Download World History Pacing Guide 2013-2014 Unit 1: Historical Skills

World History Pacing Guide 2013-2014
Unit 1: Historical
Skills & River
Civilizations
Unit 2: Ancient
Empires
Unit 3: The
Middle Ages
Unit 4: Age of
Exploration
Unit 5: Age of
Revolutions
(September 16- 27)
(October 1-11)
(October 14-28)
(October29November 15)
Priority
Standards
Priority
Standards
Priority
Standards
Priority
Standards
(August 27September 13)
Priority
Standards
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH.H.2.1
WH.H.2.2
WH.H.2.3
WH.H.2.7
WH.H.2.8
WH H.2.2
WH H.2.3
WH H.2.4
WH H.2.5
WH H.2.6
WH H.2.7
WH H.2.8
WH H.2.9
WH H.2.4
WH H.2.5
WH H.2.6
WH H.3.1
WH H.3.2
WH H.3.3
WH H.3.4
WH H.4.3
WH H.3.1
WH H.4.1
WH H.4.2
WH H.4.3
WH H.4.4
WH H.5.1
WH H.5.2
WH H.5.3
WH H.5.4
WH H.6.1
WH H.6.1
WH H.6.2
WH H.6.3
WH H.6.4
Unit 6: World Wars
Unit: 7 Post WWII
(November 18December 6)
(December 9January 3)
Priority
Standards
Priority
Standards
WH H.4.4
WH H.6.2
WH H.7.1
WH H.7.2
WH H.7.3
WH H.7.4
WH H.7.5
WH H.7.6
WH H.8.1
WH H.8.2
WH H.8.3
WH H.8.4
WH H.8.5
WH H.8.6
WH H.8.7
Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins.
Buffer/Common Exam Review (January 6-January 10)
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World History Pacing Guide 2013-2014
Unit 4:
Age of Exploration
North Carolina Essential Standards:
Time Frame:
*WH.H.1, WH.H.2
Time Frame: (14 days)
October 14-28
Clarifying Objectives:
WH.1.1, WH.1.2, WH.1.3, WH.1.4, WH 3.1, WH 4.1,
WH 4.2, WH 4.3, WH 4.4, WH 5.1, WH 5.2, WH 5.3, WH
5.4,WH 6.1
Priority Standards
WH.H.1
Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand
the creation and development of the United States over time.
*(Essential Standard WH.H.1 and its clarifying objectives are embedded and taught throughout each unit.)
WH.H.3
Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations.
WH.H.4
Analyze the political, economic, social and cultural factors that lead to the development of the first age of global interaction
WH.H.5
Analyze exploration and expansion in terms of its motivations and impact.
WH.H.6
Understand the Age of Revolutions and Rebellions.
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World History Pacing Guide 2013-2014
Unpacking (What students need to understand). These can be used to write your enduring understandings.
WH1.H.1
 Chronological thinking is the foundation of historical reasoning—the ability to examine relationships among historical events and
to explain historical causality.
WH.H.1.2
 Historical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under
investigation.
 Historical narratives are researched stories or accounts that describe or interpret historical events.
 Comprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the
past. What, for example, were their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and
weaknesses?
 Comprehending a historical passage or narrative requires the appreciation for and the development of historical perspective—
judging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal and/or
contemporary norms and values. How then did the social, political, cultural, or economic world of certain individuals and groups
possibly influence their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses?
WH.H.1.3
 Historical analysis involves more than a single source. Such an analysis would involve a rich variety of historical documents and
artifacts that present alternative voices, accounts, and interpretations or perspectives on the past.
 The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right
answer, one essential fact, or one authoritative interpretation that can be used to explain the past. Historians may differ on the
facts they incorporate in the development of their narratives and disagree as well on how those facts are to be interpreted. Thus,
written history is a “dialogue” among historians, not only about what happened but about the historical interpretation of why and
how events unfolded.
 Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly
contributed to those actions taken by individuals and groups in the past.
 The past inevitably has a degree of relevance to one’s own times.
WH.H.1.4
 Historical inquiry, the research or investigation of past events, often begins with a historical question. Historical questions
typically address “how” and/or “why” past decisions were made, past actions were taken, or past events occurred.
