Download Huntsville City Schools Instructional Guide 2015

Huntsville City Schools
Instructional Guide 2015-2016
Course: Modern World History Grade: 9
1st Nine Weeks
**Please make a calendar note that this pacing guide was designed with holidays, half-days, testing dates, and other factors in
mind. There will be a wide variety of teaching techniques, strategies, and assessment methods used in World History. Some of the assessment
methods will include:
-Quizzes, journals (Current Events)
-Oral presentations mini, informal, and formal
-Written papers, reports, projects, reflections
-Analyzing and interpreting historical events and current events
-Content analysis
-Unit Tests that are composed of selected response and essay
-Daily participation in class discussions
-Role playing, interviewing
-Outside reading – both Fiction and Non-fiction
-Historical method
Each standard is broken by “I Can” statements and includes a primary source reading for the standard as well as a sample lesson aligned with the
content.
Standard
“I Can” Statements
Resources
Vocabulary
Pacing
Recommendation
1.) Describe developments in Italy
and Northern Europe during the
Renaissance period with respect to
humanism, arts and literature,
intellectual development,
increased trade, and advances in
technology.*
1. “I CAN” describe the
characteristics of the
Renaissance and understand
why it began in Italy.
2. “I CAN” identify Renaissance
artists and explain how new
ideas affected the arts of the
period.
3. “I CAN” define humanism and
explain its impact on the
Chapter 1: The Renaissance
and Reformation (Sections
1, 2, and 5)
Medici family
Humanism
Patrons
Renaissance
Secular / Sacred
Machiavelli
The Prince
Perspective / Dimension
August 4-21
Primary Source: Niccolo
Machiavelli’s The Prince
(http://www.fordham.edu/h
alsall/source/princeexcerp.asp)
Renaissance movement.
“I CAN” understand how writers
of the time addressed
Renaissance themes.
4. “I CAN” explain how the
printing revolution shaped
European society.
5. “I CAN” describe the themes
that northern European artists,
humanists, and writers
explored.
3.) Explain causes of the
Reformation and its impact,
including tensions between
religious and secular authorities,
reformers and doctrines, the
Counter-Reformation, the English
Reformation, and wars of religion.*
4.) Explain the relationship
between physical geography and
cultural development in India,
1. “I CAN” summarize the
factors that encouraged the
Protestant Reformation.
2. “I CAN” analyze Martin
Luther’s role in shaping the
Protestant Reformation.
3. “I CAN” explain the teachings
and impact of John Calvin.
4. “I CAN” describe the new
ideas that Protestant sects
embraced.
5. “I CAN” understand why
England formed a new church.
6. “I CAN” analyze how the
Catholic Church reformed itself.
7. “I CAN” explain why many
groups faced persecution during
the Reformation.
1. “I CAN” depict the general
location of, size of, and distance
between regions in the early
Renaissance and
Reformation Sample
Lessons:
http://sse6348renaissance.weebly.com/les
son-planprocedures.html
Chapter 1: The Renaissance
and Reformation (Sections 3
and 4)
Primary Source: Martin
Luther’s “95 Theses”
(http://www.luther.de/en/9
5thesen.html)
Henry VII
Protestant Reformation
Martin Luther / Ninetyfive Thesis
John Calvin
Predestination
Johannes Gutenberg /
Printing Press
Council of Trent
August 4-21
Reformation Sample DBQ:
http://johncastator.cmswiki.
wikispaces.net/file/view/db
q.reformation.egg.pdf/4599
28106/dbq.reformation.egg.
pdf
Chapter 2: The Beginnings of
Our Global Age: Europe,
Africa, and Asia
Bartolomeu Dias
Cape of Good Hope
Prince Henry
August 24- September 4
Africa, Japan, and China in the
early Global Age, including trade
and travel, natural resources, and
movement and isolation of peoples
and ideas.*
2.) Describe the role of
mercantilism and imperialism in
European exploration and
colonization in the sixteenth
century, including the Columbian
Exchange.*
Global Age.
2. “I CAN” identify how the
search for spices lead to global
exploration.
3. “I CAN” analyze the effects of
European exploration have on
the people of Africa.
4. “I CAN” trace how European
nations build empires in South
and Southeast Asia.
5. “I CAN” identify how
European encounters in East
Asia were shaped by the
worldviews of both Europeans
and Asians.
1. “I CAN” describe the impact
of the Commercial Revolution
on European society.
2. “I CAN” identify major ocean
currents, wind patterns,
landforms, and climates
affecting European exploration.
