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World History Instructional Focus Guide 2011‐2012 School Year Secondary Curriculum and Instruction Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Table of Contents Course Description and Differentiation for Regular and Honors .................................................................. 3 Next Generation Sunshine State Standards .................................................................................................. 4 National Curriculum Standards for Social Studies ...................................................................................... 11 Common Core State Standards for Literacy in Social Studies ..................................................................... 19 AP Curriculum Alignment Framework and Methodological Skills .............................................................. 27 AP Methodological Skill Alignment Chart ................................................................................................... 30 Webb’s Depth of Knowledge Chart ............................................................................................................ 34 Pacing Calendar ........................................................................................................................................... 36 Instructional Units Integrated Language Arts and Mathematics Skills ......................................................................... 37 Integrated Social Science Skills ...................................................................................................... 42 Integrated Geography Skills ........................................................................................................... 45 Integrated Humanities Skills .......................................................................................................... 51 The Byzantine Empire .................................................................................................................... 52 The Afro‐Asiatic World ................................................................................................................... 56 Medieval Europe ............................................................................................................................ 63 Renaissance, Reformation, Revolution .......................................................................................... 68 Meso and South America ............................................................................................................... 73 The Age of Exploration ................................................................................................................... 76 Enlightenment and Revolution ...................................................................................................... 79 The Industrial Revolution to Imperialism ...................................................................................... 83 The World at War........................................................................................................................... 87 The Cold War ................................................................................................................................. 93 Modern History .............................................................................................................................. 96 Course Description and Differentiation for Regular and Honors World History 9‐12 Course – The grade 9‐12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in‐
depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. Honors courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note‐taking, participating in Socratic seminars/discussions, emphasizing free‐response and document‐based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research‐based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher‐directed projects). Next Generation Sunshine State Standards for World History Scheme Descriptor 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; The student will analyze and evaluate information from text features (e.g., LA.910.2.2.1 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; The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through LA.910.2.2.3 charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining); The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of LA.910.6.2.4 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. Identify the physical characteristics and the human characteristics that define SS.912.G.2.1 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. Use geographic terms and tools to analyze case studies of regional issues in SS.912.G.2.3 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. 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. 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. SS.912.W.2.1 Locate the extent of Byzantine territory at the height of the empire. SS.912.W.2.2 Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion. SS.912.W.2.3 Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure. SS.912.W.2.4 Identify key figures associated with the Byzantine Empire. SS.912.W.2.5 Explain the contributions of the Byzantine Empire. Describe the causes and effects of the Iconoclast controversy of the 8th and 9th SS.912.W.2.6 centuries and the 11th century Christian schism between the churches of Constantinople and Rome. SS.912.W.2.7 Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire. Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, SS.912.W.2.8 and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conquerer and Suleyman the Magnificent. SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on Europe. Describe the orders of medieval social hierarchy, the changing role of the SS.912.W.2.10 Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization. SS.912.W.2.11 Describe the rise and achievements of significant rulers in medieval Europe. Recognize the importance of Christian monasteries and convents as centers of SS.912.W.2.12 education, charitable and missionary activity, economic productivity, and political power. Explain how Western civilization arose from a synthesis of classical Greco‐
SS.912.W.2.13 Roman civilization, Judeo‐Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe. Describe the causes and effects of the Great Famine of 1315‐1316, The Black SS.912.W.2.14 Death, The Great Schism of 1378, and the Hundred Years War on Western Europe. SS.912.W.2.15 Determine the factors that contributed to the growth of a modern economy. SS.912.W.2.16 Trace the growth and development of national identify in England, France, and Spain. SS.912.W.2.17 Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe. SS.912.W.2.18 Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures. SS.912.W.2.19 Describe the impact of Japan's physiography on its economic and political development. SS.912.W.2.20 Summarize the major cultural, economic, political, and religious developments in medieval Japan. SS.912.W.2.21 Compare Japanese feudalism with Western European feudalism during the Middle Ages. SS.912.W.2.22 Describe Japan's cultural and economic relationship to China and Korea. SS.912.W.3.1 Discuss significant people and beliefs associated with Islam. SS.912.W.3.2 Compare the major beliefs and principles of Judaism, Christianity, and Islam. SS.912.W.3.3 Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. SS.912.W.3.4 Describe the expansion of Islam into India and the relationship between Muslims and Hindus. SS.912.W.3.5 Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. SS.912.W.3.6 Describe key economic, political, and social developments in Islamic history. SS.912.W.3.7 Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century. SS.912.W.3.8 Identify important figures associated with the Crusades. SS.912.W.3.9 Trace the growth of major sub‐Saharan African kingdoms and empires. SS.912.W.3.10 Identify key significant economic, political, and social characteristics of Ghana. SS.912.W.3.11 Identify key figures and significant economic, political, and social characteristics associated with Mali. SS.912.W.3.12 Identify key figures and significant economic, political, and social characteristics associated with Songhai. SS.912.W.3.13 Compare economic, political, and social developments in East, West, and South Africa. SS.912.W.3.14 Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai. SS.912.W.3.15 Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations. SS.912.W.3.16 Locate major civilizations of Mesoamerica and Andean South America. SS.912.W.3.17 Describe the roles of people in the Maya, Inca, and Aztec societies. SS.912.W.3.18 Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America. SS.912.W.3.19 Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac. SS.912.W.4.1 Identify the economic and political causes for the rise of the Italian city‐states (Florence, Milan, Naples, Rome, Venice). Recognize major influences on the architectural, artistic, and literary SS.912.W.4.2 developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European). SS.912.W.4.3 Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. SS.912.W.4.4 Identify characteristics of Renaissance humanism in works of art. SS.912.W.4.5 Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. SS.912.W.4.6 Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. SS.912.W.4.7 Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. SS.912.W.4.8 Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. SS.912.W.4.9 Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation. SS.912.W.4.10 Identify the major contributions of individuals associated with the Scientific Revolution. SS.912.W.4.11 Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. SS.912.W.4.12 Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. SS.912.W.4.13 Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas. Recognize the practice of slavery and other forms of forced labor experienced SS.912.W.4.14 during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. SS.912.W.4.15 Explain the origins, developments, and impact of the trans‐Atlantic slave trade between West Africa and the Americas. Compare the causes and effects of the development of constitutional monarchy SS.912.W.5.1 in England with those of the development of absolute monarchy in France, Spain, and Russia. SS.912.W.5.2 Identify major causes of the Enlightenment. SS.912.W.5.3 Summarize the major ideas of Enlightenment philosophers. SS.912.W.5.4 Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. SS.912.W.5.5 Analyze the extent to which the Enlightenment impacted the American and French Revolutions. SS.912.W.5.6 Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. Describe the causes and effects of 19th Latin American and Caribbean SS.912.W.5.7 independence movements led by people including Bolivar, de San Martin, and L' Ouverture. Describe the agricultural and technological innovations that led to SS.912.W.6.1 industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. Describe the 19th and early 20th century social and political reforms and reform SS.912.W.6.4 movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6 Analyze the causes and effects of imperialism. SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism. SS.912.W.7.1 Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. SS.912.W.7.2 Describe the changing nature of warfare during World War I. SS.912.W.7.3 Summarize significant effects of World War I. Describe the causes and effects of the German economic crisis of the 1920s and SS.912.W.7.4 the global depression of the 1930s, and analyze how governments responded to the Great Depression. Describe the rise of authoritarian governments in the Soviet Union, Italy, SS.912.W.7.5 Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco. SS.912.W.7.6 Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories. SS.912.W.7.7 Trace the causes and key events related to World War II. Explain the causes, events, and effects of the Holocaust (1933‐1945) including its SS.912.W.7.8 roots in the long tradition of anti‐Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. SS.912.W.7.9 Identify the wartime strategy and post‐war plans of the Allied leaders. SS.912.W.7.10 Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan. SS.912.W.7.11 Describe the effects of World War II. SS.912.W.8.1 Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. SS.912.W.8.2 Describe characteristics of the early Cold War. SS.912.W.8.3 Summarize key developments in post‐war China. SS.912.W.8.4 Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East. SS.912.W.8.5 Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. Explain the 20th century background for the establishment of the modern state SS.912.W.8.6 of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab‐Muslim world. SS.912.W.8.7 Compare post‐war independence movements in African, Asian, and Caribbean countries. SS.912.W.8.8 Describe the rise and goals of nationalist leaders in the post‐war era and the impact of their rule on their societies. SS.912.W.8.9 Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. SS.912.W.8.10 Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades. SS.912.W.9.1 Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. SS.912.W.9.2 Describe the causes and effects of post‐World War II economic and demographic changes. Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the SS.912.W.9.3 Balkans, Rwanda, and Darfur, and describe various governmental and non‐
governmental responses to them. SS.912.W.9.4 Describe the causes and effects of twentieth century nationalist conflicts. SS.912.W.9.5 Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under‐developed world. SS.912.W.9.6 Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries.
SS.912.W.9.7 Describe the impact of and global response to international terrorism. National Curriculum Standards for Social Studies
1. CULTURE
Social studies programs should include experiences that provide for the study of culture and cultural diversity.
Human beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted
beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other
cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come
to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both
as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also
distinctive. In a multicultural, democratic society and globally connected world, students need to understand the
multiple perspectives that derive from different cultural vantage points.
Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions
such as: What is culture? What roles does culture play in human and societal development? What are the common
characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity
and how is it maintained within a culture? How do various aspects of culture such as belief systems, religious faith,
or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does
culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within
and across communities, regions, and nations?
Through experience, observation, and reflection, students will identify elements of culture as well as similarities
and differences among cultural groups across time and place. They will acquire knowledge and understanding of
culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with
peoples of divergent backgrounds, and completing research into the complexity of various cultural systems.
In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and
anthropology, as well as multicultural topics across the curriculum. Young learners can explore concepts of
likenesses and differences among cultural groups through school subjects such as language arts, mathematics,
science, music, and art. In social studies, learners interact with class members and discover culturally-based
likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their
community and in examples from across the world. In the middle grades, students begin to explore and ask
questions about the nature of various cultures, and the development of cultures across time and place. They learn
to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human
behavior. As students progress through high school, they can understand and use complex cultural concepts such
as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology,
and other disciplines to explain how culture and cultural systems function.
2. TIME, CONTINUITY, AND CHANGE
Social studies programs should include experiences that provide for the study of the past and its legacy.
Studying the past makes it possible for us to understand the human story across time. The historical experiences
of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify
continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change
within societies and institutions, and that result in innovation and the development of new ideas, values and ways
of life.
Knowledge and understanding of the past enable us to analyze the causes and consequences of events and
developments, and to place these in the context of the institutions, values and beliefs of the periods in which
they took place. Study of the past makes us aware of the ways in which human beings have viewed themselves,
their societies and the wider world at different periods of time.
Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we
learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources?
What are the roots of our social, political and economic systems? What are our personal roots and how can they
be viewed as part of human history? Why is the past important to us today? How has the world changed and how
might it change in future? How do perspectives about the past differ, and to what extent do these differences
inform contemporary ideas and actions?
Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to
establish a sense of order and time, and begin to understand the historical concepts that give meaning to the
events that they study. The use of stories about the past can help children develop their understanding of ethical
and moral issues as they learn about important events and developments. Children begin to recognize that stories
can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to
offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence
from multiple sources. They begin to understand the linkages between human decisions and consequences. The
foundation is laid for the further development of historical knowledge, skills, and values in the middle grades.
Through a more formal study of history, students in the middle grades continue to expand their understanding
of the past and are increasingly able to apply the research methods associated with historical inquiry. They
develop a deeper understanding and appreciation for differences in perspectives on historical events and
developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal
values, and cultural traditions. They are increasingly able to use multiple sources to build interpretations of past
events and eras High school students use historical methods of inquiry to engage in the examination of more
sophisticated sources of past events and eras. High school students use historical methods of inquiry to engage in
the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple
sources, and to evaluate the historical accounts made by others. They build and defend interpretations that
reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the
present.