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World History Pacing Guide 2013-2014
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
Historical inquiry, the research or investigation of past events, requires the acquisition and analysis of historical data and
documents beyond the classroom textbook.
Historical inquiry, the research or investigation of past events, will allow them to analyze preexisting interpretations, to raise new
questions about an historical event, to investigate the perspectives of those whose voices do not appear in the textbook
accounts, or to investigate an issue that the textbook largely or in part bypassed.
WH.H.3.1
 Religious beliefs and practices allow for the development of cultural institutions that often unite people and groups.
 Religious decisions and actions may result in both intended and unintended consequences that can impact a group or nation’s
power in a region.
 Religion can be a unifying force both politically and culturally.
 Absolute power can evolve when leaders have complete authority in religious and political matters.
WH.H.4.1
 An increase in the quest for knowledge can lead to global interactions.
 Intellectual and religious movements can transform societies and influence relationships among nations
WH.H.4.2
 The search for national identity can lead to the development of nation-states.
 An increase in political conflict can lead to changes in government.
 Discontent with economic, political, and social conditions can be the impetus for change which can result in revolution or reform
that may alter physical boundaries and government systems.
WH.H.4.3
 Economies progress with improvements in agriculture and technology.
 A consequence of technological innovation is expanding economic activity and new markets which can result in massive
population increases, urbanization, and the development of new economic systems.
 Agricultural advances promote growth in populations, urbanization and industrialization.
 The quality of life may be changed as a result of a shift in economic stability
WH.H.4.4
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World History Pacing Guide 2013-2014
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Mercantilism prompted the colonization of the Americas.
Trade competition among European nations fueled economic growth.
Exploration fueled the global economy and led to global interaction.
How and why the desire to spread Christianity, acquire economic wealth and achieve social or political notoriety were reasons
individuals, groups and governments participated in or financed exploration of the western hemisphere and the far east.
How and why powerful nations benefited from the acquisition of colonial possessions.
How and why the desire for a trade route that bypassed the Mediterranean, providing direct access to Asia influenced European
exploration.
How and why the desire to crusade against the Muslims was a reason for European exploration.
How and why the Crusades became one of the many reasons for European exploration.
The major economic, political and cultural features of European society that stimulated exploration and conquest in the Asia, the
Americas and Africa.
Factors influencing the founding of the Mongol Empire by Genghis Khan.
Epidemics or outbreak of disease spread disastrous economic, political and social consequences across the places and regions
impacted. For example: The “Black Death” and how and why it spread both death and social unrest throughout Western
Europe.
WH.H.5.1
 The methods of and motivations for exploration and conquest can result in increased global interactions, differing patterns of
trade, colonization, and conflict among nations.
 The desire for resources and markets can be catalysts for exploration and may lead to increased global interaction, economic
competition and additional colonial possessions.
 Movement and interaction of people and ideas affects all societies involved.
 Imperialism and colonization prompts political, military and economic conflict among and between people and groups while
initiating global interactions that can result in the development of new systems.
 The desire for economic advantage and the migration of people causes drastic changes in how, why and where people settle.
WH.H.5.2
 Explorers, reflecting different cultures and religions often seek to imprint their identities on settlements.
 The conquest of nations or regions often creates a shift in the balance of economic and political power. 
 Changes in society are catalysts for new opportunities in exploration and invention; likewise, exploration and invention stimulate
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World History Pacing Guide 2013-2014
change in society.
WH.H.5.3
 Colonization is inspired by the desire to have access to resources and markets often at the expense of indigenous cultures,
populations, and the environment.
 The need for resources and markets promotes expansion and contributes to social chaos and some degree of economic and
political conflict.
 A nation’s acquisition of new colonies increases its wealth by guaranteeing control of resources for trade, raw materials for
developing industry and markets for their manufactured products.
 The impacts of colonialism are often overwhelmingly negative and infrastructure is generally provided to enable the colonial
power to be able to exploit the natural resources and workforce of the colony.
WH.H.5.4
 Exploration occurs because of the desire for wealth which motivates people and nations to take financial risks in exploring
unknown territory.
 Economic revolutions instigate global trade, promote new business methods and increase competition for profits.
 Mercantilism stimulates expansion through trade, conquest and colonization.
WH.H.6.1
 New ideas, theories and political thought help engineer foundations for changes in government, economies and societies.
