Download File - Crook County School District #1

2012 World History Focus Calendar
August - November
Developments of Empires/Major Conflicts
Demonstrate an understanding of the people, events, problems, ideas, and cultures that
were significant in the history of our community, state, nation, and the world.
Describe and analyze complex interactions of the ancient world with the impact of key
people, places, technology, and events that have shaped history and continue to impact
today’s world.
Make predictions about situations and propose logical solutions that may impact the future
of the world.
Learning Outcomes
Students will be able to:
Analyze the interactions among individuals and groups and their impact on significant historical
events.
Analyze current events to better understand the world in which they live.
Evaluate the impact of technology and how it has shaped history and recognize how they
influence the modern world.
Explain how past events impact the present and the future.
Governments
Athens and Sparta with relationship to their civilization.
Rome’s transformation from democracy through civil war to emperor’s rule.
Imperialism-A policy of pursuing, often through conquest, the economic and political domination
of another state.
Early Civilizations
Foundations of Civilizations
Ancient Middle East and Egypt
Ancient India and China
Ancient Greece
Ancient Rome and the Rise of Christianity
Civilizations of the Americas
Conflicts in World History, Time Span, Location, Combatants
Imperialism
Persian Wars 499-448 B.C., Greece, Greeks vs. Persians
Peloponnesian War 431 – 404 B.C., Greece, Athens vs. Sparta
Punic Wars 264- 146 B.C., Mediterranean Region, Rome vs. Carthage
Assessments
Students will compare and contrast in the written essay the rise of Persia and Athens empires with
regards to the rise and decline of each.
Using project based activities the students will design a board game of the Mediterranean area
with special emphasis on the physical characteristics role in the development of each of the early
civilizations covered.
District wide assessments over material will be given in December. Covering Chapters 1-6.
December – March
The Rise of Europe 500-1300 to The Enlighten and the American Revolution 1700-1800
Analysis historical figures and events that have helped developed the political processes
throughout the world. (Middle Ages (A.D. 400-1300), Modern Era (A.D. 1300-1800)
Learning Outcomes
Students will be able:
Outline how feudalism, the manor economy, and the Church shaped life in Western Europe.
Describe how the changing economic and social conditions, wars, and the growing power of
monarchs begin to build the framework for the modern nation-state.
Specify how Muhammad and his teachings lead to the rise and spread of Islam.
Discover how trade influenced the development of the kingdoms and trading states of Africa.
Analyze how the Renaissance shaped European art, thought, and religion.
Dissect how European colonization of the Americas shaped global economies and societies.
Conclude how Enlightenment thinkers inspired revolutionaries to push for radical changes in
government and society.
To use advanced organizers to compare and contrast the main differences between federal and
unitary governments, presidential, parliamentary government, democracy and dictatorship.
Governments
Feudalism- A loosely organized system of rule in which powerful local lords divided their
landholdings among lesser lords.
Imperialism- A policy of pursuing, often through conquest, the economic and political
domination of another state.
Colonialism- A policy of politically dominating a dependent territory or people.
Nationalism – A strong feeling of pride in, or devotion to, one’s nation.
Revolution – The Overthrow of a government from within.
Democracy- The division of powers.
Assessments:
Students will draw an advanced organizer to compare and contrast the various government
structures (Where is the power? What is the Relationship between the legislative and executive
branches? and Who can participate?)
Students will write an expository essay describing the basic concepts of Democracy by using
these prompts to guide them: (A recognition of the fundamental worth and dignity of every
person. A respect for the equality of all persons. A faith in the majority rule and an insistence
upon minority rights. An acceptance of the necessity of compromise. An insistence upon the
widest possible degree of individual freedom)
Students will create and analyze a time line in Western Periodization with significant events and
figures that shaped various political processes throughout the world.
Students will suggest how imperialism or colonialism might lead to nationalism and revolution by
writing an essay exploring the cause-and-effect relationships among these concepts.
District wide assessments in May covering chapters 7, 8, 10, 11, 13, 15, 17.
March – May
The French Revolutions and Napoleon 1789-1815 to The Cold War 1945-1991
Analyze how nationalism led to development to nation’s states and the contemporary
consequence of such actions.
Learning Outcomes:
Students will be able to:
Describe what were the causes and effects of the French Revolution, and how did the revolutions
lead to the Napoleonic era.
Identify what technological social, economic, and cultural changes occurred as the Industrial
Revolution took hold.
Specify what the technological, social, and economic effects of the Industrial Revolution were.
Describe what effects nationalism and the demand for reform have in Europe.
Outline the cause of World War I and the Russian Revolution, and what effect did they have on
world events.
Describe how aggressive world powers emerge, and what did it take to defeat them during World
War II.
Recognize how the Cold War Developed, how did it reinforce the political and economic life in
individual nations, and how did it end.
Organized Governments
Government forms ( Unitary, Federal, Parliamentary, Presidential, Democracy, Dictatorship)
Various Dictatorships ( Absolutism, Despotism, Autocracy, Totalitarianism, Communism, and
Fascism)
Kinds of Power to Exercise ( Legislative, Executive, and Judicial)
Classification (Geographic distribution of governmental power within the state, the relationship
between the legislative and executive branches of the government, and who can participate in the
government)
Assessments
Students will analyze a Science and Technology, Medicine, Communication and Transportation
time lines. The students will write a persuasive essay on this prompt (What development on these
four time lines has had the greatest impact on the modern world?)
Students using a multimedia format will identify one major conflict and model complex
interactions including (Key People, Places, Technology, and Events) to show the impact on the
world.
Students will role play famous leaders and make different decisions that would affect a historical
event and then predict and propose these solutions that would have on the world today.
Students will create a fictional modern economy. Review the three economic questions and how
society answers those questions based on their economic goal and how their economic system
reflects those answers. The students will pick one or more economic goals, write detailed answers
to the three economic questions, and then choose the economic system that best suits their goals
and answers. Be prepared to explain their results.
Through oral interviews with war vets that were stationed over seas, the students will present an
oral history project that includes the methods of cultural diffusion.
Students will create a graphic organizer of the major religions of world including; leading figures,
dates, key beliefs, writings, and estimated number of followers.
Students to gain a better understanding of modern art, will be assigned in pairs to research the
visual arts of a region of country that they choose, such as East Asia, South Asia, Latin America,
West Africa, Sub-Saharan Africa, or Europe. They will prepare a presentation to compare and
contrast examples of the region’s ancient and modern visual arts. (Painting, sculpture,
architecture, printmaking, and decorative arts).
Assessments will cover chapters 18, 19, 21, 22, 26, 29, 30.
Major Concepts Observed
Persian Wars 499-448 B.C., Greece, Greeks vs. Persians
Peloponnesian War 431 – 404 B.C., Greece, Athens vs. Sparta
Punic Wars 264- 146 B.C., Mediterranean Region, Rome vs. Carthage
Arab Muslim (A.D. 624-750) Southwest Asia, North Africa, Spain
Mongol (1206 – 1294) China, Central Asia, Eastern Europe
Ottoman (1299-1566) Southwest Asia, North Africa, Balkans, Eastern Europe
Spanish (1492-1560) Mexico, Central America, South America, Cuba, Florida
Crusades A.D. 1096-1291, Southwest Asia, Christians vs. Muslims
Hundred Years’ War 1337- 1443, France, England vs. France
Wars of King Philip II 1571-1588, Europe, Spain vs. Dutch Netherlands; Spain vs. England
Thirty Years’ War 1618-1648, Central Europe( German States), Holy Roman Empire, Spain,
Poland, and others vs. Netherlands, Sweden, France, and others
English Civil War 1642-1649, England, Parliament (Roundheads) vs. Charles I and supporters (
Cavaliers)
Seven Years’ War (includes French and Indian War) 1756 – 1763, Europe; North America;
India, Austria, Russia, and France vs. Prussia and Britain; Britain and its American colonies vs.
France and its Native American allies; Britain vs. France
American Revolution 1775 – 1783, North America, Britain vs. American Colonies
French Revolution 1789 – 1799, France, Reformers (middle class and peasants) vs. Louis XVI
and supporters (mainly nobles and clergy)
Napoleonic Wars (end of the Revolution) 1799-1815, Europe, France vs. combined English
powers
Latin American Wars of Independence 1802-1824, Latin America, Colonies in Latin America
vs. France and Spain
American Civil War 1860-1865, United States, North (Union) vs. South ( Confederates)
World War I 1914-1918, Europe (mainly France and Russia), Allied powers vs. Central powers
World War II 1939 – 1945, North Africa, Europe, East Asia, Pacific Islands, Allies vs. Axis
powers
Korean War 1950- 1953, Korea, North Korea and China vs. South Korea and the United States
Vietnam War 1959-1975, Vietnam, North Vietnam vs. South Vietnam and the United States
Cold War 1945-1991, Europe, United States led NATO vs. Soviet Union led Warsaw Pact
Gulf War 1990- 1991, Kuwait, Untied States vs. Iraq
Iraq War 2003-?, Iraq, United States and Britain vs. Iraq led by Saddam Hussein
Advancements in Technology
Science and Technology
Medicine
Communication
Transportation
Economic Goals
Economic efficiency
Economic freedom
Economic security and predictability
Economic equity
Economic growth and innovation
Other goals(Societies pursue environmental protection)
Modern Economic Systems
Traditional
Market (Capitalist, Free-Enterprise)
Centrally Planned ( Command, Socialist, Communist)
Mixed (Social Democratic, Liberal Socialist)
Principal Languages of the World
Mandarin
Spanish
English
Hindi
Portuguese
Bengali
Russian
Japanese
German
Wu
Major World Religions/Belief Systems
Buddhism
Chinese Traditional Religions
Christianity
Confucianism
Hinduism
Islam
Judaism
Primal- Indigenous
Shinto
Sikhism
Alternative Assessments
Students will create a graphic organizer comparing and contrasting the four different modern
economic systems including the descriptions, origin and location today.
Students will create a fictional modern economy. Review the three economic questions and how
society answers those questions based on their economic goal and how their economic system
reflects those answers. The students will pick one or more economic goals, write detailed answers
to the three economic questions, and then choose the economic system that best suits their goals
and answers. Be prepared to explain their results.
Student will write a narrative essay on the Major Trade Organizations including information on
what countries are involve and what type of goods, what are the disadvantages and advantages of
these organizations.
Through oral interviews with war vets that were stationed over seas, the students will present an
oral history project that includes the methods of cultural diffusion.
Students will create a graphic organizer of the major religions of world including; leading figures,
dates, key beliefs, writings, and estimated number of followers.
Students to gain a better understanding of modern art, will be assigned in pairs to research the
visual arts of a region of country that they choose, such as East Asia, South Asia, Latin America,
West Africa, Sub-Saharan Africa, or Europe. They will prepare a presentation to compare and
contrast examples of the region’s ancient and modern visual arts. (Painting, sculpture,
architecture, printmaking, and decorative arts.
Students will create flashcards for the Geography terms to help them learn the descriptions of
each natural future. Then they will create a story about the migration of a family across the
landscape shown a picture of a map. The stories should include most, if not all, of the geographic
terms. Each group will present their story to the class, using the map as a visual aid.
Students will examine a series of political and physical maps of the different continents then
compare and contrast. Then the students in pairs can quiz each other about the content of
particular maps or pairs of maps.
Students will use ArcView 9.1 to create a min-atlas of special purpose maps on one region of the
world under study. After they have chosen a region, have them brainstorm a list of special
purpose maps, such as physical, political, trade routes, economic activities, important landmarks,
and so on, that would be useful to someone studying the region. They collect data for their maps
or find the actual maps. They will present their copies of maps to the rest of the class to share
their findings.