Download World History

WHCSD Scope and Sequence
World History
2016-2017
World History Scope and Sequence
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
st
Unit 1:
Historical Thinking and Skills
1 Quarter (Early)
Unit 2:
Age of Enlightenment (1600-1800)
1st Quarter (Late)
Unit 3:
Age of Revolutions (1750-1914)
2nd Quarter (Early)
Unit 4:
Imperialism (1800-1914)
2nd Quarter (Late)
Unit 5:
Achievements and Crises (1900-1945)
3rd Quarter (Early)
Unit 6:
The Cold War (1945-1991)
3rd Quarter (Late)
Unit 7:
Globalization (1991-Present) PART I
4th Quarter (Early)
Unit 8:
Globalization (1991-Present) PART II
4th Quarter (Late)
OVERALL COURSE TIMING
This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Course Length
Total number of instructional days in school year:
176
Total number of instructional days for all units included in Scope and Sequence:
160
WHCSD Scope and Sequence
World History
FIRST QUARTER: Historical Thinking and Skills
Students apply skills by utilizing a variety of resources to construct theses and support or
refute contentions made by others. Alternative explanations of historical events are analyzed
and questions of historical inevitability are explored.
2016-2017
Resources
UNIT 1 LENGTH:
Days/Weeks
20
UNIT 1 STANDARDS
CS 1. Historical events provide opportunities to examine alternative courses of action.
Expectations for Learning: Analyze a historical decision and predict the possible
consequences of alternative courses of action.
CS 2. The use of primary and secondary sources of information includes an
examination of the credibility of each source.
Expectations for Learning: Analyze the credibility of primary and secondary
sources.
CS 3. Historians develop theses and use evidence to support or refute positions.
Expectations for Learning: Develop a thesis and use evidence to support or
refute a position.
CS 4. Historians analyze cause, effect, sequence and correlation in historical events,
including multiple causation and long- and short-term causal relations.
Expectations for Learning: Identify examples of multiple causation and long- and
short-term causal relationships with respect to historical events. Analyze the
relationship between historical events taking into consideration cause, effect,
sequence and correlation.
Spiraling
ELA: RH.9-10.1, RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6
Essential
Questions


Vocabulary
What is history? Why do we study it?
How do we know what or whom to believe? What does it mean to be “credible?”
Who decides?
thesis, refute, analysis, evidence, relevance, primary and secondary sources,
credible, context, evaluate, inquiry, synthesis
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College Board
Website: History
Skills:
http://apcentral.colleg
eboard.com/apc/publi
c/repository/WorldHist
oryHistoricalThinking
Skills.pdf
http://apcentral.colleg
eboard.com/apc/publi
c/repository/AP_Worl
dHistoryCED_Effectiv
e_Fall_2011.pdf
TeachingHistory.org
ODE Model
Curriculum
www.cast.org
WHCSD Scope and Sequence
World History
FIRST QUARTER: Age of Enlightenment (1600-1800)
The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A
new focus on reasoning was used to understand social, political and economic institutions.
2016-2017
UNIT 2 LENGTH:
Days/Weeks
20
Resources
UNIT 2 STANDARDS
CS 5. The Scientific Revolution impacted religious, political and cultural
institutions by challenging how people viewed the world.
Expectations for Learning: Recognize that Enlightenment thinkers applied
reason to discover natural laws guiding human nature in social, political and
economic systems and institutions.
CS 6. Enlightenment thinkers applied reason to discover natural laws guiding
human nature in social, political and economic systems and institutions.
Expectations for Learning: Analyze how Enlightenment ideas challenged
practices related to religious authority, absolute rule and mercantilism.
CS 7. Enlightenment ideas challenged practices related to religious authority,
absolute rule and mercantilism.
Expectations for Learning: Explain how Enlightenment ideas influenced
the American Revolution, French Revolution and Latin American wars for
independence.
Spiraling
ELA: RH.9-10.1, RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6
Essential Questions
 What causes revolutions?
 What is a nation? Who belongs and who doesn’t? Who decides?
Vocabulary
revolution, absolutism, monarchy, mercantilism, rationalism, natural law, social
contract
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George Mason
University's Website:
Liberty, Equality,
Fraternity: Exploring the
French Revolution.":
http://chnm.gmu.edu/rev
olution/
ABC-CLIO: Primary
Source Readings
related to Galileo:
http://worldhistory.abccli
o.com/Topics/Workshee
t/1185106?sid=1185103
&cid=83;
http://worldhistory.abcclio.com/Analyze/Displa
y/1524107?cid=9&terms
=mercantilism
ODE Model Curriculum
Chapter 6
Unit 1 Curriculum Map
www.cast.org
WHCSD Scope and Sequence
World History
SECOND QUARTER: Age of Revolutions (1750-1914)
The Age of Revolutions was a period of two world-encompassing and interrelated developments: the
democratic revolution and the industrial revolution. Both had political, economic and social consequences
on a global scale.
2016-2017
Resources
UNIT 3 LENGTH:
Days/Weeks
20
UNIT 3 STANDARDS
CS 8. Enlightenment ideas on the relationship of the individual and the
government influenced the American Revolution, French Revolution and Latin
American wars for independence.
Expectations for Learning: Explain how Enlightenment ideas influenced
the American Revolution, French Revolution, and Latin American wars for
independence.
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CS 9. Industrialization had social, political and economic effects on Western
Europe and the world.
Expectations for Learning: Analyze the social, political and economic
effects of industrialization on Western Europe and the world.
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Spiraling
ELA: RH.9-10.1, RH.9-10.3, RH.9-10.4, RH.9-10.5, RH.9-10.6
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Essential Questions
Vocabulary

