Download World History 1

World History 1-2 & World History 1-2 Honors
Curriculum and Scope and Sequence
First Quarter
STATE GOAL 14: Understand the political systems with an emphasis on the United States.
STATE GOAL 15: Understand economic systems with an emphasis on the United States.
STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
1st Quarter World History Academic Vocabulary
Buddhism
Culture
Judaism
Republic
Christianity
Fertile Crescent/Cradle of Civilization
Monotheism
Civilization
Hinduism
Philosophy
Creation
Islam
Polytheism
State Standard
Objectives
Action Plan
1A: Apply word
analysis and
vocabulary skills to
comprehend
selections.
The student will be able to:
• Demonstrate an understanding of critical vocabulary.
Marzano’s six-step process
for teaching academic
vocabulary.
14A: Understand
and explain basic
principles of the
United States
government.
The student will be able to:
• Analyze the government of Athens, Sparta, and Rome and understand
their relationship to the United States government.
• Identify the ideas the western world has inherited from the ancient
culture of Greece and Rome.
Resources
Building Academic
Vocabulary:
Teacher’s Manual by
Marzano and
Identify and define key terms Pickering
from Egyptian, Sumerians,
Greek, and Roman
civilizations.
Writing Assignment: What
effects have ancient
governments had on the
development of the United
States government?
Page 1
BOE Approved 6-17-09
Complete a chart using the
terms and concepts found in
American government that
have their roots in ancient
Greek and Roman
government.
14B: Understand
the structures and
functions of the
political systems of
Illinois, the United
States and other
nations.
14C: Understand
election processes
and responsibilities
of citizens.
The student will be able to:
• Describe the political systems of ancient civilizations (Greece, Rome,
Mesopotamia, and Egypt).
The student will be able to:
• Evaluate the responsibilities of citizens in ancient civilizations.
• Analyze how leaders were chosen in ancient civilizations.
Internet
Complete political diagram
comparing the governments
of ancient civilizations.
Discuss the roles and
responsibilities of citizens in
ancient civilizations and the
United States.
Provide notes over
ancient civilizations’
political systems
with the use of
PowerPoint.
Identify important leaders
and define terms related to
political systems of ancient
civilizations.
Writing Activity: Compare
the ancient Athenians with the
ancient Spartans with an
emphasis on government and
the responsibilities of citizens.
14D: Understand
the roles and
influences of
individuals and
interest groups in
the political
systems of Illinois,
the United States
and other nations.
The student will be able to:
• Summarize the contributions made by ancient political and military
leaders to other nations’ civilizations.
• Explain how world religions have influenced the political climate
throughout the world.
List inventions, ideas, and
concepts made by ancient
leaders.
Complete a world map.
Label the location of the
major religions on the map.
Writing Assignment:
Summarize how Islam has
influenced American foreign
policy.
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BOE Approved 6-17-09
14F: Understand
the development
of United States
political ideas and
traditions.
15A: Understand
how different
economic systems
operate in the
exchange,
production,
distribution, and
consumption of
goods and
services.
The student will be able to:
• Trace American government to Greek democracy and the Roman
Republic.
The student will be able to:
• Explain how geographic factors play a role in the development of
trade and commerce.
• Compare the feudal system with modern capitalism.
Define key terms related to
ancient economic systems.
Define feudalism and
capitalism.
Provide notes over
ancient civilizations’
economic systems
with the use of
PowerPoint.
List the characteristics of
feudalism and capitalism and
discuss the pros and cons of
each.
15B: Understand
The student will be able to:
that scarcity
• Trace the patterns of how scarcities influenced trade and the decisions
necessitates choices
made by producers and consumers.
by consumers.
• Explain how geographic limitations influence choices of consumers in
ancient civilizations.
15C: Understand
The student will be able to:
that scarcity
• Trade the patterns of how scarcities influenced trade and the decisions
necessitates choices
made by producers and consumers.
by producers.
15D: Understand
The student will be able to:
trade as an
• Identify the components of trade in a civilization.
exchange of goods
or services.
15E: Understand
the impact of
government
policies and
decisions on
production and
consumption in the
economy.
Compare and contrast the
U.S. government with
Greece/Rome.
The student will be able to:
• Identify government leaders and their economic policies.
• Explain the role that government or leaders of ancient civilizations has
on producers in their economies.
Discuss what is necessary for
survival.
Writing Activity: Explain why
most early civilizations
developed along rivers/seas.
Define key terminology
(barter, trade, economics,
etc.).
Identify leaders from Rome
and Greece and the effect
their policies had on trade.
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BOE Approved 6-17-09
16A: Apply the
skills of historical
analysis and
interpretation.
The student will be able to:
• Analyze and then explain primary sources and documents relating to
ancient civilizations and world religions.
• Compare and contrast ancient civilizations and religions.
• Interpret Plato’s Allegory of the Cave.
