH.H.2.2
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I can differentiate between civilizations and empires.
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I can explain how civilizations developed into empires through the use of centralized governments
and the promotion of commerce/trade.
I can analyze the development, structure, and function of the governments of ancient empires,
especially those in Greece, Rome, India, and China
I can define theocracy, democracy, oligarchy, tyranny, monarchy, bureaucracy, and aristocracy
and provide examples of each in the ancient world.
I can connect ideas about government in the ancient world with ideas about government in
modern societies.
WH.H.2.3
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I can define the word “codify” in the context of laws or legal systems.
I can compare different ancient law codes (Hammurabi’s Code, Draco’s laws, Justinian code,
Theodosius, etc.) in terms of their requirements and roles in their societies.
I can explain how codifying laws met the needs of ancient societies.
I can evaluate how written codes of laws were used to unify societies by establishing rules of
conduct, the distribution of power among different groups, a common legal system, and
centralized power for ancient rulers.
I can analyze how written law reinforced the belief that government had a responsibility for
maintaining acceptable behavior in a society.
I can explain how and why Draco’s laws led to the development of democracy in ancient Greece.
WH.H.2.4
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I can analyze the rise and spread of various empires in Europe, the Americas, Asia, and Africa in
terms of their influence, achievements, and lasting impact.
I can explain how the achievements of a society contribute to its economic, political, and cultural
influence.
I can define conquest, invasion, and cultural diffusion.
I can explain how different ancient civilizations/empires declined as a result of internal weakness
and external invasions by using examples from different parts of the world.
I can identify the legacies that ancient civilizations/empires left behind for future generations
(building projects/monuments, art, literature, architecture, government, currency, decimal system,
irrigation, mathematics, the Silk Road, etc.).
I can evaluate how the ways in which ancient empires expanded and controlled their lands helped
spread their political, military, economic, and cultural influence across continents and established
long-lasting legacies (unification of China, etc.).
WH.H.2.7
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I can define urbanization and trade.
I can analyze the importance of the Silk Road for ancient cultures in the East and the West.
I can explain how trade increases cultural diffusion and the spread of ideas.
I can explain how trade, cultural exchange, urbanization, new technologies, and centralized
political organization all helped promote the emergence of empires around the world.
I can explain how maritime (Mediterranean, river routes) and overland (Silk Road, west African
routes) trade routes affected urbanization, transportation, communication, and the development
of trade centers used by multiple cultures and empires.
I can analyze how ancient trade routes in West Africa allowed for the development of empires
and increased power/influence among African trading states.
I can analyze the relationship between trade routes and the development and decline of major
empires such as those in Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol,
Mesoamerica, Inca, etc.
WH.H.2.9
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I can evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.
WH.H.2.2
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I can analyze the role that religion played in unifying and centrally governing expanding territories
with diverse populations.
I can explain how the governments of ancient and medieval societies reflected their religious and
cultural beliefs.
WH.H.2.4
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I can explain the rise and spread of the different Islamic empires through conquest, invasion,
trade, and cultural diffusion.
I can identify the important achievements and lasting impact of Islamic empires.
I can evaluate how the ways in which ancient and medieval empires expanded and controlled
their lands helped spread their cultural influence across continents and established long-lasting
legacies (expansion of Islam, etc.).
WH.H.2.5
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I can identify and explain the core beliefs of major Eastern and Western religions such as
Judaism, Hinduism, Buddhism, Confucianism, Christianity, and Islam.
I can compare the tenets, actions, and expansion of major world religions.
I can define monotheism, polytheism, and atheism.
I can compare the characteristics of monotheistic and polytheistic belief systems.
I can analyze how belief systems (particularly Christianity, Buddhism, and Islam) spread through
cultural diffusion, trade, geopolitical expansion/conquest, and the work of missionaries.