What is a revolution?
revolution, autonomy, democracy, domestic, arbitrary
Lesson Plan: Rise of the
Revolution: (Content
Statement 8)
http://dnet01.ode.state.o
h.us/IMS.ItemDetails/Le
ssonDetail.aspx?id=090
7f84c805325b1
Lesson Plan:
Fundamental Economic
Questions and the
Industrial Revolution:
(Content Statement 9)
http://dnet01.ode.state.o
h.us/ims.itemdetails/less
ondetail.aspx?id=0907f8
4c80531cc3
Lesson Plan:
Urbanization: (Content
Statement 9)
http://dnet01.ode.state.o
h.us/ims.itemdetails/less
ondetail.aspx?id=0907f8
4c80531c99
ODE Model Curriculum
Chapters 7-10
Unit 2 Curriculum Map
www.cast.org
WHCSD Scope and Sequence
World History
SECOND QUARTER: Imperialism (1800-1914)
The industrialized nations embarked upon a competition for overseas empires that had profound implications
for the entire world. This “new imperialism” focused on the underdeveloped world and led to the domination
and exploitation of Asia, Africa and Latin America.
2016-2017
UNIT 4
LENGTH:
Days/Weeks
20
Resources
UNIT 4 STANDARDS
CS 7. Imperial expansion had political, economic and social roots.
Expectations for Learning: Describe the political, economic and social
roots of imperial expansion.
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CS 8. Imperialism involved land acquisition, extraction of raw materials, spread
of Western values and direct political control.
Expectations for Learning: Describe how imperialism involved land
acquisition, extraction of raw materials, the spread of Western values, and
maintenance of political control.
CS 9. The consequences of imperialism were viewed differently by the
colonizers and the colonized.
Expectations for Learning: Describe how the consequences of
imperialism were viewed differently by the colonizers and the colonized.
Spiraling
ELA: RI.9-10.3, RI.9-10.7, RI.9-10.8, SL.1, SL.2, SL.3, SL.4, SL.5, SL.6
Essential Questions


Vocabulary
colony/colonialism, exploitation, Westernization, sphere of influence,
missionary, indigenous, empire, “White Man’s Burden”, civilize/civilization
What causes revolutions?
What is a nation? Who belongs and who doesn’t? Who decides?