Complete a comparative
religions chart/matrix.
Read and then analyze
Plato’s Allegory of the Cave.
Discuss the meaning of the
reading.
Provide notes over
world religions with
the use of
PowerPoint.
Excerpt from Plato’s
Republic
Read Primary Sources:
• Malcolm X’
Autobiography: Journey
to Mecca
• Jesus’ Sermon on the
Mount
• The Five Pillars – Holy
Koran
Complete assignments
covering primary sources.
Read primary sources and
complete assessments over
each sources (Herodotus,
Plato, Socrates, Caesar,
Alexander the Great, and
Homer).
16B: Understand
the development
of significant
political events.
16C: Understand
the development
of economic
systems.
The student will be able to:
• Predict how political events were influenced by geographic, social,
economic, and religious conditions of ancient civilizations.
• Predict how the fall of Rome will lead to the Dark Ages in Western
Europe.
The student will be able to:
• Predict how economic events were influenced by geographic, social,
political, and religious conditions of ancient civilizations.
Discuss world religions,
leaders, and events as a
class.
Discuss political, economic,
and social changes in Rome.
Choose an event (ex. Fall of
Rome) and research how
political, social, geographic,
and religious conditions led
to this event. Discuss with the
class.
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BOE Approved 6-17-09
16D: Understand
Illinois, United
States and world
social history.
The student will be able to:
• Trace how geographic, political, economic, and religious conditions
shaped the social environment of ancient civilizations.
17A: Locate,
describe and
explain places
regions and
features on the
Earth.
The student will be able to:
• Locate geographical locations, religious centers, continents, and bodies
of water on a map.
• Locate Egyptian, Sumerian, Greek, and Roman civilizations on a map.
• Locate each country in the world.
Caste System Activity:
Students are divided into
castes and act out their roles.
Map Activity: Label maps of
Greece, Rome, and Egypt
with important geographic
features and places.
Map Activity: Complete a
map of the world religions in
order to visualize where each
dominant religion is practiced
throughout the world.
Video clips
highlighting
components of each
religion.
Complete a map of ancient
civilizations.
Notes over
geographical
features and the
significance of
geography.
Complete map quiz on
Ilike2learn.com
Internet
www.ilike2learn.com
Map quiz
17B: Analyze and
explain
characteristics and
interactions of the
Earth’s physical
systems.
17C: Understand
relationships
between
geographic factors
and society.
The student will be able to:
• Explain how physical systems influenced the development of early
civilizations.
• Describe how physical systems influenced ancient people’s way of life.
The student will be able to:
• Explain how geographic factors shaped and maintained early
civilizations.
• Compare and contrast stories from religion, mythology, and literature
and interpret how they were affected by their geography.
Writing Assignment: Write
reasons early civilizations
were influenced by
geographic features.
View The Power of Myth.
Make a group presentation
to the class.
Video: The Power of
Myth
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BOE Approved 6-17-09
17D: Understand
the historical
significance of
geography.
18A: Compare
characteristics of
culture as reflected
in language,
literature, the arts,
traditions and
institutions.
The student will be able to:
• Explain why and how civilizations were influenced by their geography. Map Activity: Students will
be given a map with various
graphic features and will
come up with what they think
is the best place for a
civilization and then defend
their choice to the class.
The student will be able to:
Complete a diagram or chart
• Compare and contrast the ancient cultures of the Greeks, Romans,
comparing accomplishments
Egyptians, and Sumerians.
and/or economies and/or
• Explain the role that religions play in the development of culture.
governments of ancient
• Compare the religious and mythological beliefs of early civilizations.
civilizations.
Watch the Power of Myth
and complete an assessment
on the film and Joseph
Campbell.
Notes over the
Greek, Roman,
Sumerian, and
Egyptian cultures.
Video: The Power of
Myth
Writing Assignment: Describe
how the ancient Greeks
influenced Ancient Roman
civilization.
18B: Understand
the roles and
interactions of
individuals and
groups in society.
18C: Understand
how social systems
form and develop
over time.
The student will be able to:
• Evaluate and describe how social interaction shaped and changed
ancient cultures.
The student will be able to:
• Summarize how geography, politics, religion, economics, and
technology lead to the development and evolution of ancient Greek,
Roman, Sumerian, and Egyptian societies.
• Trace the development of the caste system in India.
List inventions, languages,
and practices that were
spread through social
interactions.
Writing/discussion: How did
the Sumerian’s differ from
the ancient Egyptians?
Students will divide into
groups after researching the
caste system and will behave
like one of the five castes.
They will then write a
summary of their
experiences.
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BOE Approved 6-17-09
World History 1-2 & World History 1-2 Honors
Curriculum and Scope and Sequence
Second Quarter
STATE GOAL 14: Understand the political systems with an emphasis on the United States.
STATE GOAL 15: Understand economic systems with an emphasis on the United States.
STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
2nd Quarter World History Academic Vocabulary
Age of Exploration
Renaissance
Democracy
Dictatorship
Humanism
State Standard
Objectives
Action Plan
1A: Apply word
analysis and
vocabulary skills to
comprehend
selections.
The student will be able to:
• Demonstrate an understanding of critical vocabulary.
Marzano’s six-step process for Building Academic
teaching academic
Vocabulary:
vocabulary.
Teacher’s Manual
by Marzano and
Vocabulary Activity: Using
Pickering
Marzano’s six steps draw
ideas expressed by
Machiavelli in the “Prince.”
Resources
Terms: Define key terms and
individuals from the
Renaissance, Age of
Discovery, Reformation, and
medieval times.
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BOE Approved 6-17-09
14B: Understand
the structures and
functions of the
political systems of
Illinois, the United
States and other
nations.
The student will be able to:
• Describe feudalism.
• Explain absolute monarchs.
• Explain the impact the Pope and Catholic Church had on the political
structure of the medieval times.
Writing Assignment: Describe
how feudalism differs from
democracy.
Fill out a diagram and label
important features of
feudalism and a medieval
town.
Provide notes over
feudalism, absolute
monarchs, and the
Middle Ages with
the use of
PowerPoint.
Project: Each class will create
a medieval town.
14C: Understand
election processes
and responsibilities
of citizens.
The student will be able to:
• Compare and contrast the roles and responsibilities of citizens from
500-1700 to today’s citizens.
Discuss the roles and
responsibilities of citizens
during the Middle Ages.
Project: Feudalism – students
are given M&M candy and
act out the role of king, serf,
knights, and nobles based on
the amount of candy they
possess.
14D: Understand
the roles and
influences of
individuals and
interest groups in
the political
systems of Illinois,
the United States
and other nations.
The student will be able to:
• Analyze the impact of individuals on the feudal system.
• Explain the role the Catholic Church played in the political systems of
the times.
• Explain how Renaissance writers influenced the political structure.
• Explain the Reformation’s influence on politics and the Catholic Church.
14F: Understand
the development
of United States
political ideas and
traditions.
The student will be able to:
• Explain the impact the Middle Ages had on the ideas that can be
found in the United States Constitution.
Define important leaders and
terms related to political
systems of the medieval times
and Middle Ages.
Discussion: How did the
corruption of the Catholic
Church during the Middle
Ages affect the politics and
people of that time?
Read passages from
Machiavelli and discuss the
impact of his writings on the
politics of the time.
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BOE Approved 6-17-09
Discussion: What influence do
you think kings and
Reformation had on the
foundations of the United
States government?
15A: Understand
how different
economic systems
operate in the
exchange,
production,
distribution, and
consumption of
goods and
services.
The student will be able to:
• Explain the economic system (manor, guilds) of medieval times.
• Analyze the effects the Age of Discovery had on the economic systems
around the world.
• Trace how the consumer and producer roles changed from the Middle
Ages through the Age of Discovery.
• Compare the feudal system to the rule of Rome during its empire.
15B: Understand
The student will be able to:
that scarcity
• Trace how the scarcity of resources led to the Age of Exploration.
necessitates choices
by consumers.
15C: Understand
The student will be able to:
that scarcity
• Explain why the serfs were bound to the manor during medieval times.
necessitates choices
by producers.
15D: Understand
The student will be able to:
trade as an
• Understand how goods were exchanged during the medieval times.
exchange of goods
• Understand how the Age of Discovery impacted trade throughout the
or services.
world.
• Understand how trade and travel during the Crusades led to the end
of the feudal system.
16A: Apply the
skills of historical
analysis and
interpretation.
The student will be able to:
• Analyze paintings and artists from the Renaissance.
• Analyze Renaissance writers works (e.g. Machiavelli, Shakespeare)
• Compare and contrast the beliefs of Humanism with those of the
Medieval Church.
In groups, students will judge
the strengths and weaknesses
of the feudal system as
compared to the Roman
Empire.
Textbooks and
internet
Create a chart/Venn diagram
to judge the pros and cones
of the feudal system/Roman
Empire.
Writing Activity: Write why
the scarcity of resources led to
the Age of Discovery.
Computer Activity: Research
the life of a serf on a
medieval manor.
Take notes on the Crusades
and the development of
towns.
Notes and
textbooks
Writing Assignment: Opinion
writing assignment – Was the
Age of Discovery good or
bad for the world? (How did
it affect the Europeans and
the natives?)
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BOE Approved 6-17-09
Matching Activity: Match the
artist to their artwork from the
Renaissance.
Read from the works of
Erasmus and Thomas More.
Write a short compare and
contrast essay.
Excerpts Humanist
thinking
Drawing Activity: Students
will create their own drawing
with characteristics from the
Renaissance.