I can explain how and why the introduction of various religions impacted the values and beliefs of
both Eastern and Western civilizations.
o I can analyze how religion can be a unifying factor in different cultures, particularly
Christianity in Europe and Islam in the Middle East.
o I can analyze how religion can be a dividing factor in different cultures, such as how
Christianity hastened the fall of the Roman Empire and Buddhism helped divide the Han
Empire.
o I can explain the impact of the introduction of Islam in Spain.
I can explain how religious beliefs and practices change over time.
o I can trace how Brahmanism in India evolved into early Hinduism.
o I can summarize how Christianity developed from Judaism.
o I can identify how and why Islam split into competing sects.
I can summarize the role of Constantinople in the spread of Christianity and religious conflict as
well as the reasons for the city’s importance.
I can evaluate the impact of the Byzantine Empire on both the Islamic world and Western Europe.
WH.H.2.8
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I can identify social structures and class systems in different ancient cultures.
I can evaluate how those social structures reflected religious and cultural beliefs.
I can explain how the caste system limited social mobility in India.
I can provide examples of how ancient and classical societies addressed social imbalances and
inequities.
I can evaluate the presence and role of slavery in different societies.
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I can compare social structures, class systems, and slavery in different parts of the world.
WH.H.3.1
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I can explain how religion helped create cultural unity despite diversity in different empires of
Europe, Africa, and Asia. (Carolingian Dynasty, Holy Roman Empire, Ottoman Empire, Mughal
Empire, Safavid Empire)
I can provide examples of how religious beliefs and practices allow for the development of cultural
institutions that unite people and groups.
WH.H.3.2
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I can identify struggles between religious and secular authorities over political and economic
matters in different parts of the world.
I can explain how these struggles may impact the structure of government and societies.
This unit will focus on innovation, political, and economic changes during the Middle Ages. Reinforce
concepts of religious/political authority through discussions of the specific political entitites - England,
HRE, different Islamic empires, etc. Shift the focus to economic trends that end feudalism and set up the
Renaissance.
WH.H.2.6
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I can evaluate the extent to which interaction between the Islamic world and medieval Europe
increased trade, enhanced technological innovation, and impacted scientific thought and the arts.
I can explain how and why Islamic cultural achievements influenced European technological
advancements.
I can explain how advances in navigational technology, increased trade, and the Crusades led to
the discovery of many new goods, people, and information for medieval Europe.
I can evaluate how these discoveries later helped contribute to economic recovery and
Renaissance.
WH.H.3.1
I can evaluate how religion influenced political power.
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I can explain the role of the Church in daily life in Europe.
I can evaluate the political and cultural significance of Europe’s isolation from advanced
civilizations in other parts of the world after the fall of the Roman Empire.
I can trace the emergence of a new European civilization blending Greco-Roman, Germanic, and
Christian traditions.
I can explain the rise of the Holy Roman Empire and the reasons for its failure to build a
completely unified state in Germany.
I can analyze the reasons for the emergence of feudalism and the manor economy/political
system in medieval Europe.
I can explain the powerful position of absolute authority enjoyed by the papacy during the Middle
Ages.
I can analyze the causes of the Crusades.
I can evaluate the outcomes of the Crusades.
I can evaluate how absolute power can evolve when leaders combine complete authority in
religious and political matters.
WH.H.3.2
I can identify conflicts between different religious ideals and how those conflicts led to economic, political,
and social changes during the Middle Ages in Europe.
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I can analyze the struggles between different levels of religious and political authority (monarchs,
nobles, clergy, popes, etc.).
I can analyze struggles between different religious sects in the forms of religious schisms during
the Middle Ages.
I can explain the political aspects of the Crusades as well as their religious importance, such as
how the Crusades became a politically unifying conflict in part designed to help end feuding
between Christian groups.
I can evaluate the Magna Carta as a result of struggles for authority between monarchs, nobility,
and clergy in England.
I can evaluate the importance of the Magna Carta in the development of democracy in England.
I can trace the causes and effects of the Hundred Years’ War.
WH.H.3.3
I can analyze how innovations in agriculture, trade, and business impacted the economic and social
development of medieval societies.