3. “I CAN” analyze the results of
the first encounters between
the Spanish and Native
Americans.
4. “I CAN” describe how Spain
and Portugal build colonies in
the Americas.
5. “I CAN” analyze how
European struggles for power
shape the North American
continent.
Primary Source: “Journal of
the First Voyage of Vasco Da
Gama”
(http://www.lasalle.edu/~m
cinneshin/356/wk03/dagam
a.htm)
Age of Exploration Sample
Lesson:
http://www.learnnc.org/lp/
editions/nchist-twoworldslessons/2690
Chapter 3: The Beginnings of
Our Global Age: Europe and
the Americas
Primary Source:
“[Christopher Columbus’s]
Letter to the King and
Queen of Spain, 1494”
(http://www.fordham.edu/h
alsall/source/columbus2.asp
)
Columbian Exchange Sample
Lesson:
http://rprogress.org/trainin
g_manual/Columbian_Excha
nge.pdf
Christopher Columbus
Vasco de Gama
Vasco de Balboa
Ferdinand Magellan
God, Glory and Gold
Caravel
Astrolabe / Sextant
Magnetic Compass
Mercantilism
Line of Demarcation
Effects of European
Exploration
Natural Resources
Commercial Revolution
Mercantilism
Tenochtitlan
Smallpox
Transatlantic Slave
Route
Columbian Exchange
Encomienda system
Taj Mahal
September 8-September
18
(Sept. 18th ½ day for
students)
5.) Describe the rise of absolutism
and constitutionalism and their
impact on European nations. *
• Contrasting philosophies of
Thomas Hobbes and John Locke
and the belief in the divine right of
kings
• Comparing absolutism as it
developed in France, Russia, and
Prussia, including the reigns of
Louis XIV, Peter the Great, and
Frederick the Great
• Identifying major provisions of
the Petition of Rights and the
English Bill of Rights
6. “I CAN” analyze how the
Atlantic slave trade shaped the
lives and economies of Africans
and Europeans.
7. “I CAN” trace how the
voyages of European explorers
lead to new economic systems
of Europe and its colonies.
1. “I CAN” explain what an
absolute monarchy is and the
concept of divine right.
2. “I CAN” explain the impact
that absolutism had on Europe
in the 16th through 19th
centuries.
3. “I CAN” contrast the
philosophes of Thomas Hobbes
and John Locke.
4. “I CAN” compare and contrast
absolutism in France, Russia,
and Prussia.
Chapter 4: The Age of
Absolutism
Primary Source: “Anne
Boleyn’s speech at her
execution”
(http://englishhistory.net/tu
dor/prianne3.html)
John Locke’s First Treatise of
Government
(http://www.nlnrac.org/earl
ymodern/locke/primarysource-documents)
Social Studies Skill: DBQ:
http://www.cabarrus.k12.nc.
us/cms/lib07/NC01910456/C
entricity/Domain/3785/Absol
utism%20DBQ.pdf
End of 1st Nine Weeks- October 2, 2015
Benchmark Assessments- October 12-16, 2015
English Bill of Rights
Divine Right
Absolute Rule
Thomas Hobbes
John Locke
September 21-October 2
(FALL BREAK next week)
Huntsville City Schools
Instructional Guide 2015-2016
Course: Modern World History Grade: 9
2nd Nine Weeks
6.) Identify significant ideas and
achievements of scientists and
philosophers of the Scientific
Revolution and the Age of
Enlightenment. *(Please note that
you are expected to teach the
American Revolution as students
will need to know this for the
United States History Quality Core
test.)
1. “I CAN” analyze factors that
led to the Scientific Revolution.
2. “I CAN” summarize the theory
of the heliocentric theory.
3. “I CAN” determine the effects
of the Scientific Revolution.
4. “I CAN” identify the ideas of
Copernicus and other thinkers
during the Scientific Revolution.
5. “I CAN’ analyze the factors
that led to the Enlightenment.
6. “I CAN” compare and contrast
the ideas of Thomas Hobbes and
John Locke.
7. “I CAN” identify the impact of
the Enlightenment on European
society and other societies.
8. “I CAN” contrast the ideas of
Montesquieu, Rousseau, and
other thinkers during the
Enlightenment.