Read excerpts from Primary
Sources:
• Machiavelli – The Prince
• Shakespeare – Julius
Caesar, Romeo and Juliet,
etc.
• Martin Luther – 95 Theses
Writing Assignment: Is it more
impressive being a painter or
sculptor?
Discussion: Who was the
greatest Renaissance artist?
Writing Assignment: How does
art/music impact your daily
life?
16B: Understand
the development
of significant
political events.
The student will be able to:
• List the steps that led up to the Reformation.
• List the conditions that allowed for the absolute monarchs to rule.
• Explain the impact the Age of Exploration had on politics at home and
abroad.
Create a diagram outlining
the events that led to the
Reformation.
Project: Create a Henry VII
family tree.
Page 10
BOE Approved 6-17-09
16D: Understand
Illinois, United
States and world
social history.
The student will be able to:
• Trace how geographic, political, economic, and religious conditions
shaped the social environment from 500-1700.
• Explain the impact of Renaissance art on the world’s social history.
• Identify the hidden meaning in many Renaissance works of art as a
social protest to their times.
• Compare and contrast the artist’s focus during the medieval times and
Renaissance.
• Explain the impact feudalism had on social classes in history.
• Summarize how exploration led to cultural exchange.
• Describe the effects the Black Death had on medieval times.
• Identify the ways the Catholic Church influenced medieval social
history.
Internet Activity: Compare two
paintings from medieval times
to two Renaissance paintings.
Analyze three Renaissance
paintings for their hidden
meanings.
Writing Assignment: Compare
and contrast Renaissance art
with Medieval art.
List the pros and cons of
feudalism and capitalism.
Discuss how Christopher
Columbus’ “discovery” of
America led to social change.
Discussion: Should Columbus
Day be celebrated in the
United States? Write a letter
to the president stating your
position.
List the impact the Black
Death had on Europeans.
Summarize the effects of the
Black Death.
17A: Locate,
describe and
explain places
regions and
features on the
Earth.
The student will be able to:
• Locate geographical locations, religious centers, continents, and bodies
of water on a map.
• Trace the routes of European explorers on a map.
Diagram/Map Activity: How
the Black Death spread from
Asia to the rest of the world.
Trace/outline/draw the routes
of Magellan, Dias, Columbus,
Da Gama, Balboa, Cortes, Sir
Francis Drake, etc.
Black Plague:
http://www.eyewit
ness
history.com/plague
.htm
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BOE Approved 6-17-09
17B: Analyze and
explain
characteristics and
interactions of the
Earth’s physical
systems.
17C: Understand
relationships
between
geographic factors
and society.
The student will be able to:
• Explain how European explorers used technology to overcome earth’s
physical systems.
• Describe how physical systems limited the people’s way of life.
17D: Understand
the historical
significance of
geography.
The student will be able to:
• Explain why and how civilizations were influenced by their geography. Discussion: What benefit does
trade have on societies?
• Understand how geographic features benefited and limited societies
What are the positive and
(e.g. trade, protection, agriculture).
negative aspects of trade?
18A: Compare
characteristics of
culture as reflected
in language,
literature, the arts,
traditions and
institutions.
The student will be able to:
• Compare and contrast the cultures of the Middle Ages to the
Renaissance.
• Explain the role that the Catholic Church and the Reformation played
in the development of culture.
• Compare and contrast the natives’ culture to the European explorers.
• Analyze the Protestant and Catholic churches.
The student will be able to:
• Explain how geographic factors shaped people’s way of life.
• Understand how exploration led to cultural exchange.
Discuss the importance of
technology and exploration.
Writing Assignment: What
were the positive and
negative effects of cultural
exchange during the age of
exploration?
List the major differences in
the beliefs of the Catholic
Church and the Protestants.
Compare European/Native
culture. Create a T-Chart:
• Language
• Food
• Technology
• Symbols
• Religion
Writing Assignment:
Summarize how the choices
made by the Catholic Church
led to the Reformation.
Listen to music of the Baroque
era and explain how it
reflects the politics of the Age
of Absolutism.
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BOE Approved 6-17-09
Explain how the architecture
of the Baroque era also
reflects the Age of Absolutism.
18B: Understand
the roles and
interactions of
individuals and
groups in society.
The student will be able to:
• List the roles of each of the following groups played during medieval
times (serfs, knights, kings, Pope).
• Explain how Renaissance artists and writers reflected the change in
thinking of the times.
• List the roles each of the following individuals played in the
Reformation (Martin Luther, John Calvin, Henry VIII, etc.).
• Describe the effect that explorers had on the natives.
Project: Feudalism – students
are given M&M candy and
act out the role of king, serf,
knights, and nobles based on
the amount of candy they
possess.
Writing Assignment: Were
the natives of the New World
better off after the arrival of
the Europeans?
Matching Assignment: Match
leaders, artists, reformers,
and explorers to their
accomplishments.
