Download World History - Lee County School District

THE SCHOOL DISTRICT OF LEE COUNTY
World History Quarterly Content Guide 2016-2017
World History – 2109310
World History Honors - 2109320
Adopted Instructional Materials:
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested in Quarter One
SS.912.W.2.1
SS.912.W.2.2
SS.912.W.2.3
SS.912.W.2.4
SS.912.W.2.5
SS.912.W.2.6
SS.912.W.2.7
SS.912.W.3.1
SS.912.W.3.2
SS.912.W.3.3
SS.912.W.3.5
SS.912.W.3.6
SS.912.H 3.1
Remembrance
Day,
Constitution
Day &
Freedom
Week
SS.912.W.2.9
SS.912.W.2.10
SS.912.W.2.11
SS.912.W.2.12
SS.912.W.2.13
SS.912.W.2.14
SS.912.W.2.15
SS.912.W.2.16
SS.912.W.2.17
SS.912.W.2.18
SS.912.W.3.7
SS.912.W.3.8
SS.912.G.1.2
SS.912.G.4.7
Renaissance
&
Reformation
SS.912.W.4.1
SS.912.W.4.2
SS.912.W.4.3
SS.912.W.4.4
SS.912.W.4.7
SS.912.W.4.8
SS.912.W.4.9
SS.912.H 1.3
SS.912.H 3.1
SS.912.H 1.3
Muslim
Civilization
SS.912.W.2.8
SS.912.W.3.3
SS.912.W.3.4
SS.912.W.3.5
Civilization
in Africa
SS.912.W.3.3
SS.912.W.3.9
Islam,
Christianity,
& Byzantine
Empire
Middle Ages
American,
French, &
Latin
American
Revolutions
SS.912.W.2.19
SS.912.W.2.20
SS.912.W.2.21
SS.912.W.2.22
SS.912.W.4.11
SS.912.W.4.12
SS.912.W 3.15
SS.912.W 3.16
SS.912.W 4.17
SS.912.W 3.18
SS.912.W.3.19
SS.912.W 4.11
SS.912.W 4.12
SS.912.W 4.13
SS.912.W.4.5
SS.912.W.4.6
SS.912.W.4.9
SS.912.W.5.3
SS.912.W.4.10
SS.912.W.5.1
SS.912.W.5.5
SS.912.W.5.1
SS.912.W.5.2
SS.912.W.5.3
SS.912.W.5.6
Unification,
Reform
Movement
s
&
Imperialism
World War I,
Global
Depression,
& Rise of
SS.912.W.6.1
SS.912.W.6.2
SS.912.W.6.3
SS.912.W.6.4
SS.912.G.1.2
SS.912.G.4.1
SS.912.G.4.2
SS.912.G.4.3
SS.912.H.3.1
SS.912.W.1.6
SS.912.W.6.4
SS.912.W.6.5
SS.912.W.6.6
SS.912.W.6.7
SS.912.G.4.1
SS.912.G.4.9
SS.912.W.7.4
SS.912.W.7.5
SS.912.W.7.6
SS.912.G.4.9
SS.912.H.1.3
SS.912.W.7.1
SS.912.W.7.2
SS.912.W.7.3
SS.912.G.2.1
Content Benchmarks
Big Idea
World War II
&
The
Holocaust
SS.912.W.7.6
SS.912.W.7.7
SS.912.W.7.8
SS.912.W.7.9
SS.912.W 4.14
SS.912.W.4.15
Cold War
SS.912.W.7.11
SS.912.W.8.1
SS.912.W.8.2
SS.912.W.8.3
SS.912.W.8.4
SS.912.W.8.5
SS.912.W.5.4
20th Century
Political
Transformations &
Terrorism
SS.912.W.9.2
SS.912.W.8.6
SS.912.W.8.7
SS.912.W.9.1
SS.912.W.8.8
SS.912.W.8.9
SS.912.W.5.7
20th Century
Technology
&
Globalization
SS.912.W.9.1
SS.912.W.9.2
SS.912.W.9.5
SS.912.W.9.6
SS.912.W.8.10
SS.912.W.9.3
SS.912.W.9.3
SS.912.W.9.7
SS.912.W.7.10
SS.912.W.9.4
SS.912.G.2.3
SS.912.G.2.2
SS.912.G.4.1
Suggested in Quarter Four
Suggested in Quarter Two
Age of
Exploration
(N. Am &
S. Am)
Scientific
Revolution,
Absolutism
& Enlightenment
SS.912.W.3.12
SS.912.W.3.13
SS.912.W.3.14
Industrial
Revolution
Authoritarian
Governments
Content Benchmarks
Big Idea
Age of
Exploration
(Asia)
SS.912.W.3.10
SS.912.W.3.11
Content Benchmarks
Big Idea
Suggested in Quarter Three
Content Benchmarks
Big Idea
Annual Heritage and History Months Observances
September 11 – Remembrance Day 911Day Presidential Proclamation
September/October – Hispanic Heritage Month Florida Hispanic Heritage Month Essay & Art Contest
The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in
ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the
celebration was expanded to a month and goes from September 15 to October 15.
October - National Disability Employment Awareness Month
In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability
Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and
we reaffirm our commitment to helping them achieve their full inclusion in our workforce.
November - National American Indian Heritage Month
National American Indian (or Native American) Month was enacted with a presidential proclamation in 1990. During the month, all
Americans are encouraged to participate in programs ceremonies and activities that celebrate American Indian and Alaskan Native peoples’
important contribution to the United States.
February - Black History Month African American History Essay Contest
To recognize the contributions of African Americans and foster a better understanding of the African American experience. Carter G.
Woodson, who in 1926 spearheaded Negro History Week, started the observation. It was expanded to a month in 1976. February was
chosen because of the birthdays of Frederick Douglas and Abraham Lincoln, two people who had a dramatic affect on the lives of African
Americans.
March – National Women’s History Month
Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire
month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.
May - Asian/Pacific American Heritage & Older Americans
Asian/Pacific American Heritage & Older Americans
Asian/Pacific American Heritage observation originally began as Asian/Pacific Heritage week on July 10, 1978. In 1992, President Bush
signed legislation designated May as Asian/Pacific American Heritage Month. The term Asian/Pacific American includes many ethnic groups
with diverse cultures. The month celebrates the collective achievements of the many different communities.
Older Americans Month
Older Americans Month was established by presidential proclamation to honor the contributions of older Americans to society. Begun in
1962, Older Americans Month is a time to celebrate and reflect on the unique contributions of older Americans in our society.
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
World History – 2109310
World History Honors - 2109320
Adopted Instructional Materials:
Suggested Length:
2 Weeks
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Big Idea: Islam, Christianity, & Byzantine Empire
Prior to the expansion of Islam, Africa and Asia Minor were home to the substantial empires. Invasion and trade infused Islamic culture into these
