Download Overarching Standards and Focus for WHISL

World Literature and World History (WHISL)
Curriculum Framework
This framework has been aligned to the revised Colorado Academic Standards for
Social Studies, adopted December 2009.
To know which standard the content corresponds to, you will see the standards lettered
according to Content Area, Concepts and Skills Student Master, and Evidence Outcomes.
For example H1a corresponds with the History, Concept 1, Evidence item a.
H= history, G= geography, E= economics, C= civics
*Boldface Books, Resources, and Topics are required in all WHISL classes.
Overarching Enduring Understandings for WHISL
 Written and spoken word may provide entertainment as well as enlightenment.
 Cultures are reflected in and influenced by written and spoken words.
 Connections between the past and present are evident.
Overarching Essential Questions for WHISL
 What is justice?
 What makes the written and spoken word so effective?
 What makes a piece of work enjoyable?
 What do you learn about yourself and the world through your own writing
process?
Overarching Standards and Focus for WHISL
 Since these units are not sequential, teachers have the discretion to focus their
teaching according to student needs.
Ongoing Assessments for WHISL
 Socratic seminars
 Class discussions
 Tests and Quizzes
 Research Projects/Paper
 Final Project Presentations
Skills Expectations for WHISL
 Components for required skills are outlined on the attached sheets for both
English and History.
Revised by Hanson, 4/28/10
1
Possible demonstrations of knowledge for common assessments in each unit
 Visuals & commentary showing definitions and connections.
 Written essay explaining definitions and connections.
 Socratic Seminar discussion.
 One-on-one Q & A discussion.
 Dramatic presentation.
 Original poems, song, dance performance.
 Objective Test—multiple choice, true/false.
 Debate.
Overarching Final Assessment
 Required Choice Presentations at the end of year
 Oral/research-based presentation related to one or more essential
questions.
 Written research paper related to oral presentation.
 Peace and Justice Seminar, involving research-based presentation.
 Analysis of political or social problem in world community and
making a research-based proposal for addressing/solving the
problem.
Revised by Hanson, 4/28/10
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UNIT I: Genesis of Civilization
Enduring Understandings
 The idea of civilization and civilized varies by perspective.
 Early civilizations were foundations or frameworks upon which future world
cultures were developed.
 The earliest writings of a culture reflect its moral and political values.
Essential Questions
 What is civilization?
 What is human?
Knowledge
 Explain how people form societies for protection, development and use of
resources, mutual beliefs and interests.
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Describe/demonstrate how early civilizations have contributed law systems,
government structures, literature, etc.
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H1a. Evaluate a historical source for point of view and historical context.
C2a. Describe the origins, purposes and limitations of government and include the contribution of
key philosophers and documents.
In Hammurabi’s Code of Law, discuss early class divisions, eye-for-an-eye
punishments, family values, emphasis on the virtues of honesty, etc.
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G3a. Apply geography skills to help investigate issues and justify possible resolutions involving
people, places, and environments.
G3b. Identify, evaluate, and communicate strategies to respond to constraints placed on human
systems by the physical environment.
G3c. Explain how altering the environment has brought prosperity to some places and created
environmental dilemmas for others.
H2d. Examine and evaluate issues of unity and diversity in world history.
H3a. Discuss the historical development and impact of major world religions and philosophies.
Topics to include but not limited to the Enlightenment and modern changes in Christianity, Islam,
Judaism, Buddhism and Hinduism.
H1a. Evaluate a historical source for point of view and historical context
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
Analyze what systems of law tell us about early societies & rulers (Hammurabi,
Gilgamesh, etc.).
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H1a. Evaluate a historical source for point of view and historical context.
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
H1c. Construct and defend a written historical argument using relevant primary and secondary
sources as evidence.
H1d. Differentiate between facts and historical interpretations, recognizing that a historian’s
narrative reflects his or her judgment about the significance of particular facts.
Revised by Hanson, 4/28/10
3
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Demonstrate the location of Mesopotamia/Fertile Crescent in relation to rest of
world.
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G1a. Gather data, make inferences and draw conclusions from maps and other visual
representations.
Describe ways in which archetypes/stereotypes in Gilgamesh highlight the human
qualities of pride, power, slyness, friendship, immorality, obedience, etc.