 Discontent with prevailing economic, political, and social conditions is often the impetus for change which can result in revolution
or reform.
Unpacking Historical Understanding
“Unpacked” Concepts (What students need to
“Unpacked” Skills (What students must be able to do)
know)
I CAN STATEMENTS
WH.H.1.1 Use Chronological thinking to:
WH.H.1.1
1. Identify the structure of a historical narrative or story: (its
 Deconstruct the temporal structure of various types of
beginning, middle and end)
historical narratives or stories. Thus, students will be able to
2. Interpret data presented in time lines and create time lines
think forward from the beginning of an event, problem, or
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World History Pacing Guide 2013-2014
WH.H.1.2 Use Historical Comprehension to:
1. Reconstruct the literal meaning of a historical passage
2. Differentiate between historical facts and historical
interpretation
3. Analyze data in historical maps
4. Analyze visual, literary and musical sources
WH.H.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems in the past
issue through its development, and anticipate some outcome;
or to work backward from some issue, problem, or event in
order to explain its origins or development over time.
 Interpret data presented in time lines in order to identify
patterns of historical succession (change) and historical
duration (continuity).
 Create time lines to record events according to the temporal
order in which they occurred and to reconstruct patterns of
historical succession and duration.
WH.H.1.2
 Reconstruct the literal meaning of a historical passage by
identifying who was involved, what happened, where it
happened, what events led to these developments, and what
consequences or outcomes followed.
 Differentiate between historical facts and historical
interpretations but acknowledge that the two are related; that
the facts the historian reports are selected and reflect
therefore the historian's judgment of what is most significant
about the past.
 Analyze historical data and sources beyond written passages
or narratives in order to clarify, illustrate or elaborate on data
presented in historical passages or narratives. This data
includes historical maps.
 Analyze historical data and sources beyond written passages
or narratives in order to clarify, illustrate or elaborate on data
presented in historical passages or narratives. This data
includes, but is not limited to, visual, mathematical, and
quantitative data presented in a variety of graphic organizers,
photographs, political cartoons, paintings, music and
architecture.
WH.H.1.3
 Identify issues and problems in the past and analyze the
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World History Pacing Guide 2013-2014
2. Consider multiple perspectives of various peoples in the
past
3. Analyze cause-and-effect relationships and multiple
causation.
4. Evaluate competing historical narratives and debates
among historians.
5. Evaluate the influence of the past on contemporary
issues.
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WH.H.1.4 Use Historical Research to:
1. Formulate historical questions
2. Obtain historical data from a variety of sources
3. Support interpretations with historical evidence
 Construct analytical essays using historical evidence to
support arguments.
interests, values, perspectives, and points of view of
those involved in the situation. Consequently, the student
will be able to use criteria to judge the past in consideration
of the historical context in which the events unfolded and not
solely in terms of personal and/or contemporary norms and
values.
Consider multiple perspectives of various peoples in the past
by demonstrating their differing motives, beliefs,
interests, hopes, and fears.
Analyze past events in terms of cause and effect
relationships. The student will be able to consider multiple
causes of past events by demonstrating the importance
of the individual in history; the influence of ideas, human
interests, and beliefs; and the role of chance, the
accidental and the irrational.
Use specific criteria to critique competing historical
interpretations of past events in order to differentiate
between expressions of opinion and informed
hypotheses grounded in historical evidence.
Use specific criteria to judge the relevance of the past to
contemporary events and their own lives through a variety of
classroom settings such as debates, simulations, and
seminars.
WH.H.1.4
 Formulate historical questions by deconstructing a variety of
sources, such as historical narratives and passages,
including eyewitness accounts, letters, diaries, artifacts,
photos, historical sites, art, architecture, and other records
from the past.
 Collect historical data from a variety of sources, to help
answer historical questions. These sources include library
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World History Pacing Guide 2013-2014
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and museum collections, historic sites, historical photos,
journals, diaries, eyewitness accounts, newspapers, and the
like; documentary films, oral testimony from living witnesses,
censuses, tax records, city directories, statistical
compilations, and economic indicators.
Interpret historical data, construct reasoned arguments and
draw conclusions using historical evidence collected from a
variety of sources.
Create analytical essays that demonstrate historical
interpretations, analysis, conclusions, and supporting
evidence from a variety of sources.