3. PEOPLE, PLACES, AND ENVIRONMENTS
Social studies programs should include experiences that provide for the study of people, places, and environments.
The study of people, places, and environments enables us to understand the relationship between human
populations and the physical world. Students learn where people and places are located and why they are there.
They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such
as land and water, on human populations. They study the causes, patterns and effects of human settlement and
migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of
human activities on the environment. This enables them to acquire a useful basis of knowledge for informed
decision-making on issues arising from human-environmental relationships.
During their studies, learners develop an understanding of spatial perspectives, and examine changes in the
relationship between peoples, places and environments. They study the communications and transportation
networks that link different population centers, the reasons for these networks, and their impact. They identify the
key social, economic and cultural characteristics of populations in different locations as they expand their
knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global
regions, as well as the technological advances that connect students to the world beyond their personal locations.
Today’s social, cultural, economic and civic issues demand that students apply knowledge, skills, and
understandings as they address questions such as: Why do people decide to live where they do or move to other
places? Why is location important? How do people interact with the environment and what are some of the
consequences of those interactions? What physical and other characteristics lead to the creation of regions? How
do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places,
and environments?
In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world
cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in
analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners
draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as
peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps,
globes, and other geographic tools. They also express interest in and concern for the use and misuse of the
physical environment. During the middle grades, students explore people, places, and environments in this country
and in different regions of the world. They learn to evaluate issues such as population growth and its impact, “push
and pull” factors related to migration, and the causes and implications of national and global environmental
change. Students in high school are able to apply an understanding of geospatial technologies and other
geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change
in the relationship between people, places, and environments, and the resulting issues and challenges, they
develop their skills at evaluating and recommending public policies.
4. INDIVIDUAL DEVELOPMENT AND IDENTITY
Social studies programs should include experiences that provide for the study of individual development and
identity.
Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived
experiences shared with people inside and outside the individual’s own culture throughout her or his
development. Given the nature of individual development in a social and cultural context, students need to be
aware of the processes of learning, growth, and interaction at every level of their own school experiences. The
examination of various forms of human behavior enhances an understanding of the relationships between social
norms and emerging personal identities, the social processes that influence identity formation, and the ethical
principles underlying individual action.
Questions related to identity and development, which are important in psychology, sociology, and
anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow
and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how
people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do
individuals develop over time? How do social, political, and cultural interactions support the development of
identity? How are development and identity defined at other times and in other places?
The study of individual development and identity will help students to describe factors important to the
development of personal identity. They will explore the influence of peoples, places, and environments on
personal development. Students will hone personal skills such as demonstrating self-direction when working
towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings,
and convictions.
In the early grades, young learners develop their personal identities in the context of families, peers, schools,
and communities. Central to this development are the exploration, identification, and analysis of how individuals
and groups are alike and how they are unique, as well as how they relate to each other in supportive and
collaborative ways. In the middle grades, issues of personal identity are refocused as the individual begins to
explain his or her unique qualities in relation to others, collaborates with peers and with others, and studies how
individuals develop in different societies and cultures. At the high school level, students need to encounter
multiple opportunities to examine contemporary patterns of human behavior, using methods from the behavioral
sciences to apply core concepts drawn from psychology, sociology, and anthropology as they apply to individuals,
societies, and cultures.
5. INDIVIDUALS, GROUPS, AND INSTITUTIONS
Social studies programs should include experiences that provide for the study of interactions among individuals,
groups, and institutions.
Institutions are the formal and informal political, economic, and social organizations that help us carry out,
organize, and manage our daily affairs. Schools, religious institutions, families, government agencies, and the
courts all play an integral role in our lives. They are organizational embodiments of the core social values of those
who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well
as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.
It is important that students know how institutions are formed, what controls and influences them, how they
control and influence individuals and culture, and how institutions can be maintained or changed. The study of
individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares
students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I
influenced by institutions? How do institutions change? What is my role in institutional change?
Students identify those institutions that they encounter. They analyze how the institutions operate and find ways
that will help them participate more effectively in their relationships with these institutions. Finally, students
examine the foundations of the institutions that affect their lives, and determine how they can contribute to the
shared goals and desires of society.
In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology,
political science, and history. Young children should be given the opportunity to examine various institutions that
affect their lives and influence their thinking. They should be assisted in recognizing the tensions that occur when
the goals, values, and principles of two or more institutions or groups conflict—for example, the school board
removing playground equipment for safety reasons vs. the same equipment being used in a city park playground
(i.e., swings, monkey bars, or sliding boards). They should also have opportunities to explore ways in which
institutions (such as voluntary associations, or organizations like health care networks) are created to respond to
changing individual and group needs. Middle school learners will benefit from varied experiences through which
they examine the ways in which institutions change over time, promote social conformity, and influence culture.
They should be encouraged to use this understanding to suggest ways to work through institutional change for the
common good. High school students must understand the paradigms and traditions that undergird social and
political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge
offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves
around common needs, beliefs, and interests.
6. POWER, AUTHORITY, AND GOVERNANCE
Social studies programs should include experiences that provide for the study of how people create, interact with,
and change structures of power, authority, and governance.
The development of civic competence requires an understanding of the foundations of political thought, and the
historical development of various structures of power, authority, and governance. It also requires knowledge of
the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world.
Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of
government. By examining the purposes and characteristics of various governance systems, learners develop an
understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and
security.
In exploring this theme, students confront questions such as: What are the purposes and functions of
government? Under what circumstances is the exercise of political power legitimate? What are the proper scope
and limits of authority? How are individual rights protected and challenged within the context of majority rule?
What conflicts exist among fundamental principles and values of constitutional democracy? What are the rights
and responsibilities of citizens in a constitutional democracy?
Through study of the dynamic relationships between individual rights and responsibilities, the needs of social
groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers
when addressing the persistent issues and social problems encountered in public life. By applying concepts and
methods of political science and law, students learn how people work to promote positive societal change.
In schools, this theme typically appears in units and courses dealing with government, politics, political science,
civics, history, law, and other social sciences. Learners in the early grades explore their natural and developing
sense of fairness and order as they experience relationships with others. They develop an increasingly
comprehensive awareness of rights and responsibilities in specific contexts. During the middle school years, these
rights and responsibilities are applied in more complex contexts with emphasis on new applications. Learners
study the various systems that have been developed over the centuries to allocate and employ power and
authority in the governing process. High school students develop their abilities to understand and apply abstract
principles. At every level, learners should have opportunities to apply their knowledge and skills to participate in
the workings of the various levels of power, authority, and governance.
7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Social studies programs should include experiences that provide for the study of how people organize for the
production, distribution, and consumption of goods and services.
People have wants that often exceed the limited resources available to them. The unequal distribution of
resources necessitates systems of exchange, including trade, to improve the well-being of the economy, while the
role of government in economic policy-making varies over time and from place to place. Increasingly, economic
decisions are global in scope and require systematic study of an interdependent world economy and the role of
technology in economic growth. As a result, a variety of ways have been invented to decide upon answers to four
fundamental questions: What is to be produced? How is production to be organized? How are goods and services
to be distributed and to whom? What is the most effective allocation of the factors of production (land, labor,
capital, and entrepreneurship)?
In exploring this theme, students confront such questions as: What factors influence decision-making on issues of
the production, distribution and consumption of goods? What are the best ways to deal with market failures? How
does interdependence brought on by globalization impact local economies and social systems?
Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with
scarcity of resources. The economic way of thinking will also be an important tool for students as they analyze
complex aspects of the economy.
In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn
from the discipline of economics. Young learners begin by prioritizing their economic wants vs. needs. They
explore economic decision-making as they compare their own economic experiences with those of others and
consider the wider consequences of those decisions on groups communities the their own economic experiences
with those of others and consider the wider consequences of those decisions on groups, communities, the nation,
and beyond. In the middle grades, learners expand their knowledge of economic concepts and principles, and use
economic reasoning processes in addressing issues related to fundamental economic questions. High school
students develop economic perspectives and deeper understanding of key economic concepts and processes
through systematic study of a range of economic and sociopolitical systems, with particular emphasis on the
examination of domestic and global economic policy options related to matters such as trade, resource use,
unemployment, and health care.
8. SCIENCE, TECHNOLOGY, AND SOCIETY
Social studies programs should include experiences that provide for the study of relationships among science,
technology, and society.
Science, and its practical application, technology, have had a major influence on social and cultural change, and
on the ways people interact with the world. Scientific advances and technology have influenced life over the
centuries, and modern life, as we know it, would be impossible without technology and the science that supports
it.
There are many questions about the role that science and technology play in our lives and in our cultures. What
can we learn from the past about how new technologies result in broader social change, some of which is
unanticipated? Is new technology always better than that which it replaces? How can we cope with the everincreasing pace of change, perhaps even the concern that technology might get out of control? How can we
manage technology so that the greatest numbers of people benefit? How can we preserve fundamental values and
beliefs in a world that is rapidly becoming one technology-linked village? How do science and technology affect our
sense of self and morality? How are disparate cultures, geographically separated but impacted by global events,
brought together by the technology that informs us about events, and offered hope by the science that may
alleviate global problems (e.g., the spread of AIDS)? How can gaps in access to benefits of science and technology
be bridged?
This theme appears in units or courses dealing with history, geography, economics, and civics and government.
It draws upon several scholarly fields from the natural and physical sciences, social sciences, and the humanities
for specific examples of issues as well as the knowledge base for considering responses to the societal issues
related to science and technology.
Young children learn how science and technologies influence beliefs, knowledge, and their daily lives. They study
how basic technologies such as telephones, ships, automobiles, and airplanes have evolved and how we have
employed technology such as air conditioning, dams, and irrigation to modify our physical environment and
contribute to changes in global health and economics. From history (their own and others’), they can construct
examples of the effects of technologies such as the wheel, the stirrup, an understanding of DNA, and the Internet.
In the middle grades, students begin to explore the complex influence of scientific findings and technology on
human values, the growth of knowledge, and behavior. Students examine scientific ideas and technological
changes that have surprised people and even challenged their beliefs, as in the case of discoveries about our
universe and their technological applications, as well as the genetic basis of life, atomic physics, and other subjects.
As they move from the middle grades to high school, students continue to think analytically about the
consequences of change and how we can manage science and technology to increase benefits to all. Students gain
the knowledge to analyze issues such as the protection of privacy in the age of the Internet; electronic surveillance;
the opportunities and challenges of genetic engineering; test-tube life; and other findings and technologies with
implications for beliefs, longevity, and the quality of life and the environment.
9. GLOBAL CONNECTIONS
Social studies programs should include experiences that provide for the study of global connections and
interdependence.
Global connections have intensified and accelerated the changes faced at the local, national, and international
levels. The effects are evident in rapidly changing social, economic, and political institutions and systems. World
trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures,
institutions, and systems together. Connections among nations and regions of the world provide opportunities as
well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and
diverse global connections among world societies and regions.
In exploring this theme, students confront questions such as: What are the different types of global connections?
What global connections have existed in the past, exist currently, and are likely in the future? How do ideas spread
between societies in today’s interconnected world? How does this result in change in those societies? What are
the other consequences of global connections? What are the benefits from and problems associated with global
interdependence? How might people in different parts of the world have different perspectives on these benefits
and problems? What influence has increasing global interdependence had on patterns of international migration?
How should people and societies balance global connectedness with local needs? What is needed for life to thrive
on an ever changing and increasingly interdependent planet?
Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between
national interests and global priorities, contribute to the development of possible solutions to persistent and
emerging global issues. By interpreting the patterns and relationships of increased global interdependence, and its
implications for different societies, cultures and institutions, students learn to examine policy alternatives that
have both national and global implications.
