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World History – 11th/12th Grade
Title: World History
Grade Level(s): 11/12th
Objectives: All students will:
 Develop an understanding of what issues cause peoples or countries to come into conflict
 Develop an understanding of what factors allow empires to rise and factors that contribute to their decline/fall
 Draw connections of past events and conflict and relate that to the world’s problems today
 Utilize maps to examine how geographic features affect the course of history
 Analyze diagrams, charts, and other numerical data to determine the severity and implications of major world events throughout history
 Develop an understanding of the three major shifts/time periods of recorded history
 Develop an understanding of the transitions from one historical time period to the next but cause and effect
 Enhance their awareness of major religion and belief systems worldwide in order to fully know how religion influences different ways of
life, customs, traditions, and ideology
 Read and analyze primary documents to gain insight into the thought process of the writer and audience
 Utilize technology in order for supplemental information as well as technology for application and creation of assignments
 Analyze the contribution of individuals and groups throughout history
 Develop an understanding for influential movements, continuity, and rapid change
 Listen to classmates presentations and input, as well as supplemental videos and music that enhance overall understanding of concepts
 Research historical events/people and form opinion, persuade classmates in debate, or evaluate inconsistencies
Essential Questions:
1
World History – 11th/12th Grade
Title: End of the Middle Ages
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.8.1.W.A.
PA.8.1.W.B.
Middle Ages and the effect it had on
European society.
Student will explain how the Middle Ages
interfered with progression for roughly 1,000
year between the Fall of Rome and the
Beginning of the European Renaissance
Create a timeline of the
major events of the Middle
Ages: Fall of Rome, Rise of
the Catholic Church, the
Crusades, and the Plague
CC.8.6.11-12.B
2
World History – 11th/12th Grade
Title: Renaissance
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Origins of the Italian Renaissance.
Students will describe the characteristics of
Students will read an
the Renaissance and understand why it began. excerpt of the primary
source “The Prince” by
Students will Identify Renaissance artists and
Niccolo Machiavelli and
explain how new ideas affected the arts of the Summarize why Machiavelli
period.
believes that it is better for
a prince to be feared than
Students will identify how writers of the time
to be loved.
addressed Renaissance themes.
Students will compare
Castiglione’s Ideal Courtier
and Machiavelli’s “The
Prince” idea of a prince to
determine the consistency
PA.8.1.W.A.
PA.8.1.W.B.
PA.8.1.W.C.
PA.8.4.W.A.
CC.8.5.11-12.B
CC.8.5.11-12.I
CC.8.6.11-12.A
Renaissance ideas and how those ideas
migrated north throughout Europe
PA.8.4.W.A.
PA.8.4.W.B.
PA.8.4.W.C.
CC.8.6.11-12.B
Explain how the printing revolution shaped
European Society.
Describe the themes that northern European
artists, humanist, and writers explored.
Activities/Assessments
Students will write the
significance of each person
during the Italian
Renaissance
Writing Activity:
- Students will
compare the
accomplishments of
northern European
Renaissance writers
and artists with the
Italian Renaissance
writers and artists.
3
World History – 11th/12th Grade
PA.8.1.W.B.
PA.8.4.B.C.
PA.8.4.W.D.
Factors that encouraged the Protestant
Reformation
Students will analyze Martin Luther’s role in
shaping the Protestant Reformation.
Students will discover how the Protestant
Reformation divided European Christians.
CC.8.5.11-12.D
Graphic Organizer detailing
the different writers,
artists, and humanists.
Debate:
Which Christian Religion,
during the Renaissance, fit
into the ideas of the
Protestant Reformation
Students will examine
Martin Luther’s 95 Thesis
PA.7.1.W.A.
PA.8.1.W.A
European motivations for exploring the
seas
Students will analyze early Portuguese and
Spanish explorations.
CC.8.5.11-12.C
CC.8.6.11-12.B
Students will describe the importance of the
Spice Islands.
PA.7.4.W.B.
PA.8.1.W.A.
PA.8.4.W.A.
Students will identify the dangers and risks
involved with exploration.
Students will predict the outcome of new
scientific findings and its effects on traditional
thought.
CC.8.5.11-12.C
CC.8.6.11-12.A
PA.8.1.W.B.
New discoveries in astronomy and how it
changed the way people viewed the
universe.
Mapping Activity:
Students will select an
explorer and map out their
journey to present to the
class.
Writing Activity:
Students will compare the
ways in which the scientific
methods differed from
earlier approaches to
learning.
Culminating Activity:
Students will create a
children’s book that
supports the main ideas
and people during the
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World History – 11th/12th Grade
European Renaissance.
5
World History – 11th/12th Grade
Title: Colonialism
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.7.1.W.A.
PA.8.1.W.A.
Impact of colonial powers in new areas of
the world and how colonialism differs
from exploration.
Students will list the four major European
colonial powers of the 16th and 17th Centuries.
Map Activity:
Student will create and
color a map that
corresponds to a colonial
territory.
Students will compare locations of the
empires by creating a map.
CC.8.6.11-12.B
PA.7.1.W.A.
PA.8.4.W.C.
CC.8.5.11-12.G
Impact of the Atlantic Slave Trade.
Students will illustrate the nature of the
Middle Passage and describe its effects.
Students will evaluate the economic impact of
slavery and compare it to the immoral aspect
of slavery.
Students will explain how William
Wilberforce’s efforts in England affected slave
trade.
Graphic Organizer:
Students will create a
graphic organizer
comparing Spain, Portugal,
France, and England.
Video:
Students will watch a
portion of Amistad to gain
an understanding of the
Middle Passage.
Mapping Activity:
Students will trace the
course of the Triangular
Trade and explain what
goods were traded on each
leg.
Writing Activity:
Students will predict how
the colonies may have
formed without the Atlantic
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World History – 11th/12th Grade
Slave Trade.
7
World History – 11th/12th Grade
Title: Enlightenment
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
PA.8.1.W.C.
PA.8.4.W.B.
Who the Enlightenment Thinkers were and Students will compare the ideas of Hobbes,
how they inspired revolutionaries to push Montesquieu, Rousseau, Locke, Voltaire,
for radical changes in government and
Diderot and Smith.
society.
Students will convince classmates the
positives and negatives of each of the thinkers
of the Enlightenment Thinkers.
Activities/Assessments
Debate:
Students will debate the
different theories of
Enlightenment Thinkers.
Students will examine
Leviathan and the Social
Contract as a primary
resource to compare
enlightenment
philosophies.
Students will design a
bumper sticker to illustrate
the philosophy of one of
the Enlightenment thinkers.
8
World History – 11th/12th Grade
Title: French and Indian War/American Revolution
Standards
PA.7.1.W.A.
CC.8.5.11-12.G
Content (What the Student Will Know)
Conflicts of the French and Indian War
Performance (What the Student will Do)
Students will explain the French and Indian
War conflict in American and in Europe as the
two continents fought for world and colonial
dominance.
Activities/Assessments
Video:
Students will watch parts of
The Last of the Mohicans to
understand frontier battles
and the role of attaining an
advantage.
Students will construct a
map of the Ohio Valley and
explain why both France
and England valued that
territory.
PA.7.3.W.A.
PA.7.4.W.A.
PA.8.4.W.C
PA.8.4.W.D.
Events that led to the American Revolution Students will describe colonial grievances and
England’s justifications as to who should
control the Thirteen Colonies.
Students will summarize the events and
significance of the American Revolution.
Analyze how prominent individuals in other
nations contributed to the causes, execution
and outcomes of the American Revolution.
Students will analyze the
outcome of the Treaty of
Paris (1763) and its future
implications on the
American Colonists.
Timeline:
Students will create a time
line of major events during
the American Revolution
that led to the creation of
the Declaration of
Independence.
Debate:
Students will debate by
taking the side of the
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World History – 11th/12th Grade
Patriots and loyalists.
10
World History – 11th/12th Grade
Title: French Revolution
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.8.1.W.A
PA.8.4.W.A.
Causes and effects of the French
Revolution and how the revolution led to
the Napoleonic Era.
Students will describe the social divisions
between the French feudal systems (estates
system).
Create a play that
illustrates and
demonstrates an
understanding of the events
of the French Revolution;
including the famous
people (King Louie XVI,
Marie Antoinette,
Maximillian, Robespierre,
and Napoleon)
Students will list the reasons for France’s
economic troubles in 1789.
CC.8.6.11-12.B
Students will connect the events of storming
the Bastille and the beheading of the king and
queen of France.
PA.7.4.W.B.
PA.8.1.W.B.
Napoleon’s empire and how it changed
the face of Europe in the early 19th
Century.
Students will conclude that the Age of
Napoleon were similar to that of Absolutism.
Graphic Organizer:
Describe the concepts of
the French Revolution
(Bastille, Estates General,
the Tennis Court Oath, the
Declaration of Rights of
Man and Citizen, Reign of
Terror, the Rise of
Napoleon)
Writing Activity:
Students will write a cause
and effect essay
highlighting Napoleon’s
accomplishments to that of
the absolute monarchs of
past regimes.
11
World History – 11th/12th Grade
Title: Industrial Revolution
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.8.1.W.A.
PA.8.1.W.C.
PA.8.4.W.C.
Technological advancements in
transportation, agriculture, and
construction that occurred during the
Industrial Revolution.
Students will summarize how an agricultural
revolution led to the growth of industry
Students will analyze new
industrial innovations (the
Spinning Ginny, James
Watts Steam Engine, the
Reaper, Use of Iron, Cotton
Gin) by examining pictures
and videos and creating a
presentation.
PA.7.4.W.B.
PA.8.1.W.C.
Urbanization and what life was like in the
new industrial cities.
Students will outline the new technologies
that helped trigger the Industrial Revolution.
Students will compare and contrast the
benefits and challenges of urbanization.
Students will create a mini
biography for an inventor
during the Industrial
Revolution.
Urbanization Game:
Students will create an
Industrial City by listening
to instructions given by the
teacher.
Writing Activity:
Students will explain how
life changed for people
when moving from the rural
areas to urban areas in
search of jobs.
PA.8.1.W.A.
PA.8.1.W.C.
Capitalism and the impact that it had on
growing Industrialized Societies.
Students will be able to explain Laissez-Faire
Economics, Utilitarian, the rise of European
Socialism, and why they failed.
12
World History – 11th/12th Grade
PA.8.4.W.A.
PA.8.4.W.B
Students will be able to explain Capitalism.
Assembly Line Activity to
illustrate mass production
in Capitalist America.
Primary Source:
Students will study excerpts
of the Communist
Manifesto and be able to
explain the significance that
the ideas had on Industrial
Europe.
13
World History – 11th/12th Grade
Title: Imperialism/Expansionism
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
PA.8.1.W.A.
PA.8.4.W.C.
Causes of the “new imperialism” and
explain why Western imperialism spread
so rapidly.
Students will examine the similarities and
differences between Imperialism and
Colonialism.
CC.8.6.11-12.B
PA.7.1.W.A.
PA.8.4.W.A.
PA.8.4.W.D.
CC.8.6.11-12.B
The forces that shaped Africa and
explain why Europeans contact with
Africa increased.
Activities/Assessments
Graphic Organizer:
Students will explain why
colonialism took place and
the purpose of
missionaries.
Students will be able to identify African
Map Activity:
explorers (Livingston and Stanley) and
Students will color code a
evaluate their contributions as well as Africans map showing the partition
resistance to European Imperialism.
of Africa due to Imperialist
interest.
Graphic Organizer:
Students will use a graphic
organizer to identify the
cause, events and effects of
the partition of Africa by
the Europeans.
14
World History – 11th/12th Grade
Title: World War I
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.8.1.W.D.
PA.8.4.W.B.
PA.8.4.W.C.
Causes and effects of the European
alliance system, the concepts of
nationalism, militarism and the
assassination of the Serbian Archduke
that culminated in World War I.
Students will identify the early causes of WWI.
Video:
All is Quiet on the Western
Front
CC.8.5.11-12.G
CC.8.6.11-12.B
Students will describe the significance of the
assassination of Archduke Ferdinand, and how
this led to alliances.
Students will explain nationalism and empire
building.
Students will describe the Allied and Central
Powers.
PA.8.1.W.C.
PA.8.4.W.C.
PA.8.1.W.B.
PA.8.1.W.C.
Explain the course of events during WWI
and describe how technology made this
war different than any other war in
history.
Explain how WWI became a total war
and summarize events that led to the
end of the war.
Students will focus on new technology (poison
gas, tanks, airplanes, submarines, zeppelins,
machine guns, and flame throwers) to explain
the implications on the mass destruction and
death and how it changed the face of warfare.
Students will analyze the cause and effect of
America’s entry into World War I.
Students will gain an
understanding of trench
warfare and the living
conditions during time of
war.
Venn Diagram comparing
the Central Powers and
Allied Powers
Students will examine a
map to show the different
fronts of the war (Western,
European, and the Middle
East)
Students will research a
type of new warfare
technology and write an
essay describing how it
originated it would be used
in future wars.
Students will create
propaganda posters for an
agenda that fits today’s
15
World History – 11th/12th Grade
Students will be able to explain conscription
and how it led to a total world war.
PA.8.1.W.A.
CC.8.5.11-12.G
society.
Students will analyze
Students will outline key events that led to the primary source documents
end of the war.
(Fourteen Points and
League of Nations) to
determine the outcome of
the war and concessions
that were made to resolve
the conflict (temporary)
Culminating Activity:
Students will create a photo
story or multimedia video
detailing World War I from
beginning to end including
famous people, events, and
documents.
16
World History – 11th/12th Grade
Title: World War II
Standards
Content (What the Student Will Know)
Performance (What the Student will Do)
Activities/Assessments
PA.8.1.W.B.
Rise of Totalitarian Dictators
PA.8.1.W.B.
Economic crisis of the Depression Era
Compare and contrast the rise of Hitler, Stalin,
and Mussolini
Students will support or refute the idea that
war is a solution for a depression
PA.8.4.W.A.
Axis Powers vs. Allied Powers and major
events of the war.
Create a brochure for one
of the following Dictators
Students will create a list of
reasons for why countries
get involved in wars with
the focus on money and
power.
Students will work in pairs
to select a country to
represent involved in World
War II and create a
presentation to share with
the class.
Students will divide the war into the European
front and the Pacific Conflict.
Students will differentiate the Axis Powers
and Allied Powers agendas.
Students will hypothesis the events of WWII
from a different nations perspective (ex.
European or Asia)
Holocaust
CC.8.5.11-12.G
CC.8.6.11-12.B
Students will evaluate and criticize the
German treatment of European Jews, Slavs,
handicapped, political dissidents, etc.
Students will compare and contrast other
documented evidence of genocides in the
world throughout history (ex. China, USSR,
Presentations will include a
map of battles fought,
important people and
events, how they got
involved and the
consequences when the
war ended.
Video:
Schlinder’s List
Students will analyze the
differences between a
concentration, death, and
labor camp and create a
17
World History – 11th/12th Grade
PA.8.4.9.B
CC.8.5.11-12.A
CC.8.5.11-12.F
End of World War II
etc)
Venn Diagram
Students will judge whether the dropping of
the Atomic Bomb was necessary to end the
Pacific front of the War.
Students will compare and
contrast the Holocaust
camps with those in other
parts of the world
Students will read and
excerpt from Paul Tibbets
(pilot of the Enola Gay)
Students will summarize the result of V-E Day
and V-J Day
Students will defend the creation of the
United Nations
Debate:
Was the Atomic Bomb
necessary to end the war in
Japan? (from the
perspective of the Japanese
and Americans)
Students will outline the
key points of the United
Nations in a writing
assignment that explains its
effectiveness in keeping
world peace.
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