Clarifying Objective
“Unpacked” Concepts (What students need to know)
WH.H.3.1
Explain how religion
influenced political power
and cultural unity in various
regions of the Europe, Asia
and Africa (e.g., Carolingian
Dynasty, Holy Roman
Empire, Ottoman Empire,
Mughal Empire, Safavid
Empire).
WH.H.3.1
 The meaning of the term Medieval.
 The characteristics of the Early Middle Ages,
Middle Ages, and High Middle Ages.
 The political significance of Europe being largely
cut off from advanced civilizations in the Middle
East, China and India.
 How and why a new European civilization emerged
that blended Greco-Roman, Germanic and
Christian traditions.
 The reasons why Holy Roman emperors failed to
build a unified state in Germany.
 The reasons for the emergence of “feudalism” and
the development of the manor economy and
political system.
 Christianity was a unifying force culturally,
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“Unpacked” Skills (What students must
be able to do) I CAN STATEMENTS
WH.H.3.1
 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.
World History Pacing Guide 2013-2014
politically and militarily in the European empires.
That medieval popes enjoyed powerful positions of
absolute authority during the middle ages.
 How the role of religion was used to unify and
centrally govern expanding territories with diverse
populations of Europe.
WH.H.4.1
WH.H.4.1
 I can explain how interest in classical
 How and why innovations from Asian and Islamic
learning and innovations from Greek,
civilizations, as well as from ancient Greek and
Roman, Asian (including the
Roman culture, laid the foundation for the
Mongols), and Islamic civilizations
Renaissance.
laid the foundation for the
 How and why increased availability of print material
Renaissance.
increased literacy and resulted in the spread of
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I can define the Renaissance and the
ideas that both supported and challenged
Protestant Reformation.
authority.
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I can explain how and why the
 The factors that led to the Renaissance and the
printing press both increased literacy
impact it had on the arts.
and helped spread ideas.
 The factors that led to the Reformation and the
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I can analyze the factors that led to
impact it had on European politics.
the Renaissance, including the role of
 The reasons why classical knowledge becomes
trade and the revival of classical
the foundation for cultural growth.
learning.
 That the geographic location of Italian city-states
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I can explain how and why the
played a significant role in the fact that Italy was
Renaissance started in Italy and
the center of the Renaissance.
spread throughout Europe.
 How and why the Reformation led to religious
 I can evaluate the effect of the
reforms.
Renaissance on the arts.
 That the printing revolution is a catalyst for the
 I can analyze the factors that led to
Reformation.
the Protestant Reformation, including
 How the Protestant Reformation affected the
the role of the printing press and
development of Northern and Southern European
problems in the Catholic Church.
society.
 I can evaluate the effect of the
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WH.H.4.1
Explain how interest in
classical learning and
religious reform contributed
to increased global
interaction (e.g.,
Renaissance, Protestant
Reformation, Catholic
Reformation, Printing
revolution, etc.).
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World History Pacing Guide 2013-2014
WH.H.4.2
Explain the political, social
and economic reasons for
the rise of powerful
centralized nation-states
and empires (e.g.,
Reformation, absolutism,
limited monarchy, empires,
etc.).
WH.H.4.2
 That with the rise of national monarchies two
themes dominate the political life of the High
Middle Ages: 1) the successful development of
national monarchies in England and France, with
medieval England laying the foundations for a
parliamentary monarchy and France establishing
the basis for absolutism; 2) the failure to develop
national monarchies in Germany and Italy.
 The ways in which both the Protestant and
Catholic reformations brought sweeping changes
to Europe.
 Why the idea of a nation-state is associated with
the rise of the modern system of states (i.e.,
Westphalian system in reference to the Treaty of
Westphalia).
 The reasons for and the consequences of the rise
of powerful, centralized nation-states in Europe
(e.g., the French absolute monarchy and the
English limited monarchy).
 Why the Glorious Revolution and the creation of
the English Bill of Rights were important
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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
 I can define national identity, nationstates, 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 nationstates (especially France and
England) in Europe from their roots in
the Protestant Reformation and
subsequent conflicts.
 I can evaluate absolute monarchs
World History Pacing Guide 2013-2014
contributors to eventual limits on British monarchy.
How and why the English Civil War led to the
downfall of absolutism in England.