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I can define feudalism, the Agricultural Revolution, the Commercial Revolution, the manor
system, banking, and guilds.
I can explain how new farming technologies increased food production and therefore led to an
increase in the population.
I can explain how population growth led to a revival of trade across Europe and the growth of new
towns and cities.
I can identify how increased trade led to a need for new business practices.
I can analyze how new business practices (banking houses, partnerships, bills of exchange)
helped transform medieval economies.
I can identify the reasons for and importance of the rise of the middle class in Europe that
included artisans, merchants, etc.
I can evaluate the reasons for the decline of feudalism and the manor system.
WH.H.4.3
I can explain how agricultural and technological improvements transformed daily life socially and
economically.
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I can identify the relationships between the agricultural revolution, population growth,
industrialization, specialization of labor, patterns of land-holding that encouraged the growth of
towns, creation of guilds, and changes in feudal/manorial systems.
I can trace the connections between agricultural advancements, better diets, and longer average
life spans.
I can evaluate the importance of guilds in medieval society.
WH.H.3.4
I can analyze how the need for farmable, fertile land created conflict and impacted the physical
environments of different parts of the world.
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I can evaluate the use of slash and burn agriculture in Africa, the use of step terraces by Incas,
the use of chinampas by Aztecs, the actions taken by feudal lords to increase farmable land such
as clearing forests and draining swamps, and the use of crop rotation in Europe as methods to
increase food production that also had consequences for the environment.
I can explain why feudal lords wanted more land and the various methods they used to get it.
I can explain how the shift from a two field to a three field system led to the Agricultural
Revolution.
I can define the enclosure movement and how this shift in the usage of land led to population
changes, conflict, and permanent changes to the environment.
This unit will focus on reasons for the Renaissance, Protestant Reformation, Scientific Revolution,
especially how they transition the world from the feudal, regional & religious medieval cultures to the
nation-states who will sponsor the Age of Exploration
WH.H.4.1
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I can explain how interest in classical learning and innovations from Greek, Roman, Asian
(including the Mongols), and Islamic civilizations laid the foundation for the Renaissance.
I can define the Renaissance and the Protestant Reformation.
I can explain how and why the printing press both increased literacy and helped spread ideas.
I can analyze the factors that led to the Renaissance, including the role of trade and the revival of
classical learning.
I can explain how and why the Renaissance started in Italy and spread throughout Europe.
I can evaluate the effect of the Renaissance on the arts.
I can analyze the factors that led to the Protestant Reformation, including the role of the printing
press and problems in the Catholic Church.
I can evaluate the effect of the Protestant Reformation on the Church, religious reform, and
society in both Northern and Southern Europe.
I can generalize how intellectual and religious movements can transform societies and influence
relationships among nations, providing examples from the Renaissance and the Reformation.
WH.H.4.2
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I can define national identity, nation-states, absolutism, and limited monarchy.
I can evaluate the effect of the Protestant Reformation on political systems in terms of how the
movement created change in governmental structures and the distribution of power.
I can evaluate the effect of the Protestant Reformation on conflict in Europe in terms of religious
wars (i.e. the Thirty Years’ War) and the significance of the division between Catholic states and
Protestant states.
I can trace the rise of modern nation-states (especially France and England) in Europe from their
roots in the Protestant Reformation and subsequent conflicts.
I can evaluate absolute monarchs such as Peter the Great, Catherine the Great, and Louis XIV in
terms of their significance and how they personify the ideals of absolutism.
I can explain why France and England successfully developed national monarchies based on
foundations from the medieval era.
I can explain why Germany and Italy failed to develop national monarchies.
WH.H.4.3
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I can evaluate the impact of the printing press and other technologies on communication and the
spread of beliefs and ideas.
I can trace how and why scientific and technological changes, transportation, and new forms of
energy brought about social, economic, and cultural changes across Europe.
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I can explain the connections between new ways of thinking, technological innovation, and social
change.
WH.H.4.4
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I can summarize the causes and course of the Black Death.
I can explain how and why the Black Death spread social unrest throughout Europe, as well as
how it contributed to the Renaissance and Reformation.
I can explain the connection between the founding of the Mongol Empire, the revival of trade in
Europe, and the spread of both the Black Death and the Renaissance.
WH.H.6.1
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I can explain how and why the recovery of the late Middle Ages set the stage for changes during
the Renaissance and Reformation.
I can define humanism, heliocentric, geocentric, empiricism, Scientific Revolution, the Inquisition,
and other terminology related to the development of new ideas.
I can evaluate the impact of humanism on the growth of the Renaissance and the spread of new
ideas.
I can explain the role of technology (printing press, etc.) in the spread of new ideas.
I can summarize how new intellectual, philosophical, and scientific ideas caused people to
reevaluate how they viewed themselves and their physical/spiritual worlds.
I can summarize the contributions of Bacon, Descartes, Galileo, and Newton to the Scientific
Revolution.
I can explain the importance of the Scientific Revolution.
This unit focuses on the causes and effects of European Exploration. Reinforce the earlier studies of the
economic situation through the Late Middle Ages and the Renaissance. End the unit with new colonies
exploited in the new international trade system & ready for control of their own destinies just as soon as
someone puts that idea into words.
WH.H.4.4
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I can define mercantilism, capitalism, inflation, and globalization.
I can analyze the reasons that Europeans needed a new trade route to Asia, including the
breakup of the Mongol Empire, the strength of the Ottoman Empire, and the increased desire for
trade goods from Asia.
I can explain how the Crusades influenced the desire for exploration.
I can explain how mercantilism created the European need for colonization of the Americas.
I can analyze the reasons why individuals, groups, and governments participated in European
exploration: the desire to spread Christianity, acquire economic wealth, and achieve social or
political notoriety.
I can evaluate the effect of European exploration on the global economy and global interactions.
I can analyze how powerful nations benefited from the acquisition of colonial possessions.
I can analyze the effects of increased global trade on the interactions between nations in Europe,
Southwest Asia, the Americas, and Africa.
WH.H.5.1
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I can define the Columbian Exchange, commercial revolution, Triangular Trade, Middle Passage,
conquistadors, and capitalism.
I can explain how the recovery of the late Middle Ages, the Renaissance, and the Scientific
Revolution led to the age of Discovery.
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I can summarize the major technological innovations made by the Portuguese and Spanish in
shipbuilding, navigation, and naval warfare and how those innovations allowed them to explore
beyond traditional routes.
I can analyze the economic and geopolitical reasons that groups and nations seek expansion.
I can analyze the new dominance of Europe as a result of the age of exploration and voyages of
discovery.
I can explain how the Scientific Revolution, the search for a sea route to Asia, and the arrival of
Columbus and other Europeans to the Americas helped create the Columbian Exchange.
I can evaluate the Columbian Exchange in terms of its effects on Europeans, Native Americans,
and Africans.
I can explain how and why migration colonization prompted conflict between European nations
and Native American societies.
I can explain how the motivations for exploration and conquest affected their impact on global
interactions, trade, colonization, and conflict.
o For example: how Portuguese goals for exploration differed from Spanish goals, leading
to different colonization patterns in the Portuguese development of trading outposts in the
Eastern Hemisphere and the conquest of South America by the Spanish.
o For example: how the different goals for English, Spanish, and French colonies resulted
in different political and socioeconomic structures within those colonies.
WH.H.5.2
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I can analyze exploration and expansion in terms of their causes, including:
o Spanish & Portuguese navigation/shipbuilding advances
o Technologies derived from European interaction with the Asian and Islamic worlds
(printing, the marine compass, cannonry, Arabic numerals, etc.)
o Economic and geopolitical causes for expansion
o Scientific Revolution
o The search for sea routes to Asia
I can analyze exploration and expansion in terms of their effects, including:
o Colonization
o The consequences of colonization for both American and European civilizations
o Changes in the balance of power in Africa
o Columbian Exchange, including the movement of ideas, culture, food, languages,
disease, and people
o Emergence of European dominance
WH.H.5.3
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I can analyze colonization in terms of the desire for access to resources and markets.
o I can explain how a nation’s acquisition of new colonies increases its wealth by
guaranteeing control of trade resources, raw materials for industry, and markets for
products.
o I can explain how the Commercial Revolution was a result of the need for new resources
and economic markets.