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Literature
Common Assessment Question #1: How do the stories and artifacts of ancient
civilizations impact views of justice, civilization and what it means to be human in
our society today?
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H1a. Evaluate a historical source for point of view and historical context.
H1b. Gather and analyze historical information, including contradictory data, from a
variety of primary and secondary sources, including sources located on the Internet, to
support or reject hypotheses.
H1c. Construct and defend a written historical argument using relevant primary and
secondary sources as evidence.
H1d. Differentiate between facts and historical interpretations, recognizing that a
historian’s narrative reflects his or her judgment about the significance of particular facts.
Topics (*Required)
*Mesopotamia/Fertile Crescent
Early law and order
Egypt
Indus Valley
Resources
*Hammurabi’s Code (handout)
*The Epic of Gilgamesh
Enuma Elish
“Old Testament” (handout)
Beowulf
Things Fall Apart (1st Part)
Revised by Hanson, 4/28/10
Early American Civilizations
Early Chinese Dynasties
Creation Stories/Archetypes
Time-Life: “Mesopotamia” (video)
Creation Stories (handouts)
Archeological Studies (handouts)
Siddhartha
“Journey of Man” (video)
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UNIT II: Classical Thought (Greeks and Romans)
Enduring Understandings
 Societies work to develop a balance between the good of the individual and the
good of the state.
 Justice is not always fair it is determined by society.
 The earliest writings of a culture reflect its moral and political values.
Essential Questions
 What is justice?
 What is the relationship between individuals and government?
Knowledge
 Explain the advancements made by Greek and Roman cultures in technology,
philosophy, law, and politics and how those advancements contributed to later
revolutions in thought.
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Compare/contrast ways in which Democracies and Republics are different forms
of government.
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Literature
Compare/contrast ways in which Sparta and Athens differed politically, militarily,
and socially.
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Literature
Analyze the motivation of and conflict between Cassius, Brutus, and Julius
Caesar.
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
C2c. Analyze and explain the importance of the principles of democracy and the inherent
competition among values. Values to include but not be limited to freedom and security, individual
rights and common good, and rights and responsibilities.
Analyze the motivation of and conflict between Creon and Antigone.
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
H2a. Evaluate continuity and change over the course of world history.
H2b. Investigate causes and effects of significant events in world history.
H2c. Analyze the complexity of events in world history.
H3b. Investigate the historical development of and impact of major scientific and technological
innovations.
H1a. Evaluate a historical source for point of view and historical context
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
Describe Plato’s view of justice in the individual and in society.
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H1a. Evaluate a historical source for point of view and historical context.
Common Assessment Question #1: How do Plato and Sophocles define the
relationship between the individual and the state, and how are their ideas related to
modern society?
Revised by Hanson, 4/28/10
5
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H1b. Gather and analyze historical information, including contradictory data, from a
variety of primary and secondary sources, including sources located on the Internet, to
support or reject hypotheses.
H1c. Construct and defend a written historical argument using relevant primary and
secondary sources as evidence.
H1d. Differentiate between facts and historical interpretations, recognizing that a
historian’s narrative reflects his or her judgment about the significance of particular facts.
Topics
Schools of philosophy.
City-States
Idea of “classical civilizations”
Humanism
Resources
Sophocles: *Antigone, Oedipus
Plutarch: “Lycurgus” “Julius Caesar” (handout)
Seutonius: “Julius Caesar” (handout)
Plato: “Crito,” “Allegory of the Cave,”
“Apology,” “Phaedo,” Ring of Gyges,” Republic
(handouts)
Thucydides: “Pericles Funeral Oration”
(handout)
Cicero: “Duties of the Individual to the State,”
“On Friendship” (handouts)
Revised by Hanson, 4/28/10
Aristotle: Selections on Friendship (handout)
Shakespeare: Julius Caesar
Roman Emperors: Julius Caesar, Augustus, Nero,
etc. (videos)
Time-Life: “The Aegean,” “Greece,” “Rome”
(videos)
“Julius Caesar” (video)
“Oedipus” (video)
Great Books: “The Republic” (video)
“Hadrian’s Wall” (video)
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UNIT III: Humanism
Enduring Understandings
 The re-emergence of humanism led to economic, political and religious change in
Europe.