 Characteristics that show how Louis XIV
personified the ideals of absolutism.
 The significance of absolute monarchs (e.g., Peter
the Great, Catherine the Great, Louis XIV, etc.).
 The significance of the division of European
regions into those that remained Catholic and
those that became Protestant.
WH.H.4.3
 That there are significant relationships between the
“agricultural revolution,” population growth,
industrialization, specialization of labor, and
patterns of land-holding that encourage growth of
towns, creation of guilds and unions and changes
in the feudal and manorial systems.
 Better diets increased the average life span of
people as a result of agricultural advancements.
 Technological improvements made agricultural
advancements possible.
 How and why the impact of the printing press and
other technologies helped to disseminate beliefs
and ideas as well as improve communication.
 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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WH.H.4.3
Explain how agricultural and
technological improvements
transformed daily life
socially and economically
(e.g., growth of towns,
creation of guilds, feudalism
and the manorial system,
commercialization, etc.).
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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
 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.
 I can explain the connections
between new ways of thinking,
technological innovation, and social
change.
World History Pacing Guide 2013-2014
WH.H.4.4
Analyze the effects of
increased global trade on
the interactions between
nations in Europe,
Southwest Asia, the
Americas and Africa (e.g.,
exploration, mercantilism,
inflation, rise of capitalism,
etc.).
WH.H.4.4
1. Religion and economics shapes an empire’s social
hierarchy and as a result the lives of various
groups of people.
2. Slavery changes as contact among cultures
increases and societies become more
sophisticated.
3. The hierarchal structure of society influences the
development of civilizations.
4. Social class and caste systems compartmentalize
and limit diversity within society.
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WH.H.4.4
 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.
 I can summarize the causes and
World History Pacing Guide 2013-2014
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WH.H.5.1
Explain how and why the
motivations for exploration
and conquest resulted in
increased global
interactions, differing
patterns of trade,
colonization, and conflict
among nations (e.g.,
religious and political
motives, adventure,
economic investment,
Columbian exchange,
commercial revolution,
conquistador destruction of
Aztec and Incan
civilizations, Triangular
Trade, Middle Passage,
trading outposts, plantation
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.5.1
WH.H.5.1
 I can define the Columbian
 How and why the recovery of the late Middle Ages
Exchange, commercial revolution,
set the stage for changes during the Age of
Triangular Trade, Middle Passage,
Discovery.
conquistadors, and capitalism.
 The major technological innovations that were
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I can explain how the recovery of the
made by the Portuguese and Spanish in
late Middle Ages, the Renaissance,
shipbuilding, navigation and naval warfare and that
and the Scientific Revolution led to
those innovations had a direct affect on the
the age of Discovery.
confidence explorers had in expanding their travel
 I can summarize the major
beyond traditional routes.
technological innovations made by
 The economic and geopolitical causes that lead
the Portuguese and Spanish in
groups and nations to seek expansion
shipbuilding, navigation, and naval
 That the voyages for exploration marked the
warfare and how those innovations
beginning of European domination of the globe and
allowed them to explore beyond
these voyages helped Europe emerged as a
traditional routes.
powerful new force in the world in the 16th and

I can analyze the economic and
17th centuries.
geopolitical reasons that groups and
 Factors such as the Scientific Revolution, the
nations seek expansion.
search for a sea route to Asia, the arrival of
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World History Pacing Guide 2013-2014
colonies, rise of capitalism,
etc.).
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Columbus and other Europeans to the Americas
helped create the Columbian Exchange.
The migration of Europeans to the Americas and
the exchange of ideas and culture between the
Europeans and the Native Americans as well as
the death of millions of Native Americans and the
trans-Atlantic slave trade are effects of the
Columbian Exchange.
How and why colonization prompted conflict
between Europeans and Native Americans.
How and why the movement of people (ingenious
Americans, European, African) into, from and
within the Americas and Africa resulted in conflict
between the New World and European nations.
The African slave trade and resulting migration
caused a shift in societal settlement patterns in
Africa, European societies and the Americas.
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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
World History Pacing Guide 2013-2014
goals for English, Spanish, and
French colonies resulted in
different political and
socioeconomic structures
within those colonies.