This theme typically appears in units or courses dealing with geography, culture, economics, history, political
science, government, and technology but may also draw upon the natural and physical sciences and the
humanities, including literature, the arts, and languages. Through exposure to various media and first-hand
experiences, young learners become aware of how things that happen in one part of the world impact other parts
of the world. Within this context, students in early grades examine and explore various types of global connections
as well as basic issues and concerns. They develop responsive action plans, such as becoming e-pals with a class in
another part of the world. In the middle years, learners can initiate analyses of the consequences of interactions
among states, nations, and world regions as they respond to global events and changes. At the high school level,
students are able to think systematically about personal, national, and global decisions, and to analyze policies and
actions, and their consequences. They also develop skills in addressing and evaluating critical issues such as peace,
conflict, poverty, disease, human rights, trade, and global ecology.
10. CIVIC IDEALS AND PRACTICES
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices
of citizenship in a democratic republic.
An understanding of civic ideals and practices is critical to full participation in society and is an essential
component of education for citizenship, which is the central purpose of social studies. All people have a stake in
examining civic ideals and practices across time and in different societies. Through an understanding of both ideals
and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our
democratic republic and worldwide.
Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms
and the pursuit of the common good. Through social studies programs, students acquire a historical and
contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the
institutions and practices that support and protect these freedoms and rights, as well as the important historical
documents that articulate them. Students also need to become familiar with civic ideals and practices in countries
other than our democratic republic.
Questions faced by students studying this theme might be: What are the democratic ideals and practices of a
constitutional democracy? What is the balance between rights and responsibilities? What is civic participation?
How do citizens become involved? What is the role of the citizen in the community and the nation, and as a
member of the world community? Students will explore how individuals and institutions interact. They will also
recognize and respect different points of view. Students learn by experience how to participate in community
service and political activities and how to use democratic processes to influence public policy.
In schools, this theme typically appears in units or courses dealing with civics, history, political science, cultural
anthropology, and fields such as global studies and law-related education, while also drawing upon content
from the humanities. In the early grades, students are introduced to civic ideals and practices through activities
such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock
elections, and determining how to balance the needs of individuals and the group. During these years, children
also experience views of citizenship in other times and places through stories and drama. By the middle grades,
students expand their knowledge of democratic ideals and practices, along with their ability to analyze and
evaluate the relationships between these ideals and practices. They are able to see themselves taking civic roles in
their communities. High school students increasingly recognize the rights and responsibilities of citizens in
identifying societal needs, setting directions for public policies, and working to support both individual dignity and
the common good. They become familiar with methods of analyzing important public issues and evaluating
different recommendations for dealing with these issues.
Common Core State Standards for Literacy in History/Social Studies College and Career Readiness Anchor Standards for Reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Note on Range and Content of Student Reading Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain‐specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them. Note on Range and Content of Student Writing For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high‐quality first draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year. Reading Standards for Literacy in History/Social Studies The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 9‐10 Students Key Ideas and Details 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. 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. 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 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. 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 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 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity
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. Grades 11‐12 Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other
information. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. College and Career Readiness Anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details and well‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Writing Standards for Literacy in History/Social Studies Grades 9‐10 Students Text Types and Purposes 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. 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. 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). 3. Not applicable as a separate requirement.
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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 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. 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. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 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. Grades 11‐12 Students Text Types and Purposes 1. Write arguments focused on discipline‐specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐
appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax 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. 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. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant 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 complex ideas and concepts. d. Use precise language, domain‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 3. Not applicable as a separate requirement.
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated
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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 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. AP History and Social Science Curriculum Alignment Framework for Middle and High School from AP Vertical Teams Guide for History and the Social Sciences Enduring Understandings 1. Past, Present, Future: Humans seek to understand the past to inform decision making in the present and to plan for the future. 2. Interactions: Contacts among and within groups often lead to changes, resulting in conflicts or cooperation. 3. Spatial Interactions: Events happen on local, regional, national and global scales (or levels). 4. Interdisciplinary Approaches: The various social studies disciplines—political, social, economic, historical, geographical and psychological—are interrelated and interdependent. 5. Continuity and Change: Organizations and cultures show continuity as well as respond to internal and external changes. 6. Causality: The causes and effects of events can be compared and analyzed for insights into patterns or decision making. 7. Patterns and Processes: Human actins have effects that can repeat and develop over time. 8. Evidence: The choice of evidence or data can influence interpretations of the past and present. Overarching Essential Questions and Core Concepts 1. Political systems and institutions reflect and affect individual, local, regional, national, and global decision making and policies. a. How or why do political systems change? b. How are individuals and groups affected by and/or how do individuals and groups affect policies and laws? c. How do political systems differ from the past, and how do they change the current and future organization of states? d. What defines political legitimacy, power and authority? e. To what extend to causes of global and regional conflicts differ? f. What is the appropriate role governments should play in society and the international arena/stage? g. How have countries attempted to redefine the role of government in society? h. How has the rise of the modern “nation‐state” influenced the world today? i. Why do empires expand and decline? 2. Demographic patterns and process of growth and decline, migration, and settlement change over time, while sometimes showing continuities. a. What are the costs and benefits of demographic changes and patterns? b. What kind of evidence can be used to evaluate demographic changes? c. In what ways are modern human migration patterns different from those in the past? d. What do demographic shifts in societies reveal about patterns of settlement? e. What is the relationship between demographic patterns and social, political and economic systems at the local, regional, national and global scales? f. What is the relationship between environmental, political, and economic factors and migration patterns? 3. Human environmental interactions result in changes or adaptations in people’s way of life. a. What are the consequences of human choices for use of the environment? b. In what ways are humans dependent on their natural environment? c. To what extend have humans altered the natural environment over time? d. How has the environment shaped people’s standard of living? e. What were the decision‐making processes of individuals, groups and governments that resulted in human changes to the environment? f. How have humans modified their physical setting to meet their social, political and economic needs? g. How has the relationship between geographic location and urban development changed over time? h. How does the organization and function of urban, suburban and rural land use affect how people live and work? i. What are the political, cultural and economic functions or cities? 4. Social customs, practices, and individual and group identity are affected by cultural, linguistic, intellectual, religious and scientific developments. a. How can the environment affect the development of cultures and social and gender structures? b. What are the connections between linguistic diversity and human migration? c. How does the data produced by social scientists affect historical interpretation of cultural, intellectual and religious developments? d. How do people develop their political beliefs? e. How do language, religion, ethnicity and gender define cultural groups at different local, regional, national and global scales? f. How do human alterations of natural landscapes (“built landscapes”) provide a means of comprehending cultures, tastes and beliefs? g. How are cultures—including folk and popular—transmitted, preserved and/or changes? h. How does migration and diffusion define the movement of cultural traits through time and space? i. What is the relationship between political and economic factors, and cultural, linguistic, intellectual, religious and scientific developments? j. How do interactions produce change and/or resistance? 5. Economic decisions are affected by ideologies, availability of resources and technological change. a. How does scarcity of resources affect decision making by individuals, groups and governments? b. Why do societies organize their economic systems in different ways? c. Why are some nations wealthier than others? d. What are the patterns of economic growth and decline? e. How have technological changes impacted individuals and societies? f. Is urbanization a positive development for all human societies? g. To what extent do diverse groups of people and nations participate in and take advantage of economic opportunities made possible by technological changes? h. What impact do geography and availability of resources have on the processes of industrialization and the patterns of trade? i. What is the relationship between industrialization and the development of world economies? j. What are the costs and benefits of trade and other global interactions? k. Do historical models of economic systems that developed in the past help explain the economies in the present? History and Social Science Skills The skills outlined below do not need to be taught in this order, nor does each point have to be explicitly taught to develop ability in each skill. The term “data” refers to any type of qualitative and/or quantitative source, information or evidence. 1. Practice inquiry. a. Identify problems or issues for exploration. b. Formulate appropriate questions. c. Identify and use appropriate methodologies (possibly including an interdisciplinary focus) to obtain appropriate supporting data. d. Refine initial questions to determine if they can be answered using the data. e. Develop additional inquiry questions for further research, recognizing that there is not always a unique or “correct” answer to any given question. f. Refine initial theories as necessary. 2. Identify and interpret information from primary and other sources. a. Distinguish among different types of sources, including primary and secondary historical sources, cartoons, artworks, music, oral sources, different types of maps, graphs, charts, tables and other quantitative sources of data. b. Use appropriate technologies and media to identify relevant and available sources in order to answer questions, recognizing that even if some sources are not available to students, they should still know how to identify them. c. Use appropriate reading strategies (pre‐reading, during reading, post‐reading) to identify the main idea. d. Identify relevant data from different types of sources, including different perspectives. e. Identify perspective or bias in sources. 3. Analyze data from written and visual sources. a. Interpret maps, models and other graphic sources. b. Describe relationships or connections among different data sources. c. Compare and contrast data. d. Analyze different types and dynamics of patterns, processes and trends a. Chronological b. Spatial (geography) c. Social d. Causal e. Make inferences and judgments. f. Develop visual summaries, graphic representations and models to explain data or support conclusions. 