empires.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
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.
Remarks/Examples: Examples are Justinian the Great, Theodora, Belisarius, John
of Damascus, Anna Comnena, Cyril and Methodius.
SS.912.W.2.5 Explain the contributions of the Byzantine Empire.
Remarks/Examples: 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.
SS.912.W.2.6 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.
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.
SS.912.W.3.1 Discuss significant people and beliefs associated with Islam.
Remarks/Examples: Examples are the prophet Muhammad, the early caliphs, the
Pillars of Islam, Islamic law, the relationship between government and religion in
Islam.
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources; attending to such
features as the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
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.3.6 Describe key economic, political, and social developments in Islamic
history.
Remarks/Examples: Examples are growth of the caliphate, division of Sunni and
Shi'a, role of trade, dhimmitude, Islamic slave trade.
SS.912.H.3.1 Analyze the effects of transportation, trade, communication, science,
and technology on the preservation and diffusion of culture.
ELD.K12.ELL.SI.1 English language learners communicate for social and
instructional purposes within the school setting.
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Social Studies.
Essential Outcome Question
 What were the key religious, economic, political and social developments and achievements in Islamic history?
 What were the cultural contributions of the Byzantine Empire?
Aligned Learning Goals
 Explain the causes and effects of the Sunni-Shi’a split within the religion of
Islam
 Describe the role the Byzantines played in the preservation of GrecoRoman culture
 Analyze similarities and differences in the beliefs of Judaism, Christianity,
and Islam
District-Adopted
Materials
Supplemental
Resources
Pearson
Parts 1, 3 & Ch 9
HMH
Spotlight on
Europe
Stanford History
Education Group
(SHEG)
Early Islamic
Empire
Spread of
Islam
DBQ
Byzantine
Empire
Civilization
PIRATES
Strategies for
Differentiation
Extension
Read & Analyze
Excerpt from
A Thousand and One
Nights
Create
Create a visual
representation that
describes the
commonalities &
differences between
Judaism, Christianity, &
Islam
Compare
Excerpt from
Justinian’s Code and
Excerpt from Twelve
Tables
Intervention
World History For Us
All
Compare and Contrast
Diagram
Compare Sunni &
Shi’a Foldable
Compare Islamic
Empires & Byzantine
Empire
Formative Assessment Options
Ideas for Formative Checks
HMH - Progress Monitoring Online
Formative Assessment Options
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
World History – 2109310
World History Honors - 2109320
Adopted Instructional Materials:
Suggested Length:
3-4 Weeks
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Constitution Day: Thursday, September 17 Freedom Week: September 21-25
Big Idea: Middle Ages
Both Europe and Japan developed feudal systems at different times due to chaotic political conditions. In Europe, the Church also played a key role.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on
Europe.
SS.912.W.2.10 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.
SS.912.W.2.11 Describe the rise and achievements of significant rulers in medieval
Europe.
Remarks/Examples: Examples are Charles Martel, Charlemagne, Otto the Great,
William the Conqueror.
SS.912.W.2.12 Recognize the importance of Christian monasteries and convents
as centers of education, charitable and missionary activity, economic productivity,
and political power.
SS.912.W.2.13 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.
SS.912.W.2.14 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.
SS.912.W.2.15 Determine the factors that contributed to the growth of a modern
economy.
Remarks/Examples: Examples are growth of banking, technological and
agricultural improvements, commerce, towns, guilds, rise of a merchant class.
SS.912.W.2.16 Trace the growth and development of a national identity in the
countries of England, France, and Spain.
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
SS.912.W.2.17 Identify key figures, artistic, and intellectual achievements of the
medieval period in Western Europe.
Remarks/Examples: Examples are Anselm of Canterbury, Chaucer, Thomas
Aquinas, Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Gothic
architecture, illumination, universities, Natural Law Philosophy, Scholasticism.
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.
Remarks/Examples: Examples are Magna Carta, parliament, habeas corpus.
SS.912.W.3.7 Analyze the causes, key events, and effects of the European
response to Islamic expansion beginning in the 7th century.
Remarks/Examples: Examples are Crusades, Reconquista.
SS.912.W.3.8 Identify important figures associated with the Crusades.
Remarks/Examples: Examples are Alexius Comnenus, Pope Urban, Bernard of
Clairvaux, Godfrey of Bouillon, Saladin, Richard the Lionheart, Baybars, Louis IX.
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.4.7 Use geographic terms and tools to explain cultural diffusion
throughout places, regions, and the world.
Essential Outcome Questions
 How was Western Europe different from Byzantium following the fall of Rome?
 What were the religious and economic impacts of the Crusades?
 What were the political, economic, and social structures of medieval Europe?
What were the environmental, political and religious struggles of Western Europe in the 13th and 14th centuries and what
were the impacts?
Aligned Learning Goals