Watch the movie The Mission
and write a two page essay
that judges the actions of the
Church and the Jesuit priests
who were working with the
Guarani Indians.
Computer Assignment:
Research key figures of the
Reformation and why they
wanted to break from the
Catholic Church.
T-Chart: Compare the
Catholic and Protestant
churches.
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BOE Approved 6-17-09
18C: Understand
how social systems
form and develop
over time.
The student will be able to:
• Trace the role of the monarchs from the Middle Ages through the Age
of Absolutism.
• Understand the effects of the Reformation.
• Understand how the Reformation impacted the Catholic Church.
Writing Assignment: How did
the abuses of power by the
Catholic Church lead to the
Reformation?
Cause and Effect Diagram:
How did actions taken by the
Catholic Church cause the
Reformation?
Page 14
BOE Approved 6-17-09
World History 1-2 & World History 1-2 Honors
Curriculum and Scope and Sequence
Third Quarter
STATE GOAL 14: Understand the political systems with an emphasis on the United States.
STATE GOAL 15: Understand economic systems with an emphasis on the United States.
STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
3rd Quarter World History Academic Vocabulary
Absolute Monarchy
Enlightenment
Propaganda
Allies
Evolution/Charles Darwin
Revolution
Communism
Imperialism
Romanticism
Dictatorship
Nationalism
State Standard
Objectives
Action Plan
Resources
1A: Apply word
analysis and
vocabulary skills to
comprehend
selections.
The student will be able to:
• Demonstrate an understanding of critical vocabulary.
Marzano’s six-step process
for teaching academic
vocabulary.
Building Academic
Vocabulary:
Teacher’s Manual by
Marzano and
Pickering
14A: Understand
and explain basic
principles of the
United States
government.
The student will be able to:
• Identify Enlightenment philosophers and explain their impact on the
United States government.
• Explain the roles and responsibilities of each branch of the United
States government as the United States developed.
Design a chart of the
Enlightened philosophers
showing their contributions to
governments.
Drawing: Create a chart
showing checks and balances
in the U.S. government.
Page 15
BOE Approved 6-17-09
14B: Understand
the structures and
functions of the
political systems of
Illinois, the United
States and other
nations.
The student will be able to:
• Analyze the impact the Enlightenment had on political systems
throughout the world.
• Explain the shift from a monarchy to a representative government
during the French Revolution.
• Describe the role of the League of Nations after World War I.
• Identify the political philosophies in the early novels.
14C: Understand
election processes
and responsibilities
of citizens.
The student will be able to:
• Explain how leaders are elected.
• Contrast monarchs to representative governments.
• Describe the role citizens play in the election of their leaders.
Writing Assignment:
Compare and contrast
different political systems.
Read excerpts from Gulliver’s
Travels, Robinson Crusoe, and
Candide. Identify the political
philosophies from the
excerpts.
• Gulliver’s Travels
• Robinson Crusoe
• Candide
Writing Assignment: Students
will write about how the
election process works in the
U.S.
Matrix: Showing citizens and
their relationship to electoral
process and government’s
role for relating to the
citizens.
14D: Understand
the roles and
influences of
individuals and
interest groups in
the political
systems of Illinois,
the United States
and other nations.
The student will be able to:
• Explain how ideas that developed during the Enlightenment influenced
the American and French Revolutions.
• Identify political and social leaders during each era (Enlightenment,
French and American Revolution, World War I).
• Explain the creation and role of the League of Nations.
• Trace the creation of new nations at the conclusion of World War I.
• Analyze the role of individuals and special interest groups in Europe
leading up to World War I.
14E: Understand
United States
foreign policy as it
relates to other
nations and
The student will be able to:
• Explain America’s foreign policy during the American and French
Revolution, Imperialism, and World War I.
Identify political and social
leaders of the Enlightenment,
Revolutions and WWI.
Project: Create a project
comparing the French and
American Revolutions.
Page 16
BOE Approved 6-17-09
international issues.
14F: Understand
the development
of United States
political ideas and
traditions.
The student will be able to:
• Explain how the Enlightenment influenced the development of the
United States government.
• Describe America’s political role during Imperialism.
Create a chart showing the
Enlightenment Thinkers and
where their idea fits in the
U.S. Constitution.
Writing Assignment:
Compare the United States’
role before and after the era
Imperialism.
15A: Understand
how different
economic systems
operate in the
exchange,
production,
distribution, and
consumption of
goods and
services.
The student will be able to:
• Compare and contrast capitalism and socialism.
• Explain basic economic concepts (supply and demand, competition).
• Summarize how the Industrial Revolution caused a shift in the
production, distribution and consumption of goods.
15B: Understand
The student will be able to:
that scarcity
• Explain how war affected the choices made by consumers.
necessitates choices
by consumers.
15C: Understand
The student will be able to:
that scarcity
• Describe how war affects the production and consumption of goods.
necessitates choices
by producers.
