Download World History II Curriculum Guide

Spring 2010
History and Social Science
Curriculum Guide
World History and Geography:
1500 A.D. (C.E.) to the Present
Spring 2010
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Spring 2010
Amherst County Public Schools
History and Social Science Curriculum Guide
Introduction
The history and social science curriculum in Amherst County Public Schools consists of 13 courses that span
Kindergarten through Grade 12. Each course curricula is based on the Virginia Standards of Learning (SOL).
2010 curriculum and pacing guides address the 2008 revisions to the History and Social Science SOL. Each grade level
curriculum guide contains objectives, suggested teaching activities, resources, related SOL, and assessment methods.
Grade level teachers were asked to review the existing curriculum and pacing guides and provide editorial changes for
content that was retained in the 2008 SOL and to provide instructional suggestions for the 2008 SOL revisions.
Curriculum and pacing guide edits were made by the division SOL Resource Specialist for Social Studies. Draft
document changes were distributed to teachers for review and input. Grade level meetings were scheduled for additional
review and input before finalizing the document.
Objectives:
The objectives are based on the SOL and the Curriculum Framework content. Every effort must be made to ensure
student mastery of the objectives.
Suggested Activities:
These activities are suggested, not required. Teachers may choose from these activity ideas or utilize other activities that
are a strong instructional match for the learning styles of their students.
Resources:
Resources may be located within the individual school building, be available through the Amherst County Public Schools
Media Center, be available through the Internet, or be resources used by teachers and known to be appropriate for the
content being instructed. The resources listed are suggestions. Teachers may use additional resources provided those
resources comply with Amherst County Public School guidelines.
Related SOL:
These are listed to assist teachers with drawing on the students’ prior knowledge, developing integrated lessons, linking
content to reinforce student understanding, and reviewing content.
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Spring 2010
Assessment:
These are suggestions. Teachers should develop and utilize assessment means that provide valid and reliable feedback
on the students’ level of mastery.
Teachers are expected to instruct to the objectives of the curriculum guide for their grade level/subject area and utilize
strategies, activities, and resources that promote mastery of the SOL.
Pacing guides must be followed to ensure alignment with nine-week benchmark assessments.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.2a
The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in
the world about 1500 A.D. (C.E.) by
a) locating major states and empires.
Objectives
The student will be able to:
1) Identify major states and
empires in the Eastern and
Western Hemispheres about
1500A.D
2) Locate England, France,
Spain, and Russia on a map
of Europe
3) Locate the Ottoman
Empire, Persia, China, and
Monghal India on a map of
Asia
4) Locate the Songhai
Empire on a map of Africa
5) Locate the Incan and
Aztec Empire on a map of
the New World
Suggested
Resources
Activities/Tasks
1) Students color empires on Mapping World History by
a political map showing
Nystrom: Activity 14 & 20
empires around 1500 A.D.
Internet resources
2) Students develop
comparison charts/Venn
United Streaming
diagrams of the major
empires.
Related SOL
WHII.1a,b,c,d,e
WHII.2d,e
WG.4
3) Guided readings about
the major empires.
4) Students create a
newspaper front page on an
empire of this time period;
including events, map,
inventions, and people.
5) Students play Bingo
game of this content for
review.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
6) Compare and contrast
political systems in these
states and empires
7) Compare and contrast
cultures and economies in
these states and empires.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.2b
The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in
the world about 1500 A.D. (C.E.) by
b) describing artistic, literary, and intellectual ideas of the Renaissance.
Objectives
The student will be able to:
1) Describe the origins and
spread of the Renaissance
2) Describe the artistic ideas
that developed during the
Renaissance
3) Identify Michelangelo and
Leonardo da Vinci and their
works
4) Identify the literary
accomplishments of
Shakespeare
5) Define and explain the
beliefs of humanism and the
contributions of Erasmus
6) Analyze the contributions
of the Renaissance
Suggested
Activities/Tasks
1) Student examine map of
Italian City States and trade
routes.
2) Students develop a
timeline for the Renaissance
period.
3) Students sketch a
drawing of the school hall
illustrating perspective.
4) Students complete
crossword puzzles for
review of content.
Resources
Timeline printouts
Related SOL
WHII.1a,b,d,e
Henry VIII book- ACHS
library
Video: Exploring the
Renaissance and quiz.
(T58064)
Video: Art of the Western
World: The High
Renaissance (T58061)
Video: Renaissance
(T58168)
5) Students write an obituary Maps
of a Renaissance person.
Internet resources
6) Class reads excerpt from
a primary source of one of
United Streaming
Shakespeare’s works.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
7) Teacher reads an excerpt
from The Prince.
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7) Define or identify:
Renaissance
sonnet
humanism
city state
patrons
perspective
8) Students develop a chart
comparing the major artists
of the Renaissance era.
9) Teacher presents a slide
show of Italy and France.
10) Students complete study
guide worksheets about the
Renaissance.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.2c
The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in
the world about 1500 A.D. (C.E.) by
c) describing the distribution of major religions.
Objectives
The student will be able to:
1) Locate the origins of the
five world religions
2) Name and locate the five
major world religions in 1500
A.D. (C.E.)
Suggested
Activities/Tasks
Students label maps of the
origins and spread of world
religions.
Resources
Mapping World History by
Nystrom – Activity 23
Related SOL
WHII.1b,c,e
WHII.14
World maps and globe
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.2d
The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in
the world about 1500 A.D. (C.E.) by
d) analyzing major trade patterns.
Objectives
The student will be able to:
1) Analyze major trade
patterns linking Europe,
Asia, and Africa including
the Silk road, maritime
routes, trans-Saharan
routes, Black Sea, other sea
and river trade, and South
China Sea
2) Explain the importance of
trade routes to the exchange
of products and ideas
Suggested
Activities/Tasks
1) Teacher led discussion
about why people trade.
2) Students complete
worksheets including
products, routes, and
people.
Resources
Related SOL
Maps
WHII. 1b,c,e
Internet resources
WHII.2a,b
United Streaming
3) Students label a map with
the major trade routes.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.2e
The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in
the world about 1500 A.D. (C.E.) by
e) citing major technological and scientific exchanges in the Eastern Hemisphere.
Objectives
The student will be able to :
1) List technological and
scientific advancements in
the Eastern hemisphere by
1500
2) List advancements
exchanged along trade
routes including paper,
compass, silk, and porcelain
from China
3) List advancements
exchanged in India and the
Middle East including
textiles and numeral system
Suggested
Activities/Tasks
1) Students complete a Tchart comparing the
advancements exchanged
along routes (India and
China).
2) Students develop charts
comparing trade items from
China and the Middle East.
3) Students label maps to
show where products
originated.
4) Students write journal
entries about how these
advancements changed
everyday life.
Resources
Related SOL
Transparencies
WHII.1e
T-charts
WHII.2a
Maps
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.3a
The student will demonstrate knowledge of the Reformation in terms of its impact on Western Civilization by
a) explaining the effects of the theological, political, and economic differences that emerged, including the views
and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I.
Objectives
The student will be able to:
1) Describe the problems
and issues that provoked
religious reforms
2) Compare beliefs of Martin
Luther and John Calvin
3) Describe the actions of
Henry VIII and the formation
of the Anglican church
4) Analyze political
differences that emerged as
a result of religious ideology
regarding the Anglican
Church and the tolerance for
dissenters under Elizabeth I
Suggested
Activities/Tasks
1) Teacher led discussion of
the vocabulary.
Resources
Transparencies
Related SOL
WHII.1a,b,e
Worksheets
2) Students create a timeline
of events in the Protestant
Reformation.
All the Wives of Henry VIII
Video: Exploring the
3) Students complete guided Renaissance
reading of the Protestant
Video: Henry VIII
Reformation.
4) Students participate in
BINGO of the content.
Mapping World History by
Nystrom: Activity 23
Segments of Elizabeth I
5) Students develop
Jeopardy questions and play video
for review.
Bingo
6) Students examine the
Family Tree of Henry VIII.
Timeline
7) Students review primary
sources about John Calvin.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
Compare/contrast table
Internet resources
8) Students create a map of
local religions.
United Streaming
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5) Define or identify:
Usury
Nobility
Indulgences
95 Theses
Predestination
Papal/Papacy
Theocracy
Dissenters
9) Students complete a table
comparing and contrasting
the beliefs of Martin Luther,
John Calvin, Henry Viii and
Elizabeth I.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.3b
The student will demonstrate knowledge of the Reformation in terms of its impact on Western Civilization by
b) describing the impact of religious conflicts, including the Inquisition and Catholic Reformation , on society
and government actions.
Objectives
The student will be able to :
1) Describe how the
Protestant Reformation led
to religious conflicts in
Germany, England, and
France
2) Describe how conflicts
between Protestants and
Catholics resulted in the
Thirty Years War and the
dissolution of the Holy
Roman Empire
Suggested
Activities/Tasks
1) Students add to the
timeline started in WHII.3a.
Resources
Related SOL
Maps (comparing Europe
WHII.1d-e
before and after Thirty Years
War)
WHII.3a
2) Students complete guided
reading activities.
Venn Diagram
3) Students complete a
primary source worksheet
about Edicts of Nantes.
Edicts of Nantes worksheet
4) Students complete a
Venn diagram comparing
the religious conflicts in
England, Germany, and
France.
T-chart
3) Describe the impact of the
Edict of Nantes on
5) Students complete map
Protestants and Huguenots
exercises.
of France
6) Students create a flow
4) Describe the Catholic
chart showing causes and
Reformation and its causes
effects of the Catholic
and effects
Reformation.
Flow chart
Word search
Crossword puzzle
ASSESSMENT
Internet resources
United Streaming
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Discuss the impact of the
Counter Reformation
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6) Explain the Inquisition
7) Identify:
Hapsburg Family
Cardinal Richlieu
Huguenots
Jesuits
Jan Huss
John Wycliffe
Council of Trent
7) Students complete a Tchart comparing Jan Huss
and John Wycliffe.
8) Students complete a word
search and identify each
word located.
9) Students complete a
crossword puzzle of
Reformation content.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.3c
The student will demonstrate knowledge of the Reformation in terms of its impact on Western Civilization by
c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.
Objectives
The student will be able to:
1) Describe the role of the
printing press and the
spread of new ideas
2) Identify and describe
secularism, individualism,
and the growth of religious
tolerance
Suggested
Activities/Tasks
1) Students complete a T
chart comparing and
contrasting the world before
and after Reformation.
2) Students write a
paragraph explaining the
impact of the printing press
on world communications of
ideas.
Resources
Related SOL
Transparencies
WHII.1b,e
Maps
WHII.3a
Internet resources
WHII.3b
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.4a and WHII.4b
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the
Americas, Africa, and Asia by
a) explaining the roles and economic motivations of explorers and conquistadors.
b) describing the influence of religion.