Compare Western and Eastern Europe after the fall of Rome
Explain the religious causes and effects of the Crusades
Describe the economic impact of the Crusades on Europe
Analyze the social and economic structures of feudalism
District-Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Pearson
Ch 7, 8, 12
Stanford History
Education Group
(SHEG)
Understanding
the Black Death
Pyramid Feudal System
Students build their own
feudal societies.
HMH
Spotlight on
Europe
The Black
Death
PowerPoint
Foldables
Compare Western
Europe and Byzantium
Feudalism
The First Crusade
Formative Assessment Options
Ideas for Formative Checks
HMH - Progress Monitoring Online
RAFT Writing
Eyewitness perspective
at major events: Great
Famine, Magna Carta,
Black Death,…
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
World History – 2109310
World History Honors - 2109320
Adopted Instructional Materials:
Suggested Length:
1-2 Weeks
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Big Idea: Renaissance & Reformation
Renaissance was a mixture of arts and education. It paved the way for improvements in astronomy, medicine, mathematics, and exploration. New
patterns of thought also led to substantial changes.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
SS.912.W.4.1 Identify the economic and political causes for the rise of the Italian
city-states (Florence, Milan, Naples, Rome, Venice).
SS.912.W.4.2 Recognize major influences on the architectural, artistic, and
literary 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.
Remarks/Examples: Examples are Petrarch, Brunelleschi, Giotto, the Medici
Family, Michelangelo, Leonardo da Vinci, Erasmus, Thomas More, Machiavelli,
Shakespeare, Gutenberg, El Greco, Artemisia Gentileschi, Van Eyck.
SS.912.W.4.4 Identify characteristics of Renaissance humanism in works of art.
Remarks/Examples: Examples are influence of classics, School of Athens.
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.
Remarks/Examples: Examples are Catholic and Counter Reformation, political
and religious fragmentation, military conflict, expansion of capitalism.
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.
Remarks/Examples: Examples are Council of Trent, Thomas More, Ignatius of
Loyola and the Jesuits, Teresa of Avila, Charles V.
SS.912.H.1.3 Relate works in the arts to various cultures.
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as
the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
LAFS.910.WHST.2.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.910.WHST.2.5 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.
Remarks/Examples: Examples are African, Asian, Oceanic, European, the
Americas, Middle Eastern, Egyptian, Greek, Roman.
SS.912.H.3.1 Analyze the effects of transportation, trade, communication,
science, and technology on the preservation and diffusion of culture.
Essential Outcome Questions
 What were the major political, artistic, literary and technological contributions of individuals during Renaissance?
 What were the religious and political reforms associated with the Reformation?
Aligned Learning Goals




Analyze changes in art and literature from the medieval to the
Renaissance era
Identify major artists, writers, and inventors of the Renaissance and
how they reflected changes in European society
Identify the reformers of the Protestant Reformation and their beliefs
about Christianity
Explain how the Protestant Reformation led to political and social
change
Formative Assessment Options
Ideas for Formative Checks
HMH - Progress Monitoring Online
District-Adopted
Materials
Pearson
Ch 13
HMH
Spotlight on Europe
Ch 1
Supplemental
Resources
Stanford History
Education Group
(SHEG)
Martin Luther
Strategies for
Differentiation
Intervention
World History For Us
All
Council of Trent
Extension
Comparing
&Contrasting
Renaissance Artists
Reformation Lesson
Plan
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
Suggested Length:
1 Week
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Big Idea: Muslim Civilization
Both Europe and Japan developed feudal systems at different times due to chaotic political conditions. In Europe, the Church also played a key role.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standard
SS.912.W.2.8 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 Conqueror and Suleyman the
Magnificent.
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.
Remarks/Examples: Examples are Al-Ma'mun, Avicenna, Averroes, Algebra, AlRazi, Alhambra, The Thousand and One Nights.
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as
the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
LAFS.910.WHST.3.9 Draw evidence from informational texts to
support analysis, reflection, and research.
Essential Outcome Question
 What were the economic and cultural impacts of the Ottoman conquest of Constantinople?
 What was the impact of the expansion of Islam into South Asia?
Aligned Learning Goals


Analyze the effects of the conquest of Constantinople on trade and
cultural diffusion
Explain the religious and cultural effects of Islamic expansion into South
Asia
District-Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation
Pearson
Ch 7, 8, 12
Discovery
Education
The Ottoman
Empire
World History For Us
All
Intervention
HMH
Spotlight Ch 2
Extension
Formative Assessment Options
Ideas for Formative Checks
HMH - Progress Monitoring Online
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length:
1-2 Weeks
Big Idea: Civilization in Africa
European exploration and colonization had a tremendous impact on the population and geography of Africa.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standard
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as the
SS.912.W.3.3 Determine the causes, effects, and extent of Islamic military
date and origin of the information.
expansion through Central Asia, North Africa, and the Iberian Peninsula.
LAFS.910.RH.1.3 Analyze in detail a series of events described in a
SS.912.W.3.9: Trace the growth of major sub-Saharan African kingdoms and
text; determine whether earlier events caused later ones or simply
empires.
preceded them.
Remarks/Examples: Examples are Ghana, Mali, Songhai.
LAFS.910.RH.3.9 Compare and contrast treatments of the same
SS.912.W.3.10: Identify key significant economic, political, and social
topic in several primary and secondary sources.
characteristics of Ghana.
LAFS.910.SL.1.2 Integrate multiple sources of information
Remarks/Examples: Examples are salt and gold trade, taxation system, gold
presented in diverse media or formats (e.g., visually, quantitatively,
monopoly, matrilineal inheritance, griots, ancestral worship, rise of Islam,
orally) evaluating the credibility and accuracy of each source.
slavery.
SS.912.W.3.11 Identify key figures and significant economic, political, and social
characteristics associated with Mali.
Remarks/Examples: Examples are Sundiata, Epic of Sundiata, Mansa Musa, Ibn
Battuta, gold mining and salt trade, slavery.
SS.912.W.3.12 Identify key figures and significant economic, political, and social
characteristics associated with Songhai.
Remarks/Examples: Examples are Sunni Ali, Askia Mohammad the Great, gold,
salt trade, cowries as a medium of exchange, Sankore University, slavery,
professional army, provincial political structure.
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.
Remarks/Examples: Examples are disruption of trade, internal political
struggles, Islamic invasions.
SS.912.G.2.1 Identify the physical characteristics and the human characteristics
that define and differentiate regions.
Remarks/Examples: Examples of physical characteristics are climate, terrain,
resources. Examples of human characteristics are religion, government,
economy, demography.
SS.912.H.1.3 Relate works in the arts to various cultures.
Remarks/Examples: Examples are African, Asian, Oceanic, European, the
Americas, Middle Eastern, Egyptian, Greek, Roman.
Essential Outcome Question
 What were the significant economic, political, and social characteristics associated with the Mali, Ghana, Songhai, and the
Swahili city-states?
 What were the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai?
Aligned Learning Goals