Chapter 1: The Renaissance
and Reformation (Section 5)
Chapter 5: The
Enlightenment and the
American Revolution
Primary Source: Isaac
Newton’s Principia
mathematica
(http://www.thenagain.info
/Classes/Sources/Newton.ht
ml)
Age of Enlightenment
Sample Lesson:
http://ims.ode.state.oh.us/
ODE/IMS/Lessons/Web_Con
tent/CSS_LP_S01_BA_L09_I
01_01.pdf
John Locke
Rousseau
Montesquieu
Hobbes
Enlightenment
Copernicus
Galileo
Scientific Method
American Revolution
October 12- October 30
7.) Describe the impact of the
French Revolution on Europe,
including political evolution, social
evolution, and diffusion of
nationalism and liberalism. *
8. Compare revolutions in Latin
America and the Caribbean,
including Haiti, Colombia,
Venezuela, Argentina, Chile, and
Mexico.*
1. “I CAN” describe the factors
that led to the French
Revolution.
2. “I CAN” analyze the causes
and the effects of the Great
Fear.
3. “I CAN” describe the radical
stage of the French Revolution.
4. “I CAN” analyze the factors
that led to the rise of Napoleon
and why the French strongly
supported him.
5. “I CAN” analyze the factors
that led to the fall of Napoleon.
6. “I CAN” describe how the
French Revolution led to the
Napoleonic Era.
7. “I CAN” define the
Declaration of the Rights of Man
and its impact on French
society.
Chapter 6: The French
Revolution
1. “I CAN” explain how the spirit
of revolution spread from the
European continent to Latin
America.
2. “I CAN” summarize the spread
of Latin American revolutions
during the first half of the 19th
century.
3. “I CAN” identify the main
leaders and countries involved
in Latin American revolutions
from 1800-1850.
Chapter 8: Revolutions in
Latin America
Primary Source:
“Declaration of the Rights of
Man”
(http://avalon.law.yale.edu/
18th_century/rightsof.asp)
French Revolution Sample
Lesson:
http://www.learnnc.org/lp/
pages/3432?ref=search
Primary Source: Memoire of
General Toussaint
L’Ouverture
(http://www.marxists.org/re
ference/archive/toussaintlouverture/memoir/index.ht
m)
Nationalism
Reign of Terror
Plebiscite
Committee of Public
Safety
Maximilien Robespierre
Napoleon Bonaparte
Estates
Bourgeoisie
National Assembly
Tennis Court Oath
French Revolution
Declaration of Rights of
Men
November 2- November
20
Dan Martin
Toussaint L'Ouverture
Bolivar
Caudillos
November 30- December
11
Latin American Revolutions
Sample Lesson (under “Latin
American Revolutions”):
http://williamsonhistory.we
ebly.com/lesson-plans.html
Benchmark Assessments December 7-11 2015
End of 1st semester December 18, 2015
Benchmark assessment will cover ALCOS: 1-8
(Dates are subject to change)
Huntsville City Schools
Instructional Guide 2015-2016
Course: Modern World History Grade: 9
3rd Nine Weeks
9.) Describe the impact of
technological inventions,
conditions of labor, and the
economic theories of capitalism,
liberalism, socialism, and Marxism
during the Industrial Revolution on
the economics, society, and politics
of Europe. *
10.) Describe the influence of
urbanization during the nineteenth
century on the Western World. *
1. “I CAN” define
industrialization and the
Industrial Revolution.
2. “I CAN” analyze the causes
and effects of the Industrial
Revolution.
3. “I CAN” define and
differentiate socialism,
communism, and Marxism.
4. “I CAN” evaluate the impact
of new ideas about business and
economics.
5. “I CAN” explain the material
benefits created by
industrialization such as
technology that improved
everyday life and economic
opportunity for a “middle class”.
6. “I CAN” analyze the effects of
industrialism and urbanization
on social and economic reforms.
7. “I CAN” evaluate the factors
that allowed Britain to
industrialize first.
Chapter 7 The Industrial
Revolution Begins
Chapter 9: Life in the
Industrial Age
Primary Source: Manifesto
of the Communist Party
(https://www.marxists.org/
archive/marx/works/1848/c
ommunist-manifesto/)
Industrial Revolution Sample
Lesson:
http://www.nationalarchive
s.gov.uk/education/resourc
es/1833-factory-act/
Free enterprise
Flying shuttle
Joint-Stock Companies
Causes/Effects of
Industrial Revolution
Steam engine
James Watts
Communism
Laissez-faire
Adam Smith
Factors of Production
Karl Marx
Urbanization
Industrialization
William Wilberforce
January 5- January 15
8. “ I CAN” explain how and why
industrialization led to
urbanization.
9. “I CAN” summarize the
impact of the Industrial
Revolution in several countries.
10. “ I CAN” explain how and
why industrialization led to
urbanization.
11. “I CAN” analyze the effects
of industrialism and
urbanization on social and
economic reforms.
12. “I CAN” describe the social
and economic effects of
industrialization.
13. “I CAN” define urbanization
and how it changed society.
11.) Describe the impact of
European nationalism and Western
imperialism as forces of global
transformation, including the
unification of Italy and Germany,
the rise of Japan's power in East
Asia, economic roots of
imperialism, imperialist ideology,
colonialism and national rivalries,
and United States imperialism. *
1. “I CAN” define nationalism,
imperialism, and militarism.
2. “I CAN” explain how and why
industrialization led to
imperialism.
3. “I CAN” summarize the
creation of a German state
because of increased
nationalism and the influence of
Bismarck.
4. “ I CAN” summarize the
creation of a unified Italian state
because of increased
nationalism.
5. “I CAN” explain the causes
Chapter 10: Nationalism
Triumphs in Europe
Chapter 11: Growth of
Western Democracies
Chapter 12: The New
Imperialism
Chapter 13: New Global
Patterns
Primary Source:
“Documents of German
Unification, 1848-1871”
Crimean War
Berlin Conference 18841885
Imperialism
Cecil Rhodes
Japan (Foreign Policy)
China (Foreign Policy)
Rudyard Kipling
Isolationism
January 19- February 5
and effects of late 19th/ early
20th century conflicts related to
nationalism, industrialization,
and imperialism. (RussoJapanese War, wars of German
unification)
12.) Explain causes and
consequences of World War I,
including imperialism, militarism,
nationalism, and the alliance
system. *
(http://www.fordham.edu/h
alsall/mod/germanunificatio
n.asp)
Imperialism Sample DBQ:
http://www.livingston.org/c
ms/lib4/NJ01000562/Centri
city/Domain/700/Imperialis
m%20final%20dbq.pdf
1“I CAN” identify the MAIN
Triple Alliance
causes of World War I.
Chapter 14 World War I and Triple Entente
2. “I CAN” identify the
the Russian Revolution
Treaty of Versailles
immediate cause of World War.
Bolsheviks
3. “I CAN” identify the impact of Primary Source: Wilfred
Lenin
new technologies and war
Owen’s “Dulce et Decorum
Stalin
strategies during World War I.
Est”
Trench Warfare
4. “I CAN” identify the factors
(http://www.warpoetry.co.u U-boat
that led to the United States
k/owen1.html)
Franz Ferdinand
entering World War I and the
Poison Gas
immediate effects of United
Western Front
States involvement.
Causes of WWI Sample
Lusitania
5. “I CAN” evaluate the peace
Lesson:
Zimmerman Note
treaties following World War I
http://www.cpalms.org/Pub Schlieffen Plan
and how it impacted Germany.
lic/PreviewResource/Previe
6.” I CAN” summarize the causes w/61731
and the events of the Russian
Revolution of 1917 (Bolsheviks)
and place it appropriately in the
context of World War I.
7. “I CAN” explain the effects of
the Russian Revolution.
Benchmark Assessments February 29- March 4, 2016
End of 3rd Nine Weeks March 4, 2016
February 8- March 4
Huntsville City Schools
Instructional Guide 2015-2016
Course: Modern World History Grade: 9
4th Nine Weeks
13. Explain challenges of the postWorld War I period. Identify the
causes of the Great Depression and
character the global impact of the
Great Depression. *
14.) Describe causes and
consequences of World War II. *
1. “I CAN” analyze how debt
from WWI became a motivating
factor for Germany’s increased
nationalism. (Dawes Plan, Article
231, Weimer Republic –before
Hitler)
2. “I CAN” analyze how and why
the failure of the Treaty of
Versailles (reparations and war
guilt clause) led to World War II.
3. “I CAN” analyze how the
impact of the Great Depression
resulted in World War II.
(fascism and communism)
Chapter 16 The Rise of
Totalitarianism
Treaty of Versailles
Dawes Plan
Article 231
Primary Source: FDR Fireside Weimer Republic
Radio Chat on the Banking Adolf Hitler
Crisis, March 12, 1933
Great Depression
(http://www.mhric.org/fdr/ Fascism
chat1.html)
Communism
Five- Year Plan
1. “I CAN” identify how
economic crisis in Germany,
Italy, and Russia/ the USSR
helped authoritarian leaders
gain power. (Benito Mussolini,
Adolf Hitler, March on Rome,
totalitarianism)
2. “I CAN” summarize the events
Chapter 17 World War II and
Its Aftermath
March 7-March 18
(SPRING BREAK next
week)
Social Studies Skill: DBQ
http://lockhartibhistory.com/I
B_History_Site/Causes,_Pra
ctices,_and_Effects__WW1_
of_War_Module_files/DBQ%
20AgeOfAnxiety%20guided.