4. Evaluate, apply and clearly present information. a. Use relevant data to support or disprove answers or theories. b. Present conclusions in clear, coherent, plausible and persuasive written or oral arguments. c. Propose solutions to problems based on conclusions drawn from analysis of data. d. Evaluate and assess the effectiveness of proposed solutions, comparing them to solutions proposed by others. e. Apply models and theories to comparable contemporary or historical situations AP Methodological Skill Alignment Chart: Practice Inquiry Sixth Grade Seventh Grade Eighth Grade Identify problems or issues for exploration Using appropriate models, students will recognize the main types of problems and will be able to apply those labels to real world examples. Students will compare/contrast the problem categories and practice showing how real world problems overlap into multiple categories. Students will analyze and evaluate how people have attempted to solve problems in each category and the success of the efforts. Formulate appropriate questions Identify and use appropriate methodologies to obtain appropriate supporting data Develop additional inquiry questions for further research, Refine initial questions recognizing that there to determine if they is not always a unique can be answered using or “correct” answer to Refine initial theories the data any given question as necessary Break down and Evaluate questions identify the parts of a with two clear question and thesis; perspectives, compare Develop a theory and model different types perspectives, and practice refining it of theses; construct develop questions after application. simple theses based on all independently. perspectives. Recognize the definitions of inquiry and recognize the levels of Costa’s and/or Bloom’s. Recognize and identify the many different types of resources and how to utilize them. Compare and contrast types of inquiry, compare and contrast the levels of Costa’s and/or Bloom’s. Evaluate sources, compare and contrast primary and secondary sources. Be able to construct more detailed and multi‐part theses that are tightly focused; be able to evaluate elements of theses. Evaluate questions with three or more perspectives, yet still limited in scope. Analyze validity and bias of primary and secondary sources. Be able to take primary and secondary sources and construct theses from them. Evaluate issues with multiple viewpoints and without a clear Continue practicing victor, determine how skills with increasing to ask a question complexity. without a clear answer. Continue practicing skills with increasing complexity. Be able to refine, add nuance and construct questions which are focused yet open ended enough to lead to further inquiry. Continue practicing skills with increasing complexity. Analyze and evaluate different types of inquiry as to the effectiveness and appropriateness; synthesize questions according to Bloom’s and/or Costa’s. Students will synthesize hypothetical Ninth Grade problems and evaluate Continue practicing solutions. skills with increasing complexity. Continue practicing Tenth through Twelfth skills with increasing Grade complexity. Refine questioning techniques and continue practicing skills with increasing complexity. Continue practicing skills with increasing complexity. AP Methodological Skill Alignment Chart: Identify and Interpret Information from Primary and Other Sources Distinguish between Use appropriate different types of sources, technologies and media to including primary and identify relevant and secondary historical sources, available sources to answer cartoons, art work, music, questions, recognizing that oral sources, different types even if some sources are not of maps, graphs, charts, available to students, they tables and other should still know how to quantitative sources of data identify them Sixth Grade Define what primary and secondary sources are. Identify different types of charts, graphs and maps. Identify different technology available for use. Seventh Grade Distinguish the difference between primary and secondary sources. Identify and use technology to answer questions at least twice per semester. Eighth Grade Ninth Grade Identify and use technology Recognize, group and analyze to answer questions primary and secondary independently at least three sources. times per semester. Examine and interpret primary and secondary sources, draw conclusions. Tenth Grade Identify and use technology to answer questions independently at least four times per semester. Combine the use of multiple technologies to complete a research project. Eleventh Grade Assess the reliability of various primary and secondary sources to draw Twelfth Grade conclusions and support a position. Use relevant and available technology to present completed projects to peers. Use appropriate reading strategies (prereading, during reading, postreading) for identifying the main idea Read a paragraph and identify the main idea using teacher suggested strategies independently at least two times per semester. Read a paragraph and identify the main idea using teacher suggested strategies independently at least four times per semester. Read multiple paragraphs and identify the main idea using teacher suggested strategies independently at least two times per semester. Read multiple paragraphs and identify the main idea using student chosen strategies independently at least two times per semester. Read a selection, determining what strategy works best to identify the main idea monthly. Identify relevant data from reading different types of sources, including analyzing different perspectives Identify perspective or bias in sources Students will read information from at least two different sources and identify relevant data. Define bias and perspective, recognize examples of bias and perspective. Students will read information from at least three different sources and identify relevant data. Using primary and secondary sources on a historical event, students will compare/contrast examples of bias and perspective. Students will read information from at least two different sources and identify relevant data and different perspectives. Using primary and secondary sources, students will explain how bias can affect historical perspective. Students will be able to read from multiple sources to formulate opinions and positions as well as support their ideas. Using multiple sources, students will be able to use relevant data and different perspectives to make and support an argument and defend their position. Using a prompt, students will analyze and evaluate primary and secondary sources for bias and perspective in different units of study at least two times per semester. Students will continue to analyze and evaluate primary and secondary sources for bias and perspective in different units of study as often as appropriate to the specific course. AP Methodological Skill Alignment Chart: Analyze Data from Written and Visual Sources Interpret maps, models and other graphic sources Sixth Grade Compare data (similarities and differences) Analyze different types and dynamics of patterns, processes and trends As a group, read, understand and compare charts and graphs two at a time. Compare maps from various time periods. Make inferences and judgments Identify, define and discuss symbols and common symbolism. Visual vocabulary, look at data, practice making charts as a group. Break down the symbolism, perspective, history and message of a political cartoon as a whole class. Create pie charts and bar graphs about data given. Use different types of maps. Look at three documents from different perspectives and analyze as a group. As a group, read, understand and compare charts and graphs three at a time. Eighth Grade Use multiple maps to infer and apply knowledge. Look at three documents from different perspectives and be able to analyze individually. As a group and individually, read understand and compare charts and graphs, up to three sources. Look at patterns of politics and lifestyles by analyzing social changes in US history. Identify symbols, perspective and message of a political cartoon individually. Read, analyze and create own visuals based on reading. Ninth Grade Use multiple maps to write about inferred and applied knowledge. Look at three documents from different perspectives and be able to analyze as a class and individually. Focus on spatial Analyze contrasting patterns, change over data about an event as time, look at trends in a whole class and in various locations at small groups. the same time period. Make inferences and judgments about a political cartoon in a group setting. Take written information and create a visual that transforms knowledge of abstract concepts. Tenth Grade Use multiple maps to write about inferred and applied knowledge, explain examples. Seventh Grade Eleventh Grade Twelfth Grade Identify how to use parts of a map, map projections and purposes of maps. Describe relationships or connections among different data sources Look at two documents from different perspectives and analyze as a group. Develop visual summaries, graphic representations and/or models that explain data or support conclusions Apply knowledge from maps to answer document based questions. Fully analyze and integrate documents; write a coherent response to a document based question. Analyze contrasting data about the same event, both as a group and individually. Take multiple primary sources and compare them to find the similarities at that exist, looking at causality. Analyze trends in data among various documents. Create your own data based on contrasting opinions of a topic and come to a conclusion. Analyze multiple sources related to social context to form an opinion. Take a political cartoon from any time period and make inferences and judgment about a topic of study independently. Make a political cartoon based on a current event, issue or topic. Use data to create persuasive visuals that take a viewpoint. Create models of abstract concepts. AP Methodological Skill Alignment Chart: Evaluate, Apply and Clearly Present Information Use relevant data to support and/or disprove answers or theories Sixth Grade The student will be able to identify main ideas from a written text. The student will be able to draw and opinion from text. The student will be able to The student will be able to evaluate the problem that identify a specific problem. has been proposed. Seventh Grade The student will be able to identify main ideas from multiple texts. The student will be able to defend an opinion. The student will be able to identify a problem and potential solution. The student will be able to evaluate the problem that has been proposed and potential solution that has been proposed. The student will be able to defend an opinion with specificity. The student will be able to identify a problem, give a series of solutions and choose the best one. The student will be able to evaluate the identified problem, evaluate the series of solutions and, in turn, ultimately evaluate the best one. The student will be able to analyze and evaluate primary sources related to past political theories and historical models/events. The student will be able to use relevant data to prove or disprove theses in written and/or oral form. The student will be able to prove information in a more in depth format, such as an extended essay or presentation. The student will be able to recognize the audience for whom they are writing. The student will be able to identify a problem, give a series of solutions and choose the based one based on argument and analysis through written form. The student will be able to evaluate the identified problem, the series of solutions and evaluate the best one through argument analysis in written form. The student will be able to write a DBQ essay after analyzing and evaluating past political theory and historical models/events. The student will be able to analyze and evaluate data as appropriate to their topic. The student will be able to present and defend a persuasive argument using multiple sources of evidence. The student will be able to propose and defend in written and oral format a solution to a real world problem. The student will be able to present and defend their solutions to specific problems and evaluate the viability of the solution with other students. The student will be able to process and assimilate historical events and political ideas of the past with contemporary issues through analysis and evaluation. Eighth Grade Ninth Grade Tenth Grade The student will be able to identify opposing main ideas from multiple texts. Propose solutions to problems based on conclusions drawn from analysis of data Eleventh Grade Twelfth Grade Evaluate and assess the effectiveness of proposed solutions, comparing them with solutions proposed by others Propose conclusions in clear, coherent, plausible and persuasive written or oral arguments Apply models and theories to comparable contemporary or historical situations The student will be able to recognize a model or theory in social studies once per quarter. The student will be able to recognize a model or theory in social studies once per unit using a compare/contrast strategy. Webb’s Depth of Knowledge Chart level of complexity measures a student’s depth of knowledge Level of Complexity Recall/Reproduction  Recall a fact, information, or procedure.  Process information on a low level. From Bloom's Taxonomy: Know/Remember “The recall of specifics and universals, involving little more than bringing to mind the appropriate material.” Comprehend/Understand “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” Level One Arrange Calculate Cite Define Describe Draw Explain Give examples Identify Illustrate Label Locate List Match Skill/Concept  Use information or conceptual knowledge, two or more steps From Bloom’s Taxonomy: Apply “Uses information in another familiar situation.” (Executes ‐ Carries out a procedures in a familiar task) (Implements ‐ Uses a procedure in an unfamiliar task) Evidence of Depth of Knowledge Key Verbs That May Clue Level 
Measure Name Perform Quote Recall Recite Record Repeat Report Select State Summarize Tabulate 
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Level Two Apply Calculate Categorize Classify Compare Compute Construct Convert Describe Determine Distinguish Estimate Explain Extend Extrapolate Find Formulate Generalize Graph Identify patterns
Infer Interpolate Interpret Modify Observe Organize Predict Relate Represent Show Simplify Solve Sort Use Explain simple concepts or routine procedures Recall elements and details Recall a fact, term or property Conduct basic calculations Order rational numbers Identify a standard scientific representation for simple phenomenon Label locations Describe the features of a place or people Identify figurative language in a reading passage 
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Solve routine multiple‐step problems Describe non‐trivial patterns Interpret information from a simple graph Formulate a routine problem, given data and conditions Sort objects Show relationships Apply a concept Organize, represent and interpret data Use context clues to identify the meaning of unfamiliar words Describe the cause/effect of a particular event. Predict a logical outcome Identify patterns in events or behavior Level of Complexity Key Verbs That May Clue Level Evidence of Depth of Knowledge Level Three Strategic Thinking  Requires reasoning, developing a plan or a sequence of steps, some complexity. From Bloom’s Taxonomy: Analyze “Breaking information into parts to explore understanding and relationship.” Evaluate “Checks/Critiques – makes judgments based on criteria and standards.” Appraise Assess Cite evidence Check Compare Compile Conclude Contrast Critique Decide Defend Describe Develop Differentiate Distinguish 
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Examine Explain how Formulate Hypothesize Identify Infer Interpret Investigate Judge Justify Reorganize Solve Support 
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Extended Thinking  Requires an investigation, time to think and process multiple conditions of the problem. Most on‐
demand assessments will not include Level 4 activities. From Bloom’s Taxonomy: Synthesize “Putting together elements and parts to form a whole.” Evaluate “Making value judgments about the method.” Level Four Appraise Connect Create Critique Design Judge Justify Prove Report Synthesize Solve non‐routine problems Interpret information from a complex graph Explain phenomena in terms of concepts Support ideas with details and examples Develop a scientific model for a complex situation Formulate conclusions from experimental data Compile information from multiple sources to address a specific topic Develop a logical argument Identify and then justify a solution Identify the author’s purpose and explain how it affects the interpretation of a reading selection 
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Design and conduct an experiment that requires specifying a problem; report results/solutions Synthesize ideas into new concepts Critique experimental designs Design a mathematical model to inform and solve a practical or abstract situation. Connect common themes across texts from different cultures Synthesize information from multiple sources World History Pacing Calendar Topic Suggested Dates Days August 22 – August 26 5 The Byzantine Empire August 29 – September 16 14 The Afro‐Asiatic World September 19 – October 14 20 Medieval Europe October 17 – November 10 17 Procedures and Pre‐Testing First Nine Weeks ends October 20. Renaissance, Reformation, Revolution Meso and South America November 7 – December 16 20 January 4 – January 23 14 Second Nine Weeks ends January 23. The Age of Exploration January 24 – February 10 13 February 13 – March 2 14 The Industrial Revolution to Imperialism March 5 – March 16 10 The World at War March 26 – May 11 34 Enlightenment and Revolution Third Nine Weeks end March 30. The Cold War May 14 – May 25 10 Modern History May 29 – June 7 9 June 8 1 End of Year Activities Fourth Nine Weeks Ends June 8. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Language Arts and Mathematics Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept The student will use new vocabulary that is introduced and taught directly. Concept
The student will listen to, read, and discuss familiar and conceptually challenging text. Standards Next Generation Sunshine State Standard: LA.910.1.6.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: LA.910.1.6.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary n/a Vocabulary
n/a Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Language Arts and Mathematics Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept The student will use context clues to determine meanings of unfamiliar words. Concept
The student will analyze and evaluate information from text features including, but not limited to: transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations and subheadings. Standards Next Generation Sunshine State Standard: LA.910.1.6.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: LA.910.2.2.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Context clue. Vocabulary
Glossary, headings, index, subheadings, transitional devices. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Language Arts and Mathematics Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept The student will use information from the text to answer questions or to state the main idea or provide relevant details. Concept
The student will organize information to show understanding or relationships among facts, ideas, and events. Organization should include, but is not limited to: representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting and outlining. Standards Next Generation Sunshine State Standard: LA.910.2.2.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: LA.910.2.2.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Main idea, supporting detail. Vocabulary
Paraphrase. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Language Arts and Mathematics Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept 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. Concept
The student will distinguish between propaganda and ethical reasoning strategies in print and nonprint media. Standards Next Generation Sunshine State Standard: LA.910.6.2.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: LA.910.6.3.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 3, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Copyright, libel, plagiarism, slander. Vocabulary
Propaganda. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Language Arts and Mathematics Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Create a graph to represent a real‐world situation. Concept
Interpret a graph representing a real‐world situation. Standards Next Generation Sunshine State Standard: MA.912.A.2.1 Common Core Reading Standards: 7. Common Core Writing Standards: 2. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: MA.912.A.2.2 Common Core Reading Standards: 7. Common Core Writing Standards: 2. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Graphing. Vocabulary
Graphing. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Social Science Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Use timelines to establish cause and effect relationships of historical events. Concept
Compare time measurement systems used by different cultures. Standards Next Generation Sunshine State Standard: SS.912.W.1.1 Common Core Reading Standards: 1, 2, 3, 7, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.1.2 Common Core Reading Standards: 1, 2, 3, 7, 9, 10. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Cause, effect, timeline. Vocabulary
Time measurement. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Social Science Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Interpret and evaluate primary and secondary sources. Concept
Explain how historians use historical inquiry and other sciences to understand the past. Standards Next Generation Sunshine State Standard: SS.912.W.3 Common Core Reading Standards: 1, 2, 4, 5, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.1.4 Common Core Reading Standards: 3, 4, 5, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Primary source, secondary source. Vocabulary
Historical inquiry. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Social Science Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). Concept
Evaluate the role of history in shaping identity and character. Standards Next Generation Sunshine State Standard: SS.912.W.1.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.1.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 3, 5, 6, 9, 10. Vocabulary Historiography. Vocabulary
Identity, national identity. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. Concept
Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. Standards Next Generation Sunshine State Standard: SS.912.G.1.1 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.G.1.2 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Cultural attribute, physical attribute, region. Vocabulary
Six Essential Elements of Geography. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Concept
Identify the physical characteristics and the human characteristics that define and differentiate regions including, but not limited to: climate, terrain, resources, religion, government, economy and demography. Standards Next Generation Sunshine State Standard: SS.912.G.1.3 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.G.2.1 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Map scale. Vocabulary
Climate, demography, economy, government, religion, resources, terrain. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Describe the factors and processes that contribute to the differences between developing and developed regions of the world. Concept
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 including, but not limited to: desertification, global warming and cataclysmic natural disasters. Standards Next Generation Sunshine State Standard: SS.912.G.2.2 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.G.2.3 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Developing region, developed region. Vocabulary
Desertification, global warming, natural disaster, regional issue. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Interpret population growth and other demographic data for any given place. Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Standards Next Generation Sunshine State Standard: SS.912.G.4.1 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.G.4.2 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Demographic, population growth. Vocabulary
Migration. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Concept
Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. Standards Next Generation Sunshine State Standard: SS.912.G.4.3 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.G.4.7 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Migration. Vocabulary
Cultural diffusion. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Geography Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Use political maps to describe the change in boundaries and governments within continents over time. Standards Next Generation Sunshine State Standard: SS.912.G.4.9 Common Core Reading Standards: 1, 2, 5, 7, 9. Common Core Writing Standards: 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8, 9, 10. Vocabulary Boundary, political map. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Embedded Humanities Skills High School World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the World History course throughout the year as applicable to teacher instruction. Concept Relate works in the arts to various cultures. Concept
Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Standards Next Generation Sunshine State Standard: SS.912.H.1.3 Common Core Reading Standards: 1, 2, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 3, 5, 9. Standards
Next Generation Sunshine State Standards: SS.912.H.3.1 Common Core Reading Standards: 1, 2, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 3, 5, 9. Vocabulary Cultural diffusion. Vocabulary
Communication, cultural diffusion, science, technology, trade, transportation. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Byzantine Empire High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the Byzantine Empire protect Medieval Europe and what legacy did this empire leave behind for the future? Concept Locate the extent of Byzantine territory at the height of the empire. Concept
Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion. Standards Next Generation Sunshine State Standard: SS.912.W.2.1 Common Core Reading Standards: 1. Common Core Writing Standards: 2, 10. National Social Studies Standards: 3. Standards
Next Generation Sunshine State Standards: SS.912.W.2.2 Common Core Reading Standards: 1, 2, 3, 4, 6, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 6, 9. Vocabulary Balkans, Bosphorus, Golden Horne, Sea of Marmara, Silk Road. Vocabulary
Christendom, Christianity, Constantine the Great, Constantinople, Edict of Milan, Hagia Sophia, Juris Civilis, Mount Athos, theocracy, Tribonian. Sample Lesson Essential Questions How did the physical location of the Byzantine Empire effect its growth socially, politically, economically, and culturally? How did geography influence the development of the Byzantine Empire? How did geography play a role in the defense of the Byzantine Empire? Sample Lesson Essential Questions
What was the impact of the recognition of Christianity as a legal religion on the Byzantine empire? How do belief systems evolve and change? How did distance between Rome and Constantinople affect the Catholic Church? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Byzantine Empire High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the Byzantine Empire protect Medieval Europe and what legacy did this empire leave behind for the future? Concept Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure. Concept
Identify key figures associated with the Byzantine Empire including, but not limited to: Justinian the Great, Theodora, Belisarius, John of Damascus, Anna Comnena, Cyril and Methodius. Standards Next Generation Sunshine State Standard: SS.912.W.2.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 8, 9. Vocabulary Cultural diffusion, influence, Roman Empire. Vocabulary
Anna Comnena, Belisarius, Cyril, John of Damascus, Justinian the Great, Methodius, Theodora. Sample Lesson Essential Questions How does the Roman Empire compare and contrast to the Byzantine Empire? How did the Byzantine Empire help keep Greek and Roman knowledge and ideas alive? What examples of cultural diffusion exist between the Rome and Byzantine Empires? Sample Lesson Essential Questions
What influence did Justinian have on future legal systems in Europe? What influence did Theodora have on the Byzantine Empire? How did John of Damascus influence the Christian Church? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Byzantine Empire High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the Byzantine Empire protect Medieval Europe and what legacy did this empire leave behind for the future? Concept Explain the contributions of the Byzantine Empire including, but not limited to: Justinian's Code, the preservation of ancient Greek and Roman learning and culture, artistic and architectural achievements, the empire's impact on the development of Western Europe, Islamic civilization and Slavic peoples. Concept
Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome. Standards Next Generation Sunshine State Standard: SS.912.W.2.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1,2, 5, 6, 9. Vocabulary Cyrillic alphabet, Hagia Sophia, Islam, Justinian’s Code, mosaic, slav. Vocabulary
Eastern Orthodox, Ecumenical Council, Emperor Leo, Empress Irene, Empress Theodora, excommunication, Great Schism of 1054, icon, iconoclasm, iconography, John of Damascus, Roman Catholic, schism. Sample Lesson Essential Questions What major impact did Justinian’s Code have on the future governments in the Europe and the United States? How did the Byzantine Empire influence Western ideas of law, art, architecture and the role of women? What lasting impacts did the Byzantine Empire have on world history? Sample Lesson Essential Questions
Why did the Christian Church divide and how were they different after the schism? What were the causes of the Iconoclast controversy? What was the impact of the Iconoclast controversy on Christianity? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Byzantine Empire High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the Byzantine Empire protect Medieval Europe and what legacy did this empire leave behind for the future? Concept Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire. Concept
Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conquerer and Suleyman the Magnificent. Standards Next Generation Sunshine State Standard: SS.912.W.2.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.8 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Anna Comnena, Fourth Crusade, plague. Vocabulary
Battle of Constantinople, Emperor Constantine XI, Giovanni Giustiniani, Mehmet the Conqueror, Ottomans. Sample Lesson Essential Questions What are common factors in the rise and fall powerful states? How might the fall of Constantinople be considered a turning point in history? What was the effect of Justinian’s Plague on the decline of the Byzantine Empire? Sample Lesson Essential Questions
How did the Ottoman Empire grow under the sultanate? How were the Ottomans able to conquer Constantinople? What influence did Suleyman the Magnificent have on the Ottoman Empire? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Discuss significant people and beliefs associated with Islam including, but not limited to: the prophet Muhammad, the early caliphs, the Pillars of Islam, Islamic law and the relationship between government and religion in Islam. Concept
Compare the major beliefs and principles of Judaism, Christianity, and Islam. Standards Next Generation Sunshine State Standard: SS.912.W.3.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Abbasids, Allah, caliph, hajj, Hijrah, Islam, mosque, Muhammad, Muslim, the Pillars of Islam, Qur’an, shari’a, Shi’a, Sufi, Sunni, Umayyad. Vocabulary
Allah, Catholic, clergy, crucifixion, denominations, Koran, kosher, Mecca, monks, mosque, Muslim, Passover, pilgrimage, rabbi, Shi'a, Sunni, synagogue, Torah. Sample Lesson Essential Questions What is the origin of Islam? How did the death of Muhammad create a spreading and a division in Islam? How and why do beliefs evolve in response to outside historical factors? Sample Lesson Essential Questions
Why is religion important to people around the world? What similarities exist among these three religions? What differences exist among these three religions? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. Concept
Describe the expansion of Islam into India and the relationship between Muslims and Hindus. Standards Next Generation Sunshine State Standard: SS.912.W.3.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Ghazi, devshirme, janissary, Mehmed II, Suleyman, sultan. Vocabulary
Akbar, Aurangzeb, Babur, Mughal, Shah Jahan, Sikh, Taj Mahal. Sample Lesson Essential Questions How did Islam become a powerful empire? Why is the location of Islam’s origins important to its development and legacy? How did the rise of Islam influence the Eastern Mediterranean? Sample Lesson Essential Questions
How did Islam expand into India? What was the relationship between Muslims and Hindus at this point in history? What was the influence of Akbar on cultural blending at this point in history? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Describe the achievements, contributions, and key figures associated with the Islamic Golden Age including, but not limited to: Al‐Ma'mun, Avicenna, Averroes, Algebra, Al‐
Razi, Alhambra and The Thousand and One Nights. Concept
Describe key economic, political, and social developments in Islamic history including, but not limited to: the growth of the caliphate, division of Sunni and Shi’a, role of trade, dhimmitude and Islamic slave trade. Standards Next Generation Sunshine State Standard: SS.912.W.3.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Algebra, Alhambra, Al‐Ma'mun, Al‐Razi, Averroes, Avicenna, Islamic Golden Age. Vocabulary
Caliphate, Sunni, Shi’a, dhimmitude, slave trade, Sample Lesson Essential Questions How did Muhammad influence the Arab people in politics, religion, attitudes, and philosophy? How does the legacy of earlier groups and individuals influence subsequent generations? What was the influence of Avicenna on world history? Sample Lesson Essential Questions
How did the growth of the caliphate affect social developments in the Islamic world? How did the Islamic slave trade affect economics in the Islamic world? How did the division of the Sunni and Shi’a affect political developments in the Islamic world? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century including, but not limited to: the Crusades and Reconquista. Concept
Identify important figures associated with the Crusades including, but not limited to: Alexius Comnenus, Pope Urban, Bernard of Clairvaux, Godfrey of Bouillon, Saladin, Richard the Lionheart, Baybars and Louis IX. Standards Next Generation Sunshine State Standard: SS.912.W.3.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.8 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Children’s Crusade, crusades, Reconquista, Saladin, Selijuq Turks, Urban II. Vocabulary
Alexius Comnenus, Baybars, Bernard of Clairvaux, Godfrey of Bouillon, Louis IX, Pope Urban, Richard the Lionheart, Saladin. Sample Lesson Essential Questions How did the Europeans respond to Islamic expansion? What were the causes, course and consequences of the Crusades? What were the causes, course and consequences of the Reconquista? Sample Lesson Essential Questions
What was the impact of Saladin on the Crusades? What was the impact of Richard the Lionheart on the Crusades? What was the impact of Pope Urban on the Crusades? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Trace the growth of major sub‐Saharan African kingdoms and empires including, but not limited to: Ghana, Mali and Songhai. Concept
Identify key significant economic, political, and social characteristics of Ghana including, but not limited to: salt and gold trade, taxation system, gold monopoly, matrilineal inheritance, griots, ancestral worship, rise of Islam and slavery. Standards Next Generation Sunshine State Standard: SS.912.W.3.9 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.10 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Swahili, Bantu, jungle, King ‘Ēzānā, linguist, Mansa Mūsā, Mohammed I Askia, oral tradition, salt for gold, savannas, Shona, Sonni ‘Alī, tropical rain forests, Tunka Manin. Vocabulary
Ancestral worship, gold monopoly, griots, Islam, matrilineal inheritance, salt and gold trade, slavery, taxation. Sample Lesson Essential Questions What was the lasting impact of Mansa Mūsā on sub‐Sahara Africa? How did cultural diffusion affect sub‐Saharan African kingdoms? What was the lasting impact of Mohammed I Askia on sub‐Sahara Africa? Sample Lesson Essential Questions
What was the role of slavery in Ghana? What was the economic impact of the salt and gold trade on sub‐Sahara Africa? How did Islam spread in Ghana? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Identify key figures and significant economic, political, and social characteristics associated with Mali including, but not limited to: Sundiata, Epic of Sundiata, Mansa Musa, Ibn Battuta, gold mining and salt trade and slavery. Concept
Identify key figures and significant economic, political, and social characteristics associated with Songhai including, but not limited to: Sunni Ali, Askia Mohammad the Great, gold, salt trade, cowries as a medium of exchange, Sankore University, slavery, professional army and provincial political structure. Standards Next Generation Sunshine State Standard: SS.912.W.3.11 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.12 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Epic of Sundiata, Ibn Battuta, Mansa Mūsā, salt for gold, slavery, Sundiata. Vocabulary
Askia Mohammad the Great, cowries, mercenary, provincial political structure, salt for gold, Sankore University, slavery, Sunni Ali. Sample Lesson Essential Questions What was the effect of Ibn Battuta on the Mali? What was the economic impact of the salt for gold trade on Mali? Why was Mansa Mūsā considered a great ruler? Sample Lesson Essential Questions
What was the effect of Sankore University on the Songhai? How did a provincial political structure assist in government administration? Why was Askia Mohammad the Great considered a great ruler? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Afro‐Asiatic World High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of the Middle Age Afro‐Asiatic world and how did they affect the world? Concept Compare economic, political, and social developments in East, West, and South Africa. Concept
Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai including, but not limited to: disruption of trade, internal political struggles and Islamic invasions. Standards Next Generation Sunshine State Standard: SS.912.W.3.13 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.14 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Cowrie, province, salt for gold, slavery. Vocabulary
Invasion, trade. Sample Lesson Essential Questions How was economic development in East, West and South Africa similar? How was political development in East, West and South Africa similar? How was social development in East, West and South Africa similar? Sample Lesson Essential Questions
What factors led to the fall of Ghana? What factors led to the fall of Mali? What factors led to the fall of Songhai? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Medieval Europe High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Medieval Europe and how did they affect the world? Concept Analyze the impact of the collapse of the Western Roman Empire on Europe. Concept
Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization. Standards Next Generation Sunshine State Standard: SS.912.W.2.9 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.10 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Attila, Constantine, Diocletian, Goths, Huns, Inflation, Vandals. Vocabulary
Abbess, abbot, canon law, cardinals, chivalry, curia, feudalism, fief, heretics, interdict, manor, manorialism, monasticism, primogeniture, private property, sacraments, serf, simony, tithe, vassal. Sample Lesson Essential Questions Why did the Western Roman Empire fall? What was the impact of the fall of the Western Roman Empire on Europe? How did economics affect the fall of the Western Roman Empire? Sample Lesson Essential Questions
What was the role of the church change in Medieval Europe? Was feudalism effective? How did manorialism shape the medieval economy? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Medieval Europe High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Medieval Europe and how did they affect the world? Concept Describe the rise and achievements of significant rulers in medieval Europe including, but not limited to: Charles Martel, Charlemagne, Otto the Great and William the Conqueror. Concept
Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power. Standards Next Generation Sunshine State Standard: SS.912.W.2.11 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.12 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Charlemagne, Charles Martel, Otto the Great, William the Conqueror. Vocabulary
Charity, convent, education, missionary, monastery. Sample Lesson Essential Questions What was the impact of Charlemagne on medieval Europe? What was the impact of Charles Martel on medieval Europe? What was the impact of William the Conqueror on medieval Europe? Sample Lesson Essential Questions
What was the role of Christian monasteries and convents in medieval education? What was the role of Christian monasteries and convents in economic productivity? How did Christian monasteries and convents gain political power? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Medieval Europe High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Medieval Europe and how did they affect the world? Concept Explain how Western civilization arose from a synthesis of classical Greco‐Roman civilization, Judeo‐Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe. Concept
Describe the causes and effects of the Great Famine of 1315‐1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe. Standards Next Generation Sunshine State Standard: SS.912.W.2.13 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.14 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Cultural unity, Greco‐Roman civilization, Judeo‐Christian influence. Vocabulary
Avignon, Black Death, bubonic plague, Great Famine of 1315‐1316, Great Schism of 1378, Hundred Years War, Jan Hus, Joan of Arc, John Wycliffe. Sample Lesson Essential Questions What was the influence of Greco‐Roman civilization on Western civilization? What was the influence of northern European cultures on Western civilization? What was the influence of Judeo‐Christian values on Western civilization? Sample Lesson Essential Questions
What was the effect of the Hundred Years War on Western Europe? What was the effect of the bubonic plague on Western Europe? What was the effect of the Great Famine of 1315‐1316 on Western Europe? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Medieval Europe High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Medieval Europe and how did they affect the world? Concept Determine the factors that contributed to the growth of a modern economy including, but not limited to: the growth of banking, technological and agricultural improvements, commerce, towns, guilds, and the rise of a merchant class. Concept
Trace the growth and development of national identity in England, France, and Spain. Standards Next Generation Sunshine State Standard: SS.912.W.2.15 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards:1, 2, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.16 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Banking, commerce, guild, merchant class, towns. Vocabulary
National identity. Sample Lesson Essential Questions What was the effect of guilds on the establishment of a modern economy? What was the effect of banking on the establishment of a modern economy? What was the effect of the merchant class on the establishment of a modern economy? Sample Lesson Essential Questions
How did a national identity develop in England? How did a national identity develop in France? How did a national identity develop in Spain? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Medieval Europe High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Medieval Europe and how did they affect the world? Concept Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe including, but not limited to: the Anselm of Canterbury, Chaucer, Thomas Aquinas, Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Gothic architecture, illumination, universities, Natural Law Philosophy, Scholasticism. Concept
Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures including, but not limited to: the Magna Carta, parliament and habeas corpus. Standards Next Generation Sunshine State Standard: SS.912.W.2.17 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 4, 5, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.2.18 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 4, 5, 6, 8, 9, 10. Vocabulary Anselm of Canterbury, Chaucer, Code of Chivalry, Dante, Gothic architecture, Hildegard of Bingen, illumination, Natural Law Philosophy, Roger Bacon, Scholasticism, Thomas Aquinas, universities. Vocabulary
Common law, habeas corpus, Magna Carta, parliament. Sample Lesson Essential Questions Why were Chaucer’s writings considered so important? What influence did Thomas Aquinas have on Medieval Europe? What influence did Roger Bacon have on Medieval Europe? Sample Lesson Essential Questions
What was the effect of the Magna Carta on England? What was the role of common law in a monarchy? Why was habeas corpus a highly valued right? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Renaissance, Reformation, Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the causes, courses and consequences of the Renaissance, Reformation and Scientific Revolution on world history? Concept Identify the economic and political causes for the rise of the Italian city‐states such as Florence, Milan, Naples, Rome, and Venice. Concept
Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy including, but not limited to: Classical, Byzantine, Islamic and Western European. Standards Next Generation Sunshine State Standard: SS.912.W.4.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary City‐state. Vocabulary
Byzantine, Classical, European, Islam. Sample Lesson Essential Questions What were the economic causes for the rise of Italian city‐states? What were the political causes for the rise of Italian city‐states? What was the role of geography in the rise of Italian city‐states? Sample Lesson Essential Questions
What Byzantine influences are recognizable in Renaissance art, architecture and literature? What Islamic influences are recognizable in Renaissance art, architecture and literature? What Classical influences are recognizable in Renaissance art, architecture and literature? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Renaissance, Reformation, Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the causes, courses and consequences of the Renaissance, Reformation and Scientific Revolution on world history? Concept Identify the major artistic, literary, and technological contributions of individuals during the Renaissance including, but not limited to: Petrarch, Brunelleschi, Giotto, the Medici Family, Michelangelo, Leonardo da Vinci, Erasmus, Thomas More, Machiavelli, Shakespeare, Gutenberg, El Greco, Artemisia Gentileschi and Van Eyck. Concept
Identify characteristics of Renaissance humanism in works of art including, but not limited to: the influence of classics and the School of Athens. Standards Next Generation Sunshine State Standard: SS.912.W.4.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Artemisia Gentileschi, Boccaccio, Brunelleschi, Dante, David, Decameron, El Greco, Erasmus, Giotto, Gutenberg, Last Supper, Leonardo da Vinci, Machiavelli, Medici Family, Michelangelo, Mona Lisa, Petrarch, School of Athens, Shakespeare, The Prince, Thomas More, Utopia, Van Eyck, vernacular. Vocabulary
Humanism, School of Athens. Sample Lesson Essential Questions What were the contributions of Leonardo da Vinci during the Renaissance? What were the contributions of William Shakespeare during the Renaissance? What is the lasting influence of the Renaissance on art, literature and technology? Sample Lesson Essential Questions
What are characteristics of Renaissance humanism seen in works of art? What influence of classics are present in Renaissance art? What influence of the School of Athens is seen in Renaissance art? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Renaissance, Reformation, Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the causes, courses and consequences of the Renaissance, Reformation and Scientific Revolution on world history? Concept Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. Concept
Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. Standards Next Generation Sunshine State Standard: SS.912.W.4.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Vocabulary Scientific Revolution. Vocabulary
Geocentric theory, Scientific Revolution, heliocentric theory, Galileo Galilei, scientific method, Isaac Newton. Sample Lesson Essential Questions What ideas from the Middle Ages contributed to the Scientific Revolution? What ideas from the Renaissance contributed to the Scientific Revolution? What other time periods influenced the Scientific Revolution? Sample Lesson Essential Questions
How was the heliocentric theory different than theories of the past? How did the scientific method allow for exploration of previous ideas? How did the printing press help to spread ideas during the Scientific Revolution? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Renaissance, Reformation, Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the causes, courses and consequences of the Renaissance, Reformation and Scientific Revolution on world history? Concept Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. Concept
Summarize religious reforms and societal changes associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe including, but not limited to: Catholic and Counter Reformation, political and religious fragmentation, military conflict and the expansion of capitalism. Standards Next Generation Sunshine State Standard: SS.912.W.4.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.8 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Erasmus, Hus, Wycliffe. Vocabulary
Anglican, Anne Boleyn, annul, capitalism, Catholic Reformation, Counter Reformation, fragmentation, Henry VIII, indulgence, John Calvin, John of Leyden, Lutheran, Martin Luther, Peace of Augsburg, Protestant, Reformation, Zwingli. Sample Lesson Essential Questions How did the criticisms of Wycliffe influence the Reformation? How did the criticisms of Hus influence the Reformation? How did the criticisms of Erasmus influence the Reformation? Sample Lesson Essential Questions
What were the causes of the Reformation? What was the role of England in the Reformation? What were the consequences of the Reformation? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Renaissance, Reformation, Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the causes, courses and consequences of the Renaissance, Reformation and Scientific Revolution on world history? Concept Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation including, but not limited to: the Council of Trent, Thomas More, Ignatius of Loyola and the Jesuits, Teresa of Avila and Charles V. Concept
Identify the major contributions of individuals associated with the Scientific Revolution including, but not limited to: Francis Bacon, Nicholas Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, Isaac Newton, Blaise Pascal and Vesalius. Standards Next Generation Sunshine State Standard: SS.912.W.4.9 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.10 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Vocabulary Charles V, Council of Trent, Ignatius of Loyola, Jesuits, Teresa of Avila, Thomas More. Vocabulary
Blaise Pascal, Francis Bacon, Galileo Galilei, Isaac Newton, Johannes Kepler, Nicholas Copernicus, Rene Descartes, Vesalius. Sample Lesson Essential Questions How did the Catholic church respond to the Reformation? What were the outcomes of the Council of Trent? What was the role of Ignatius of Loyola in the Reformation? Sample Lesson Essential Questions
What were the contributions of Galileo Galilei to the Scientific Revolution? What were the contributions of Rene Descartes to the Scientific Revolution? What were the contributions of Nicholas Copernicus to the Scientific Revolution? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Meso and South America High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Meso and South America and how did they affect the world? Concept Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations. Concept
Locate major civilizations of Mesoamerica and Andean South America including the Maya, Aztec and Inca. Standards Next Generation Sunshine State Standard: SS.912.W.3.15 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.16 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Chavin, hieroglyphic, Mesoamerica, Monte Alban, Oaxaca, Olmec, Zapotec. Vocabulary
Aztec, Inca, Maya, Yucatan. Sample Lesson Essential Questions What was the impact of the Olmec on later Meso and South American civilizations? What was the impact of the Zapotec on later Meso and South American civilizations? What was the impact of the Chavin on later Meso and South American civilizations? Sample Lesson Essential Questions
Where were the Maya located? Where were the Aztec located? Where were the Inca located? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Meso and South America High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Meso and South America and how did they affect the world? Concept Describe the roles of people in the Maya, Inca, and Aztec societies including, but not limited to: class structure, family life, warfare, slavery and religious beliefs and practices. Concept
Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America including, but not limited to: agriculture, architecture, astronomy, literature, mathematics, trade networks and government. Standards Next Generation Sunshine State Standard: SS.912.W.3.17 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.3.18 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Class structure, family life, religious beliefs, religious practices, slavery, warfare. Vocabulary
Agriculture, architecture, astronomy, government, literature, mathematics, trade networks. Sample Lesson Essential Questions What were the roles of people in Mayan society? What were the roles of people in Incan society? What were the roles of people in Aztec society? Sample Lesson Essential Questions
What strides in astronomy did major civilizations of Meso and South America make in this time period? What strides in agriculture did major civilizations of Meso and South America make in this time period? What strides in mathematics did major civilizations of Meso and South America make in this time period? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Meso and South America High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the cultural, political, social and religious attributes of Meso and South America and how did they affect the world? Concept Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac. Standards Next Generation Sunshine State Standard: SS.912.W.3.19 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Huayna Capac, Moctezuma I, Pacal the Great. Sample Lesson Essential Questions What was the impact of Pacal the Great in this time period? What was the impact of Moctezuma in this time period? What was the impact of Huayna Capac in this time period? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Age of Exploration High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
Why was the Age of Exploration considered a major turning point in world history? Concept Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. Concept
Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. Standards Next Generation Sunshine State Standard: SS.912.W.4.11 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.12 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Vocabulary Atahualpa, Christopher Columbus, colony, conquistador, encomienda, Francisco Pizarro, Hernando Cortés, mestizo. Vocabulary
Atlantic slave trade, capitalism, Columbian Exchange, favorable balance of trade, joint‐
stock company, mercantilism, middle passage, triangular trade. Sample Lesson Essential Questions What were the causes of the Age of Exploration? What was the purpose of exploration? Which countries sponsored major voyages? Sample Lesson Essential Questions
What was the scope of the Columbian Exchange? What was the impact of the Columbian Exchange on the world economy? What was the impact of the Columbian Exchange on world health? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Age of Exploration High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
Why was the Age of Exploration considered a major turning point in world history? Concept Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas. Concept
Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. Standards Next Generation Sunshine State Standard: SS.912.W.4.13 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.4.14 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Vocabulary Economy. Vocabulary
Forced labor, indentured servitude, slavery. Sample Lesson Essential Questions What was the economic and political system of Portugal? What was the economic and political system of England? What was the economic and political system of Spain? Sample Lesson Essential Questions
What was the role of East and West Africa in slavery during the 13th through 17th centuries? What was the role of the Americas in slavery during the 13th through 17th centuries? What was the role of Southwest Asia in slavery during the 13th through 17th centuries? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Age of Exploration High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
Why was the Age of Exploration considered a major turning point in world history? Concept Explain the origins, developments, and impact of the trans‐Atlantic slave trade between West Africa and the Americas. Standards Next Generation Sunshine State Standard: SS.912.W.4.15 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Vocabulary Atlantic slave trade, middle passage, triangular trade. Sample Lesson Essential Questions Why did the trans‐Atlantic slave trade form? How did the trans‐Atlantic slave trade develop? What was the impact of the trans‐Atlantic slave trade? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Enlightenment and Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the enlightenment ideals lead to the development of political and revolutionary change? Concept Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia. Concept
Identify major causes of the Enlightenment including, but not limited to: ideas from the Renaissance, Scientific Revolution, Reformation, and resistance to absolutism. Standards Next Generation Sunshine State Standard: SS.912.W.5.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.5.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9. Vocabulary Absolute monarchy, constitutional monarchy. Vocabulary
Absolutism, Enlightenment, Reformation, Renaissance, Scientific Revolution. Sample Lesson Essential Questions Why did a constitutional monarchy develop in England? Why did absolute monarchies develop in France, Spain and Russia? What are the differences between an absolute monarchy and a constitutional monarchy? Sample Lesson Essential Questions
What was the influence of the Renaissance on the Enlightenment? What was the influence of the Scientific Revolution on the Enlightenment? What was the influence of the Reformation on the Enlightenment? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Enlightenment and Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the enlightenment ideals lead to the development of political and revolutionary change? Concept Summarize the major ideas of Enlightenment philosophers. Concept
Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. Standards Next Generation Sunshine State Standard: SS.912.W.5.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.5.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9, 10. Vocabulary Diderot, Guillaume‐Thomas Raynal, Immanuel Kant, Jean‐Jacques Rousseau, John Locke, Mary Wollstonecraft, Montesquieu, natural law, philosophes, social contract, Thomas Hobbes, Voltaire. Vocabulary
Equality, freedom of expression, natural law, neoclassical, secular, separation of powers, social contract. Sample Lesson Essential Questions What were the major ideas of John Locke? What were the major ideas of Voltaire? What were the major ideas of Jean‐Jacques Rousseau? Sample Lesson Essential Questions
How did Enlightenment ideas affect politics in the Western world? How did Enlightenment ideas affect religion in the Western world? How did Enlightenment ideas affect economics in the Western world? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Enlightenment and Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the enlightenment ideals lead to the development of political and revolutionary change? Concept Analyze the extent to which the Enlightenment impacted the American and French Revolutions. Concept
Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. Standards Next Generation Sunshine State Standard: SS.912.W.5.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.5.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Revolution. Vocabulary
Battle of Trafalgar, blockade, concordat, Continental System, coup d’état, émigré, estate, Estates‐General, Great Fear, guerrilla, guillotine, Hundred Days, Jacobin, Legislative Assembly, Louis XVI, lycée, Marie Antoinette, Maximilien Robespierre, Napoleon Bonaparte, Napoleonic Code, National Assembly, Old Regime, Peninsular War, plebiscite, Reign of Terror, sans‐culotte, scorched‐earth policy, Tennis Court Oath, Waterloo. Sample Lesson Essential Questions How did the Enlightenment impact the American Revolution? How did the Enlightenment impact the French Revolution? To what extent did the Enlightenment impact the American and French Revolutions? Sample Lesson Essential Questions
What were the causes of the French Revolution? What was the impact of Napoleon on the French Revolution? What were the effects of the French Revolution? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Enlightenment and Revolution High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the enlightenment ideals lead to the development of political and revolutionary change? Concept Describe the causes and effects of 19th century Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. Standards Next Generation Sunshine State Standard: SS.912.W.5.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Vocabulary Bolivar, de San Martin, L' Ouverture. Sample Lesson Essential Questions How did Enlightenment ideas and the American and French revolutions lead to revolutions in the Caribbean and Latin American? What were the causes of 19th century Latin American and Caribbean independence movements? What were the effects of 19th century Latin American and Caribbean independence movements? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Industrial Revolution to Imperialism High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the development of Western and non‐Western nationalism, industrialization and imperialism affect the world? Concept Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. Concept
Summarize the social and economic effects of the Industrial Revolution including, but not limited to: urbanization, increased productivity and wealth, rise of the middle class, conditions faced by workers, rise of labor unions and the expansion of colonialism. Standards Next Generation Sunshine State Standard: SS.912.W.6.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.6.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9. Vocabulary Assembly line, corporation, crop rotation, enclosure, entrepreneur, factors of production, industrialization, stock, urbanization. Vocabulary
Colonialism, labor unions, middle class, productivity, urbanization, worker conditions. Sample Lesson Essential Questions What impact did industrialization have on the gulf between rich and poor? How did industrialization spread from Great Britain to the rest of the world? What is the lasting influence of technology on the economy? Sample Lesson Essential Questions
What were the social effects of the Industrial Revolution? What were the economic effects of the Industrial Revolution? What were the effects of labor unions on the development of industry? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Industrial Revolution to Imperialism High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the development of Western and non‐Western nationalism, industrialization and imperialism affect the world? Concept Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. Concept
Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America including, but not limited to: the Meiji Reforms, abolition of slavery in the British Empire, expansion of women's rights and labor laws. Standards Next Generation Sunshine State Standard: SS.912.W.6.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.6.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Adam Smith, capitalism, communism, Communist Manifesto, Karl Marx, laissez faire, New View of Society, Robert Owen, socialism, strike, union, utilitarianism, Wealth of Nations. Vocabulary
Abolition, labor laws, Meiji Reforms, women's rights. Sample Lesson Essential Questions How do the tenets of capitalism and socialism compare? What are the differences between capitalism and communism? Which of these systems do you think is best? Sample Lesson Essential Questions
What were the effects of the Meiji Reforms? How were workers protected in this time period? How did the abolition of slavery in the British Empire affect the economy? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Industrial Revolution to Imperialism High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the development of Western and non‐Western nationalism, industrialization and imperialism affect the world? Concept Summarize the causes, key events, and effects of the unification of Italy and Germany. Concept
Analyze the causes and effects of imperialism including, but not limited to: the social impact on indigenous peoples, the Crimean War, development of the Suez Canal and Spheres of Influence. Standards Next Generation Sunshine State Standard: SS.912.W.6.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.6.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Vocabulary Camillo di Cavour, Giuseppe Garibaldi, kaiser, nationalism, Otto von Bismarck, realpolitik, unification. Vocabulary
Crimean War, geopolitics, imperialism, racism, Social Darwinism, Suez Canal. Sample Lesson Essential Questions What were the causes of the unification of Italy and Germany? What were the effects of the unification of Italy and Germany? What were the key events in the unification of Italy and Germany? Sample Lesson Essential Questions
What were the causes of imperialism? What were the effects of imperialism? What was the impact of imperialism on indigenous peoples? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Industrial Revolution to Imperialism High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did the development of Western and non‐Western nationalism, industrialization and imperialism affect the world? Concept Identify major events in China during the 19th and early 20th centuries related to imperialism including, but not limited to: Western incursions, Opium Wars, Taiping and Boxer Rebellions and nationalist revolution. Standards Next Generation Sunshine State Standard: SS.912.W.6.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Vocabulary Boxer Rebellion, extraterritorial rights, incursions, nationalist revolution, Open Door Policy, Opium Wars, sphere of influence, Taiping Rebellion. Sample Lesson Essential Questions What was the outcome of the Opium Wars? What was the result of the Taiping Rebellion? What was the result of the Boxer Rebellion? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. Concept
Describe the changing nature of warfare during World War I including, but not limited to: the impact of industrialization, use of total war, destruction of the physical landscape and human life and trench warfare. Standards Next Generation Sunshine State Standard: SS.912.W.7.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.7.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 8, 9. Vocabulary Alliance, Franz Ferdinand, imperialism, militarism, mobilize, nationalism, Triple Alliance, Triple Entente, ultimatum. Vocabulary
Contraband, industrialization, propaganda, total war, trench warfare, war of attrition. Sample Lesson Essential Questions How did imperialism contribute to the start of World War I? How did nationalism contribute to the start of World War I? How did alliances contribute to the start of World War I? Sample Lesson Essential Questions
How did the nature of warfare change in World War I? How did trench warfare affect World War I? What was the impact of industrialization in this time period? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Summarize significant effects of World War I including, but not limited to: the collapse of the Romanov dynasty, creation of the Weimar Republic, dissolution of the German, Russian, Austro‐Hungarian and Ottoman empires, Armenian Genocide, Balfour Declaration and the Treaty of Versailles. Concept
Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression. Standards Next Generation Sunshine State Standard: SS.912.W.7.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.7.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 9. Vocabulary Armenian Genocide, Balfour Declaration, dissolution, Romanov dynasty, Treaty of Versailles, Weimar Republic. Vocabulary
Currency, depression, hyperinflation, inflation. Sample Lesson Essential Questions What caused the collapse of the Romanov dynasty? What were the causes of the Armenian Genocide? What were the effects of the Treaty of Versailles? Sample Lesson Essential Questions
How did governments respond to the Great Depression? What caused the German economic crisis of the 1920s? What were the effects of the global depression of the 1930s? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco. Concept
Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories. Standards Next Generation Sunshine State Standard: SS.912.W.7.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.7.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Vocabulary Adolf Hitler, Authoritarianism, Benito Mussolini, fascism, Francisco Franco, Joseph Stalin, totalitarianism, Vladimir Lenin. Vocabulary
Gestapo, Great Purge, individual right, Kristallnacht, mass terror, SS. Sample Lesson Essential Questions What were the policies and main ideas of Joseph Stalin? What were the policies and main ideas of Adolf Hitler? What were the similarities between the main ideas of Lenin, Stalin, Mussolini, Hitler and Franco? Sample Lesson Essential Questions
How was mass terror used against populations in the Soviet Union? How did Nazi Germany restrict individual rights? Were people in occupied territories treated better or worse than those in the Soviet Union? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Trace the causes and key events related to World War II. Concept
Explain the causes, events, and effects of the Holocaust (1933‐1945) including its roots in the long tradition of anti‐Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. Standards Next Generation Sunshine State Standard: SS.912.W.7.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.7.8 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Alliance, allies, appeasement, armistice, axis, Battle of Britain, Battle of Midway, Battle of the Bulge, blitzkrieg, concentration camp, D‐Day, fascism, genocide, internment camp, island hopping, kamikaze, nationalist, Nazi Party, Operation Overlord, scapegoat. Vocabulary
Concentration camp, death camp, disabled, final solution, gypsies, homosexual, Jehovah’s Witness, Jews, Slavs. Sample Lesson Essential Questions What were the causes of World War II? What were significant events that changed the course of World War II? What were the consequences of World War II? Sample Lesson Essential Questions
Why was Kristallnacht a critical event for Jews living under Nazi control? How did German policies toward Jews evolve from murder to genocide? How did the world respond to news of the Holocaust during the war? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Identify the wartime strategy and post‐war plans of the Allied leaders including, but not limited to: Churchill, Roosevelt and Stalin. Concept
Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan. Standards Next Generation Sunshine State Standard: SS.912.W.7.9 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.7.10 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9. Vocabulary Winston Churchill, Joseph Stalin, Franklin D. Roosevelt, Vocabulary
Atomic bomb, Hiroshima, Manhattan Project, Nagasaki, radiation. Sample Lesson Essential Questions What were the wartime strategy and post‐war plans of Winston Churchill? What were the wartime strategy and post‐war plans of Franklin D. Roosevelt? What were the wartime strategy and post‐war plans of Joseph Stalin? Sample Lesson Essential Questions
How did the Manhattan Project bring the war to an end? Was the use of atomic weapons in Japan justified? What was the result of the use of atomic weapons in World War II? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The World at War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the significant causes, events, figures, and consequences of the Great War period and what was the impact on worldwide balance of power? Concept Describe the effects of World War II including, but not limited to: human toll, financial cost, physical destruction, emergence of the United States and Soviet Union as superpowers and the creation of the United Nations. Standards Next Generation Sunshine State Standard: SS.912.W.7.11 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 7, 8, 9. Vocabulary Destruction, human toll, superpower, United Nations. Sample Lesson Essential Questions What were the effects of World War II? Why did the United States and the Soviet Union emerge as superpowers? What were the lasting effects of the United Nations? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Cold War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did rivalry between the United States and the Soviet Union affect the world? Concept Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. Concept
Describe characteristics of the early Cold War including, but not limited to: containment policy, Truman Doctrine, Marshall Plan, NATO, Iron Curtain, Berlin Airlift and the Warsaw Pact. Standards Next Generation Sunshine State Standard: SS.912.W.8.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.8.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9, 10. Vocabulary Align, alliance, Cold War. Vocabulary
Berlin Airlift, containment policy, Iron Curtain, Marshall Plan, NATO, Truman Doctrine, Warsaw Pact. Sample Lesson Essential Questions What were the United States and Soviet aligned states of Europe? What were the political differences between United States and Soviet aligned states? What were the economic differences between United States and Soviet aligned states? Sample Lesson Essential Questions
How did NATO demonstrate the principle of collective security? What were the cause, course and consequences of the Truman Doctrine? How did the Marshall Plan, the Berlin Airlift, and NATO help to achieve American goals in postwar Europe? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Cold War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did rivalry between the United States and the Soviet Union affect the world? Concept Summarize key developments in post‐war China including, but not limited to: the Chinese Civil War, communist victory, Great Leap Forward, Cultural Revolution and China's subsequent rise as a world power. Concept
Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East. Standards Next Generation Sunshine State Standard: SS.912.W.8.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.8.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9, 10. Vocabulary Chinese Civil War, communism, Cultural Revolution, Great Leap Forward, Jiang Jieshi, Kuomintang, Long March, Mao Zedong, May Fourth Movement, Sun Yixian. Vocabulary
Arms race, proxy war. Sample Lesson Essential Questions What was the effect of the Chinese Civil War on the global community? What were the results of the Cultural Revolution? How did China become a world power? Sample Lesson Essential Questions
What were the causes of proxy wars in Africa, Asia, Latin America, and the Middle East? What were the effects of proxy wars in Africa, Asia, Latin America, and the Middle East? What were the effects of the arms race? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. The Cold War High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How did rivalry between the United States and the Soviet Union affect the world? Concept Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe including, but not limited to: the arms race, Soviet invasion of Afghanistan, growing internal resistance to communism, United States influence, perestroika and glasnost. Standards Next Generation Sunshine State Standard: SS.912.W.8.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 5, 6, 9, 10. Vocabulary Arms race, glasnost, perestroika. Sample Lesson Essential Questions What factors led to the decline of communism? What was the effect of perestroika on the fall of communism? What was the influence of Mikhail Gorbachev on the fall of communism? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab‐Muslim world. Concept
Compare post‐war independence movements in African, Asian, and Caribbean countries. Standards Next Generation Sunshine State Standard: SS.912.W.8.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.8.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Vocabulary David Ben Gurion, Israel, Palestine. Vocabulary
Apartheid, dissident, federal system, independence, land reform, martial law, Nelson Mandela, standard of living. Sample Lesson Essential Questions Why was Israel established? Why did the establishment of Israel cause political conflicts? How can you describe the relationship between Israel and the Arab‐Muslim world? Sample Lesson Essential Questions
How were post‐war independence movements in Africa, the Caribbean and Asia similar? How were post‐war independence movements in Africa, the Caribbean and Asia different? What were the effects of apartheid in Africa? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Describe the rise and goals of nationalist leaders in the post‐war era and the impact of their rule on their societies including, but not limited to: Mahatma Ghandi, Fidel Castro, Gamal Abdel Nasser, Francois 'Papa Doc' Duvalier and Jawaharlal Nehru. Concept
Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. Standards Next Generation Sunshine State Standard: SS.912.W.8.8 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.8.9 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Vocabulary Fidel Castro, Francois Duvalier, Gamal Abdel Nasser, Jawaharlal Nehru, Mahatma Ghandi, nationalism. Vocabulary
Democratic reform. Sample Lesson Essential Questions How did the political goals of Mahatma Ghandi and Jawaharlal Nehru compare? How successful was Fidel Castro? What was the impact of Gamal Abdel Nasser on Egypt? Sample Lesson Essential Questions
Why do democratic reform movements succeed or fail? How were democratic reform movements successful in Africa, Asia, the Caribbean and Latin America? How did democratic reform movements fail in Africa, Asia, the Caribbean and Latin America? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades including, but not limited to: the Iranian Revolution, Mujahideen in Afghanistan and the Persian Gulf War. Concept
Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life including, but not limited to: Marie Curie, Albert Einstein, Enrico Fermi, Sigmund Freud, Wright Brothers, Charles R. Drew, mass vaccination, atomic energy, transistor, microchip, space exploration, Internet, discovery of DNA and the Human Genome Project. Standards Next Generation Sunshine State Standard: SS.912.W.8.10 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9, 10. Standards
Next Generation Sunshine State Standards: SS.912.W.9.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Iranian Revolution, jihad, Mujahideen, Persian Gulf War, religious fundamentalism, shah, Taliban. Vocabulary
Albert Einstein, atomic energy, Charles R. Drew, DNA, Enrico Fermi, Human Genome Project, Internet, Marie Curie, microchip, Sigmund Freud, space exploration, transistor, vaccination, Wright Brothers. Sample Lesson Essential Questions What is the impact of religious fundamentalism on the Middle East? What were the causes, course and consequences of the Iranian Revolution? What were the causes, course and consequences of the Mujahideen in Afghanistan? Sample Lesson Essential Questions
What were the effects of vaccination on world health? What were the effects of space exploration on the world? What were the effects of the work of Enrico Fermi on the world? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Describe the causes and effects of post‐World War II economic and demographic changes including, but not limited to: medical and technological advances, free market economics, increased consumption of natural resources and goods and rise in expectations for standards of living. Concept
Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non‐governmental responses to them including, but not limited to: prejudice, racism, stereotyping and economic competition. Standards Next Generation Sunshine State Standard: SS.912.W.9.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.9.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Free market economy, natural resources, standard of living. Vocabulary
Economic competition, prejudice, racism, stereotyping. Sample Lesson Essential Questions What were the causes of economic changes after World War II? What were the effects of economic changes after World War II? What were the causes of demographic changes after World War II? Sample Lesson Essential Questions
What were the causes of genocide in Rwanda? What were the causes of genocide in Darfur? What were the causes of genocide in the Balkans? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Describe the causes and effects of twentieth century nationalist conflicts including, but not limited to: Cyprus, Kashmir, Tibet and Northern Ireland. Concept
Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under‐developed world. Standards Next Generation Sunshine State Standard: SS.912.W.9.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.9.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 8, 9. Vocabulary Nationalism. Vocabulary
NGO, Pandemic, World Health Organization. Sample Lesson Essential Questions What were the causes of the Cyprus nationalist conflict? What were the effects of the Northern Ireland nationalist conflict? What were the causes, course and consequences of nationalist conflicts in Tibet? Sample Lesson Essential Questions
What is the social impact of pandemics on a global scale? What is the economic impact of pandemics on a global scale? How do the unique challenges of the developing world make it more difficult to fight pandemics? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. Modern History High School World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What were the major economic, political, social, and technological trends of the second half of the 20th century and how did they affect the world? Concept Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries. Concept
Describe the impact of and global response to international terrorism. Standards Next Generation Sunshine State Standard: SS.912.W.9.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 7, 9. Standards
Next Generation Sunshine State Standards: SS.912.W.9.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6, 8, 9, 10. Vocabulary European Union, globalization, NAFTA. Vocabulary
Terrorism. Sample Lesson Essential Questions What impact does increased globalization have on the global economy? What is the impact of the European Union on the global economy? What is the impact of the NAFTA on the global economy? Sample Lesson Essential Questions
What is the impact of international terrorism on the global community? What has been the global response to international terrorism? To what extent has religious extremism been a catalyst for international terrorism? Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential.