Download Understanding Curriculum Maps

High School
World History
2014-2105
Curriculum Map
Understanding Curriculum Maps
Curriculum maps are documents that thematically align assessments, curriculum and instruction. A key point to keep in mind is that each of the
courses is survey-type courses; teachers cannot possibly teach everything there is to know about geography and history. Teachers are bound to the
Sunshine State Standards and have a responsibility to teach the necessary timeline. The maps are designed to help teachers determine areas of
coverage and to avoid trying to teach the entire textbook. Instead, the maps are designed around the Organizing Principles, and teachers are
encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of these resources.
The Organizing Principle is the purpose of each unit of study. The Organizing Principle is like a thesis statement in an essay. A thesis statement
provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an Organizing Principle provides direction
for a unit of study in a classroom. It lets the student know what the teacher is trying to prove. All concepts, essential questions, skills, and
vocabulary taught in a unit should come back to the Organizing Principle. By the end of the unit of instruction, a student should be able to look at
the Organizing Principle and prove it (or in some instances, disprove it).
The Essential Questions are used in the maps to outline items essential to the coverage of each unit; these questions highlight material students
should absolutely know. The same holds true for the Concepts and Terms (terms typically involve mostly surface level knowledge).
At the bottom of each unit are examples of Teaching Resources. These are only examples of some of the items teachers can use to teach the unit.
The Pacing section has been intentionally left blank and should be used to outline a class’s individual timeline based on the guide provided.
The Assessment section has been created for teachers to use in developing their curriculum. Teachers are encouraged to utilize a variety of
assessment strategies and not simply rely on the test generator. There are currently no standardized unit assessments for Pinellas County Schools
(PCS) Social Studies courses. The PCS Social Studies Department does, however, use a course wide pre/post test. These tests are given at every
level in every school at both the beginning and end of the course to assess student achievement. When creating a student’s unit assessment, the
teacher should be sure that the assessment aligns with the pre/post test for the course.
World History Curriculum Guide | Page 1 of 25
High School
World History
Organizing Principles
2014-2105
Curriculum Map
1. The Americas: Complex civilizations in Mesoamerica and South America developed separately from the outside world, starting in 6th
century CE. These civilizations have a lasting legacy of culture and ideas.
2. West Africa, Islamic Empires, and Byzantium: Prior to the expansion of Islam, Africa and Asia Minor were home to substantial empires.
Invasion and trade infused Islamic culture into these empires.
3. Medieval Europe and Japan: Both Europe and Japan developed feudal systems at different times due to chaotic political conditions. In
Europe, the Church also plays a key role.
4. The Renaissance and Reformation: The Renaissance was a kaleidoscope of arts and education. It paved the way for improvements in
astronomy, medicine, mathematics, and exploration. New patterns of thought also led to substantial changes in religion.
5. Age of Exploration: European exploration and colonization had a tremendous impact on the population and geography of the Americas,
Africa, and Asia.
6. Scientific Revolution and the Enlightenment: Emerging ideas changed the understanding of the world, and influenced scientific, political,
and social institutions.
7. Revolutions: Building on the ideals of the Enlightenment many nations throw off old ways of governing and strive for democracy.
8. Industrialization, Nationalism, and Imperialism: The Industrial Revolution brought improvement and deterioration to the lives of the global
population. Nationalist uprisings challenged the old order. These both led to Imperialism, which led to a shift in world power.
9. World at War: The lasting devastation of the first World War compounded with the Great Depression lead to tensions throughout Europe
that ultimately resulted in World War II. The World Wars brought about great political, economic, and social changes for all countries
involved, resulting in the emergence of the Cold War.
10. Cold War and de-Colonization: The Cold War defined world politics for four decades. It spearheaded the growth of two world powers as
well as generating numerous conflicts defending ideology. This same time period saw a variety of colonies gain their independence.
11. Conflicts in the Middle East: Religious fundamentalism and political disagreements combine to cause conflicts in the Middle East.
12. Modern Challenges: Advances in science and technology made the world more interdependent and affected peoples’ daily lives in
wonderful and terrible ways.
World History Curriculum Guide | Page 2 of 25
High School
World History
Common Core State Standards Literacy in History/Social Studies
Grades 9-10
2014-2105
Curriculum Map
Reading Informational Text
RH
Key Ideas and Details
9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.
9-10.RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects
of history/social studies.
9-10.RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
9-10.RH.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Integration of Knowledge and Ideas
9-10.RH.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
9-10.RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
9-10.RH.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and
proficiently.
Writing
WHST
Text Types and Purposes
9-10.WHST.1 Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
World History Curriculum Guide | Page 3 of 25
High School
World History
2014-2105
Curriculum Map
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
9-10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
9-10.WHST.3 (See note below; not applicable as a separate requirement)
Production and Distribution of Writing
9-10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
9-10.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
9-10.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
9-10.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
9-10.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
9-10.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
World History Curriculum Guide | Page 4 of 25
High School
World History
Related Benchmarks
2014-2105
Curriculum Map
In addition to the standards listed in the curriculum map below, lesson plans should also incorporate the following required benchmarks:
LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly;
LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text;
LA.910.1.6.3 The student will use context clues to determine meanings of unfamiliar words;
LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold
or italicized text, headings, charts and graphs, illustrations, subheadings);
LA.910.2.2.2 The student will use information from the text to answer questions or to state the main idea or provide relevant details;
LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key
points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);
LA.910.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and
plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.