Explain how the gold-salt trade led to the development of empire in
West Africa
Analyze the factors that caused the fall of West African empires
District-Adopted
Materials
Pearson
Ch 13
HMH
Spotlight on Africa
Supplemental
Resources
Discovery
Education
Empires of Early
Africa
Strategies for
Differentiation
Intervention
Foldable
Compare the 3 African
Empires
Swahili City
States
Ghana and Mali
Formative Assessment Options
Ideas for Formative Checks
Checkpoint Blueprint Quarter 1
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
Suggested Length:
3-4 Weeks
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Big Idea: Age of Exploration (Asia)
European exploration and colonization had a tremendous impact on the population and geography of Asia.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis
SS.912.W.2.19 Describe the impact of Japan's physiography on its economic and of primary and secondary sources, attending to such features as
the date and origin of the information.
political development.
LAFS.910.RH.1.3 Analyze in detail a series of events described in a
SS.912.W.2.20 Summarize the major cultural, economic, political, and religious
text; determine whether earlier events caused later ones or
developments in medieval Japan.
simply preceded them.
Remarks/Examples: Examples are Pillow Book, Tale of Genji, Shinto and
LAFS.910.RH.3.9 Compare and contrast treatments of the
Japanese Buddhism, the rise of feudalism, the development of the shogunate,
same topic in several primary and secondary sources.
samurai, and social hierarchy.
SS.912.W.2.21 Compare Japanese feudalism with Western European feudalism LAFS.910.SL.1.2 Integrate multiple sources of information presented
in diverse media or formats (e.g., visually, quantitatively, orally)
during the Middle Ages.
SS.912.W.2.22 Describe Japan's cultural and economic relationship to China and evaluating the credibility and accuracy of each source
Korea.
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.
Essential Outcome Question
 How are Japanese feudalism and Western feudalism similar?
 What were the causes of European maritime exploration of Asia?
 What were the political, social, cultural, and economic impacts of the Columbian Exchange between Europe and Asia?
Aligned Learning Goals
District-Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation




Analyze the similarities and differences in the feudal structures of
Western Europe and Japan
Describe the technological motivations that fostered the European
exploration of Asia
Analyze the economic motives for a direct maritime trade route with Asia
Explain how the introduction of European culture and products led to a
period of isolation in parts of Asia
Formative Assessment Options
Ideas for Formative Checks
Pearson
Ch 12
HMH
Spotlight, Ch 3, 4,
The Spread of Chinese
Civilization
The Shogunate Case
Study
Japanese and
European Feudalism
Differentiation of
Instruction
Differentiated
Instruction for
Social Studies
Differentiated
Instruction
Strategies
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 210920
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Big Idea: Age of Exploration (North & South America)
European exploration and colonization had a tremendous impact on the population and geography of the Americas.
Next Generation Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as
SS.912.W.3.15 Analyze the legacies of the Olmec, Zapotec, and Chavin on later
the date and origin of the information.
Meso and South American civilizations.
LAFS.910.RH.1.3 Analyze in detail a series of events described in
SS.912.W.3.16 Locate major civilizations of Mesoamerica and Andean South
a text; determine whether earlier events caused later ones or
America.
simply preceded them.
Remarks/Examples: Examples are Maya, Aztec, Inca.
LAFS.910.RH.3.9 Compare and contrast treatments of the
SS.912.W.3.17 Describe the roles of people in the Maya, Inca, and Aztec
same topic in several primary and secondary sources.
societies.
LAFS.910.SL.1.2 Integrate multiple sources of information
Remarks/Examples: Examples are class structure, family life, warfare, religious
presented in diverse media or formats (e.g., visually, quantitatively,
beliefs and practices, slavery.
SS.912.W.3.18 Compare the key economic, cultural, and political characteristics orally) evaluating the credibility and accuracy of each source
of the major civilizations of Meso and South America.
Remarks/Examples: Examples are agriculture, architecture, astronomy,
literature, mathematics, trade networks, government.
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.4.11 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.
SS.912.W.4.14 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.
SS.912.W.4.15 Explain the origins, developments, and impact of the transAtlantic slave trade between West Africa and the Americas.
Essential Outcome Question
 What were the social and cultural characteristics of the major civilizations of Meso-and South America?
Aligned Learning Goals




