Download World History Curriculum Outline

World History Essential Outcomes, Marshall HS
QUARTER 1
I. Introduction: Chapters
A. The Beginnings of Civilization
`
B. Other Early Civilizations
II. Ancient Greece, Ancient Rome, Ancient India, Ancient China
A. Ancient India and China
B. The Evolution Toward Democracy
C. The Philosophers/Education
D. Alexander and The Hellenistic Age
E. The Roman Republic
- representative democracy
- checks and balances
- reasons for dictatorship
B. Social Structure
C. Decline of the Republic
- rapid expansion
- slave revolts
D. Rise of the Empire
- Augustus, Caesar, Pompey, Crassus
- Pax Romana
E. Rise of Christianity
- Diocletian split of the empire
- Constantine’s embrace of Christianity
F. Fall of the Empire
III. New Patterns of Civilization
A. The Rise of Islam
a. Muhammad and Abu Bakr’s Influence
b. The Arab Empire
c. Islamic Civilization
d. The Culture of Islam
e. Other World Religions
B. Early African Civilizations
C. The Asian World
IV. Middle Ages
A. Transforming the Roman World
B. The Feudal System
- economic impact
- social structure
- the need for protection
C. The Growth of European Kingdoms
- Justinian, Charlemagne
D. Impact of the Crusades
E. Political Influence of the Church
F. The Hundred Years War
G. The Black Death
H. The Americas
QUARTER 2
V. The Renaissance , Reformation, and Absolutism
A. A Reawakening of Curiosity Within Society
- art
- economics and banking – the Medici family
- technology – the printing press
- politics – Machiavelli
B. The Protestant Reformation
- Martin Luther, 95 Theses
- the Catholic Reformation
C. The Age of Exploration
D. Absolutism in Europe
- Louis XIV, Religious and Territorial Wars
- European Culture
E. The East Asian World
- China, Japan, Korea
VI. The Enlightenment, Scientific Revolution, French Revolution, Napoleon
A. The Scientific Revolution
- science and reason vs. religion, superstition, faith
- Newton, Galileo, Copernicus, Descartes, Bacon
B. The Enlightenment
- political empowerment of the people
- Locke, Montesquieu, Rousseau
C. The American Revolution
D. The French Revolution’s Beginnings
- Louis XVI, Marie Antoinette, The National Assembly, Storming of the Bastille
E. The Radical French Revolution
- Robespierre, the guillotine
F. The Age of Napoleon Bonaparte
VII. Industrialization, Nationalism, Imperialism
A. The Industrial Revolution
B. The Growth of Industrial Prosperity
C. The Height of Imperialism
- Empire building in Africa, Asia, Latin America
D. East Asia Under Challenge
VIII. The World Today
A. Rise and Fall of Communist Soviet Union and Russia Today
B. Latin America Today
C. Africa and Middle East Today
D. Rise of China Today
E. Rise of India Today
F. Current Global Issues
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
(nouns)
Include key
terms
The student will demonstrate knowledge
of ancient Greek civilization and its
influence throughout Eurasia, Africa and
the Mediterranean.
1. Mediterranean
Describe
Sea, mountain
barriers, coastal
Evaluate
colonies, Trojan
War, role of slavery,
significance of
citizenship,
democracy,
2. Marathon,
Thermopylae,
Persian and
Peloponnesian
Wars, Alexander the
Great, Greek drama,
philosophy, poetry,
history, sculpture,
architecture,
science,
mathematics,
politics and ethics,
Plato, Socrates,
Aristotle, Philip II,
Euclid,
Eratosthenes,
Ptolemy,
Hippocrates
I will describe the development of
the Ancient Greek civilization
I will evaluate the impact that
Ancient Greece had on surrounding
civilizations
I will evaluate the impact of
Ancient Greece on future
civilizations
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
(nouns)
Include key
terms
The student will demonstrate knowledge
of ancient Rome from about 500 BC 500 AD and its influence in relation to
other contemporary civilizations.
1. Geographic
Describe
location, Etruscans
Patricians,
Analyze
Plebeians,
freedmen, slaves,
law, Senate, army, Evaluate
state
2. Marius, Sulla,
Cicero, Julius and
Augustus Caesar,
Livia, Cleopatra,
Punic Wars,
Constantine
3. Hellenism, Latin,
Art and architecture,
engineering and
science, medicine,
literature and
history, language,
religious
institutions, and
law. Roman
interactions with
Hispania, Carthage,
Gaul, Egypt, the
Germanic peoples
of Europe
4. Migration,
cultural assimilation
and conflict,
religious tensions,
population decline,
tax problems, overextended empire,
greed and
corruption,
mercenary army
I will describe the rise of the
Roman Empire
I will analyze the development of
Roman social and government
system
I will evaluate the impact of the
Roman Empire on surrounding
civilizations
I will evaluate the impact of the
Roman Empire on future
civilizations
I will describe the collapse of the
Roman Empire and its effect on the
development of the European
civilization
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
Describe
I will describe the basic beliefs and
practices of the major world
religions (Christianity, Judism,
Buhddism, Hinduism, Islam, and
Confucianism)
(nouns)
Include key
terms
The student will demonstrate knowledge Judaism, Hinduism,
of the history and rise of major world
Buddhism,
religions.
Confucianism,
Christianity, Islam,
as well as
indigenous religious
traditions
Compare and
contrast
Evaluate
I will compare and contrast the
beliefs and practices of the major
world religions
I will evaluate the effect these
religions have on their areas in
which they are practiced
The student will demonstrate knowledge
of Europe during the Middle Ages from
about 500 - 1000 AD in terms of its
impact on Western civilization.
1. Catholic Church,
monasticism,
schism
2. Vassals, Fiefs,
Manor Serf, Knight,
Investiture, Lords,
homage, Frankish
kings, and Age of
Charlemagne
Describe
I will describe life during the
Middle Ages
Analyze
Evaluate
I will describe the development of
kingdoms/states within the
European civilization
I will analyze the impact of the
feudal system during the Middle
Ages
I will describe the development of
the Roman Catholic Church
I will evaluate the influence of the
Roman Catholic Church on the
European civilization
I will describe the late-Middle
Ages and the changes that occurred
to bring this time period to an end
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
(nouns)
Include key
terms
The student will demonstrate knowledge 100 Years War
Describe
of the interactions between Christendom
and the Islamic world, 750 - 1500 AD.
The Islamic
Evaluate
conquest of
Jerusalem, jihad and
Islam, the European Analyze
Crusades, Jews in
Christendom and
the Islamic world,
Muslim conflicts
with Hindus in
India, heresies in
Europe, the
inquisition, the
Spanish
“reconquista”
I will describe the development and
expansion of the Islamic
civilization
I will evaluate the impact of
contribution made by the Islamic
civilization on future civilizations
I will analyze the clash between the
Islamic civilization and other
surrounding civilization and the
impact this conflict has on future
events
The Byzantine
Empire
The student will demonstrate knowledge
of development leading to the
Renaissance and Reformation in Europe
in terms of its impact on Western
civilization.
1. Johann
Describe
Gutenberg, printing
press, growth of
Evaluate
cities, destruction of
feudal/manoral
system, growth of Analyze
monetary economy,
rise of capitalism,
commercial
revolution
2. Machiavelli,
Medicis, Florence,
Urbino, Venice,
Genoa, Milan
3. Leonardo da
Vinci,
Michelangelo,
Petrarch,
Shakespeare, Dante,
Erasmus,
4.The views and
actions of: Martin
Luther, John Calvin;
Henry VIII,, Thirty
Years’ War, Treaty
of Westphalia
I will describe the new ideas that
lead to the Reniassance and their
impact on future civilizations
I will analyze the contribution
made by: Gutenberg, Machiavelli,
Medicis, Da Vinci, Michealanglo,
Petrarch, Dante, Erasmus, Luther,
and Calvin
I will evaluate the events that lead
to the Protestant Reformation
I will analyze the causes and
effects of the Protestant
Reformation
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
(nouns)
Include key
terms
The student will demonstrate knowledge
of scientific, political, philosophical,
economic and religious changes during
the 17th and 18th centuries.
The student will demonstrate knowledge
of political and philosophical
developments in Europe during the 19th
century.
The student will demonstrate knowledge
of the effects of the Industrial Revolution
during the 19th century.
1. Galileo, Brahe, Describe
Newton, conflict
with the Church
Evaluate
2. Monarchies of
Louis XIV
4. Liberty, natural Analyze
law, scientific
method, rationalism,
encyclopedia,
Montesquieu,
Voltaire, Rousseau,
Marie-Therese,
Locke, Diderot,
Adam Smith, Burke
5. Estates, Louis
XVI, Marie
Antoinette, Bastille,
Rights of Man,
radicals, Marat,
Danton, guillotine,
Robespierre,
Directory
I will analyze contribution made by
individuals during the Scientific
Revolution and Enlightenment
1. Napoleon,
Describe
Bismarck
2. Conservatism,
Evaluate
Liberalism,
Radicalism, Great
Reform Bill;
Socialism, Marxism,
Anarchism
3.Charles Darwin
I will describe the political
developments during the 19th
century and evaluate their impact
Factory,
Describe
Entrepreneur,
Watt; railroads;
coal, iron and
cotton industries;
industrial cities
I will describe the development and
impact of the Industrial Revolution
I will evaluate the impact of the
Scientific Revolution and
Enlightment on Europe at this time
and on future civilizations
I will describe the causes of the
French Revolution
I will analyze impact of the French
Revolution on Europe at this time
and on future civilizations
I will describe the philosophical
ideas of the 19th century and
evaluate their impact
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
(nouns)
Include key
terms
The student will demonstrate knowledge 1. Allied
Analyze
of major events and outcomes of the Cold Occupation;
War.
Marshall Plan, the
European Economic
Community,
government
planning, and the
growth of welfare
states
2. Chinese Civil
War, People’s
Republic of China,
Iron Curtain,
Hungarian
Revolution,
Afghanistan,
Solidarity
Movement
3. Mutual Assured
Destruction
doctrine, SALT
treaties
4. Nikita
Khrushchev, Lech
Walesca, DeGaulle,
Mao Zedong,
Chaing Kai-shek;
Harry Truman; John
F. Kennedy; Ronald
Reagan; Margaret
Thatcher
I will analyze the causes and
effects of the Cold War
Assessment
(Formative, C
and/or Summ
Standard or Substandard
Strand or
Concepts
Skills (verbs)
Learning Target
Describe
I will describe the development of
independence movements around
the world
(nouns)
Include key
terms
The student will demonstrate knowledge
of political, economic, social and cultural
aspects of independence movements and
development efforts.
1. Gandhi's
leadership in India
2. Kenyatta's
leadership of Kenya
3. The Zionist
movement, Ben
Gurion, Palestine
4. Iran, Iraq, Syria,
Egypt
5. Cuba, Nicaragua,
Peru, Guatemala
Evaluate
I will evaluate the roles of
independence movement leaders
during this time period
I will describe the development of
independent states in South
America, Africa, Asia, and the
Middle East.
I will evaluate the impact that the
achievement of independence had
on different areas of the world
District Essential Elements Template
Assessment
(Formative, C
and/or Summ