I can analyze colonization in terms of the consequences on indigenous cultures, population, and
the environment.
o I can define encomienda system, indigenous, colonization
o I can evaluate the negative impacts of colonialism on indigenous populations and the
continuing effect of those impacts even after the colonial power is removed.
o I can summarize the new social stratification created by interactions between Native
Americans, Africans, and Europeans in Spanish colonies and how this system laid the
foundation for centuries of conflict.
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I can summarize the decline of the Native American population as a result of diseases
brought by the Columbian Exchange.
I can explain how the founding of the British colonies in North America occurred within a wide
context of events: the decline of American Indian populations, the rise of the Spanish empire, the
African slave trade, the trans-Atlantic trade, the migration of Europeans, and political turmoil in
England.
I can explain how the founding of the Spanish colonies in South America occurred within a wide
context of events, including the completion of the Reconquista and the effects of the Renaissance
and Reformation.
WH.H.5.4
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I can define investment, joint-stock companies, corporations, mercantilism, and capitalism.
I can analyze the role of investment in global exploration in terms of its implications for
international trade.
I can explain how the economic system of mercantilism affected decisions involving exploration,
colonization, trade, and conquest.
I can evaluate the changes in the global economic system brought by European exploration and
expansion.
I can explain how new business and investment methods allowed people to gather the large
amounts of capital needed for overseas ventures and the planting of colonies.
I can analyze the growth of European capitalism in terms of the expansion of international trade
and the push for overseas empires.
This unit's goal is to reinforce humanism as part of the Renaissance, and connect it plus the Scientific
Revolution to the Enlightenment. Use the Glorious Revolution as a starting point for political revolution,
WH.H.4.2
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I can explain how the English Civil War resulted in revolutionary change in England.
I can evaluate the Glorious Revolution as a political revolution and in terms of its effects on the
British governmental system.
I can analyze how discontent with economic, political, and social conditions can lead to revolution
or reform that can alter physical boundaries and governmental systems.
WH.H.6.1
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I can define the Enlightenment, revolution, popular sovereignty, natural rights, democracy, and
nationalism.
I can summarize the views and contributions of Locke, Montesquieu, Rousseau, Bolivar,
Jefferson, Paine, and Adam Smith to the Enlightenment and the Age of Revolutions.
I can explain how Enlightenment theories initiated the questioning of current government
practices and prompted the desire for self-rule.
I can evaluate the role of the Enlightenment in the formation of revolutionary movements in the
Americas and Europe.
WH.H.6.2
I can analyze political revolutions in terms of their causes.I can analyze political revolutions in terms of
their impact on independence, governing bodies, and church-state relations.
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I can trace the connections between changes in political thought, the Enlightenment, and
revolutions around the globe.
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I can evaluate the importance of the American Revolution in inspiring future revolutions.
I can explain how the need for independence led to revolutions in the Americas.
I can explain the ways in which the American, French, and Haitian Revolutions influenced
independence movements in Latin America.
I can identify political, economic, and social causes similar in all revolutions.
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I can summarize the effects of various political revolutions, including the Glorious,
American, French, Haitian, and Mexican Revolutions.
I can theorize why some revolutions led to a repeating cycle of revolution (i.e. France)
while others didn’t (i.e. America).
I can trace changes in governments that occurred because of political revolutions.
I can evaluate the role of religious organizations during and after political revolutions.
Introduce industrialization and trace it through urbanization and the pursuit of natural resources to the
need for reform. Communism, nationalism, imperialism, and militarism should all be introduced here. End
the unit ready for World War I
WH.H.6.3
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I can define urbanization, industrialization, and the Industrial Revolution.
I can explain how and why industrialization led to urbanization.
I can explain how physical geography and environment can shape, limit, and promote
industrialization.
I can analyze the role of geography (place, location, region, human interaction, movement)
played in the development and spread of industrialism.
I can evaluate the impact of industrialization on the environment.
I can analyze the causes of the Industrial Revolution in terms of technological innovation,
expanding economic activity, and the availability of natural resources.
I can summarize how the search for natural resources was influenced by geographic factors and
technological innovation and resulted in urbanization, employment, and negative effects on the
environment.
WH.H.6.4
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I can define and differentiate socialism/communism/Marxism.
I can analyze the effects of industrialism and urbanization on social and economic reform.
I can summarize the changes in migration patterns brought about by industrialization.
I can explain the social problems created by rapid industrialization and urbanization.
I can summarize the ways poor working conditions led to the creation of labor organizations.
I can explain the material benefits created by industrialization such as technology that improved
everyday life and economic opportunity for a “new” middle class.
I can analyze the connections between the problems of industrialization/urbanization and
socialism/communism/Marxism.
I can evaluate the impact of new ideas about business and economics.
WH.H.7.2
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I can define nationalism, imperialism, and militarism.
I can explain how and why industrialization led to imperialism.
I can summarize the creation of a unified German state because of increased nationalism and the
influence of Bismarck.
I can summarize the creation of a unified Italian state because of increased nationalism.
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I can explain the causes and effects of late 19th/early 20th century conflicts related to nationalism,
industrialization, and imperialism (i.e. Russo-Japanese War, wars of German unification)
This unit focuses on the idea of power. Reinforce the trends of the 19th century causes for wars.
Reinforce the ideas about revolutions to teach the Russian Revolution. Include the international story of
the Great Depression as a story of cause and effect. The unit will end with WWII and the evaluation of
how it shifted the balance of power.
This unit will last approximately 10 days (CP), 8 days (honors)
WH.H.7.1
I can define turning point and watershed.
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I can generate examples of turning points in world history and explain why they were turning
points.
I can evaluate the importance of leadership in creating turning points.
I can evaluate World War I and World War II as turning points.
WH.H.7.2
I can summarize the problems created by nationalism in Austria-Hungary.
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I can explain the increase in economic and military competition between nations, such as the
naval arms race between Britain and Germany, and how this competition increased tension
between nations.
I can explain why the pressures of extreme nationalism and economic upheaval set Japan on a
militaristic and expansionist path in the early twentieth century.
WH.H.7.3
I can generalize the underlying causes of war.
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I can analyze the MAIN causes of World War I.I can identify the immediate causes of WWI (the
assassination of Archduke Ferdinand) and WWII (the German invasion of Poland) and can
differentiate these from the underlying causes.
o Militarism (increase in arms buildup, tendency of nations to solve their problems with the
military instead of diplomacy)
o Alliances (Triple Alliance vs. Triple Entente, summarize how the alliance system brought
more players into the war)
o Imperialism (competition for colonies + helped spread the war outside of Europe)
o Nationalism (nationalism + the assassination of Archduke Ferdinand sparked WWI)
I can summarize the causes and events of the Russian Revolution and place it appropriately in
the context of World War I.
I can explain the effects of the Russian Revolution.
I can evaluate the peace treaties following the first World War.
I can define appeasement.
I can explain how debt from WWI became a motivating factor for Germany’s increased
nationalism.
I can explain how Allied countries responded to the expansionist actions of Axis nations and
identify reasons for these responses.
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I can analyze how and why the failure of the Treaty of Versailles (reparations + war guilt clause),
the impact of the global depression, and the expansionist policies/actions of Axis nations resulted
in World War II.
WH.H.7.5
I can identify the end of World War II as the beginning of a new economic conflict between communist
systems and capitalist ones.