Compare the Aztecs and Incan civilizations.
Explain how the Europeans exploited existing slave-trade networks within
Africa
Analyze the impact European colonization in the Americas had on the
indigenous populations in the Americas and West Africa
Analyze the social and cultural changes that take place in the Americas and
in Africa as a result of the Columbian Exchange
District-Adopted
Materials
Supplemental
Resources
Aztec and Inca
Pearson
Ch 14
HMH
Spotlight, Ch 4
Aztec Society
The Inca
Columbian Exchange
CIS Columbian
Exchange
Strategies for
Differentiation
Extension
Have students write their
own story about Incan,
Aztec, or Mayan objects
Travel Brochure
Map the imaginary
travels to Mayan, Incan,
or Aztec culture
Intervention
Foldable
Americas and the
different characteristics
of the cultures
Formative Assessment Options
Ideas for Formative Checks
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
Suggested length:
World History– 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
2-3 Weeks
Big Idea: Scientific Revolution, Absolutism, & Enlightenment
Emerging ideas changed the understanding of the world, and influence scientific, political, and social institutions.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
SS.912.W.4.5 Describe how ideas from the Middle Ages and Renaissance led to the analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
Scientific Revolution.
LAFS.910.RH.1.3 Analyze in detail a series of events described
SS.912.W.4.6 Describe how scientific theories and methods of the Scientific
in a text; determine whether earlier events caused later ones
Revolution challenged those of the early classical and medieval periods.
or simply preceded them.
SS.912.W.4.10 Identify the major contributions of individuals associated with the
LAFS.910.RH.3.9 Compare and contrast treatments of the
Scientific Revolution.
same topic in several primary and secondary sources.
Remarks/Examples: Examples are Francis Bacon, Nicholas Copernicus, Rene
LAFS.910.SL.1.2
Integrate multiple sources of information
Descartes, Galileo Galilei, Johannes Kepler, Isaac Newton, Blaise Pascal, Vesalius.
SS.912.W.5.1 Compare the causes and effects of the development of constitutional presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of
monarchy in England with those of the development of absolute monarchy in
each source
France, Spain, and Russia.
SS.912.W.5.2 Identify major causes of the Enlightenment.
Remarks/Examples: Examples are ideas from the Renaissance, Scientific
Revolution, Reformation, and resistance to absolutism.
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.
Essential Outcome Question
 How did the theories and methods of the Scientific Revolution challenge those of the early classical and medieval periods?
 What were the major causes, ideas and impacts of the Enlightenment?
Aligned Learning Goals
District-Adopted
Materials
Supplemental
Resources
Strategies for
Differentiation






Identify significant people, inventions, and ideas associated with the
Scientific Revolution
Compare medieval scientific thought with ideas developed during the
Scientific Revolution
Analyze the religious impact of the Scientific Revolution
Identify significant people and ideas associated with Enlightenment
Define absolutism and its impact on European society
Analyze how Enlightened thinkers challenged traditional political structures
in Europe
Formative Assessment Options
Ideas for Formative Checks
Pearson
Ch 13, 16
HMH
P4, Ch 5, 6
Stanford History
Education Group
(SHEG)
Galileo
Science and the
Challenge to
Church Authority
Scientific
Revolution
Overview
Extension
Writing
Write fictional letters
between
Enlightenment
thinkers and
scientists.
Primary Source
Analyze writings of
Enlightenment
writers.
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Suggested Length:
2-3 Weeks
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Adopted Instructional Materials:
Big Idea: American, French, & Latin American Revolutions
Building on the ideals of the Enlightenment many nations throw off old ways of governing and strive for democracy.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.2.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary describing
SS.912.W.5.1 Compare the causes and effects of the development of
political, social, or economic aspects of history/social science.
constitutional monarchy in England with those of the development of absolute
LAFS.910.RH.1.3 Analyze in detail a series of events described in
monarchy in France, Spain, and Russia.
a text; determine whether earlier events caused later ones or
SS.912.W.5.3 Summarize the major ideas of Enlightenment philosophers.
simply preceded them.
SS.912.W.5.5 Analyze the extent to which the Enlightenment impacted the
LAFS.910.RH.1.2 Determine the central ideas or information of a
American and French Revolutions.
primary or secondary source; provide an accurate summary of
SS.912.W.5.6 Summarize the important causes, events, and effects of the French
how key events or ideas develop over the course of the text.
Revolution including the rise and rule of Napoleon.
LAFS.910.SL.1.1 Initiate and participate effectively in a range of
SS.912.W.5.7 Describe the causes and effects of 19th Latin American and
collaborative discussions (one-on-one, in groups, and teacherCaribbean independence movements led by people including Bolivar, de San
led) with diverse partners on grades 9–10 topics, texts, and
Martin, and L' Ouverture.
issues, building on others’ ideas and expressing their own clearly
SS.912.G.4.9 Use political maps to describe the change in boundaries and
and persuasively.
governments within continents over time.
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
Essential Outcome Question
 How were 18 and 19 century political revolutions a response to absolutism?
 How did the ideas of Enlightenment lead to the American, French, and Latin American Revolutions?
th
th
Aligned Learning Goals

Explain how Enlightenment ideas are reflected in the Declaration of
Independence
District-Adopted
Materials
Pearson
Ch 17 & 18
Supplemental
Resources
Strategies for
Differentiation
Primary Source
Intervention
Frayer Model