pdf
Primary Source: Albert
Einstein’s letter to FDR
concerning the
development of the Atomic
Bomb, March 25, 1945
Adolf Hitler
Totalitarianism
World War II
blitzkrieg
Normandy
Gestapo
Nazi
Holocaust
March 28- April 15
15.) Describe post-World War II
realignment and reconstruction in
Europe, Asia, and Latin America,
including the end of colonial
empires.
that led to World War II.
(Totalitarianism in Italy, Japan,
Germany, and Russia.
3. “I CAN” summarize the direct
event that triggered World War
II and the war techniques used
by Germany. (blitzkrieg)
4. “ I CAN” analyze the factors
that eventually led the United
States to become involved in
World War II. (Japanese
aggression)
5. “I CAN” describe how
Normandy was a turning point
in World War II.
6. “I CAN” describe the
immediate effects of World War
II and how it ended.
1. “I CAN” explain the effect of
WWII on the development of
Asia.
2. “I CAN” summarize the effect
of WWII on the spread of
communism.
3. “I CAN” identify the root
causes of the Cold War and the
Western policy of Containment.
(http://www.trumanlibrary.
org/whistlestop/study_colle
ctions/bomb/large/docume
nts/pdfs/35.pdf#zoom=100)
Fascism
Island hopping
Pearl Harbor
Genocide
WWII Sample Lessons:
http://www.nationalww2m
useum.org/learn/education/
for-teachers/lessonplans/?referrer=https://ww
w.google.com/
Chapter 18 The Cold War
Chapter 19: New Nations
Emerge
Primary Source: Winston
Churchill’s “Iron Curtain
Speech”
(http://www.fordham.edu/h
alsall/mod/churchilliron.asp)
Social Studies Skill: DBQ
http://people.hofstra.edu/al
an_j_singer/DBQs/DBQ13StartoftheColdWar.pdf
Warsaw Pact
NATO
Cold War
Yalta
Iron Curtain
Cuban Missile Crisis
April 18-29
16.) Describe the role of
nationalism, militarism, and civil
war in today's world, including the
use of terrorism and modern
weapons at the close of the
twentieth and the beginning of the
twenty-first centuries. *
1. “I CAN” outline the decline of
communism and its impact on
the world.
2. “I CAN” describe the modern
internal conflicts in various
regions around the world and its
impact on world security.
3. “I CAN” explain how the
world was changed as a result of
September 11, 2001.
Chapter 20: Regional
Conflicts
Mikhail Gorbachev
Ronald Reagan
Israel
Chapter 22 The World Today Palestine
(Section 4)
George W. Bush
Nelson Mandela
Primary Source: George W. Perestroika
Bush Address to the Nation Glasnost
on 9/11/01
Arab Spring
(http://www.americanrheto Radical Islamic
ric.com/speeches/gwbush91 Fundamentalism
1addresstothenation.htm) War on Terrorism
May 2- May 13
Resources on Teaching 9/11:
http://www.teachhub.com/
september-11-teachingresources
17. Describe emerging democracies 1. “I CAN” identify challenges
from the late twentieth century to brought about by new
technologies in the past 25
the present.*
years.
2. “I CAN” discuss social changes
and the challenges they have
presented since 1945.
3. “I CAN” discuss the impact of
the inter-related world in the
areas of politics, economics and
society.
Chapter 21: The
Developing World
Primary Source: Steve Jobs
Stanford Commencement
Address to Stanford in 2005
(http://news.stanford.edu/n
ews/2005/june15/jobs061505.html)
United Nations Sample
Lesson:
http://www.pbslearningme
dia.org/resource/b524a08ea487-43f3-926a-
United Nations
Mubarak
Libya's Constitutional
Charter Draft
Civil Liberties
Human Rights
Social Change
Democratic Reforms
Ethical Challenges
May 16- May 20
1a4e87be657a/the-unitednations-lesson-plan-gt/
Final Benchmark Assessments May 16-20, 2016
End of 2nd semester May 27, 2016
(DATES ARE SUBJECT TO CHANGE)
*= College and Career Readiness Anchor Standards for Reading (Grades 6-12, Standards 1-10) and Writing (Grades 6-12, Standards 1-10) will be
implemented in every unit.