LA.910.6.3.1 The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media;
MA.912.A.2.1 Create a graph to represent a real-world situation.
MA.912.A.2.2 Interpret a graph representing a real-world situation.
SS.912.G.1.1 Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world
regions.
SS.912.G.1.2 Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to
describe any given place.
SS.912.G.1.3 Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
SS.912.G.2.1 Identify the physical characteristics and the human characteristics that define and differentiate regions.
SS.912.G.2.2 Describe the factors and processes that contribute to the differences between developing and developed regions of the world.
SS.912.G.2.3 Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic,
physical, or political ramifications.
SS.912.G.4.1 Interpret population growth and other demographic data for any given place.
SS.912.G.4.2 Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.
SS.912.G.4.3 Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.
SS.912.G.4.7 Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.
SS.912.G.4.9 Use political maps to describe the change in boundaries and governments within continents over time.
World History Curriculum Guide | Page 5 of 25
High School
2014-2105
World History
Curriculum Map
SS.912.H.1.3 Relate works in the arts to various cultures.
SS.912.H.3.1 Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.
SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events.
SS.912.W.1.2 Compare time measurement systems used by different cultures. 46
SS.912.W.1.3 Interpret and evaluate primary and secondary sources.
SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.
SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).
SS.912.W.1.6 Evaluate the role of history in shaping identity and character.
World History Curriculum Guide | Page 6 of 25
High School
World History
Unit 1: Byzantium
Big Idea/Theme - Organizing Principle: After the fall of the western Roman
Empire, the Byzantine Empire continued in this region for the next roughly
1000 years.
Concept
Byzantine
Empire
Pages in
Review
Textbook
Terms
Pages
-Fall of the
FL38-39 Roman
Empire
-Christianity
-Barbarians
2014-2105
Curriculum Map
Essential Questions
1. What were the most
important key figures and
contributions of the
Byzantine Empire?
SS.912.W.2.4; SS.912.W.2.5
Suggested Pacing: School Days 4-10 (August 21 – 29)
Estimated Number of Days:
Traditional: 7 Block: 3.5
People, Places,
Events, Terms
Anna Comnena,
1.
Justinian's Code,
icons, Hagia
2.
Sophia, Cyril,
Methodius,
Constantinople
3.
2. What were the causes of
the fall of the Byzantine
Empire?
SS.912.W.2.6; SS.912.W.2.7;
SS.912.W.2.8
Iconoclast
controversy,
Justinian's Plague,
barbarian attacks,
Ottoman Empire,
4.
5.
6.
Suggested Teaching Activities
DBQ Mini-Q: “What is the Primary Reason
to Study the Byzantines?” CCSS all
Analyze Byzantine Icons and have students
draw their own icons. Have them write
museum-style explanations about the
features of their icons. CCSS R7
Compare excerpts from Anna of Byzantium
by Tracy Barrett and The Emperor’s
Winding Sheet by Jill Paton Walsh CCSS R6
Examine various maps of the changing
borders of Byzantium (see Byzantine maps
on K-12 Moodle). Have students write
persuasive arguments about the most
important reasons for the changing
borders. CCSS W1
Compare Byzantine icons, statues, and
architecture CCSS W4
Examine excerpts from Justinian’s Code and
answer questions/discuss from
http://mrcaseyhistory.files.wordpress.com/
2013/01/justinian-code_primary-source.pdf
World History Curriculum Guide | Page 7 of 25
High School
World History
Unit 2: Islamic Empires
Organizing Principle: Prior to the expansion of Islam, Africa and Asia Minor
were home to substantial empires. Invasion and trade infused Islamic culture
into these empires.
Concept
Rise and
expansio
n of
Islam
Pages in
Textboo
k
Pages
FL2530
2014-2105
Curriculum Map
Review Terms
-Abraham
-monotheism
-Arabia before
Mohammad
Essential Questions
Suggested Pacing: Days 11-17 (Sept. 2 – 10)
Estimated Number of Days:
Traditional: 7 Block: 3.5
People, Places, Events,
Terms
1. What were the causes,
Umayyads, Abbasids,
effects, and extent of
Sufis, relationship with
Islamic military expansion Hindus
through Central Asia, North
Africa, the Iberian
Peninsula, and India?
SS.912.W.3.3; SS.912.W.3.4;
SS.912.W.3.7
2. What were key economic,
political, and social
developments and
achievements in Islamic
history?
SS.912.W.3.5; SS.912.W.3.6
3. Analyze the causes, figures,
key events, and effects of
the European response to
Islamic expansion.
SS.912.W.3.7; SS.912.W.3.8
Suggested Teaching Activities
•
•
•
Algebra, Alhambra, The
Thousand and One
Nights, caliphate, Sunni,
Shi'a, role of trade,
People of the Book
•
Crusades, Pope Urban
II, Saladin, King
Richard, Reconquista,
Inquisition
•
•
DBQ Mini-Q: “Why Did Islam
Spread So Quickly? CCSS all
Read and analyze excerpt from A
Thousand and One Nights CCSS R1
“Will the Real El Cid Please Stand
Up?”
http://www.islamicspain.tv/ForTeachers/12_Will%20the%20Real%
20El%20Cid%20Please%20Stand%2
0Up.pdf CCSS R6
Foldable comparing Islamic Empires
and Byzantine Empire. CCSS R2
Arabic Stereotypes using Disney’s
Aladdin (see lesson on K-12 SS
Moodle)
Worldhistoryforusall.sdsu.edu
Lesson 5.2 “Afroeurasia and the
Rise of Islam” CCSS R3
World History Curriculum Guide | Page 8 of 25
High School
World History
Unit 3: West Africa
Organizing Principle: Prior to the expansion of Islam, Africa and Asia Minor
were home to substantial empires. Invasion and trade infused Islamic culture
into these empires.
Concept
SubSaharan
Africa
Kingdom
s and
Empires
Pages in
Textboo
k
Pages
FL5460
2014-2105
Curriculum Map
Review Terms
-Islam
-Animism
-push/pull
factors
Essential Questions
1. What are the significant
economic, political, and
social characteristics of
Ghana, Mali, and Songhai?
SS.912.W.3.9;
SS.912.W.3.10;
SS.912.W.3.11;
SS.912.W.3.12
2. What internal and external
factors led to the fall of the
empires of Ghana, Mali, and
Songhai?
SS.912.W.3.14
Suggested Pacing: Days 18-24 (Sept. 11 – 19)
Estimated Number of Days:
Traditional: 7 Block: 3.5
People, Places, Events,
Terms
salt and gold trade,
matrilineal, stateless
societies, griots,
ancestral worship, Epic
of Sundiata, Mansa
Musa, Ibn Battuta,
slavery, Sunni Ali, Askia
Mohammad, Sankore
University,
Suggested Teaching Activities
•
•
•
•
•
disruption of trade,
Islamic invasions
•
•
DBQ Mini-Q: “Mansa Musa’s Hajj A
Personal Journey” CCSS all
G-SPRITE analysis of Gold-Salt
Empires CCSS R1
Foldable of comparing the three
African Kingdoms CCSS R2
Art Analysis on Mali, Ghana,
Songhai art CCSS R7
Mirrors, Sandals and a Medicine
Bag Literature reading (Holt:
Experiencing World History and
Geography p. 59) Students then
write their own Dilemma Tales.
CCSS R2
Use map on p. FL55 to compare the
geography of the three kingdoms
CCSS R7
Read primary sources from Ibn
Battuta and have students map and
illustrate his travels in Africa CCSS
R1
World History Curriculum Guide | Page 9 of 25
High School
World History
Unit 4: Medieval Europe and Japan
Organizing Principle: Both Europe and Japan developed feudal systems at
different times due to chaotic political conditions. In Europe, the Church also
plays a key role.
Concept
Medieval
Western
Europe
Pages in
Textboo
k
Pages
FL40-52
and
FL34
2014-2105
Curriculum Map
Review Terms
-Christendom
-Barbarian
Invasions
Essential Questions
Suggested Pacing: Days 25-37 (Sept. 22 – Oct. 8)
Estimated Number of Days:
Traditional: 13
Block: 6.5
People, Places, Events,
Terms
1. Compare the secular and
ecclesiastical power
structures of medieval
Europe.
SS.912.W.2.10;
SS.912.W.2.12
Manorialism, lord, vassal,
fief, serf, knight, chivalry,
clergy, monastery, convent
2. What were the important
achievements and significant
people in medieval Europe?
SS.912.W.2.11;
SS.912.W.2.13;
SS.912.W.2.15;
SS.912.W.2.17
Charlemagne, William the
Conqueror, Chaucer,
Thomas Aquinas, Hildegard
of Bingen, commerce, guilds
3. Identify major struggles of
Western Europe in the 13th
and 14th Centuries.
SS.912.W.2.14;
SS.912.W.2.16;
SS.912.W.2.18
Great Famine of 1315-1316,
The Black Death, The Great
Schism of 1378, Hundred
Years War, Magna Carta
Suggested Teaching Activities
•
•
•
•
•
•
•
DBQ (big-Q)”The Black Death:
How Different Were Christian
and Muslim Responses?” CCSS
all
Pyramid Feudal System:
Students build their own feudal
societies CCSS W2
Steps to democracy benchmark
http://lessonopoly.org/node/9
13# CCSS W1
Primary source readings of
medieval authors CCSS R1
Art analysis of scenes from the
Bayeux Tapestry CCSS R7
Foldable graphic organizer
comparing religious and
political hierarchies CCSS R2
RAFT writing from eyewitness
perspective at major medieval
events: Great Famine, Magna
Carta, Black Death,etc. CCSS
W2
World History Curriculum Guide | Page 10 of 25
High School
World History
Medieval Pages
-Chinese
Japan
FL30Culture
32 and
-Buddhism
picture/
chart on
page
FL34
1. Describe the physical
geography as well as the
major cultural, economic,
political, and religious
developments in medieval
Japan.
SS.912.W.2.19;
SS.912.W.2.20;
SS.912.W.2.22
2. Compare Japanese
feudalism with Western
European feudalism during
the Middle Ages.
SS.912.W.2.21
Korea, Pillow Book, Shinto
and Japanese Buddhism,
shogunate, samurai, Tale of
Genji, modified written
language
•
•
•
•
•
2014-2105
Curriculum Map
Foldable/Venn Diagram on
Japanese & European
Feudalism CCSS R5
Student-created higher order
questions on Shintoism CCSS
W10
DBQ Mini-Q: “Samurai and
Knights: Were the Similarities
Greater than the
Differences?” CCSS all
Map activity on Japan CCSS
R7
Primary source analysis and
response to the Tale of Genji
or the Pillow Book. CCSS R1
World History Curriculum Guide | Page 11 of 25
High School
World History
2014-2105
Curriculum Map
Unit 5: The Renaissance and Reformation
Organizing Principle: The Renaissance was a kaleidoscope of arts and
education. It paved the way for improvements in astronomy, medicine,
mathematics, and exploration. New patterns of thought also led to
substantial changes in religion.
Concept
Pages in
Review
Essential Questions
Textbook
Terms
European
Chapter
-Greco1. What were the major
Renaissance 1
Roman art
political, artistic, literary,
&
and
and technological
Reformation
literature
contributions of individuals
-Catholic
during the Renaissance?
Christianity
SS.912.W.4.1; SS.912.W.4.2;
-city-states
SS.912.W.4.3; SS.912.W.4.4
-Aristotle’s
2. What were the religious
science
and political reforms
associated with the
Reformation?
SS.912.W.4.7; SS.912.W.4.8;
SS.912.W.4.9
Suggested Pacing: Days 38-50 (Oct. 9 – Oct. 28)
Estimated Number of Days:
Traditional: 13 Block: 6.5
People, Places, Events, Terms
Humanism, the Medici
Family, Renaissance artists
and writers, Gutenberg,
vernacular, secularism
Suggested Teaching Activities
•
•
•
Martin Luther, Henry VIII,
Counter Reformation, Wars
of Religion
•
•
•
•
•
DBQ Mini-Q: “Exploration &
Reformation: Consequences of
the Renaissance” CCSS all
DBQ Mini-Q: “How Did the
Renaissance Change Man’s
View of Man?” CCSS all
Map activities on Renaissance
Europe CCSS R7
Art Analysis of Renaissance art
CCSS R7
Field Trip to Museum of Fine
Arts (free!) CCSS R7
Renaissance stations activity
(see K-12 SS Moodle)
Primary Source reading Martin
Luther CCSS R8
World History for Us All:
Reformation Lesson 6.7 CCSS
W1
World History Curriculum Guide | Page 12 of 25
High School
World History
Unit 6: The Americas
Organizing Principle: Complex civilizations in Mesoamerica and South
America developed separately from the outside world, starting in 6th
century CE. These civilizations have a lasting legacy of culture and ideas.
Concept
Meso
and
South
America
Pages in
Review
Textbook
Terms
Pages
-Olmec
FL62-70
-Chavin
-Zapotec
2014-2105
Curriculum Map
Suggested Pacing: School Days 51-56 (Oct 29 – Nov. 5)
Estimated Number of Days:
Traditional: 6
Block: 3
Essential Questions
People, Places,
Suggested Teaching Activities
Events, Terms
1. Where were the major
Maya, Aztec, Inca
• DBQ Mini-Q: “The Maya: What Was Their
civilizations of Mesoamerica
Most Remarkable Achievement?” CCSS all
and Andean South America
• DBQ Mini-Q: “The Aztecs: Should
located?
Historians Emphasize Agriculture or
SS.912.W.3.15; SS.912.W.3.16
Human Sacrifice?” CCSS all
• DBQ (full-size): “The Aztecs: What Should
2. What were the economic,
class structure,
social, cultural, and political
religious beliefs
History Say?” CCSS all
characteristics of the major
and practices like
• Read aloud The Sad Night by Sally Schofer
civilizations of Meso- and
human sacrifice;
Mathews and write response CCSS W4
South America?
slavery, terraces,
• Read the “Interview with a Potato”
SS.912.W.3.17;
chinampas,
(http://www.farmradio.org/english/radioSS.912.W.3.18; SS.912.W.3.19 pyramids, Machu
scripts/60-6script_en.asp) and have
Picchu, astronomy,
students write their own interviews with
literature (codex),
Incan, Aztec, or Mayan objects. CCSS W7
mathematics, trade
networks
• Write a travel brochure for someone
visiting a Mayan, Incan, or Aztec culture.
Map your imaginary travels. CCSS W2
• Interview Mayan teen (see K-12 Moodle)
• Create a foldable about the Americas and
the different characteristics of those
cultures. CCSS R2
World History Curriculum Guide | Page 13 of 25
High School
World History
Unit 7: Age of Exploration
Organizing Principle: European exploration and colonization had a tremendous
impact on the population and geography of the Americas, Africa, and Asia.
Concept
Age of
Exploratio
n
Pages in
Textbook
Chapters
3 and 4
2014-2105
Curriculum Map
Review Terms
-geography
-compass
-Crusades
-Aztec & Inca
-commerce
-African
kingdoms
Essential Questions
1. What were the causes that
led to the Age of Exploration,
and the major voyages?
SS.912.W.4.11
2. What was the impact of the
Columbian Exchange on
Europe, Africa, Asia, and the
Americas?