Explain the influence of Enlightenment ideas on the American, French, and
Latin American Revolutions
Describe the major events of the French Revolution, and explain how each
affected the Revolution’s outcome
Summarize Napoleon’s fall from power and how Europe responded to his
defeat
Explain why the changes to the French government were inevitable
HMH
P4, Ch 6 & 7
Analyze The Three
Estates Political
Cartoon
Battle of
Waterloo: The
Finale
Enlightenment
Diagram
Compare the
Revolutions
Was Napoleon a
Hero or tyrant to
France?
Formative Assessment Options
Ideas for Formative Checks
Depth of Knowledge
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested length:
2-3 Weeks
Big Idea: Industrial Revolution
The Industrial Revolution brought improvement and deterioration to the lives of the global population.
*Develop historical perspective – students can consider the theories and philosophies based on conditions that existed then rather than by current
knowledge for greater understanding of the period.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
SS.912.W.6.1 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.
SS.912.W.6.2 Summarize the social and economic effects of the Industrial
Revolution.
Remarks/Examples: Examples are urbanization, increased productivity and wealth,
rise of the middle class, conditions faced by workers, rise of labor unions, expansion
of colonialism.
SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as
described by Adam Smith, Robert Owen, and Karl Marx.
SS.912.W.6.4 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.
Remarks/Examples: Examples are Meiji Reforms, abolition of slavery in the British
Empire, expansion of women's rights, labor laws.
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.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.
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
LAFS.910.RH.2.5 Analyze how a text uses structure to
emphasize key points or advance an explanation or analysis.
LAFS.910.RH.3.7 Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in print or
digital text.
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.H.3.1 Analyze the effects of transportation, trade, communication, science,
and technology on the preservation and diffusion of culture.
Essential Outcome Question
 How did the agricultural and technological innovations that led to industrialization affect Europe and the United States?
 How do the philosophies of capitalism, socialism, and communism differ?
Aligned Learning Goals




Summarize how key inventions science and technology helped spur
industrial development.
Describe the social and economic effects of industrialization.
Analyze the working conditions in the factories during the Industrial
Revolution.
Identify thinkers and ideas that supported industrialization.
District-Adopted
Materials
Supplemental
Resources
Pearson
Ch 19, 20, 21 &
23
HMH
Technology in the
Classroom
Virtual Fieldtrip
HMH
Ch 9
Karl Marx and
Friedrich Engels
Industrial Revolution
Primary Sources
Strategies for
Differentiation
Intervention
Frayer Model
Industrial Revolution
Foldable
Cause & Effect of
agricultural and
industrial
revolutions
Factory Life
Extension
Art Analysis
Realism,
Impressionism, &
Post-Impressionism
Compare Maps
Depth of Knowledge
Before & After
DOK Level 1 Recall or Reproduction
Imperialism
DOK Level 2 Skills and Basic Reasoning Before & After
DOK Level 3 Strategic Thinking and Complex
Reasoning
Scramble
for Africa
DOK Level 4 Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
World History – 2109310
Adopted Instructional Materials:
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested
Length:
2-3 Weeks
Big Idea: Unification, Reform Movements, and Imperialism
Nationalism arose in the early 1800s and encouraged the political unification and division of Europe. With the rise of an educated middle class, values
shifted to nationalism with an emphasis on a common language, culture, and ethnicity. The Industrial Revolution encouraged political and social
reform and encouraged imperialism, which led to the shift in world power.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such
SS.912.W.1.6 Evaluate the role of history in shaping identity and character.
features as the date and origin of the information.
Remarks/Examples: Examples are ethnic, cultural, personal, national, religious.
LAFS.910.RH.1.2 Determine the central ideas or information of
SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms
a primary or secondary source; provide an accurate summary
and reform movements and their effects in Africa, Asia, Europe, the United States,
of how key events or ideas develop over the course of the text.
the Caribbean, and Latin America.
LAFS.910.RH.1.3 Analyze in detail a series of events described
Remarks/Examples: Examples are Meiji Reforms, abolition of slavery in the British
in a text; determine whether earlier events caused later ones
Empire, expansion of women's rights, labor laws.
or simply preceded them.
SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of
LAFS.910.RH.2.4 Determine the meaning of words and phrases
Italy and Germany.
as they are used in a text, including vocabulary describing
SS.912.W.6.6 Understand the development of Western and non-Western
political, social, or economic aspects of history/social science.
nationalism, industrialization and imperialism, and the significant processes and
LAFS.910.RH.2.5 Analyze how a text uses structure to
consequences of each.
emphasize key points or advance an explanation or analysis.
SS.912.W.6.7 Identify major events in China during the 19th and early 20th
LAFS.910.RH.2.6 Compare the point of view of two or more
centuries related to imperialism.
authors for how they treat the same or similar topics, including
Remarks/Examples: Examples are Western incursions, Opium Wars, Taiping and
which details they include and emphasize in their respective
Boxer Rebellions, nationalist revolution.
SS.912.G.4.1 Interpret population growth and other demographic data for any given accounts.
place.
SS.912.G.4.9 Use political maps to describe the change in boundaries and
governments within continents over time.
Essential Outcome Question
 How did nationalism contribute to the unification of Italy and Germany in the 19th century and what was the impact?
 How did economic and political imperialism influence nations around the world?
Aligned Learning Goals