Objectives
The student will be able to:
1) Explain why Europeans
were interested in
discovering new lands and
markets
2) Identify:
Vasco da Gama
Christopher Columbus
Hernando Cortez
Francisco Pizarro
Ferdinand Magellan
Francis Drake
Jacques Cartier
3) List innovations in
navigational arts
4) Describe how the loss of
Constantinople promoted
the search for new trade
routes
Suggested
Activities/Tasks
1) Students illustrate the
voyages of the famous
explorers on maps.
2) Students complete a
worksheet on technology of
shipbuilding.
3) Students complete
mapping exercises to show
the diffusion of Christianity.
Resources
Related SOL
Transparencies
WHII.1b,c,d,e
Mapping World History by
NYSTROM activities 31 &
32
WHII.2a,d,e
Internet resources
United Streaming
World maps
Assessments
4) Teacher reviews trade
map from 1500 and
discusses why Europeans
were interested in trade.
Shipbuilding worksheet
Discoverers Matching game
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Students participate in
Discoverers Matching Game
for review.
6) Students assume the role
of a famous explorer and
write a journal entry about
his experiences.
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5) Identify Prince Henry the
Navigator
6) Describe the diffusion of
Christianity into the new
world
7) Teacher led discussion
about how culture changes
as people migrate to new
locations.
7) Define:
indigenous
diffusion
innovation
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.4c and 4d
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the
Americas, Africa, and Asia by
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.
d) describing the Columbian Exchange including its impact on native populations.
Objectives
The student will be able to:
1) Identify European land
claims in North and South
America, Africa, and Asia
2) Describe the effect of
European expansion on the
Americas, Africa, and Asia
Suggested
Activities/Tasks
1) Students examine color
maps showing European
land claims in the new world
and the Indian tribes.
2) Student will complete
worksheets and maps
related to the Columbian
Exchange.
Resources
Related SOL
Transparencies
WHII.1b,d,e
Worksheet on Columbian
Exchange
WHII.4a,b
Internet resources
United Streaming
World maps
3) Describe the Columbian
exchange and its impact on
the indigenous cultures of
the Americas
4) Identify the Aztecs and
Incas
5) Identify:
Trading companies
Dictatorial rule
Smallpox
3) Students choose a
continent (North America,
South America, Africa, Asia)
and write a paper describing
the impact of the European
Age of Discovery on the
native populations.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.4e and 4f
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the
Americas, Africa, and Asia by
e) mapping and explaining the triangular trade.
f) describing the impact of precious metal exports from the Americas.
Objectives
The student will be able to:
1) Describe European
expansion into Africa
including the trading posts
and the slave trade
2) Describe the colonization
of Asia by merchants
3) Identify, describe, and
illustrate the triangular trade
pattern
4) Analyze the impact of the
slave trade on African,
European, and American
societies
Suggested
Activities/Tasks
1) Students examine a map
of triangular trade pattern
(including trade items that
went to each continent)
2) Students read Sugar and
Slavery and answer
worksheet questions.
Resources
Related SOL
Transparencies
WHII.1b,e
“Sugar and Slavery”, story
from Rethinking Columbus
published by Rethinking
Schools, Milwaukee,
Wisconsin.
WHII.4c,d
Internet resources
3) Teacher led discussion
about the impact of the
discovery of precious metals
and their export from the
Americas.
United Streaming
World maps
Materials for posters
4) Students create posters
illustrating the triangular
trade showing the routes
and the products traded.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.5a
The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the
world after 1500 A.D. (C.E.) by
a) describing the location and development of the Ottoman Empire.
Objectives
Suggested
Resources
Activities/Tasks
The student will be able to:
1) Students examine trade
Transparencies
route maps, then label maps
1) Describe the location of
with the routes and the items Internet resources
the Ottoman Empire
traded.
United Streaming
2) Describe the development 2) Students examine a map
of the Ottoman Empire
showing the spread of Islam, World maps
then label a map showing
3) Identify the new name of
that spread.
Constantinople - Istanbul
Related SOL
WHII.1b,c,d
WHII.15a
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.5b
The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the
world after 1500 A.D. (C.E.) by
b) describing India, including the Mughal Empire and coastal trade.
Objectives
The student will be able to:
1) Identify the spread of
Mughal rulers into India
2) Identify the reasons
European trade developed
3) Describe the impact of
Indian textiles on the British
market
Suggested
Activities/Tasks
1) Students review maps
showing the spread of
Mughal rulers. Students
label maps showing the
spread of Mughal rulers and
the trade that developed.
Resources
Related SOL
Picture of the Taj Mahal
WHII.1b,d,e
Internet resources
WHII.15a b
United Streaming
World maps
2) Students develop a Tchart comparing Muslim
architecture with European
architecture.
Pictures of architecture and
art
Worksheet of Islamic textiles
4) Identify the elements of
Islamic influence on art and
architecture in India
5) Name the three European
countries that competed for
the Indian Ocean trade
3) Students complete a
worksheet on textiles.
4) Students create a
comparison chart for
Renaissance art and Islamic
art.
5) Teacher presents a
Western Civilization slide
presentation.
Picture CD of Western
Civilization
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
6) Students create a chart
comparing trade items from
China, the Middle East, and
India (including items traded
in Southern India).
7) Students write an essay
explaining how trade not
only creates economic
dependency but also helps
countries remain
independent.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.5c
The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the
world after 1500 A.D. (C.E.) by
c) describing East Asia, including China and the Japanese shogunate.
Objectives
The student will be able to:
1) Compare feudalism in
Europe to the Japanese
shogunate
2) Compare the Japanese
shogunate to the Chinese
emperor
3) Describe how and why
the Chinese controlled
foreign trade and limited the
influence of European
merchants
4) Describe how and why
the Japanese controlled
foreign trade and limited the
influence of European
merchants
Suggested
Activities/Tasks
1) Students examine and
label maps showing the
European trade with China
and Japan.
2) Students complete
comparison charts of the
Japanese shogunate and
the Chinese emperor.
3) Students complete a
comparison chart of
European feudalism and the
Japanese shogunate.
4) Students write a paper
comparing European trade
with China and Japan to
European trade with Africa
and the Americas.
Resources
Related SOL
Maps
WHII.1b,d,e
Transparencies
WHII.2d,e
Internet resources
WHII.4
United Streaming
Comparison charts
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
23
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.5d
The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the
world after 1500 A.D. (C.E.) by
d) describing Africa and its increasing involvement in global trade.
Objectives
The student will be able to:
1) Describe how the slave
trade altered African society
2) Describe the Triangular
Trade pattern and its effect
on Africa
3) Identify the major trade
items in Africa
Suggested
Activities/Tasks
1) Students view and
discuss a map showing
triangular trade items and
locations.
2) Students label a map with
the triangular trade route
and show the major trade
items.
Resources
Related SOL
Triangular Trade worksheets WHII.1b,e
and transparencies
WHII.4c,d,e,f
Maps
Internet resources
United Streaming
Video :Amistad
3) Students brainstorm how
the slave trade altered
African society.
4) In pairs, students
brainstorm how the
triangular trade changed the
Americas and Africa, and
then discuss their ideas as a
class.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
24
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.5e
The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the
world after 1500 A.D. (C.E.) by
e) describing the growth of European nations, including the Commercial Revolution and mercantilism.
Objectives
The student will be able to:
1) Describe the Commercial
Revolution
2) Define mercantilism
3) Explain the influence of
mercantilism on colonial
development
4) Describe new banking
systems, including charters
and joint-stock companies
5) Describe European
competition for colonies
Suggested
Activities/Tasks
1) Students label a world
map with European
countries and their colonies.
Resources
Related SOL
Maps
WHII.1c,d,e
Transparencies
WHII.4
2) Students complete a joint- Joint-stock worksheet
stock worksheet.
Internet resources
3) Students create a poster
explaining/demonstrating
United Streaming
mercantilism or the
Commercial Revolution
WHII.5c
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
25
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.6a
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
a) describing the Scientific Revolution and its effects.
Objectives
The student will be able to:
1) Identify scientists and
their contributions during the
Scientific Revolution
2) Describe the Scientific
Revolution and its impact on
the way the people viewed
the world
3) Define or identify:
Heliocentric theory
Planetary motion
Telescope
Laws of Gravity
Scientific method
Suggested
Activities/Tasks
1) Students construct a
model comparing the two
views of the universe.
2) Students identify the
vocabulary words.
3) Students illustrate the
discoveries of each scientist.
Resources
Transparencies
Related SOL
WHII.1a,e
Worksheet of the Two
Universes.
Internet resources
United Streaming
4) Students play Jeopardy or
Bingo for review.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
26
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII6.b
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
b) describing the Age of Absolutism, including the monarchies of Louis XIV, and Peter the Great.
Objectives
The student will be able to:
1) Describe the
characteristics of an
Absolute Monarch
2) Describe the use of the
Palace of Versailles as a
symbol of power
3) Describe Peter the
Great’s attempt to
westernize Russia
4) Explain the concept of the
Divine Right of Kings
5) Name the two major
rulers during the Age of
Absolutism
Suggested
Activities/Tasks
1) Teacher presents slide
show of Versailles.
Resources
Video: Versailles (T58845)
(T58840)
2) Students view video,
Versailles, and complete
accompanying worksheets.
Slides of Versailles
3) Students work with a
primary source on a day in
the life of Louis XIV.
Worksheets
WHII.1a,b,c,d,e
Transparencies
Comparison chart
4) Students create a timeline Timeline
and complete guided
reading worksheets.
CD – Western Civilizations
5) Students label maps
showing the empires of
Louis XIV and Peter the
Great.
Related SOL
Picture books of France
Internet resources
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
United Streaming
6) Students complete a
comparison chart of Louis
XIV and Peter the Great.
27
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII6.c
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy.
Objectives
The student will be able to:
1) Explain how the English
Civil War and the Glorious
Revolution promoted the
development of the rights of
Englishmen
2) Analyze causes and
results of the English Civil
War
3) Analyze causes and
results of the Glorious
Revolution
Suggested
Activities/Tasks
1) Students examine a
timeline of English rulers.
2) Students view the video,
The English Civil War, and
take a quiz on content.
3) Teacher led discussion of
vocabulary relevant to the
SOL.
Resources
Timeline
WHII1a,b,e
Video: The English Civil War
(T59991)
Transparencies – Tudor –
Stuart family tree
Picture books
Maps of the English Civil
4) Students complete guided War
reading worksheets.
Internet resources
5) Students play Bingo and
Jeopardy as review.
United Streaming
4) Identify:
English Bill of Rights of 1689 6) Students construct a time- Bingo and Jeopardy
Magna Carta
line illustrating advances in
questions for review
English Common Law
civil rights.
5) Identify:
Oliver Cromwell
Charles I
Charles II
William III and Mary II
Related SOL
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
7) Using maps, teacher
leads a discussion of the
English Civil War.
28
Spring 2010
6. Explain the development
8) Students research one of
of political parties in England these and report to the
class:
Charles I
Charles II
William and Mary
Oliver Cromwell
Magna Carta
development of
political parties in
England
Glorious Revolution
English Bill of Rights
of 1689
9) Students complete a table
comparing the English Bill of
Rights, the Magna Carta,
and English Common Law.
29
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.6d
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced
the founders of the United States.
Objectives
The student will be able to:
1) Define Enlightenment
2) Explain how the
Enlightenment changed the
world view
3) Describe the writings and
ideas of:
Thomas Hobbes
John Locke
Montesquieu
Rousseau
Voltaire
4). Describe how
Enlightenment ideas
influenced political
revolutions
Suggested
Activities/Tasks
1) Students complete a
graphic organizer comparing
the different Enlightenment
thinkers and their ideas.
Resources
Video The Enlightenment
Related SOL
WHII.1a,e
Transparencies
Primary Source Documents
2) Student define vocabulary
words such as:
Enlightenment
religious Tolerance
sovereignty
democracy
separation of Powers.
3) Students complete guided
reading and time-line
worksheets.
Copies of Enlightenment
thinkers writings
CD – Western Civilization
Internet resources
United Streaming
World maps
4) Student view video The
Enlightenment and take quiz
on content.
30
Spring 2010
Assessments
5) Describe how the
Enlightenment ideas
influenced the writing of the:
Declaration of Independence
Constitution of the United
States
Bill of Rights.
5).Students label a world
map showing the influence
of the Enlightenment on the
rest of the world.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
6) Students research one of
the Enlightenment thinkers
and create a poster of his
key ideas and contributions
to democratic ideas.
7) Students work in pairs or
small groups to identify
Enlightenment ideas in the
Declaration of
Independence, Constitution
of the United States and the
Bill of Rights.
8) Bingo and Jeopardy
games for review.
31
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.6e
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
e) describing the French Revolution
Objectives
The student will be able to:
1) Identify the influence of
the Enlightenment and the
American Revolution on the
French Revolution
2) Describe causes of the
French Revolution
3) Explain the storming of
the Bastille
4) Describe the Reign of
Terror
4) Describe the outcomes of
the French Revolution
including the end of the
Absolute Monarchy and the
rise of Napoleon
Suggested
Activities/Tasks
1) Students complete a TChart comparing the French
Revolution and the
American Revolution.
Resources
Pamphlet (McDougall-Littall)
of the Chapter on French
Revolution
Related SOL
WHII.1a,b,c,d,e
WHII.6d
World maps
2) Students define key
vocabulary: reign, guillotine,
Bastille, absolute monarchy.
Worksheets
Internet resources
3. Students complete guided
reading and time-line
worksheets.
4. Students view videos
Parts 1 and 2 The French
Revolution then take a quiz
on the content
.
5) Students complete a
Guillotine Worksheet.
United Streaming
Videos: The French
Revolution Parts 1 & 2
(T58845) and (T58840)
Napoleon (T58046)
Marie Antoinette (T58804)
(58999)
6) Class discussion of the
rise of Napoleon.
32
Spring 2010
Assessments
7) Students view videos:
Napoleon and Marie
Antoinette.
8) Students label a world
map showing Napoleon’s
conquests.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
9) Students participate in
review games.
33
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.6f
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the
sixteenth, seventeenth, and eighteenth centuries by
f) describing the expansion of the arts, philosophy, literature, and new technology.
Objectives
Suggested
Activities/Tasks
The student will be able to:
1) Students listen to
samples of music from the
1) Explain the new emphasis composers.
on order and balance in
Enlightenment Arts
2) Students view artwork
from the period.
2) Analyze the ideas of the
Age of Reason
3) Students research the
new inventions and report
3) List new inventions and
on the impact each had on
innovations during the Age
society.
of Reason and describe the
impact of each, such as: all
4) Students think, pair, share
weather roads, new farm
the impact new tools had on
tools, and ship designs
the agricultural revolution.
4) Explain the impact of new
tools on the agricultural
revolution
5) Students receive extra
credit for reading Don
Quixote and writing a
critique.
Resources
Related SOL
Copy of Don Quixote
WHII.1a,b,e
Pictures the Delacroix
painted
WHII 6.d
Music from some of the
composers
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Identify Bach, Mozart,
Delacroix, Voltaire,
Cervantes
34
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.7a
The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by
a) describing the colonial system as it existed by 1800
Objectives
The student will be able to:
1) Identify the characteristics
of the colonial system in
Latin America in the 19th
century
2) Name major cities that
served as outposts of
colonial authority
3) Describe the rigid class
structure of the colonial
system in Latin America
Suggested
Activities/Tasks
1) Students create a timeline
of the Latin American
revolutions including not
only the event but also
explaining the clash of
European cultures, the
development of government,
and changes in religion.
Resources
Related SOL
Poster paper
WHII.1a,b
Timelines
WHII.6d,e
Internet resources
United Streaming
World maps
2) Students create a poster
map of Latin America,
labeling revolutions, cities
serving as major outposts,
and the locations of precious
metals.
3) Students compare the
class structure of colonial
Latin America to that of
colonial United States and
feudalistic Europe.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
35
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.7b
The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by
b) identifying the impact of the American and French Revolutions on Latin America.
Objectives
The student will be able to:
1) Discuss examples of the
influence the American and
French Revolutions had in
Latin America
2) Name Latin American
countries that gained
independence during the
1800s
3) Identify Father Miguel
Hidalgo
Suggested
Activities/Tasks
1) Teacher led discussion to
review the American and
French Revolutions.
Resources
Related SOL
K-W-L chart
WHII.1a,b
Internet resources
WHII.6d,e
2) Students apply K-W-L
United Streaming
strategies of how the
American and French
Guides reading exercises
Revolutions influenced
independence movements in World maps
Latin America.
3) Students use United
Streaming to learn of the
revolutions.
4) Students complete
research projects about the
revolutions in Mexico, Haiti,
Colombia, Venezuela, and
Brazil.
Timelines
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Students complete guided
reading exercises.
6) Students complete a
timeline of the Latin
American revolutions.
36
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.7c
The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by
c) explaining the contributions of Toussaint L’Ouverture and Simon Bolivar.
Objectives
The student will be able to:
1) Explain the contributions
of Toussaint L’Ouverture
and Simon Bolivar to the
revolutions in Latin America
2) Identify the regions of
Latin America directly
influenced by Toussaint
L’Ouverture and Simon
Bolivar
Suggested
Activities/Tasks
1) Students label maps of
Latin America showing the
contributions of Toussaint
L’Ouverture and Simon
Bolivar.
2) Students use United
Streaming to learn about
Toussaint L’Ouverture and
Simon Bolivar. They
develop graphic organizers
to illustrate information
learned.
3) Students complete guided
reading exercises.
4) Students complete a Tchart comparing Toussaint
L’Ouverture and Simon
Bolivar.
Resources
Related SOL
Internet resources
WHII.1a,b
United Streaming
WHII.6d,e
Guides reading exercises
Maps
T Chart
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
37
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.7d
The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by
d) assessing the impact of the Monroe Doctrine.
Objectives
The student will be able to:
1) Identify when and explain
why the Monroe Doctrine
was issued
2) Identify the impact the
Monroe Doctrine had on
Latin American revolutions
Suggested
Activities/Tasks
1) Students label world
maps showing the focus and
influence of the Monroe
Doctrine.
Resources
Related SOL
Monroe Doctrine
WHII.1a,b
Internet resources
WHII.5c
United Streaming
2) Students read the Monroe
Doctrine and discuss
Guides reading exercises
whether or not it continues
to be an important piece of
Maps
United States foreign policy .
Comparison chart
3) Students complete guided
reading exercises.
4) Students compare the
Monroe Doctrine to the
Chinese and Japanese
reactions to European
influence (WHII.5c).
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
38
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.8a
The student will demonstrate knowledge of political and philosophical developments in Europe during the
nineteenth century by
a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in
Europe after 1815.
Objectives
The student will be able to:
1) Describe Napoleon’s
attempt to unify Europe
under French domination
2) Describe the growth of
nationalism
3) Identify the Napoleonic
Code
4) Discuss the legacy of
Napoleon
Suggested
Activities/Tasks
1) Teacher led discussion of
key concepts:
secular
nationalism
liberalism
conservatism
balance of power
2) Teacher led discussion of
Napoleon’s campaigns to
unify Europe under French
domination. Students label
a map of Napoleon’s efforts.
3) Students create a timeline
5) Explain how the Congress of the French Revolution.
of Vienna attempted to
restore Europe to its post
4) Students examine maps
French Revolution status
showing the political
boundaries of Europe pre
6) Identify changes in
and post 1815. Then they
European political
label maps of their own.
boundaries after 1815
Resources
Related SOL
Video: Napoleon (T58046)
WHII.1a,b,d,e
Painting of Napoleon
WHII.6e,f
Transparencies
Internet resources
United Streaming
Mapping World History
NYSTROM activity 27
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
39
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.8b
The student will demonstrate knowledge of political and philosophical developments in Europe during the
nineteenth century by
b) describing unsuccessful revolutions on the continent and political reform in Great Britain.
Objectives
Suggested
Activities/Tasks
The student will be able to:
1) Students complete a
graphic organizer showing
1) Recall nationalism and list the reasons for the growth of
reasons for the growth of
nationalism.
nationalism
2) Students complete a
2) Relate nationalism to the
comparison chart about the
unsuccessful revolutions of
slavery issue in England and
1848
the United States.
3) Describe the discontent
that arose from the
Congress of Vienna
4) Contrast Great Britain’s
expanded political rights to
that of continental Europe,
including the abolition of
slavery through legislative
process
3) Students review the terms
of the Congress of Vienna
and discuss the discontent
that arose from those terms.
4) Students review
information about the
revolutions in Latin America
and write a paper comparing
those revolutions to the
European revolutions.
Resources
Related SOL
Graphic organizer
WHII.1a,b,e
Internet resources
WHII.8a
United Streaming
Comparison charts
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Compare the revolutions
of Europe to those of Latin
America
40
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.8c and 8d
The student will demonstrate knowledge of political and philosophical developments in Europe during the
nineteenth century by
c) explaining events related to the unification of Italy and the role of the Italian nationalists.
d) explaining events related to the unification of Germany and the role of Bismarck.
Objectives
1) Describe events that led
to the unification of Italy
Suggested
Activities/Tasks
1) Students examine maps
showing Italy and Germany
before and after unification
and label their own maps.
2) Identify the role of Italian
Nationalists such as Count
Cavour and Giuseppe
Garibaldi
2) Students complete a TChart comparing the
unification of Germany and
Italy.
3) Explain why the Papal
States were the last to join a
unified Italy
3) Students define the
vocabulary:
nationslism
unification
Realpolitik
Papal states
nation-states
The student will be able to:
4) Describe the events that
led to the unification of
Germany, including the role
of Otto von Bismarck
5) Explain how the FrancoPrussian War led to the
creation of Germany
6) Identify the politics of
Realpolitik
4) Students read an obituary
of Bismarck (creatively
detailing the contributions of
his life). They then write an
obituary for Count Cavour or
Giuseppe Garibaldi
Resources
Maps
Related SOL
WHII.1a,b,d,e
Documents in the
Classroom book
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
41
Spring 2010
5) Students review a primary
source letter to Garibaldi
and create a graphic
organizer of key information
in the letter.
6) Teacher led class
discussion of why the Papal
States were the last to join
the unified Italy.
7) Students write a
paragraph about the FrancoPrussian War leading to the
creation of Germany.
42
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.9a
The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century
by
a) citing scientific, technological, and industrial developments and explaining how they brought about
urbanization and social and environmental changes.
Objectives
The student will be able to:
1) Define the Industrial
Revolution
2) Locate the start of the
Industrial Revolution and
explain why it originated
there
3) Identify the spread of the
Industrial Revolution
4) Detail the relationship
between the British
Enclosure Movement and
the Industrial Revolution
Suggested
Activities/Tasks
1) Students complete a KW-L chart for the Industrial
Revolution
2) Students complete a
map/worksheet of England
that illustrates natural
resources.
3) Students label a world
map showing the spread of
the Industrial Revolution.
4) Students complete a
comparison chart for the
cottage and factory systems.
5) Class reading of a
5) Compare and contrast the primary source from a young
cottage and factory systems girl in a factory. Students
compare the letter to the
6) Assess the rise of the
treatment of labor in the
textile, iron, and steel
United States during the late
industries
1800s.
Resources
K-W-L Chart
Related SOL
WHII.1a-c,e
World maps
Video Industrial Revolution
(T58082) (VT 544)
Video Meet the Great
Inventors
Mapping World History
NYSTROM Activity 29
Internet resources
United Streaming
Comparison charts
Primary source accounts of
factory work
43
Spring 2010
7) Identify the contributions
of James Hargreaves,
James Watt, Eli Whitney,
and Henry Bessemer to the
Industrial Revolution
8) Identify the contributions
of Edward Jenner and Louis
Pasteur to science and
medicine
6) Students label a
Good/Bad Comparison
Chart of the impacts of the
Industrial Revolution on
countries.
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
7) Students view the Meet
the Great Inventors video
and complete a worksheet.
8) Project - students identify
a problem and invent a
9) Describe the impact of the solution.
Industrial Revolution on the
9) Students choose a
industrialized countries
research topic for the
standard and report their
10) Assess the importance
findings to the class.
of the Industrial Revolution
Teacher adds any vital
on the demand for raw
information not covered by
materials
the students’ reports.
11) Define:
textiles
raw materials
cottage industry
vaccination
urbanization
standard of living
10) Students complete a
card sort of the inventors
and inventions/discoveries.
11) Students compare the
Industrial Revolution’s
impact on society to the
impact of the computer age
on society.
12) Students complete
guided reading exercises
about Industrial Revolution.
44
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.9b
The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century
by
b) explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of
socialism and communism.
Objectives
The student will be able to:
1) Define capitalism,
socialism, and communism
Suggested
Activities/Tasks
1) Students complete a
comparison table for
socialism, communism, and
capitalism.
Resources
Comparison table
Related SOL
WHII.1a,b,d,e
T-chart
Wealth of Nations
2) Identify Adam Smith and
The Wealth of Nations
3) Assess the role of
competition and
entrepreneurship in a
capitalist society
2) Class reads key excerpts
from Communist Manifesto
and Wealth of Nations.
Students complete a T-chart
comparing the two writings.
3) Students color and label a
map showing countries
4) Assess the impact of
practicing each economic
capitalism on the standard of system.
living
Communist Manifesto
Photos of Marx or Adam
Smith
CD from Western Civilization
book
World maps
Internet resources
5) Relate the social
dislocation associated with
capitalism with the
emergence of other ideas
including socialism and
communism
United Streaming
45
Spring 2010
Assessments
6) Identify Karl Marx,
Friedrich Engels,
Communist Manifesto and
Das Capital
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
7) Define:
capitalism
communism
socialism
competition
Proletariat
Bourgeoisie
redistribution of Wealth
entrepreneurship
46
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.9c
The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century
by
c) describing the evolution of the nature of work and the labor force, including its effects on families, the status
of women and children, the slave trade, and the labor union movement.
Objectives
Suggested
Activities/Tasks
The student will be able to:
1) Students examine
Children at Work book
1) Describe the impact of the (excerpts and pictures) and
Industrial Revolution on the
write a paper describing
family unit
their examination
2) Evaluate the effects of the 2) Students create journal
Industrial Revolution on the
entries in which they portray
labor of men, women, and
the role of a child laborer
children
3) Working in small groups
3) Correlate the demand for or pairs students define the
child labor and production
terms, then develop a poster
costs
showing the relationship of
the terms to each other:
4) Describe the rise of labor cottage Industries
unions
labor Union
suffrage
5) Describe the social
profit
impact of labor reform laws
lobbyists
cotton Gin
6) Explain the relationship
reform
between the Industrial
collective Bargaining
Revolution and slavery
strike
Resources
Children at Work: Lewis
Hine and the Crusade
Against Child Labor by
Russell Freedman (excerpts
and pictures)
Related SOL
WHII.1a,e
Primary source letter from
teenager during Industrial
Revolution
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
47
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.9d and 9e
The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century
by
d) explaining the rise of industrial economies and their link to imperialism and nationalism;
e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the
competition for resources and the responses of colonized peoples.