SS.912.W.4.12
Suggested Pacing: School Days 57-63 (Nov. 6 – 14)
Estimated Number of Days:
Traditional: 7 Block: 3.5
People, Places, Events,
Terms
Mercantilism, explorers,
Henry the Navigator,
Treaty of Tordesillas,
Diseases, agriculture
Suggested Teaching Activities
•
•
•
•
•
3. Explain the origins,
Triangular Trade, Middle
developments, and impact of Passage,
the trans-Atlantic slave trade
between West Africa and the
Americas.
SS.912.W.4.14; SS.912.W.4.15
•
•
•
•
•
DBQ Mini-Q: “Was Magellan
Worth Defending?” CCSS all
DBQ Mini-Q: “Should We
Celebrate the Voyages of
Zheng He?” CCSS all
Ship comparison (Santa Maria
& Zheng He) CCSS R7
Maps of explorers’ routes and
claims CCSS R7
Guns, Germs & Steel episode 2
CCSS R2
Columbian Exchange collage
CCSS W10
Read primary source slave
narrative of Venture Smith
CCSS R1
Slavevoyages.org lessons CCSS
R3
DBQ (big Q): “What Drove the
Sugar Trade?” CCSS all
Timeline of Explorers CCSS R3
World History Curriculum Guide | Page 14 of 25
High School
World History
Unit 8: Scientific Revolution and The Enlightenment
Organizing Principle: Emerging ideas changed the understanding of the world,
and influenced scientific, political, and social institutions.
Concept
Scientific
Revolution and
The
Enlightenment
2014-2105
Curriculum Map
Pages in
Textbook
Chapter
6
Review
Terms
Essential Questions
1. How did the theories and
methods of the Scientific
Revolution challenge those of the
early classical and medieval
periods?
SS.912.W.4.5; SS.912.W.4.6;
SS.912.W.4.10
2. What were the major causes,
ideas, and impacts of the
Enlightenment?
SS.912.W.5.2; SS.912.W.5.3;
SS.912.W.5.4
Suggested Pacing: School Days 64-75 (Nov. 17 – Dec. 9)
Estimated Number of Days:
Traditional: 12 Block: 6
People, Places, Events,
Terms
Important scientists and
their theories
Suggested Teaching Activities
•
•
•
constitutional vs. absolute
monarchy, Social
Contract, Natural Rights,
Separation of Powers
•
•
World History for Us All
Scientific Revolution Lesson
6.6 CCSS W1
“I Am” poems of Scientific
thinkers CCSS W10
DBQ Mini-Q: “The
Enlightenment Philosophers:
What Was Their Main Idea?”
CCSS all
Write fictional letters between
Enlightenment thinkers and
scientists. CCSS R6
Analyze writings of
Enlightenment writers. CCSS
R1
Review Days: School Days 76-79 (12/10-12/15) Exams: 12/16-12/19
*Semester Break*
World History Curriculum Guide | Page 15 of 25
High School
World History
Unit 9: Revolutions
Organizing Principle: Building on the ideals of the Enlightenment many nations
throw off old ways of governing and strive for democracy.
Concept
Revolutions
Pages in
Review
Textbook
Terms
American
-humanism
Revolution: -secularism
Chapter 6
Section 4
French
Revolution:
Chapter 7
Haitian and
Latin
America:
Chapter 8
Section 1
2014-2105
Curriculum Map
Essential Questions
1. How did the ideas of the
Enlightenment help cause the
American and French
Revolutions?
SS.912.W.5.5; SS.912.W.5.6
2. What ways did the French and
American Revolution help
pave the way to the Haitian
and Latin American
Revolutions
SS.912.W.5.7
Suggested Pacing: School Days XXXXX (Jan. 6 – Jan. 26)
Estimated Number of Days:
Traditional: 14 Block: 7.5
People, Places, Events,
Terms
Jefferson, Robespierre,
Napoleon,
Suggested Teaching Activities
•
•
Simon Bolivar, Jose de
San Martin, and
Toussaint L' Ouverture.
•
•
•
•
•
DBQ Mini-Q: “How Should We
Remember Toussaint
Louverture?” CCSS all
DBQ Mini-Q: “Latin American
Independence: Why Did the
Creoles Lead the Fight?” CCSS
all
DBQ Mini-Q: “The Reign of
Terror: Was It Justified?” CCSS
all
Frayer Model/4-Square on
Enlightenment CCSS R4
Choices Program: Haitian
Revolution CCSS W1
World History for Us All:
Atlantic Revolutions Lesson 7.2
CCSS R6
Venn Diagram comparing
revolutions CCSS R2
School Days 73-79 – Midterm Review Projects
Unit 10: Nationalism
World History Curriculum Guide | Page 16 of 25
High School
World History
2014-2105
Curriculum Map
Organizing Principle: Nationalist uprisings challenged the old order.
Concept
Pages in
Textbook
Nationalism Pages 253263, 453454, 538539
Review Terms
-Nation-state
-territory
-religion
-colonies
-empires
-mercantilism
-revolution
Essential Questions
1. How has nationalism
unified Europe in the
19th Century?
SS.912.W.6.5
2. What positive and
negative effects has
nationalism had on
global world history?