15E: Understand
the impact of
government
policies and
decisions on
production and
consumption in the
economy.
The student will be able to:
• Evaluate how war affects the economy for producers and consumers.
Student drawings/cartoon
explaining socialism and
capitalism.
Discussion: How will war
effect consumers? Why and
how could consumers help
during war time?
Compare and contrast
companies in the world pre
production to war with
production of goods during
wartime.
Matrix: Relationships and
roles of citizens in different
economic structures.
Read articles/summaries of
Adam Smith “Wealth of
Nations,” and Karl Marx on
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socialism.
Writing Assignment: How did
the average citizen’s life
change during and after the
Industrial Revolution?
Student
discussion/predictions of the
impact of war on economic
conditions.
16A: Apply the
skills of historical
analysis and
interpretation.
The student will be able to:
• Analyze war time propaganda.
• Evaluate the successes of the French Revolution, American Revolution,
World War I, and Industrial Revolution.
• Compare the French and American Revolutions.
• Evaluate Wilson’s 14 Points and the League of Nations.
• Analyze the impact the scientific revolution had on the world.
• Judge the effectiveness of propaganda used during World War I.
Draw a propaganda
cartoon.
Compare different types of
propaganda materials.
Create a timeline of the
French and American
Revolution events.
Matching: Match the
imperialist nation to the lands
taken over.
Writing Assignment: Was
imperialism good or bad for
the world?
Making Predictions: Given a
list of circumstances from
French, American and
Industrial Revolutions and
WWI, the students will
predict the outcomes.
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16B: Understand
the development
of significant
political events.
The student will be able to:
• Describe the events that led to the French and American Revolutions.
• Evaluate the impact Imperialism had on the world both past and
present.
• Explain the impact that World War I had on European nations.
• List the causes that lead to World War I.
16C: Understand
the development
of economic
systems.
The student will be able to:
• Predict how economic events were influenced by geographic, social
and political conditions of the French, American, and Industrial
Revolutions.
16D: Understand
Illinois, United
States and world
social history.
The student will be able to:
• Trace how geographic, political, economic, and religious conditions
shaped the social environment from 1700-1919.
• Describe the living conditions for people living in each era.
• Explain the impact capitalism and socialism had on social classes in
history.
• Summarize how imperialism led to cultural exchange.
• Describe the global effects of World War I.
• Summarize the scientific revolutions impact on learning and peoples’
lives.
17A: Locate,
describe and
explain places
regions and
features on the
Earth.
The student will be able to:
• Locate geographical features, continents, and bodies of water on a
map.
Create a diagram displaying
the causes of the French and
American Revolutions and
WWI.
Map of the world before
Imperialism compared to
after.
Create a diagram displaying
the events that led to the
French, American, and
Industrial Revolutions.
Debate: Research and then
debate the ideas of
capitalism and socialism and
their impact on social classes
in history.
Create a diagram showing
the effects of World War I
had on each continent.
Map Activity: Pre-World
War I and Post World War
I.
Internet:
www.ilike2learn.com
Map Activity: World map
filled in by students of lands
taken over during
Imperialism.
Map activities based on the
activities covered.
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(Imperialism, World War I)
Locate the areas that nations
gained during Imperialism.
Locate the Balkans which led
to the start of WWI on a
map.
Continue the work of locating
all countries on all continents.
17D: Understand
the historical
significance of
geography.
The student will be able to:
• Explain how and why civilizations were influenced by their geography. Making Predictions: Give
students a map. Based on
• Understand how geographic features benefited and limited societies
the resources around a
(e.g. trade, protection, agriculture, war).
certain area, students will
predict what a civilization
would look like living in that
area.
18A: Compare
characteristics of
culture as reflected
in language,
literature, the arts,
traditions and
institutions.
The student will be able to:
• Explain the impact imperialism had on the development of culture.
• Compare and contrast the natives’ culture to that of Imperialist
nations.
• Analyze the impact of Imperialism on native cultures.
• Trace how the Enlightenment led to the Age of Revolution.
• Identify changes in society that are reflected in the Dada movement
and Surrealism.
Identify key figures in the
French and American
Revolutions and WWI.
Project: Create trading cards
of important figures of
selected area of study
(revolutions, WWI,
Imperialism).
View PowerPoint on Dadaism
and Surrealism.
18B: Understand
the roles and
interactions of
individuals and
groups in society.
The student will be able to:
• List the roles each of the following groups played during this era
(patriots, loyalists, Three Estates, monarchs, dictators, presidents,
workers, business owners, soldiers).
• List the roles each of the following individuals played in the French
Discussion: How were social
systems effected by the
events covered (revolutions,
WWI)
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•
•
•
•
•
18C: Understand
how social systems
form and develop
over time.
Revolution (Marie Antoinette, Robespierre, Louis XVI, etc.).