 Historically, writers have influenced the uses and abuses of political power.
 Land is a measure of wealth and power.
 Religious institutions shaped society, culture and politics.
Essential Questions
 What is the role of religion in society?
 What is legitimate authority? (Feudalism, role and responsibility of government,
duty of citizen, etc.)
 Whose land is it?
 Does the end justify the means?
Knowledge
 Discuss the economic, political, and religious causes of the Reformation and the
Renaissance.
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H2b. Investigate causes and effects of significant events in world history.
Define and identify the broader implications of humanism.
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H1a. Evaluate a historical source for point of view and historical context.
H2a. Evaluate continuity and change over the course of world history.
H2b. Investigate causes and effects of significant events in world history.
Summarize the causes of the so-called “Dark Ages” in Europe.
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H1a. Evaluate a historical source for point of view and historical context.
H3c. Evaluate the historical development and impact of political thought, theory and actions.
Demonstrate how the re-emergence of classical thought led to ideas of humanism
in science, art, literature, etc.
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H1a. Evaluate a historical source for point of view and historical context
H3c. Evaluate the historical development and impact of political thought, theory and actions.
Show Machiavelli’s view of political rule expressed in The Prince.
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
Evaluate a historical source for point of view and historical context.
Evaluate continuity and change over the course of world history.
Investigate causes and effects of significant events in world history.
Analyze the complexity of events in world history.
Examine and evaluate issues of unity and diversity in world history.
Discuss Machiavelli’s view of human nature expressed in The Prince.
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H1a.
H2a.
H2b.
H2c.
H2d.
H2a. Evaluate continuity and change over the course of world history.
Define and identify the economic, political, and social implications of feudalism.
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H1a. Evaluate a historical source for point of view and historical context.
H1c. Construct and defend a written historical argument using relevant primary and secondary
sources as evidence.
H2a. Evaluate continuity and change over the course of world history.
H2b. Investigate causes and effects of significant events in world history.
Revised by Hanson, 4/28/10
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H2c. Analyze the complexity of events in world history.
H2d. Examine and evaluate issues of unity and diversity in world history.
Explain how the Crusades impacted social, political, and economic life in Europe
and elsewhere.
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H2a.
H2b.
H2c.
H2d.
Evaluate continuity and change over the course of world history.
Investigate causes and effects of significant events in world history.
Analyze the complexity of events in world history.
Examine and evaluate issues of unity and diversity in world history.
Common Assessment Topic #1: Analyze and assess Machiavelli’s political ideas in
relation to a real or imaginary ruler; then relate one or two of those ideas to modern
society.
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H1a. Evaluate a historical source for point of view and historical context.
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
H1c. Construct and defend a written historical argument using relevant primary and secondary
sources as evidence.
H3c. Evaluate the historical development and impact of political thought, theory and actions.
Topics
*Europe
Japan
China
Middle East
India
Resources
*The Prince
The Discourses
Everyman
A Man for All Seasons (book & video)
The Inferno
The Canterbury Tales
Beowulf (Video-“13th Warrior”)
Pope Joan
Revised by Hanson, 4/28/10
“Beckett” (video)
Henry V
“Charlemagne” (video)
“Crusades” (video)
Great Books: “The Prince,” “The Inferno”
(video)
“Lion in Winter” (video)
“Camelot” (video)
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UNIT IV: Revolution/Rebellion
Enduring Understandings
 Writers throughout the world reflect the processes and effects of revolution and
rebellion.
 The justification of revolution is to achieve social and economic, as well as
political justice.
Essential Questions
 What are the responsibilities of government?
 When is rebellion against authority justified?
 What is a successful revolution?
 What is justice?
Knowledge
 Explain how the justifications for revolutions have evolved out of various
philosophical, political, and economic ideas. (Marxism, Communism, Adam
Smith, Enlightenment, etc.)
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Describe why revolutions do not always create consequences and conditions more
just than those revolted against.
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

H2a.
H2b.
H2c.
H2d.
Evaluate continuity and change over the course of world history.
Investigate causes and effects of significant events in world history.
Analyze the complexity of events in world history.
Examine and evaluate issues of unity and diversity in world history.
Summarize/discuss the history of political, economic, and social power struggles
leading to the______revolution.