WH.H.5.2
Explain the causes and
effects of exploration and
expansion (e.g.,
technological innovations
and advances, forces that
allowed the acquisition of
colonial possessions and
trading privileges in Africa,
Asia, the Americas and the
Colombian exchange).
WH.H.5.2
WH.H.5.2
 I can analyze exploration and
 The major technological innovations that were
expansion in terms of their causes,
made by the Portuguese and Spanish in
including:
shipbuilding, navigation and naval warfare and that
o Spanish & Portuguese
those innovations had a direct affect on the
navigation/shipbuilding
confidence explorers had in expanding their travel
advances
beyond traditional routes.
o
Technologies derived from
 That various technologies, (e.g., printing, the
European interaction with the
marine compass, cannonry, Arabic numerals)
Asian and Islamic worlds
derived from Europe’s interactions with Islam and
(printing, the marine compass,
Asia provided the necessary tools for European
cannonry, Arabic numerals,
exploration and conquest.
etc.)
 The various economic and geopolitical causes that
o
Economic and geopolitical
lead groups and nations to seek expansion
causes for expansion
 How and why colonization occurred and impacted
o Scientific Revolution
both European and American civilizations.
o The search for sea routes to
 The balance of power within Africa changes due to
Asia
European exploration.

I
can
analyze
exploration and
 That the voyages for exploration marked the
expansion in terms of their effects,
beginning of European domination of the globe and
including:
these voyages helped Europe emerged as a
o Colonization
powerful new force in the world in the 16th and
o The consequences of
17th centuries.
colonization for both American
 Factors such as the Scientific Revolution, the
and European civilizations
search for a sea route to Asia, the arrival of
o Changes in the balance of
Columbus and other Europeans to the Americas
power in Africa
helped lead to the Columbian Exchange.
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World History Pacing Guide 2013-2014
The migration of Europeans to the Americas led to
o Columbian Exchange,
an exchange of ideas, culture, foods and
including the movement of
languages between the Europeans and the Native
ideas, culture, food,
Americans as well as the death of millions of
languages, disease, and
Native Americans and Africans as a result of the
people
trans-Atlantic slave trade and the Columbian
o Emergence of European
Exchange
dominance
WH.H.5.3
WH.H.5.3
WH.H.5.3
Analyze colonization in
 I can analyze colonization in terms of
 How and why the new social stratification created
terms of the desire for
the desire for access to resources
by voluntary and coerced interactions among
access to resources and
and markets.
Native Americans, Africans, and Europeans in
markets as well as the
o I can explain how a nation’s
Spanish colonies laid the foundation for centuries
consequences on
acquisition of new colonies
of conflict.
indigenous cultures,
increases its wealth by
 That the founding of the British colonies in North
population, and environment
guaranteeing control of trade
America occurred within a wide context of events:
(e.g., commercial revolution,
resources, raw materials for
the decline of American Indian populations, the rise
Columbian exchange,
industry, and markets for
of the Spanish empire, the African slave trade, and
religious conversion, spread
products.
the trans-Atlantic trade and migration of
of Christianity, spread of
o I can explain how the
Europeans.
disease, spread of
Commercial Revolution was a
 The Commercial Revolution was a result of the
technology, conquistadors,
result of the need for new
need for new resources and economic markets.
slave trade, encomienda
resources and economic
 The various motivations for the Atlantic slave trade
system, enslavement of
markets.
and the impact it had on Europeans, Africans, and
indigenous people, mixing

I
can
analyze
colonization in terms of
Americans.
of populations, etc.).
the consequences on indigenous
 Spanish colonization and the need for new markets
cultures, population, and the
created political, economic, and social change in
environment.
the Americas.
o I can define encomienda
 The decline in the population of Native Americans
system, indigenous,
as a result of disease spread through the
colonization
Columbian Exchange.
o I can evaluate the negative
 Cultural changes occurred as a result of the
impacts of colonialism on
Spanish conquest of the Americas.
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World History Pacing Guide 2013-2014

Negative effects of colonialism are that a nation
takes land belonging to natives without any
consent and generally mistreats the natives
afterwards.


Page 18
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.
o 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.
World History Pacing Guide 2013-2014
WH.H.5.4
WH.H.5.4
Analyze the role of
 The economic system of mercantilism and how it
investment in global
affected decisions involving exploration and
exploration in terms of its
expansion.
implications for international
 How and why the role of mercantilism in
trade (e.g., transatlantic
stimulating European expansion through trade,
trade, mercantilism, jointconquest and colonization.
stock companies, trading
 How economic systems changed as a result of
companies, government and
exploration.
monarchial funding,
 New business and investment methods (e.g., jointcorporations, creation of
stock companies) developed in the medieval times
capital markets, etc)
that allowed people to pool large amounts of
capital needed for overseas ventures.
 The Commercial Revolution was a period of
European economic expansion, colonialism and
mercantilism which lasted from approximately the
16th century until the early 18th century.
 Expanded international trade and the push for
overseas empires helped the growth of European
capitalism.
WH.H.6.1
Explain how new ideas and
theories of the universe
altered political thought and
affected economic and
social conditions (e.g.,
Scientific Revolution,
WH.H.6.1
 How and why the recovery of the late Middle Ages
set the stage for changes during the Renaissance
and Reformation.
 Meanings of key terminology as it relates to the
Age of Revolutions (e.g., rationalism, reason,
humanism, empiricism, heliocentric, geocentric).
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WH.H.5.4
 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.
WH.H.6.1
 I can define the Enlightenment,
revolution, popular sovereignty,
natural rights, democracy, and
nationalism.
 I can summarize the views and
contributions of Locke, Montesquieu,
World History Pacing Guide 2013-2014
Enlightenment, rationalism,
secularism, humanism,
tolerance, empiricism,
natural rights, contractual
government, laissez-faire
economics, Bacon,
Descartes, Galileo, Newton,
inductive and deductive
reasoning, heliocentric,
inquisition, works of Locke,
Montesquieu, Rousseau,
Bolivar, Jefferson, Paine,
Adam Smith, etc.).







The impact of humanism on the growth of the
Renaissance and the spread of new ideas.
Enlightenment theories initiated the questioning of
current government practices and prompted the
desire for self-rule.
How and why various ideals became driving forces
for reforms and revolutions (e.g., liberty, popular
sovereignty, natural rights, democracy and
nationalism).
That new intellectual, philosophical, and scientific
ideas caused people to reevaluate how they
viewed themselves and how they viewed their
physical and spiritual worlds.
The Inquisition was a direct result of the spread of
ideas of the Enlightenment that were in conflict
with the doctrines of the Roman Catholic Church.
How economic conditions were impacted by
Enlightenment thinkers.
How and why the printing press and other
technologies where a catalyst to better


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.
Essential Factual Content
Resources
Essential Vocabulary
UNIT 4
UNIT 4
UNIT 4
Humanism
Renaissance
Protestant Reformation
Indulgences
Predestination
Calvinism
Annul
The Renaissance starts in Italy and
moves north; a new interest in
learning and the arts, and a desire to
explore the human experience;
Artists of the Italian Renaissance;
Renaissance moves to northern
Europe where artists and writers
Below is an annotated list of Internet resources for this
organizing topic. Copyright restrictions may exist for the
material on some Web sites. Please note and abide by any
such restrictions.
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World History Pacing Guide 2013-2014
experimented with new methods and
ideas; Johann Gutenberg developed
the Printing Press Erasmus, Sir
Thomas More, Shakespeare,
Cervantes, Albrecht Durer;
Protestant Reformation and ideas of
Martin Luther and John Calvin;
Problems faced by Roman Catholic
Church during Renaissance; King
Henry VIII; Scientific Revolution
(Copernicus, Galileo, Isaac Newton,
Francis Bacon, Rene’ Descartes),
Timetoast
Timetoast is a place to create timelines that you can add to
your blog or website. You can create historical timelines of
important events, or build a timeline of your experiences.
Reading Like a Historian
The Reading Like a Historian curriculum engages students
in historical inquiry.