WH.H.7.6
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I can explain how economic crisis contributed to the growth of various political and economic
movements.
o I can describe the factors that contributed to the Great Depression, such as the unequal
distribution of wealth.
o I can analyze how economic crisis in Germany, Italy, and Russia/the USSR helped
authoritarian leaders gain power.
WH.H.8.1
I can define the idea of “balance of power.”
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I can identify how the Spanish-American War, WWI, and WWII challenged political and economic
power structures and gave rise to new balances of power.
I can explain how the competition created by nationalism, imperialism, industrialization, and
militarism led to WWI.
I can explain how and why the rise of totalitarian governments contributed to World War II.
I can define “total war” and explain how WWI and WWII were examples of total war.
I can explain how the US emerged as a world power following the Spanish-American War and
how American isolationism contributed to WWI and WWII
This unit will focus on the world after World War II to include the Cold war and decolonization. Focus on
global interdependence during the ideological conflict of the Cold War and other trends emerging after
World War 2. Study events of the Cold War through the lens of international crisis affecting international
politics. Teach decolonization in the context of the Cold War and a reaction to World War 2.
WH.H.7.1
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I can identify and evaluate key turning points in the Cold War.
WH.H.7.4
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I can explain how social and economic conditions of colonial rule contributed to the rise of
nationalistic movements in India, Pakistan, Kenya, Ghana, South Korea, China, Vietnam, and
other parts of the developing world.
I can summarize the reasons that China desired independence.
I can summarize the causes, events, and effects of the Chinese Communist Revolution.
I can explain how the use of passive resistance by Mahatma Gandhi helped lead to an end to
British rule in India.
I can explain how economic power and bureaucracies have been used by imperialist nations to
deliberately destroy ethnic/racial, political, and cultural groups.
WH.H.7.5
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I can differentiate between communism and capitalism in the context of the Cold War.
I can explain how the Marshall Plan, Truman Doctrine, and Eisenhower Doctrines were used to
solidify the economies of new democratic nations.
I can analyze the emergence of capitalism as a dominant economic pattern and the responses to
it from various groups.
WH.H.7.6
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I can summarize the economic crisis in China and how Mao Zedong and Chiang Kai-Shek
responded to that crisis.
I can connect the emergence of the conflicts in Korea and Vietnam with the desire to bring
equality among social classes.
I can explain how economic crisis helped promote nationalistic movements in colonial Africa and
Asia.
(WH.H.8.1)
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I can evaluate the intended and unintended consequences of new national borders established
by the treaties that ended World War II.
I can define the post-WW2 balance of power in terms of the two “superpowers” and the influence
of the Cold War on world events during the second half of the twentieth century.
WH.H.8.2
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I can explain how international crisis has impacted international politics in the context of the Cold
War, especially the Berlin Blockcade/Airlift, the Korean War, the Hungarian Revolt, and the
Cuban missile crisis.
I can explain how international crisis has impacted international politics in terms of western
relationships with the Middle East, especially the OPEC oil crisis, the Iranian Revolt/hostage
crisis, and the rise of Islamic extremism.
I can identify major foreign policies of the U.S., the U.S.S.R., and other nations: containment,
Eisenhower’s brinkmanship, Kennedy’s flexible response, Kruschev’s peaceful coexistence, the
Brezhnev doctrine, glastnost, perestroika, nonalignment (i.e. how recently decolonized and other
developing nations played the USSR and the US against each other to get the most stuff)
I can explain the reasons for and the impact of those foreign policies.
I can summarize post-independence struggles in South Asia and the ongoing tensions over the
region of Kashmir.
WH.H.8.3
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I can evaluate Winston Churchill’s “Iron Curtain” speech.
I can analyze the Berlin Wall as a political tool and symbol of the division between Communist
and non-Communist nations in Europe.
I can explain the reasons for the fall of the Soviet Union and the end of the Cold War.
I can define the “new” balance of power following the end of the Cold War.
I can explain the role of the United Nations.