List the roles of each of the following individuals played in World
War I (Woodrow Wilson, Archduke Franz Ferdinand, Kaiser Wilhelm
II. etc.)
List the roles of each of the following individuals played in the
American Revolution (George Washington, Thomas Jefferson, Benjamin
Franklin, John Adams, etc.)
List the roles of women during World War I.
Identify important figures of the scientific revolution.
Identify the impact of Sigmund Freud’s psychoanalysis and the
development of Carl Juna and Joseph Campbell in the relation to the
theory of the collected unconscious.
The student will be able to:
• Understand the effects of the French, American, and Industrial
Revolution and World War I on social systems.
• Understand how Imperialism created new social systems in conquered
lands.
Matrix: Roles and
relationships of individuals on
events (revolutions, WWI)
Read excerpt of the Power of
Myth and take notes on
Freud’s theories.
Technology: Research
important figures from area
studied.
Reading Assignment: Read
and answer questions after
reading passages from
“White Man’s Burden.”
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World History 1-2 & World History 1-2 Honors
Curriculum and Scope and Sequence
Fourth Quarter
STATE GOAL 14: Understand the political systems with an emphasis on the United States.
STATE GOAL 15: Understand economic systems with an emphasis on the United States.
STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations.
STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
4th Quarter World History Academic Vocabulary
Cold War
Isolationism
Dictatorship
Socialism
Genocide
Terrorism
Globalization
State Standard
Objectives
Action Plan
1A: Apply word
analysis and
vocabulary skills to
comprehend
selections.
The student will be able to:
• Demonstrate an understanding of critical vocabulary.
Marzano’s six-step process for Building Academic
teaching academic
Vocabulary:
vocabulary.
Teacher’s Manual
by Marzano and
Pickering
Resources
14B: Understand
the structures and
functions of the
political systems of
Illinois, the United
States and other
nations.
The student will be able to:
• Explain the political effects of the Cold War (communism versus
democracy).
• Describe the role of the United Nations in global politics.
Matrix: Role of citizens and
governments.
Define and discuss communism
and capitalism.
Chart: Compare and contrast
communism and democracy.
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14C: Understand
election processes
and responsibilities
of citizens.
The student will be able to:
• Explain how leaders are elected.
• Described the role citizens play in the election of their leaders.
Group Work: Identify citizens’
rights and roles in communism
and democracy.
Discuss various election
processes in the world.
14D: Understand
the roles and
influences of
individuals and
interest groups in
the political
systems of Illinois,
the United States
and other nations.
The student will be able to:
• Identify political and social leaders (Hitler, Mussolini, Stalin, Lenin,
F.D.R., Churchill, Mao Zedong).
• Explain the creation and role of the United Nations.
• Trace the creation of new nations at the conclusion of World War II.
• Analyze the role of individuals and special interest groups in Europe
leading up to World War II.
• Describe Hitler’s rise to power and the effects of the Holocaust.
14E: Understand
United States
foreign policy as it
relates to other
nations and
international issues.
14F: Understand
the development
of United States
political ideas and
traditions.
The student will be able to:
• Explain America’s foreign policy during post World War I, World
War II, Cold War, and the modern era.
• Judge the significance of Israel becoming an independent nation with
the support of America.
15A: Understand
how different
economic systems
operate in the
exchange,
production,
distribution, and
consumption of
goods and
services.
The student will be able to:
• Compare and contrast communism and capitalism.
• Summarize how World War II caused a shift in the production,
distribution and consumption of goods.
The student will be able to:
• Summarize the development of the United States as a world power.
Matching Assignment:
Important figures of each era.
Writing Assignment: Could
someone like Hitler rise
again?
Read excerpt from Sadat’s
visit to Jerusalem.
Discuss U.S. foreign policy
from the end of WWI to
today.
Create a flow chart of
economic policies.
Explain basic economic
concepts (supply and demand,
competition, depression, stock
market, global economy).
Discuss different economic
policies.
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Writing Assignment: The
effects that war has on
consumerism and production.
15B: Understand
The student will be able to:
that scarcity
• Explain how war affected the choices made by consumers.
necessitates choices
• Describe how a global economy affects choices made by consumers.
by consumers.
• Analyze how the Great Depression affected choices by consumers on
a global scale.
Discuss globalization and the
effects on producers and
consumers.
Conduct a debate on
socialism vs. capitalism.
Depression Shopping List
activity. Compare prices from
the depression to today.
15C: Understand
The student will be able to:
that scarcity
• Describe how war affects the production and consumption of goods.
necessitates choices
• Describe how a global economy affects choices made by producers.
by producers.
15D: Understand
The student will be able to:
trade as an
• Summarize trade in a global economy.
exchange of goods
• Evaluate the impact of “sweatshops” on countries where they are used.
or services.
15E: Understand
the impact of
government
policies and
decisions on
production and
consumption in the
economy.