Define nationalism
Contrast how China and Japan reacted to European and United States
imperialism
Explain the role nationalism plays in political unification and revolution
Summarize the events that set World War I in motion.
Describe the unification of Italy and Germany
Analyze hos the balance of power changed in Europe by the 20th century
District-Adopted
Materials
Pearson
Ch 22, 24, 25,
26, & 27
Supplemental
Resources
Primary Sources
Franz Ferdinand
and Bloody Sunday
Marching Toward
War
HHM
Ch 12 & 13
Unification of
Germany
Causes of World War
I
Strategies for
Differentiation
Extension
Imperialism:
Compare the writings
of Rhodes, Kipling,
etc.
Rhodes, Confession
of Faith
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length:
2-3Weeks
Big Idea: World War I, Global Depression, & the Rise of Authoritarian Governments
The lasting devastation of the first World War compounded with the Great Depression led to tensions throughout Europe that ultimately resulted in
World War II. The World Wars brought about great political, economic, and social changes for all countries involved.
Standards & Benchmarks
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
Essential Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
SS.912.W.7.1 Analyze the causes of World War I including the formation of European analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
alliances and the roles of imperialism, nationalism, and militarism.
LAFS.910.RH.1.3 Analyze in detail a series of events
SS.912.W.7.2 Describe the changing nature of warfare during World War I.
described in a text; determine whether earlier events caused
Remarks/Examples: Examples are the impact of industrialization, use of total war,
later ones or simply preceded them.
trench warfare, destruction of the physical landscape and human life.
LAFS.910.RH.3.9 Compare and contrast treatments of the
SS.912.W.7.3 Summarize significant effects of World War I.
same topic in several primary and secondary sources.
Remarks/Examples: Examples are collapse of the Romanov dynasty, creation of the
LAFS.910.SL.1.2 Integrate multiple sources of information
Weimar Republic, dissolution of the German, Russian, Austro-Hungarian and
presented in diverse media or formats (e.g., visually,
Ottoman empires, Armenian Genocide, Balfour Declaration, Treaty of Versailles.
quantitatively, orally) evaluating the credibility and accuracy of
SS.912.W.7.4 Describe the causes and effects of the German economic crisis of the
each source
1920s and the global depression of the 1930s, and analyze how governments
responded to the Great Depression.
SS.912.W.7.5 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.
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.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.
Remarks/Examples: Examples are African, Asian, Oceanic, European, the Americas,
Middle Eastern, Egyptian, Greek, Roman.
Essential Outcome Question
 What were the causes and key events of World War II?
 How did the economic crisis in Europe give rise to authoritarian governments?
Aligned Learning Goals







Summarize the events that set World War I in motion
Describe how militarism and imperialism work together to promote war
Describe how the technological advances in machine guns and tanks
impacted soldiers in the trenches
Analyze how the Treaty of Versailles negatively affected the economy of
Germany
Analyze how the stock market crash and bank failures in the United States
created a global economic depression
Explain the factors that led to the rise of fascism in Europe
Analyze changes in the Soviet Union as a result of Joseph Stalin’s rise to
power
District-Adopted
Materials
Pearson
Ch 26, 28
Supplemental
Resources
Picasso’s Guernica
Spanish Civil War
Resources
Authoritarian Regimes
Strategies for
Differentiation
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length: 2 Weeks
Big Idea: World War II & The Holocaust
The lasting devastation of the first World War compounded with the Great Depression lead to tensions throughout Europe that ultimately resulted in
World War II. The World Wars brought about great political, economic, and social changes for all countries involved, resulting in the emergence of the
Cold War.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
Essential Standards
analysis of primary and secondary sources; attending to such
SS.912.W.7.7 Trace the causes and key events related to World War II.
features as the date and origin of the information.
SS.912.W.7.8 Explain the causes, events, and effects of the Holocaust (1933LAFS.910.RH.1.2 Determine the central ideas or information of a
1945) including its roots in the long tradition of anti-Semitism, 19th century
primary or secondary source; provide an accurate summary of
ideas about race and nation, and Nazi dehumanization of the Jews and other
how key events or ideas develop over the course of the text.
victims.
LAFS.910.RH.2.4 Determine the meaning of words and phrases as
SS.912.W.7.10 Summarize the causes and effects of President Truman's decision they are used in a text, including vocabulary describing political,
to drop the atomic bombs on Japan.
social, or economic aspects of history/social science.
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.7.9 Identify the wartime strategy and post-war plans of the Allied
leaders.
Remarks/Examples: Examples are Churchill, Roosevelt, Stalin.
Essential Outcome Question




What were the causes and key events leading to World War II?
How does war stimulate technological advances?
What were the causes, events, and effects of the Holocaust?
What were the effects of World War II?







Aligned Learning Goals
(Content Statements)
Explain how Japanese expansionism led to war with
the Allies in Asia.
Summarize Allied battle strategies.
Describe Mussolini’s creation of a Fascist state?
Outline the rise of Hitler, the Nazis, and the extension
of Hitler’s power.
Identify the alternatives the United States had in
making a full scale invasion of Japan?
Describe conditions in Europe in 1945.
Summarize how defeat and occupation affected
political and civic life in Japan.
District-Adopted
Materials
Supplemental
Resources
Dropping the Atomic Bomb
Pearson
Ch 20 & 29
HMH
Ch 15 & 16
The Holocaust
Directed Note Taking Holocaust
Strategies for
Differentiation
Differentiation of
Instruction
Differentiated
Instruction for Social
Studies
Differentiated
Instruction Strategies
Primary Source
Analyze WWII propaganda
Depth of Knowledge
DOK Level 1
Recall or Reproduction
DOK Level 2
Skills and Basic Reasoning
DOK Level 3
Strategic Thinking and Complex Reasoning
DOK Level 4
Extended Thinking and Reasoning
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length: 2 Weeks
Big Idea: Cold War
Two conflicting economic systems, capitalism and communism competed for influence and power after World War II. The superpowers in this struggle
were the United States and the Soviet Union.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
Essential Standards
analysis of primary and secondary sources; attending to such
SS.912.W.7.11 Describe the effects of World War II.
features as the date and origin of the information.
Remarks/Examples: Examples are human toll, financial cost, physical
LAFS.910.RH.1.2 Determine the central ideas or information of a
destruction, emergence of the United States and Soviet Union as superpowers,
primary or secondary source; provide an accurate summary of
creation of the United Nations.
how key events or ideas develop over the course of the text.
SS.912.W.8.2 Describe characteristics of the early Cold War.
LAFS.910.RH.2.4 Determine the meaning of words and phrases as
Remarks/Examples: Examples are containment policy, Truman Doctrine,
they are used in a text, including vocabulary describing political,
Marshall Plan, NATO, Iron Curtain, Berlin Airlift, Warsaw Pact.
social, or economic aspects of history/social science.
SS.912.W.8.5 Identify the factors that led to the decline and fall of communism
in the Soviet Union and Eastern Europe.
Remarks/Examples: Examples are the arms race, Soviet invasion of Afghanistan,
growing internal resistance to communism, perestroika and glasnost, United
States influence.
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.8.3 Summarize key developments in post-war China.
Remarks/Examples: Examples are Chinese Civil War, communist victory, Great
Leap Forward, Cultural Revolution, China's subsequent rise as a world power.
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.
Essential Outcome Question
 What were the causes of the Cold War?
 What led to the fall of communism in the Soviet Union?
 What are the significant events and proxy wars of the Cold War?
 What were the key developments in post-war China?










Aligned Learning Goals
(Content Statements)
Define Cold War.
What events led up to the Cold War?
Explain how the United States and the Soviet Union
battled each other through other countries.
Describe the purpose of the United Nations.
Describe how nations were pressured and/or enticed
to take sides.
Analyze the motives for Stalin’s objectives in
supporting communist governments in Eastern
Europe.
Compare and contrast the Nationalist and Communist
Parties in post-war China.
Identify the alliances of the Cold War.
Outline the causes of the Cold War.
Identify the factors that led to the decline and fall of
communism in the Soviet Union and Eastern Europe.
District-Adopted
Materials
Pearson
Ch 29 & 30
HMH
Ch 17
Supplemental
Resources
Collapse of the Soviet Union
Strategies for
Differentiation
Timeline
Create a Cold War timeline
Book
Butter Battle Book by Dr.
Seuss (Berlin Wall/Arms
Race)
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length: 1 Week
Big Idea: 20th Century Political Transformations & Terrorism
Next Generation Content Standards & Benchmarks
Essential Standards
SS.912.W.9.2 Describe the causes and effects of post-World War II economic
and demographic changes.
Remarks/Examples: Examples are medical and technological advances, free
market economics, increased consumption of natural resources and goods, rise
in expectations for standards of living.
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.
Remarks/Examples: Examples are Mahatma Ghandi, Fidel Castro, Gamal Abdel
Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal Nehru.
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.
Remarks/Examples: Examples are Iranian Revolution, Mujahideen in
Afghanistan, Persian Gulf War.
SS.912.W.9.1 Identify major scientific figures and breakthroughs of the 20th
century, and assess their impact on contemporary life.
Remarks/Examples: Examples are 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,
Human Genome Project.
SS.912.W.9.3 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.
Suggested Language Arts Florida Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources; attending to such
features as the date and origin of the information.
LAFS.910.RH.1.2 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.
LAFS.910.RH.2.4 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 science.
Remarks/Examples: Examples are prejudice, racism, stereotyping, economic
competition.
Essential Outcome Question
 What was the impact of religious fundamentalism in the last half of the 20th century?
 What were the major scientific figures, breakthroughs and challenges of the 20th century?



Aligned Learning Goals
(Content Statements)
Identify the events in the Middle East that related to
religious fundamentalism of the late 20th century.
Identify major scientific figures, breakthroughs, and
challenges of the 20th century.
Assess the impact of the scientific revolution on
contemporary life.
District-Adopted
Materials
Pearson
Ch 34
HMH
Ch 18 & 19
Supplemental
Resources
George W. Bush Terrorism Speech
Strategies for
Differentiation
THE SCHOOL DISTRICT OF LEE COUNTY
World History Academic Plan 2016-2017
Adopted Instructional Materials:
World History – 2109310
World History Honors - 2109320
2109310 HMH Modern World History: Patterns of Interaction
2109320 Pearson World History, Florida
Suggested Length: 2 Weeks
Big Idea: 20th Century Technology & Globalization
Independence movements swept nations as World War II came to an end. Through both nonviolent and violent means, revolutionaries overthrew
existing political systems to create their own nations. New nations struggled to unify diverse populations and as a result authoritarian rule and
military dictatorships emerged in some areas.
Next Generation Content Standards & Benchmarks
Suggested Language Arts Florida Standards
LAFS.910.RH.1.1 Cite specific textual evidence to support
Essential Standards
analysis of primary and secondary sources; attending to such
SS.912.W.9.3 Explain cultural, historical, and economic factors and
features as the date and origin of the information.
governmental policies that created the opportunities for ethnic cleansing or
LAFS.910.RH.1.2 Determine the central ideas or information of a
genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various
primary or secondary source; provide an accurate summary of
governmental and non-governmental responses to them.
how key events or ideas develop over the course of the text.
Remarks/Examples: Examples are prejudice, racism, stereotyping, economic
LAFS.910.RH.2.4 Determine the meaning of words and phrases as
competition.
they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
SS.912.W.8.6 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.
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.
Remarks/Examples: Examples are Mahatma Ghandi, Fidel Castro, Gamal Abdel
Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal Nehru.
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.9.4 Describe the causes and effects of twentieth century nationalist
conflicts.
Remarks/Examples: Examples are Cyprus, Kashmir, Tibet, Northern Ireland.
SS.912.G.4.9 Use political maps to describe the change in boundaries and
governments within continents over time.
Essential Outcome Question
 How was the modern state of Israel formed and why is there ongoing conflict between Israel and the Arab-Muslim
countries?
 How did nationalist leaders drive the postwar independence movements in Africa, Asia, the Caribbean, and Latin America?
Aligned Learning Goals
(Content Statements)



Explain why the British moved so quickly after World
War II to grant independence to India.
Describe the religious and cultural differences that led to
problems for emerging nations.
Analyze the problems shared by the leaders in India and
Pakistan.
District-Adopted
Materials
Supplemental
Resources
Nelson Mandela
Pearson
Ch 31
Apartheid
Strategies for
Differentiation
Excerpts
Red Scarf Girl by Jili Jiang
HMH
Ch 18, 19 & 20
Teacher Created Assessments - Guidelines
DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning