Download World History Daily Calendar 2012-

World History Daily Calendar 2012--2013
1st Semester (Scroll Down for 2nd Semester)
Dates are approximate and subject to change!
Unit 1: Beginnings of Civilization (Chapters 1-4, 7)
Standards:
SSWH1
The student will analyze the origins, structures and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE.
Element: SSWH1.a
Describe the development of Mesopotamian societies including the religious, cultural, economic, and political facets
of society including Hammurabi's law code.
Element: SSWH1.b
Describe the relationship of religion and political authority in Ancient Egypt.
Element: SSWH1.c
Explain the development of monotheism including the concepts developed by the ancient Hebrews and
Zoroastrianism.
Element: SSWH1.d
Identifying early trading networks and writing systems existent in the Eastern Mediterranean including those of the
Phoenicians.
Element: SSWH1.e
Explain the development and importance of writing including cuneiform, hieroglyphics, and the Phoenician
alphabet.
SSWH2
The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
Element: SSWH2.a
Describe the development of Indian civilization including the rise and fall of the Maurya Empire, "Golden Age"
under Gupta, and the emperor Ashoka.
Element: SSWH2.b
Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
Element: SSWH2.c
Describe the development of Chinese civilization under the Zhou, Qin.
Element: SSWH2.d
Explain the impact of Confucianism on Chinese culture including the examination system, the Mandate of Heaven,
the status of peasants, the status of merchants and the patriarchal family and diffusion to Southeast Asia, Japan
and Korea.
Essential Questions: Students should be able to thoroughly answer these questions at the end of each unit.
1.
2.
3.
4.
5.
How did the institutions of religion, government, and the economy shape the development of civilizations?
What impact did record keeping have on the development of civilizations?
What impact did the Agricultural revolution have on the development of civilizations?
How did the cultural diffusion across time and geography create the golden or classical ages in the
Mediterranean world, China, and India?
How did the rule of law and the role of government evolve throughout the rise and fall of ancient empires?
Day 1—Monday, August 13: Syllabus and Schedule Verification
Day 2—Tuesday, August 14: Civilization Film
Day 3—Wednesday, August 15: Atlas Packet #1 (Atlas Skills)
Day 4—Thursday, August 16: Civilization Film and textbook distribution (Vocabulary assigned)
Day 5—Friday, August 17: Atlas Packet and RSG (Reading Study Guide) for Chapter 1 and 2 “Early
Civilization”
Day 6—Monday, August 20: Finish Civilization Film and complete RSG for Ch 1 and 2
Day 7—Tuesday, August 21: Early Civilizations –Atlas Packet #2 (pages 7—14)
Day 8—Wednesday, August 22: Introduction to DBQ Project
Day 9—Thursday, August 23: DBQ Hammurabi’s Code
Day 10—Friday, August 24: DBQ Hammurabi’s Code
Day 11—Monday, August 27: DBQ Debate
Day 12—Tuesday, August 28: Early Civilization (Ch 1 and 2) PowerPoint and Guided Notes
Day 13—Wednesday, August 29: Early Civilization (Ch 1 and 2) PowerPoint and Guided Notes
Day 14—Thursday, August 30: Unit Benchmark Quiz (covers Ch 1 and 2 Vocabulary) / RSG Ch 3 and 4
Day 15—Friday, August 31: Atlas Packet #3 (p 15—20….Hebrews/Ancient Egypt)
Day 16—Tuesday, September 4: Finish RSG and Atlas Packet # 3
Day 17—Wednesday, September 5: Early Empires (Ch 3 and 4) PowerPoint and Guided Notes
Day 18—Thursday, September 6: Early Empires (Ch 3 and 4) PowerPoint and Guided Notes
Day 19—Friday, September 7: Early Civilization Comparison Charts
Day 20—Monday, September 10: Unit Review
Day 21—Tuesday, September 11: Unit 1 Almost There Test (use vocabulary/ standards as review
sheet)
Day 22—Wednesday, September 12: Re-teaching/Enrichment
Day 23—Thursday, September 13: Unit 1 Summative Assessment Test (use vocabulary/ standards as
review sheet)
Unit 2: Greece and Rome (Chapters 5 and 6)
Standards:
SSWH3
The student will examine the political, philosophical and cultural interaction of Classical Mediterranean societies
from 700 BCE to 400 CE.
Element: SSWH3.a
Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
Element: SSWH3.b
Identify the ideas and impact of important individuals to include Socrates, Plato, Aristotle the diffusion of Greek
culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.
Element: SSWH3.c
Analyze the contributions of Hellenistic and Roman culture to include law, gender and science.
Element: SSWH3.d
Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman
world.
Element: SSWH3.e
Analyze the factors that led to the collapse of the western Roman Empire.
Essential Questions:
1.
2.
3.
4.
How did the Greek culture develop?
How did the Greeks and Romans influence the modern world?
Why was Athens a democracy and Rome a republic?
How did the Roman empire enable the rapid diffusion of Christianity?
Day 1—Friday, September 14 “Ancient Greece” Film and Worksheet (Unit Vocabulary Assigned)
Day 2—Monday, September 17: Chapter 5 “Greece” RSG
Day 3—Tuesday, September 18: Greece Atlas Packet
Day 4—Wednesday, September 19: Greek Tabloid Project
Day 5—Thursday, September 20: Greek Tabloid Project
Day 6—Friday, September 21: Greek Tabloid Project (due at end of class)
Day 7—Monday, September 24: Greece Study Guide (use textbooks to complete)
Day 8—Tuesday, September 25: Comparing 2 Political Systems “Athens v. Sparta”
Day 9—Wednesday, September 26: Ch 5 Greece PowerPoint Review
Day 10—Thursday, September 27: Mid Unit Benchmark Quiz “Greece”
Day 11—Friday, September 28: Intro to Rome Film/ Rome Atlas Packet
Day 12—Monday, October 1: Rome Atlas Packet/ Rome (ch 6) RSG
Day 13—Tuesday, October 2: DBQ Project “Fall of Rome”
Day 14—Wednesday, October 3 or Thursday, October 4: DBQ Project “Fall of Rome”
Day 15—Friday, October 5: DBQ Essay “Fall of Rome”
Day 16—Monday, October 8: Ch 6 Rome PowerPoint Review
Day 17—Tuesday, October 9: Greece/Rome Almost There Assessment
Day 18—Wednesday, October 10: Remediation/Enrichment
Day 19—Thursday, October 11: Unit 2 Test “Greece and Rome” (moved to Tuesday, October 16)
Unit 3 “Age of Exchange”
Chapters 8-12, 15
Unit 3 “Age of Exchange”
Chapters 8—12, 15
SSWH4
The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and
1500 CE.
Element: SSWH4.a
Explain the relationship of the Byzantine Empire to the Roman Empire.
Element: SSWH4.b
Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art
and architecture.
Element: SSWH4.c
Analyze the establishment of Christianity as the official religion of the Byzantine Empire.
Element: SSWH4.d
Analyze the role of Constantinople as a trading and religious center.
Element: SSWH4.e
Explain the influence of the Byzantine Empire on Russia with particular attention to its impact on Tsar
Ivan III and Kiev.
Element: SSWH4.f
Define the role of Orthodox Christianity and the Schism.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300
CE.
Element: SSWH5.a
Explain the origins of Islam and the growth of the Islamic Empire.
Element: SSWH5.b
Identify the Muslim trade routes to India, China, Europe and Africa and assess the economic impact of
this trade.
Element: SSWH5.c
Explain the reasons for the split between Sunni and Shia Muslims.
Element: SSWH5.d
Identify the contributions of Islamic scholars in medicine (Ibn Sina), geography (Ibn Battuta).
Element: SSWH5.e
Describe the impact of the Crusades on both the Islamic World and Europe.
Element: SSWH5.f
Analyze the impact of the expansion of the Mongol Empire to include the stabilization of trading
networks from China to the Mediterranean world.
Element: SSWH5.g
Analyze the relationship between Judaism, Christianity, and Islam.
SSWH6 The student will describe the diverse characteristics of early African societies before 1800.
Element: SSWH6.a
Identify the Bantu migration patterns and contribution to settled agriculture.
Element: SSWH6.b
Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai) including the
roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.
Element: SSWH6.c
Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves including the
Swahili trading cities.
Element: SSWH6.d
Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas
from Islam and Christianity.
Essential Questions
1. How did the spread of Islam influence trade, literature, the arts, and architecture?
2. How did the Byzantine Empire, Ottoman Turks, and the Mongol Empire unify the world and
advance knowledge?
3. What were some of the most important ways in which Africa was affected by growth in trade
and commerce?
Daily Calendar
Day 1—Wednesday, October 17 or Thursday, October 18: Islam Introduction Video and Atlas Packet /
Unit 3 Vocabulary Assigned
Day 2—Friday, October 19: Finish Atlas Packet / Begin Comparative Religion Project
Day 3—Monday, October 22: Comparative Religion Project
Day 4—Tuesday, October 23: Mid Unit Benchmark “Islam and Africa” / Project due at end of period
Day 5—Wednesday, October 24: Chapter 11 Worksheet “Byzantine Empire”
Day 6—Thursday, October 25: Byzantine PowerPoint
Day 7—Friday, October 26: Mongol Background Essay and RSG Ch 12
Day 8—Monday, October 29: Mongol PowerPoint Review
Day 9—Tuesday, October 30: Almost There Assessment
Day 10—Wednesday, October 31: Remediation/Enrichment
Day 11—Thursday, November 1: Unit 3 Test
Unit 4 Middle Ages (Chapters 13 and 14)
Standard
SSWH7
The student will analyze European medieval society with regard to culture, politics, society, and economics.
Element: SSWH7.a
Explain the manorial system and feudalism, to include the status of peasants and feudal monarchies and the
importance of Charlemagne.
Element: SSWH7.b
Describe the political impact of Christianity to include Pope Gregory VII and King Henry IV.
Element: SSWH7.c
Explain the role of the church in medieval society.
Element: SSWH7.d
Describe how increasing trade led to the growth of towns and cities.
Essential Questions
1.
2.
What are the lasting effects of the Crusades?
How did power develop under the feudal system?
Daily Calendar
Day 1—Friday, November 2: Unit Vocabulary
Day 2—Monday, November 05: Begin Middle Age Storybook Project
Day 3—Wednesday, November 7: Samurai/Knight Background CLOSE Reading/ Storybook
Project
Day 4—Thursday, November 8: Mid Unit Benchmark / Storybook Project
Day 5—Friday, November 9: Storybook Projects Due / GPS Standards Review
Day 6—Monday, November 12: Middle Ages Video and Study Guide
Day 7—Tuesday, November 13: Almost There Assessment
Day 8—Wednesday, November 14: Remediation/Enrichment
Day 9—Thursday, November 15: Unit Test
Unit 5: Connecting Hemispheres (Chapters 16—20)
Standards:
SSWH8
The student will demonstrate an understanding of the development of societies in Central and South America.
Element: SSWH8.a
Explain the rise and fall of the Olmec, Mayan, Aztec and Inca empires.
Element: SSWH8.b
Compare the culture of the Americas including government, economy, religion and the arts of the Mayans, Aztecs
and Incas.
SSWH9
The student will analyze the change and continuity in the Renaissance and Reformation.
Element: SSWH9.a
Explain the social, economic and political changes that contributed to the rise of Florence and the ideas of
Machiavelli.
Element: SSWH9.b
Identify artistic and scientific achievements of the "Renaissance man" Leonardo da Vinci, and Michelangelo.
Element: SSWH9.c
Explain the main characteristics of humanism to include the ideas of Petrarch, Dante and Erasmus.
Element: SSWH9.d
Analyze the impact of the Protestant Reformation to include the ideas of Martin Luther and John Calvin.
Element: SSWH9.e
Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.
Element: SSWH9.f
Describe the English Reformation and the role of Henry VIII and Elizabeth I.
Element: SSWH9.g
Explain the importance of Gutenberg and the invention of the printing press.
SSWH10
The student will analyze the impact of the age of discovery and expansion into the Americas, Africa and Asia.
Element: SSWH10.a
Explain the roles of explorers and conquistadors, including Zheng He, Vasco DaGama, Christopher Columbus,
Ferdinand Magellan, James Cook, and Samuel de Champlain.
Element: SSWH10.b
Define the Columbian Exchange and its global economic and cultural impact.
Element: SSWH10.c
Explain the role of the improved technology in European exploration including the astrolabe.
Essential Questions:
1.
2.
Why did the empires of the Americas fall?
What were the political conditions that allowed the Reformation to flourish?
3. How did the development and expansion of science and technology influence the prosperity of
Europe?
4. How were explorers able to explore and establish new colonies?
5.
Why was the Columbian Exchange so profound?
Daily Calendar:
Day 1: Friday, November 16—Renaissance Preview Film and Study Guide
Day 2: Monday, November 26—Renaissance/Reformation Atlas Packet and Vocabulary Distribution
Day 3: Tuesday, November 27—Renaissance Reformation Vocabulary PowerPoint
Day 4: Wednesday, November 28—Students Create Vocabulary PowerPoint for remaining terms
Day 5: Thursday, November 29—Renaissance PowerPoint and guided Notes
Day 6: Friday, November 30—Ch 17 Worksheet
Day 7: Monday, December 3—Reformation PowerPoint and Guided Notes
Day 8: Tuesday, December 4—Mid Unit Benchmark / Printing Press Essay Analysis
Day 9: Wednesday, December 5—Exploration and European Contact Vocabulary
Day 10: Thursday, December 6—Exploration and European Contact PowerPoint
Day 11: Friday, December 7—Vocabulary Quiz for Ch 16, 19, and 20 terms / People and Empires of the Americas
Day 12: Monday, December 10—DBQ Project “The Maya”(Hook and Background Essay)
Day 13: Tuesday, December 11—DBQ Project “The Maya” (Document Analysis and Outline)
Day 14: Wednesday, December 12—DBQ Project “The Maya” (Essay Written in Class….test grade)
Day 15: Thursday, December 13—Group Grading of DBQ Essays / Review Sheet for Final Exam

Optional Unit Test 7:30 am or 3:35 pm (score will replace lowest test grade for semester)
Day 16: Friday, December 14—Review Sheet for Final Exam
Final Exams are week of December 17-20 (Final Exam is cumulative and counts for 10% of total grade)
Scroll down to next page for 2nd Semester
World History Daily Calendar 2012-2013
2nd Semester
Unit 6: Absolutism to Revolution (Chapters 21—24)
Standards:
SSWH13
The student will examine the intellectual, political, social and economic factors
which changed the world view of Europeans.
Element: SSWH13.a
Explain the scientific contributions of Copernicus, Galileo, Kepler and Newton and
how these ideas changed the European world view.
Element: SSWH13.b
Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire
and Rousseau and their relationship to politics and society.
SSWH14
The student will analyze the Age of Revolutions and Rebellions.
Element: SSWH14.a
Examine absolutism through a comparison of the rules of Louix XIV, Tsar Peter the
Great, Tokugawa Ieyasu.
Element: SSWH14.b
Identify the causes and results of the revolutions in England (1689), United States
(1776), France (1789), Haiti (1791), and Latin America (1808-1825).
Element: SSWH14.c
Explain Napoleon's rise to power, defeat, and consequences for Europe.
Essential Questions:
1. Why did Louis XIV’s absolute monarchy become a model for Peter the Great
and Tokugawa Ieyasu?
2. How did the ideas of the Scientific Revolution influence the Enlightenment
thinkers?
3. What were the causes and results of revolutions in Europe, the United States,
and Latin America?
Day 1—Tuesday, January 8: What is Absolutism? (PowerPoint and Diagram)
Day 2—Wednesday, January 9: Absolutism and the Divine Right of Kings
POWERPOINT and Guided Notes / Ivan the Terrible Film
Day 3—Thursday, January 10: Absolutism and the Divine Right of Kings
POWERPOINT and Guided Notes / Ivan the Terrible Film
Day 4—Friday, January 11: OPEN NOTE QUIZ on Absolutism/ Compare and
Contrast Chart / Discussion of Mini-Project
Day 5—Monday, January 14: Unit 6 Individual Project “Monarchs and
Revolutionaries” --Media Center Day for Research
Day 6—Tuesday, January 15: Finish Mini-Project in Class (DUE at end of class)/
work on Vocabulary for Ch 21
Day 7—Wednesday, January 16: Absolute Monarch and Revolutionary Showcase
Walk-around (Students receive vocabulary list for Ch 22 and Ch 23)
Day 8—Thursday, January 17: Scientific Revolution
Day 9—Friday, January 18: Enlightenment
Day 10—Tuesday, January 22—Mid Unit Benchmark
Day 11—Wednesday, January 23: American Revolution
Day 12—Thursday, January 24: Atlas Packet
Day 13—Friday, January 25: French Revolution and Napoleon
Day 14—Monday, January 28: Nationalist Revolutions in the West
Day 15—Tuesday, January 29: Unit 6 Almost There Assessment
Day 16—Wednesday, January 30: Remediation/ Enrichment
Day 17—Thursday, January 31: Unit 6 Test
Day 18—Friday, February 1: DBQ Project Hook Exercise and Background Essay
Reading
Day 19—Monday, February 4: Document Analysis
Day 20—Tuesday, February 5: Document Analysis and Outline
Day 21—Wednesday, February 6: Write DBQ Essay
Day 22—Thursday, February 7: Self/Peer Evaluation of Essays
Unit 7: Industrialization and the Race for Empire Ending in World War I
Chapters 25—29
Standards:
Element: SSWH14.d
Examine the interaction with westerners to include Opium War, the Taiping Rebellion, and
Commodore Perry.
SSWH15
The student will be able to describe the impact of industrialization, the rise of nationalism
and the major characteristics of worldwide imperialism.
Element: SSWH15.a
Analyze the process and impact of industrialization in England, Germany and Japan,
movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization
and its impact on women.
Element: SSWH15.b
Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and
Japan under Emperor Meiji.
Element: SSWH15.c
Describe the reaction to foreign domination including the Russo-Japanese War and Young
Turks.
Element: SSWH15.d
Describe imperialism in Africa and Asia by comparing British policies in South Africa, French
policies in Indochina, and Japanese policies in Asia.
SSWH16
The student will demonstrate an understanding of long term causes of World War I and its
global impact.
Element: SSWH16.a
Identify the causes of the war including Balkan nationalism, entangling alliances, and
militarism.
Element: SSWH16.b
Describe the conditions on the war front for soldiers including the Battle of Verdun.
Element: SSWH16.c
Explain the major decisions made in the Versailles Treaty including German reparations and
the mandate system that replaced Ottoman control.
Daily Calendar:
Day 1—Monday, February 11: Introduction to the Industrial Revolution/Atlas Packet
Day 2—Tuesday, February 12: Atlas Packet/Unit Vocabulary
Day 3—Wednesday, February 13: Atlas Packet/Unit Vocabulary
Day 4—Thursday, February 14:
Industrial Revolution Film and Worksheet
Day 5—Tuesday, February 19: Industrial Revolution PowerPoint and Guided Notes
Day 6—Wednesday, February 20: Inventors of the Industrial Revolution Worksheet
Day 7—Thursday, February 21: Japanese Factory Workers CLOSE Reading
Day 9—Friday, February 22: Reforming the Industrial World
Day 10—Monday, February 25: Film Analysis “Around the World In 80 Days”
Day 11—Tuesday, February 26: Economic System Debate
Day 12—Wednesday, February 27: “Around the World”
Day 13—Thursday, February 28: Imperialism Guided Reading Packet (Due Tuesday
March 5)
Day 14—Friday, March 1: “Around the World”
Day 15—Monday, March 4: African Imperialism PowerPoint and Notes
Day 16—Tuesday, March 5: “Around the World” (Imperialism Guided Reading
Packet Due)
Day 17—Wednesday, March 6: Asian Imperialism PowerPoint and Notes
Day 18—Thursday, March 7: Mid Unit Benchmark (Vocab for Standard 14 and 15)
Day 19—Friday, March 8: Around the World Reflection Activity/ WWI Vocabulary
Day 20—Monday, March 11: Causes of World War I Background Essay and Map
Activity
Day 21—Tuesday, March 12: Causes of World War I PowerPoint
Day 22—Wednesday, March 13: World War I PowerPoint
Day 23—Thursday, March 14: End of War, Treaty of Versailles
Day 24—Friday, March 15: World War I Wrap Up
Day 25—Monday, March 18: Review Session
Day 26—Tuesday, March 19: Almost There Assessment
Day 27—Wednesday, March 20: Remediation/Enrichment Activities
Day 28—Thursday, March 21/ Friday, March 22: Unit 7 Test
Calendar for Unit 8
Unit8 : The World At War (chapters 30—32)
Standards:
SSWH17
The student will be able to identify the major political and economic factors that shaped world societies between
World War I and World War II.
Element: SSWH17.a
Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of
Sigmund Freud, Albert Einstein, and Picasso.
Element: SSWH17.b
Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's
first Five Year Plan.
Element: SSWH17.c
Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in
Germany, and Hirohito in Japan.
Element: SSWH17.d
Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas
Ghandi.
Element: SSWH17.e
Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they
differ from authoritarian governments.
Element: SSWH17.f
Explain the aggression and conflict leading to World War II in Europe and Asia including the Italian invasion of
Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.
SSWH18
The student will demonstrate an understanding of the global political, economic and social impact of World War II.
Element: SSWH18.a
Describe the major conflicts and outcomes including Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the
Philippines, and the end of the war in Europe and Asia.
Element: SSWH18.b
Identify Nazi ideology, policies, and consequences which led to the Holocaust.
Essential Question:
In what ways did politics and the economy change societies around the world and eventually
lead us into World War II?
Plan of Study
Day 1: Monday, March 25—Unit 8 Vocabulary
Day 2: Tuesday, March 26—Recap of Russian Revolution
Day 3: Wednesday, March 27—Web-quest Mini-project on Social and Revolutionary Leaders
Day 4: Thursday, March 28—Continue Mini-Project
Day 5: Friday, March 29—Gallery Walk on Social and Revolutionary Leaders
Day 6: Monday, April 1—Great Depression
Day 7: Tuesday, April 2—Film on Rise of Fascism
Day 8: Wednesday, April 3—Discussion on Stalin’s 5 Year Plan and Rise of Fascism
Day 9: Thursday, April 4—Mid Unit Benchmark
Day 10: Friday, April 5—WWII Film
Day 11: Monday, April 15—Images Between Wars PowerPoint
Day 12: Tuesday, April 16—Atlas Packet
Day 13: Wednesday, April 17—WWII
Day 14: Thursday, April 18—Holocaust
Day 15: Friday, April 19—Holocaust
Day 16: Monday, April 22—WWII Wrap Up
Day 17: Tuesday, April 23—Unit 8 Almost There Assessment / Extra Credit Movie Analysis Due
Day 18: Wednesday, April 24—Remediation/Enrichment
Day 19: Thursday, April 25—Unit 8 Test
Unit 9: Perspectives on the Present (Chapters 33-36)
Standards:
Element: SSWH18.c
Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union
(Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the
nations of Eastern Europe.
Element: SSWH18.d
Explain allied Post-World War II policies including formation of the United Nations, the Marshall Plan for Europe,
and McArthur's plan for Japan.
SSWH19
The student will demonstrate an understanding of the global social, economic and political impact of the Cold War
and decolonization from 1945 to 1989.
Element: SSWH19.a
Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.
Element: SSWH19.b
Describe the formation of the state of Israel.
Element: SSWH19.c
Explain the arms race to include development of the Hydrogen Bomb (1954) and SALT (Strategic Arms Limitation
Treaty, 1972).
Element: SSWH19.d
Compare and contrast the reforms of Khrushchev to Gorbachev.
Element: SSWH19.e
Analyze efforts in the pursuit of freedom to include, anti-apartheid, Tianamen Square, and the fall of the Berlin
Wall.
SSWH20
The student will examine change and continuity in the world since the 1960s.
Element: SSWH20.a
Identify ethnic conflicts and new nationalisms to include pan-Africanism, pan-Arabism and the conflicts in BosniaHerzegovina and Rwanda.
Element: SSWH20.b
Describe the breakup of the Soviet Union in 1991 which produced the independent countries to include Ukraine,
Kazakhstan and the Baltic States.
Element: SSWH20.c
Analyze terrorism as a form of warfare in the 20th century including Shining Path, Red Brigade, Hamas, and Al
Qaeda and its impact on daily life including travel, world energy supplies, and financial markets.
Element: SSWH20.d
Examine the rise of women as major world leaders to include, Golda Meir, Indria Gandhi, and Margaret Thatcher.
SSWH21
The student will analyze globalization in the contemporary world.
Element: SSWH21.a
Describe the cultural and intellectual integration of countries into the world economy through the development of
television, satellites, and computers.
Element: SSWH21.b
Analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and
the World Trade Organization.
Essential Questions
1.
Evaluate the impact of the Cold War on modern political and economic policies within the
global community.
2. What was the impact of the end of the Cold War on international political, economic, and social
relations?
Daily Calendar
Friday, April 26—Atlas Packet
Monday, April 29—Cold War Video Quiz/Introduce Project/Unit Vocabulary
Tuesday, April 30—Unit Vocabulary/Cold War Project
Wednesday, May 1—Cold War Project
Thursday, May 2/Friday, May 3 BLOCK DAYS—Cold War Project
Monday, May 6—Cold War Project
Tuesday, May7—Cold War Project Due / Final Exam Study Guide Distributed—Work on in class
Wednesday, May 8—China One Child Policy DBQ Project: Hook and Background Essay
Thursday, May 9—Mid Unit Benchmark (covers all vocabulary) Document Analysis
Friday, May 10—Document Analysis
Monday, May 13—Outline/Debate DBQ Info
Tuesday, May 14—Write DBQ Essay
Wednesday, May 15—Review for Final Exam….Last day to work on Study guide
Thursday, May 16—Grade DBQ Essays/ Textbook Return (lost books $64.98)
Friday, May 17—Review for Final Exam
Optional Unit Test to replace lowest summative grade (afternoons at 3:35 5/14 to 5/16)
Final Exams—10% of Total Grade
4th Period and 3rd Period—Wednesday, May 22
2nd Period—Thursday, May 23