Expelled
Parliament
Church of England (Anglican)
Catholic Reformation
Jesuits
Scientific method
Gravity
Inquisition
reasoning,
heliocentric
conquistadors
plantations
inductive and deductive
colony
works of Locke, Montesquieu,
assembly
Historical Atlas of the Mediterranean
Rousseau, Bolivar, Jefferson,
http://explorethemed.com/
13 colonies
Paine, Adam Smith, etc. ;
Pilgrims
First Global Age: Europe, the
Library of Congress
Treaty of Paris
Americas, and Africa (Conquest http://www.loc.gov/index.html
Atlantic slave trade
in the Americas-Christopher
Middle passage
History
Columbus-desire for riches and
The Columbian Exchange
religious zeal resulted in Spanish http://www.history.com/topics
Inflation
explorers traveling to the
Discovery Education
Capitalism
Americas; Spanish conquered
http://www.discoveryeducation.com/search/page/-/-/lessonMercantilism
Aztec & Incan empires (Hernan
plan/ancient%20history/index.cfm
Guardian
Corte’s and Francisco Pizarro;
Absolute monarch
The Teaching Channel
Spanish and Portuguese
Don Quixote
Colonies in the Americas (Native https://www.teachingchannel.org/
Huguenots
American, African, and
SAS Curriculum Pathways
Limited monarchy
European traditions blended to
http://www.sascurriculumpathways.com/portal/#/search?subj
Dissolved
What is History?
In this lesson, young students will gain a frame of reference
for understanding history and for recognizing that the past is
different depending on who is remembering and retelling it.
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World History Pacing Guide 2013-2014
form distinct cultures in the
Americas (Mestizos, Mulattoes);
Social Structure of the Spanish
Colonies; Brittish and French
struggle for North America;
French and Indian War and
Treaty of Paris;
Turbulent Centuries in Africa
(Africa and Atlantic Slave Trade);
Conflicts in southern Africa with
the Zulus and Boers; European
exploration changes in Europe
(global exchange of people,
animals, food, plants,
technology, and disease -The
Columbian Exchange)
Age of Absolutism: Extending
Spanish Power-King Philip II and
the golden age in Spain; Under
the absolute rule of Louis XIV
France became the leading
power of Europe;
Revolution in England (King
Charles I, Triumph of Parliament
in England (clashes between
Parliament and the kings of
England led to limited power for
the monarchy; Glorious
ectid=4
Puritans
Glorious Revolution
World History For Us All
Czar
http://worldhistoryforusall.sdsu.edu/
Natural laws
Natural rights
Global Learning
Enlightenment
http://globallearning.pwnet.org/HSS/HSS.php
Laissez faire
River Valley Civilizations: A Web Quest
Constitutional government
http://edtech2.boisestate.edu/schneiderk/502/webquest/teac
Cabinet
her.html
Prime minister
Oligarchy
“Romans.” BBC.
< http://www.bbc.co.uk/history/ancient/romans/>. This site
provides information and artwork on the empire and a
number of Roman Emperors.
“Roman Architecture.” Boston College.
< http://www.bc.edu/bc_org/avp/cas/fnart/arch/roman_arch.h
tml>. This site provides samples of Roman architecture.
“Roman Art.” ArtLex.
<http://www.artlex.com/ArtLex/r/roman.html>. This site
provides samples of Roman art.
“The Spread of Christianity.” Public Broadcasting
Service.
<http://www.pbs.org/wgbh/pages/frontline/shows/religion/ma
ps/christ.html>. This site provides information on maps and
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World History Pacing Guide 2013-2014
Revolution; Rise of German
States Austria and Prussia from
Thirty Years’ War; Hapsburgs
and Hohenzollerns;
Absolute Monarchy in Russia
(Peter the Great and Catherine
the Great strengthened Russia
and expanded Russian territory;
The Enlightenment and the
American Revolution; Philosophy
in the Age of Reason;
Enlightenment thinkers tried to
apply the laws of nature to
human society; Thinkers of the
Enlightenment (Hobbes, Locke,
Montesquieu, Rousseau)
Enlightenment Ideas Spread
across Europe and prompted
some rulers to make reforms;
Britain’s location and colonial
possessions and powerful navy
contributed to its rise to world
power; Birth of the American
Republic influences by
Enlightenment Ideas
archaeology related to the spread of Christianity during the
time of the Roman Empire.
CNN Student News
http://www.cnn.com/studentnews/
PBS News Hour Extra
http://www.pbs.org/newshour/extra/
The New York Times Upfront News Magazine
http://classroommagazines.scholastic.com/products/thenew-york-times-upfront
History Teacher.Net
http://www.historyteacher.net/
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World History Pacing Guide 2013-2014
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