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H3c. Evaluate the historical development and impact of political thought, theory and actions.
Explain the causes and results of the__________ revolution.
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H3c. Evaluate the historical development and impact of political thought, theory and actions.
Identify the different ways justice, treason and patriotism are used during times of
revolutions.
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
H1a. Evaluate a historical source for point of view and historical context.
H2a. Evaluate continuity and change over the course of world history.
H3a. Discuss the historical development and impact of major world religions and philosophies.
Topics to include but not limited to the Enlightenment and modern changes in Christianity, Islam,
Judaism, Buddhism and Hinduism.
H2a.
H2b.
H2c.
H2d.
Evaluate continuity and change over the course of world history.
Investigate causes and effects of significant events in world history.
Analyze the complexity of events in world history.
Examine and evaluate issues of unity and diversity in world history.
*Identify important people, ideas, events for French Revolution: Louis XVI,
Danton, Robespierre, Napoleon, Declaration of Rights of Man, Estates, National
Assembly, National Convention, Reign of Terror, Napoleonic Code, etc.
*Identify important people, ideas, and events for Russian Revolution: Czar
Nicholas, Lenin, Marx, Mensheviks, Bolsheviks, Rasputin, Trotsky, Stalin,
Revised by Hanson, 4/28/10
9

Communism, social conditions, October Revolution, Bread-Peace-Land, World
War I, etc.
*Identify important people, ideas, and events for Chinese Revolution: Marx,
Lenin, Mao Zedong, Red Guard, Great Leap Forward, Chang Kai Shrek, Empress
Wu, Boxer Rebellion, Little Red Book, etc.
* Knowledge dependent upon which revolution is emphasized to achieve the
Enduring Understandings in this unit.
Common Assessment Question #1: What impact does revolution have on social,
political, and economic justice in the lives of the people affected by the revolution?
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H2a.
H2b.
H2c.
H2d.
Evaluate continuity and change over the course of world history.
Investigate causes and effects of significant events in world history.
Analyze the complexity of events in world history.
Examine and evaluate issues of unity and diversity in world history.
Topics
France
Russia
China
India
Latin America
Africa
Resources
Women Warrior (50 copies)
Wild Swans
Rape of Nanking (20 copies)
Tale of Two Cities (book & video)
Les Miserables
Hard Times
One Day in the Life of Ivan Denisovich
Life and Death in Shanghai (12 copies for Choice
Book)
Son of the Revolution (6 copies for Choice Book)
Sand Pebbles (5 copies for Choice Book)
Balzac and the Little Chinese Seamstress (6 copies for
Choice Book)
Colors of the Mountain (6 copies for Choice Book)
Women of the Silk (8 copies for Choice Book)
Becoming Madam Mao (6 copies for Choice Book)
The Enlightenment (CA Unit of Study)
Primary Documents from the philosophers. (Many
available online)
Declaration of the Rights of Man and of the Citizen
UN Declaration of Human Rights
Revised by Hanson, 4/28/10
Confucian Thought (handout)
Adam Smith (handout)
“Raise the Red Lantern” (video)
“Crouching Tiger, Hidden Dragon” (video)
“The Last Emperor” (video)
“Les Miserables in Concert” (CD & video)
French Revolution (handout)
Women in China (handout)
“Mulan” (video)
Quotes from Mao’s Little Red Book (handout)
Chinese Cultural Revolution (handout)
Marxist Thought—reading from “The Communist
Manifesto” (handout)
Mao & Gandhi (curriculum study guide)
Global Studies: China (handout)
Global Studies: Western Europe (handout)
“Three Gorges” (video)
Time-Life: China (video)
China (CD slideshow)
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UNIT V: Imperialism and Nationalism
Enduring Understandings
 Literature is created to express change, conflict, injustice, and cultural identity.
 Imperialism operates on the assumption of cultural superiority.
 Nationalism is a powerful influence on world affairs.
Essential Questions
 What does it mean to be civilized?
 Is it ever justifiable for one culture to try to dominate another?
 Whose land is it?
Knowledge
 Define nationalism and imperialism.
 Explain the reasons why nationalism develops.
 Discuss how nationalism is the devotion to the interest or culture of a nation.
 Describe the interrelationship between nationalism and imperialism.
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
Identify Theodor Herzl and Zionism.
Describe the United Nations’ Partitioning of Palestine.
Explain the Arab and Jewish historical claims/connections to Palestine.
Describe the impact of the Six Day War (1967).
Identify Intifada and the Palestinian Liberation Organization/Palestinian
Authority.
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
H1a. Evaluate a historical source for point of view and historical context.
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
H2a. Evaluate continuity and change over the course of world history.
H2b. Investigate causes and effects of significant events in world history
H2c. Analyze the complexity of events in world history.
H1d. Differentiate between facts and historical interpretations, recognizing that a historian’s
narrative reflects his or her judgment about the significance of particular facts.
H2d. Examine and evaluate issues of unity and diversity in world history.
H1a. Evaluate a historical source for point of view and historical context.
H1b. Gather and analyze historical information, including contradictory data, from a variety of
primary and secondary sources, including sources located on the Internet, to support or reject
hypotheses.
H1c. Construct and defend a written historical argument using relevant primary and secondary
sources as evidence.
H1d. Differentiate between facts and historical interpretations, recognizing that a historian’s
narrative reflects his or her judgment about the significance of particular facts.
Define Apartheid.
Explain the Berlin Conference and its impact on Africa.
Discuss the reasons for colonization and imperialism—control of
natural/commercial resources, control of strategic military sites, spread of
European culture, nationalistic fervor.
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
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H1a. Evaluate a historical source for point of view and historical context.
H2a. Evaluate continuity and change over the course of world history.
H2b. Investigate causes and effects of significant events in world history.
Revised by Hanson, 4/28/10
11
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
H2c. Analyze the complexity of events in world history.
H2d. Examine and evaluate issues of unity and diversity in world history.
Common Assessment Question #1: When, if at all, is it ever justified for one culture
to try to dominate another?


H1c. Construct and defend a written historical argument using relevant primary and
secondary sources as evidence.
H1d. Differentiate between facts and historical interpretations, recognizing that a historian’s
narrative reflects his or her judgment about the significance of particular facts.
Topics
*Middle East
*Africa
India
Latin America
Resources
AFRICAN
*Things Fall Apart (Nigeria, West Africa)
Cry, The Beloved Country (South Africa)
Weep Not Child (Kenya, East Africa)
July’s People—woman author—(South
Africa)
Ambiguous Adventure—African (5 copies
for Choice Book)
So Long A Letter—West African woman
author & Islamic Culture—(8 copies for
Choice Book)
God’s Bits of Wood—Nigeria (5 copies for
Choice Book)
Changes—Ghana woman author—(5 copies
for Choice Book)
MIDDLE EAST
Exodus (book & video)
Blood Brothers (Palestine & Israel)
Wild Thorns—Arab woman author—(Israel/Arab
conflict from Arab perspective)
Kite Runner—Afghanistan—(5 copies for
Choice Book)
I Saw Ramallah Palestinian exile perspective—(5
copies for Choice Book)
Strangers in the House—Coming of age in
Palestine (5 copies for Choice Book)
Midaq Alley—Egypt (5 copies for Choice Book)
A Beggar at Damascus Gate—Syria—woman
author (5 copies for Choice Book)
A Balcony over the Fakihani—Lebanon—woman
author (5 copies for Choice Book)
Pillars of Salt—Jordan—woman author (5 copies
for Choice Book)
Shadows of the Pomegranate Tree—
Arab/Muslim Spain (5 copies for Choice Book)
The Stone Woman—Turkey—(5 copies for
Choice Book)
Princess—Saudi Arabia—woman author (2
copies for Choice Book)
Women of Sand & Myhrr—woman author—(2
copies for Choice Book)
Middle East in Conflict
INDIA
Siddhartha
Nectar In A Sieve—woman author
Gandhi: His Life and Message for the World
(20 copies)
“Principles of Buddhist Thought” (handout)
“Gandhi” (video)
“Shifting Sands” (video)
“Out of Africa” (video)
Revised by Hanson, 4/28/10
Global Studies: Africa (handouts)
Global Studies: Middle East (handouts)
“Conversations with Teens from the Middle
East” (handout)
“Understanding Islam” (handout)
Five Major Religions (video)
Middle Eastern Poetry (handouts)
Ghana (CD slideshow)
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