16A: Apply the
skills of historical
analysis and
interpretation.
The student will be able to:
• Evaluate how war affects the economy for producers and consumers.
• Analyze the effectiveness of the Marshall Plan.
The student will be able to:
• Analyze war time propaganda.
• Evaluate Adolf Hitler’s rise to power in Germany.
• Analyze America’s decision to enter World War II and Vietnam War.
• Analyze the decision by Truman to use the atomic bomb against
Japan.
Reading articles on
Depression Era.
Compare and contrast jobs
created by underdeveloped
countries and the low wage
jobs brought in by the
developed world.
Internet
Discussion on the impact and
effectiveness of the Marshall
Plan. Did it work?
Create propaganda posters.
Conduct a class debate on the
use of the atomic bomb
against Japan.
Excerpt from
Hiroshima
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Writing Assignment: Create a
propaganda speech for
something today.
16B: Understand
the development
of significant
political events.
The student will be able to:
• List the causes that lead to World War II, Cold War, and Vietnam.
• Describe the events that led to the Cold War and globalization.
• Explain the impact that World War II had on European nations.
• Evaluate the impact globalization had on the world.
Internet
Group Work: Should the
United States have entered
WWII, Vietnam, Korea, and
Gulf War.
Discussion of globalization.
Writing Assignment: Predict
the effects of globalization in
the next 10 years.
16C: Understand
the development
of economic
systems.
The student will be able to:
• Trace the development of global markets in society following World
War II.
• Compare and contrast the growing economic development in China
and India.
16D: Understand
Illinois, United
States and world
social history.
The student will be able to:
• Trace how geographic, political, economic, and religious conditions
shaped the social environment from 1919-present.
• Describe the living conditions for people living in each era.
• Explain the impact communism had on social classes.
• Summarize how globalization led to cultural exchange.
• Describe the global effects of World War II, Cold War, and Vietnam.
• Describe the development of apartheid in South Africa and how it
eventually ended.
16E: Understand
Illinois, United
States and world
environmental
history.
The student will be able to:
• Trace how modernization has led to global warming.
• Predict the effects global warming will have on the environment.
Create a Venn diagram
comparing the development
of China to India.
Debate: Is globalization good
or bad for the world?
Watch scenes from Cry
Freedom. Take notes on
apartheid in South Africa.
Movie: Cry
Freedom
Notes Excerpt:
Kaffir Boy
Discuss global warming and
the effects on the environment.
Research: Global warming
and how to slow the effects,
the causes of global warming.
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17A: Locate,
describe and
explain places
regions and
features on the
Earth.
The student will be able to:
• Locate geographical features, countries, continents, and bodies of
water on a map.
17B: Analyze and
explain
characteristics and
interactions of the
Earth’s physical
systems.
The student will be able to:
• Explain how geography affected strategies during war.
17C: Understand
relationships
between
geographic factors
and society
17D: Understand
the historical
significance of
geography.
18A: Compare
characteristics of
culture as reflected
in language,
literature, the arts,
traditions and
institutions.
The student will be able to:
• Explain how geographical factors shaped people’s way of life.
• Analyze America’s role in global warming.
Map Activity: Post WWII,
Vietnam, Globalization, Cold
War.
Map Activity: Maps of war,
geography and people’s
lives.
The student will be able to:
• Explain why and how civilizations were influenced by their geography.
• Understand how geographic features benefited and limited societies
(e.g. trade, protection, agriculture, war).
The student will be able to:
• Explain the impact globalization had on the development of culture.
• Describe how the Holocaust has affected the Jewish community.
• Analyze music and literature that speaks to modern political, cultural,
and social issues of the day.
• Describe the role of human rights organizations in the world today.
Discuss trade and geographic
features.
Analyze America’s decision
not to sign the Kyoto Treaty.
Internet
Writing Assignment: Evaluate
the impact of geography on a
society.
Identify leaders of each era
(WWII, Cold War, Vietnam,
modern world)
Read excerpts from Things
Fall Apart, Kite Runner, and
Three Cups of Tea.
Listen to Death of Emmet Till,
Strange Fruit, and Old Man
River.
Research organizations such
as Tostan and Amnesty
International. Describe the
role of human rights.
• Things Fall Apart
• Kite Runner
• Three Cups of
Tea
• Death of Emmet
Till
• Strange Fruit
• Old Man River
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18B: Understand
the roles and
interactions of
individuals and
groups in society.
18C: Understand
how social systems
form and develop
over time.
The student will be able to:
• Identify significant individuals in the post World War II era.
• Describe significant individuals in the post World War II era.
• List the roles of women during World War II.
Discuss wars’ impacts on the
people of nations at war.
The student will be able to:
• Understand the effects of the world wars and their impact on social
systems.
• Analyze the Cold War and impact on social systems.
• Understand how globalization created new social systems.
Matrix: What effects
globalization will have on the
nations and people of the
world?
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