SS.912.W.7.1
Suggested Pacing: School Days XXXXX (Jan 27 – Feb. 2)
Estimated Number of Days:
Traditional: 5 Block: 2.5
People, Places, Events,
Terms
Nationality, balance of
power, Guiseppe Garibaldi,
Camillo Cavour, Otto Von
Bismark, romanticism, the
Balkans, unification of Italy
and Germany
Gandhi, Sun Yat Sen, Boxer
Rebellion, Taiping Rebellion
Suggested Teaching Activities
•
•
•
•
•
Foldable comparing
Nationalist documents
https://drive.google.com/fold
erview?id=0B3HK0SEm2T9NHFmb00ydVZSZzQ&usp=
sharing CCSS R9
Design a Nationalistic poster
using nationalistic seals, flags,
symbols, and slogans. Written
reflection on how your poster
will inspire people. CCSS W1
Nationalism in the 19th
Century AP-style DBQ
http://www.gobookee.net/nat
ionalism-in-the-19th-centuryeurope-dbq/ CCSS all
Documents – examples and
non-examples of nationalism
CCSS R9
Map unification of Germany
and Italy CCSS R7
World History Curriculum Guide | Page 17 of 25
High School
World History
Unit 11: Industrialization
Organizing Principle: The Industrial Revolution brought improvement and
deterioration to the lives of the global population.
Concept
Pages in
Textbook
Industrializa Industrialtion
ization:
Chapter 9
2014-2105
Curriculum Map
Review Terms
-mercantilism
Essential Questions
1. How did the agricultural
and technological
innovations that led to
industrialization affect
Europe, the United
States, and Japan?
SS.912.W.6.1;
SS.912.W.6.2
Suggested Pacing: School Days XXXXXX (Feb 3 - 9)
Estimated Number of Days:
Traditional: 5 Block: 2.5
People, Places, Events,
Terms
Factory system,
urbanization, middle class,
conditions faced by workers,
labor unions, colonialism,
child labor
•
•
•
2. Compare the
Adam Smith, Robert Owen,
philosophies of
and Karl Marx
capitalism, socialism, and
communism.
SS.912.W.6.3
3. What were the 19th and
early 20th century social
and political reform
movements and what
were their effects in
Africa, Asia, Europe, the
United States, the
Caribbean, and Latin
America? SS.912.W.6.4;
SS.912.W.6.5
Suggested Teaching Activities
Meiji Reforms, abolition of
slavery in the British Empire,
expansion of women's
rights, labor laws
•
•
•
•
Frayer Model for “Industrial
Revolution” CCSS R4
DBQ Mini-Q: “Female Workers
in Japanese Silk Factories: Did
the Costs Outweigh the
Benefits?” CCSS all
Art Analysis of Realism,
Impressionism, PostImpressionism CCSS R7
Primary Sources: Marx, child
laborers, Adam Smith CCSS R1
World History for Us All:
Industrial Revolution lesson
7.1 CCSS R6
2009 DBQ Cotton Industry in
India & Japan (AP Central)
CCSS W1
Analyze abolition broadsides
and cartoons CCSS R7
World History Curriculum Guide | Page 18 of 25
High School
World History
2014-2105
Curriculum Map
Unit 12: Imperialism
Organizing Principle: The Industrial Revolution brought improvement and
deterioration to the lives of the global population. Nationalist uprisings
challenged the old order. These both led to Imperialism, which led to a shift in
world power.
Concept
Pages in
Review Terms
Essential Questions
Textbook
Imperialism Chapters
- concept of
1. What were the causes
11 and 12
“empires”
and consequences of
-dynasty
European empire
building in the 19th
Century?
SS.912.W.6.6;
SS.912.W.6.7
Suggested Pacing: School Days XXXXXX (Feb 10 - 17)
Estimated Number of Days:
Traditional: 5 Block: 2.5
People, Places, Events,
Terms
impact on indigenous
peoples, Crimean War, Suez
Canal, Spheres of Influence,
Opium Wars, Boxer
Rebellions, “Scramble for
Africa”, British Raj
Suggested Teaching Activities
•
•
•
DBQ Mini-Q: “What Was The
Driving Force Behind
European Imperialism in
Africa?” CCSS all
Comparing maps: Before and
after imperialism CCSS R2
Compare primary sources on
imperialism Rhodes, Kipling,
etc. CCSS R9
World History Curriculum Guide | Page 19 of 25
High School
World History
Unit 13: World War I
Organizing Principle: The old imperial order led to the cataclysm of world war
one which failed to resolve the underlying issues inside of major powers of the
world.
Concept
World
War I
Pages in
Textbook
Chapter 13
Chapter 14
Section 1
2014-2105
Curriculum Map
Review
Terms
-monarchies
-Ottoman
Empire
Essential Questions
1. What were the causes of World
War I?
SS.912.W.7.1
Suggested Pacing: School Days XXXXX (Feb 18 – Mar 3)
Estimated Number of Days:
Traditional: 10 Block: 5
People, Places, Events,
Terms
Alliances, imperialism, and
militarism, nationalism
2. How did the nature of warfare
change during World War I?
SS.912.W.7.2
industrialization, total war,
trench warfare
3. What were the significant effects
of World War I?
SS.912.W.7.3; SS.912.W.7.4
Weimar Republic,
dissolution of the AustroHungarian and Ottoman
empires, Russian
Revolution, Armenian
Genocide, Treaty of
Versailles
Suggested Teaching Activities
•
•
•
•
•
•
DBQ Mini-Q: “What Was The
Underlying Cause of World
War I?” CCSS all
History Alive! Weapons of WWI
World History for US All: Big
Era 8 power point
World History for US All:
Causes and Consequences of
WWI CCSS W1
Primary Source, Franz
Ferdinand and Bloody Sunday
CCSS R1
All Quiet on the Western Front
by Erich Remarque CCSS R3
World History Curriculum Guide | Page 20 of 25
High School
World History
Unit 14: World War II
Organizing Principle: The lasting devastation of the first World War compounded
with the Great Depression lead to tensions throughout Europe that ultimately
resulted in World War II. The World Wars brought about great political,
economic, and social changes for all countries involved, resulting in the
emergence of the Cold War.
Concept
Pages in
Review
Essential Questions
Textbook
Terms
World
Chapter 15
1. What were the causes and key
War II
events leading to World War II?
SS.912.W.7.4; SS.912.W.7.5;
SS.912.W.7.6
Chapter 16
Chapters
16 and 17
2014-2105
Curriculum Map
Suggested Pacing: School Days 110-119 (Mar 4 - 18)
Estimated Number of Days:
Traditional: 10 Block: 5
People, Places, Events,
Terms
Great Depression,
totalitarianism, fascist
aggressors, appeasement
2. What were the causes, events, and
effects of the Holocaust (19331945)?
SS.912.W.7.8
anti-Semitism, Nazi
dehumanization of the Jews
and other victims,
Nuremberg Trials
3. What were the effects of WWII?
SS.912.W.7.9; SS.912.W.7.10;
SS.910.W.7.11
meetings of Allied leaders,
turning points, atomic
bombs, human toll,
superpowers, United
Nations
Suggested Teaching Activities
•
•
•
•
•
•
•
Holocaust Museum Trunks
(check out and see K-12
Moodle page for details)
CCSS R6
DBQ Mini-Q: “How Did the
Versailles Treaty Help Cause
World War II?” CCSS all
Night by Elie Wiesel (novel
or primary source
supplement from McDougal)
CCSS R1
Man’s Search for Meaning
Viktor Frankl CCSS R1
The Hangman by Maurice
Ogden (poem) CCSS R2
WWII Propaganda Analysis
CCSS R7
Flocabulary “Would You
Drop the Bomb?” CCSS R5
World History Curriculum Guide | Page 21 of 25
High School
World History
Unit 15: Cold War
Organizing Principle: The Cold War defined world politics for four decades. It
spearheaded the growth of two world powers as well as generating numerous
conflicts defending ideology.
Concept
Cold War
Pages in Review Terms
Textbook
Chapter
-Communism
17
vs.
Capitalism
-totalitarianChapter
ism vs.
17
democracy
Section 4
(Afghanis
tan)
Chapter
19
2014-2105
Curriculum Map
Suggested Pacing: School Days XXXXXX (Mar 19 - 25)
Estimated Number of Days:
Traditional: 5 Block: 2.5
Essential Questions
People, Places, Events,
Suggested Teaching Activities
Terms
1. What were the causes and
Containment policy,
• Create a Cold War Timeline
alliances of the Cold War?
Marshall Plan, NATO, Iron
CCSS R3
SS.912.W.8.1; SS.912.W.8.2
Curtain, Warsaw Pact
• Video ’45-’85 (ABC)
• Excerpts from When Heaven
2. What are the significant events Berlin Airlift, Korean War,
and Earth Change Places CCSS
and proxy wars of the Cold
Vietnam War, Cuban
R1
War?
Missile Crisis, arms race,
• Butter Battle Book (Dr. Seuss
Berlin Wall
SS.912.W.8.4
about the Berlin Wall/Arms
Race) CCSS R5
Soviet invasion of
3. Identify the factors that led to
• Worldhistoryforusall.com
Afghanistan, growing
the decline and fall of
Landscape Unit 9.3 & 9.5 CCSS
communism in the Soviet Union internal resistance to
R6
communism, perestroika
and Eastern Europe.
• DBQ Mini-Q: “The Soviet
SS.912.W.8.5
and glasnost, Fall of Berlin
Union: What Should Textbook
Wall
Emphasize?” CCSS all
• Read excerpts of A Mountain
of Crumbs by Elena Gorokhova
CCSS R1
World History Curriculum Guide | Page 22 of 25
High School
World History
Unit 16: De-Colonization
Organizing Principle: The Cold War defined world politics for four decades. It
spearheaded the growth of two world powers as well as generating numerous
conflicts defending ideology. Post war time periods saw a variety of colonies
gain their independence with varied results.
Concept
Pages in Review Terms
Textbook
Decolonializ Chapter
-Imperialism
ation
14
-Geography
Section 4 -nationalism
Chapter
17
Chapter
18
2014-2105
Curriculum Map
Essential Questions
1. How did nationalist leaders
drive the postwar
independence movements in
Africa, Asia, the Caribbean, and
Latin America?
SS.912.W.8.7; SS.912.W.8.8;
SS.912.W.8.9
2. What were the key
developments in post-war
China?
SS.912.W.8.3
Suggested Pacing: March 26 – Apr 15
Estimated Number of Days:
Traditional: 10
Block: 5
People, Places, Events,
Terms
Mahatma Gandhi, Fidel
Castro, Gamal Abdel
Nasser, Francois 'Papa Doc'
Duvalier, Jawaharlal
Nehru, Ho Chi Minh, Jomo
Kenyatta
Suggested Teaching Activities
•
•
•
Chinese Civil War, Mao
Zedong, communist
victory, Great Leap
Forward, Cultural
Revolution, China's rise as
a world power.
•
DBQ Mini-Q: “What Made
Gandhi's Nonviolent
Movement Work?” CCSS all
DBQ (Big Q) “Gandhi, King and
Mandela: What Made NonViolence Work?” CCSS all
DBQ Mini-Q: “China’s OneChild Policy: Was It a Good
Idea?” CCSS all
Excerpts of Red Scarf Girl by Jili Jiang, Black Country to Red
China by Cheo Ying, or Mao’s
Last Dancer by Cunxin Li CCSS
R1
World History Curriculum Guide | Page 23 of 25
High School
World History
Unit 17: Conflicts in the Middle East
Organizing Principle: Religious fundamentalism and political disagreements
combine to cause conflicts in the Middle East.
Concept
MiddleEastern
Conflicts
Pages in
Textbook
Chapter 17
Section 4
(Iranian
Rev)
Pages 553,
592-593
Afghanistan
p. 583-589
Review
Terms
-Judaism
-Christianity
-Islam
Nationalism
-Imperialism
decolonizati
on
Essential Questions
1. What was the impact of religious
fundamentalism in the last half of
the 20th century, and what were
related events and forces in the
Middle East over the last several
decades? SS.912.W.8.10
2. How was the modern state of
Israel formed and why is there
ongoing conflict between Israel
and the Arab-Muslim countries?
SS.912.W.8.6
2014-2105
Curriculum Map
Suggested Pacing: School Days XXXXX (Apr 16 - 29)
Estimated Number of Days:
Traditional: 10 Block: 5
People, Places, Events,
Suggested Teaching Activities
Terms
Fundamentalism,
• Graphic organizer of differences
Iranian Revolution,
between Arab, Muslim, Middle
Mujahideen in
Eastern
Afghanistan, Persian
http://moodle.pcsb.org/file.php/
Gulf War, Taliban,
8410/ArabSoviets in Afghanistan
Israeli/Arab_Muslim_or_Middle_
Eastern_pdf.pdf CCSS R4
Palestine, Balfour
• Excerpt from Kite Runner or
Declaration, United
Thousand Splendid Suns by
Nations Mandates,
Khaled Hosseini (novel and/or
PLO
video) CCSS R1
• Map recently created nations
CCSS R7
• Compare accounts of IsraeliPalestinian conflicts
(http://vispo.com/PRIME/index.h
tm) CCSS R6
• Video: Promises documentary
CCSS R6
• Foldable of various conflicts
(cause and effect) CCSS R2
• Read and discuss the graphic
novel Persepolis CCSS R2
World History Curriculum Guide | Page 24 of 25
High School
World History
Unit 18: Modern Challenges
Organizing Principle: Advances in science and technology made the world more
interdependent and affected peoples’ daily lives in wonderful and terrible ways.
Concept
Changes
and
Challenges
Pages in
Textbook
Chapter
20 and
Epilogue
Cambodia
546-547
Pages 553
and 592593
Afghanista
n
2014-2105
Curriculum Map
Review
Terms
Scientific
Revolution
Holocaust
-Armenian
-Genocide
Essential Questions
1. Identify major scientific figures,
breakthroughs, and challenges of
the 20th century, and assess their
impact on contemporary life.
SS.912.W.9.1
Suggested Pacing: School Days XXXXX (April 30 – May 13)
Estimated Number of Days:
Traditional: 10 Block: 5
People, Places, Events, Terms
medical and technological
advances Marie Curie, Albert
Einstein, Enrico Fermi,
Sigmund Freud, Wright
Brothers, mass vaccination,
atomic energy, transistor,
microchip, space exploration,
Internet, DNA, HIV/AIDS
2. Why did “ethnic cleansing” or
genocide happen in Cambodia,
the Balkans, Rwanda, and Darfur,
and how did various governments
and other groups respond?
SS.912.W.9.3
Economic competition, Khmer
Rouge, Slobodan Milosevic,
Tutsi, Hutu, Janjaweed,
refugees
3. Describe the causes and effects of
global terrorism. SS.912.W.9.7
1972 Olympics, Lockerbie
Bombing, 9/11,
Suggested Teaching Activities
•
•
•
•
•
•
•
World History For Us All
Lesson 9.5 CCSS R8
Analyze primary source
scientific texts CCSS R1
Holocaust Museum
Genocide trunks CCSSR6
Human Rights DBQhttp://www.lakelandscho
ols.org/webpages/modon
nell/news.cfm?subpage=1
6106 CCSS all
Read aloud Half Spoon of
Rice (Cambodian
Genocide) by Icy
Smith/Sopaul Nhem CCSS
R3
Read refugee accounts
from Darfur
http://www.oxfam.org.uk
/education/resources/dar
fur/ CCSS R1
9/11 Oral Interviews
(Where were you when?)
CCSS R1
Review Project Days 150-1176
World History Curriculum Guide | Page 25 of 25