Lesson Protocol: Cafe
Conversation:
www.facinghistory.org
ODE Model Curriculum
Lesson Plan: Analyzing
Sources on Imperialism:
(Content Statements 2
and 12)
http://dnet01.ode.state.o
h.us/ims.itemdetails/less
ondetail.aspx?id=0907f8
4c805313e5.
www.cast.org
WHCSD Scope and Sequence
World History
THIRD QUARTER: Achievements and Crises (1900-1945)
The first half of the 20th century was one of rapid technological advances. It was a period when the
tensions between industrialized nations resulted in World War I and set the stage for World War II. While
World War II transformed the balance of world power, it was the most destructive and costly war in terms of
human casualties and material resources expended.
2016-2017
Resources
UNIT 5 LENGTH:
Days/Weeks
20
UNIT 5 STANDARDS
CS 13. Advances in technology, communication and transportation improved
lives, but also had negative consequences.
Expectations for Learning: Select examples of advancements in
technology, communication and transportation and explain how some have
improved lives and others have had negative consequences.
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CS 14. The causes of World War I included militarism, imperialism,
nationalism and alliances.
Expectations for Learning: Explain how militarism, imperialism,
nationalism and alliances were causes of World War I.
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CS 15. The consequences of World War I and the worldwide depression set
the stage for the Russian Revolution, the rise of totalitarianism, aggressive
Axis expansion and the policy of appeasement, which in turn led to World
War II.
Expectations for Learning: Explain how the consequences of World War I
and the worldwide depression set the stage for the Russian Revolution, the
rise of totalitarianism, aggressive Axis expansion and the policy of
appeasement, which, in turn, led to WWII.
CS 16. Oppression and discrimination resulted in the Armenian Genocide
during World War I and the Holocaust, the state-sponsored mass killing of
Jews and other groups, during World War II.
Expectations for Learning: Explain how and why oppression and
discrimination resulted in the Armenian Genocide during World War I and the
Holocaust, the state-sponsored mass murder of Jews and other groups during
World War II.
CS 17.WorldWar II devastated most of Europe and Asia, led to the occupation
of Eastern Europe and Japan, and began the atomic age.
Expectations for Learning: Describe how World War II devastated most of
Europe and Asia, led to the occupation of Eastern Europe and Japan, and
started the atomic age.
Spiraling
ELA: RL.9-10.1, RL.9-10.2, RL.9-10.3
Essential Questions


Vocabulary
nationalism, militarism, isolationism, treaty, armistice, appeasement, genocide,
fascism, communism, Holocaust
What causes revolutions?
What is a nation? Who belongs and who doesn’t? Who decides?
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Lesson Plan: Global
Turmoil Between
theWorld Wars:
(Content Statement 15)
http://dnet01.ode.state.o
h.us/ims.itemdetails/less
ondetail.aspx?id=0907f8
4c80531882
Lesson Plan: The
Consequences of World
War I: (Content
Statement 17)
http://dnet01.ode.state.o
h.us/ims.itemdetails/less
ondetail.aspx?id=0907f8
4c80530f74
ODE Model Curriculum
www.ushmm.org/educat
ion/foreducators/lesson/
Chapters 13-16
Unit 4 Curriculum Map
www.cast.org
WHCSD Scope and Sequence
World History
THIRD QUARTER: The Cold War (1945-1991)
Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War
overlapped with the era of decolonization and national liberation.
2016-2017
UNIT 6 LENGTH:
Days/Weeks
20
Resources
UNIT 6 STANDARDS
CS 18. The United States and the Soviet Union became superpowers and
competed for global influence.
Expectations for Learning: Analyze how the United States and the Soviet
Union became superpowers and competed for global influence.
CS 19. Treaties and agreements at the end of World War II changed national
boundaries and created multinational organizations.
Expectations for Learning: Describe how treaties and agreements at the
end of World War II changed national boundaries and created multinational
organizations.
CS 20. Religious diversity, the end of colonial rule and rising nationalism have
led to regional conflicts in the Middle East.
Expectations for Learning: Explain how religious diversity, the end of
colonial rule and rising nationalism have led to regional conflicts in the Middle
East.
CS 21. Postwar global politics led to the rise of nationalist movements in Africa
and Southeast Asia.
Expectations for Learning: Explain how postwar global politics led to the
rise of nationalist movements in Africa and Southeast Asia.
CS 22. Political and social struggles have resulted in expanded rights and
freedoms for women and indigenous peoples.
Expectations for Learning: Explain examples of how political and social
struggles have resulted in expanded rights and freedoms for women and
indigenous peoples.
Spiraling
Essential Questions
Vocabulary
ELA: SL. 9-10.1, SL. 9-10.2, SL. 9-10.3, SL.4, SL. 9-10.5, SL. 9-10.6

Was the Cold War inevitable?
containment, ideology, command economy, market economy, socialism,
competition, inflation, fiscal and monetary policy
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History of the United
Nations:
http://www.un.org/about
un/unhistory/
International Monetary
Fund:
http://www.imf.org/exter
nal/about/history.htm
World Bank History:
http://www.worldbank.or
g/
ODE Model Curriculum
Chapter 17
Unit 5 Curriculum Map
www.cast.org
WHCSD Scope and Sequence
World History
FOURTH QUARTER: Globalization (1991-Present) PART I
The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and
cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the
global economy present new challenges.
2016-2017
Resources
UNIT 7 LENGTH:
Days/Weeks
20
UNIT 7 STANDARDS
CS 23. The breakup of the Soviet Union ended the Cold War and created
challenges for its former allies, the former Soviet republics, Europe, the United
States and the non-aligned world.
Expectations for Learning: Describe how the breakup of the Soviet Union
ended the Cold War and analyze the challenges it created for its former allies,
the former Soviet republics, Europe, the United States and the non-aligned
world.
CS 24. Regional and ethnic conflicts in the post-Cold War era have resulted in
acts of terrorism, genocide and ethnic cleansing.
Expectations for Learning: Describe how regional and ethnic conflicts in
the post-Cold War era have resulted in acts of terrorism, genocide and ethnic
cleansing.
CS 25. Political and cultural groups have struggled to achieve self-governance
and self-determination.
Expectations for Learning: Select an example of a political or cultural
group and explain how they struggled to achieve self-governance and selfdetermination.
CS 26 Emerging economic powers and improvements in technology have
created a more interdependent global economy.
Expectations for Learning: Analyze the factors that have created a more
interdependent global economy since 1991.
CS 27 Proliferation of nuclear weapons has created a challenge to world
peace.
Expectations for Learning: Describe how proliferation of nuclear weapons
since the end of the Cold War has created a challenge to world peace.
Spiraling
ELA: SL.1, SL.2, SL.3, SL.4, SL.5, SL.6, W.9-10.1 (a-e)
Essential Questions
 Is interdependence better than independence to ensure global peace?
 Does ethnic diversity necessarily lead to conflict?
 Why do some people engage in terrorism?
Vocabulary
globalization, interdependence, free trade, protectionism, ethnic cleansing,
terrorism, proliferation, regionalism, socioeconomic
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Lesson Plan: South
Africa After Ten Years
of Freedom:
http://www.pbs.org/news
hour/extra/teachers/less
onplans/world/safrica_413.html
ODE Model Curriculum
Chapters 18-20
Unit 6 Curriculum Map
www.cast.org
WHCSD Scope and Sequence
World History
FOURTH QUARTER: Globalization (1991-Present) PART II
The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and
cultural conflicts, acts of terrorism, advances in technology, expansion of human rights and changes in the
global economy present new challenges.
2016-2017
Resources
UNIT 8 LENGTH:
Days/Weeks
20
UNIT 8 STANDARDS
CS 28. The rapid increase of global population, coupled with an increase in life
expectancy and mass migrations have created societal and governmental
challenges.
Expectations for Learning: Describe societal and governmental
challenges resulting from the rapid increase of global population, increased life
expectancy and mass migrations.
CS 29. Environmental concerns, impacted by population growth and
heightened by international competition for the world’s energy supplies, have
resulted in a new environmental consciousness and a movement for the
sustainability of the world’s resources.
Expectations for Learning: Describe the reasons for the new
environmental consciousness and movement for sustainability.
Spiraling
Essential Questions
Vocabulary
 Do we have a duty to preserve the environment for future generations?
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Teaching and Learning
for a Sustainable
Future:
http://www.unesco.org/e
ducation/tlsf/
Global Learning, Inc.:
http://www.globallearnin
gnj.org/
ODE Model Curriculum
Chapters 18-20
Unit 6 Curriculum Map
www.cast.org