Objectives
The student will be able to:
1) Discuss the links between
nationalism, the Industrial
Revolution, and imperialism
Suggested
Activities/Tasks
1) Students label maps of
colonies and show the
connection to the mother
countries.
2) Students develop a
2) Identify the two continents chart/diagram comparing the
that European countries
three forms of imperialism
competed to control
and provide examples of
countries that were each.
3) Describe how imperialism
spread European
3) Teacher led discussion of
philosophies
the Boxer Rebellion, Sepoy
Rebellion, and the Indian
4) Identify the three forms of National Party.
imperialism
4) Students compare
5) Describe how colonized
European colonial efforts in
people responded to
Africa and Asia with those in
European imperialism
North and South America.
Resources
Related SOL
Maps
WHII.1a,b,d,e
BINGO
WHII.4
Jeopardy
WHII.5e
Internet resources
WHII.6d,e
United Streaming
WHII.7a,b,c
Mapping World History
NYSTROM Activities 31 &
32
48
Spring 2010
Assessments
6) Describe the effects of
imperialism in Africa and
Asia
7) Define the following:
imperialism
nationalism
sphere of Influence
protectorate
colony
Sepoy
missionary
natural Resources
raw Materials
5) Students analyze how the
ideas of imperialism
compared to the
philosophies of the
Enlightenment era.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
6) Students compare the
Boxer Rebellion and the
Sepoy Rebellion to the
independence movements in
Latin America.
7) Students play Bingo and
Jeopardy to review SOL
content.
49
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.10a and 10b
The student will demonstrate knowledge of the worldwide impact of World War I by
a) explaining economic and political causes, major events, and identifying major leaders of the war, with
emphasis on Woodrow Wilson and Kaiser Wilhelm II.
b) explaining the outcomes and global effect of the war and the Treaty of Versailles.
Objectives
The student will be able to:
1) Explain the causes of
World War I
2) Discuss the global effects
of World War I
3) Describe the major events
of World War I, including the
assassination of Archduke
Ferdinand, the United States
entering the war, and Russia
leaving the war
4) Identify Woodrow Wilson,
Kaiser WilhelmII, and
Archduke Ferdinand
5) Identify the effects of the
Treaty of Versailles on
Germany
Suggested
Activities/Tasks
1) Students examine maps
showing changes in Europe
between 1914 and 1929.
They label their own maps to
show the changes.
2) Teacher led discussion of
the causes of World War I.
3) Students complete a
crossword puzzle of leaders
and events of World War I
4) Teacher uses war posters
to discuss nationalism,
propaganda, new weapons,
and trench warfare.
5) Students examine charts
on World War I casualties
and write a summary of the
data.
Resources
Teaching with Documents
for the Zimmerman
telegram.
Related SOL
WHII.1a,b,d
WHII.9d,e
War posters from Teachers
Discovery.
All Quiet on the Western
Front video (VT 514).
Transparencies.
WWI video and
quiz.(T58162)
The Doughboys video
(T59028)
History of the 20th Century
(VT 526).
WWI (VT 513)
50
Spring 2010
Assessments
6) Identify the League of
Nations and discuss its
inability to reach its goal
6) Students decode a
cryptogram based on the
Zimmerman telegram.
Mapping World History
NYSTROM Activity 33
World maps
7) Define:
Diplomacy
Reparations
Nationalism
Alliances
Imperialism
Militarism
Guilt clause
Assassination
7) Students write a journal
entry as if they are a soldier
in the trenches or living
during a world war event.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
Internet resources
United Streaming
8) Students research the
war from photographscovering all of the war topics
and write a paper on their
findings.
Crossword puzzle
9) Students label world
maps showing the changes
from pre World War I and
post World War I.
World War I photos
Casualties charts
Cryptogram
10) Student research
projects of the SOL content.
51
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.10c
The student will demonstrate knowledge of the worldwide impact of World War I by
c) citing causes and consequences of the Russian Revolution.
Objectives
The student will be able to:
1) Discuss the causes and
consequences of the
Russian Revolution of 1917
2) Describe the rise of
communism in Russia after
the revolution
3) Identify Tsar Nicholas II,
Vladimir Lenin, and Joseph
Stalin
4) Define nobility, peasants,
tsar, Bolshevik, purges,
casualties, totalitarianism,
grievance, and command
economy
5) Identify the Union of
Soviet Socialist Republics
6) Describe the New
Economic Policy of Lenin
Suggested
Activities/Tasks
1) Teacher led discussion
about the attempts to
modernize Russia and
contrast Russian economic
status with other countries in
1917.
Resources
Video: Nicholas and
Alexandra (VT 511)
Related SOL
WHII.1a,b,d
WHII.9b
Video: Rasputin (T58164)
WHII.10a,b
Transparencies
WHII.6b
2) Students participate in a
Jeopardy game to review all
of SOL 10.
3) Students participate in
guided reading exercises.
Jeopardy game
Video: History of the 20th
Century (T526).
Internet resources
4) Students draw a Soviet
United Streaming
flag and explain the meaning
of the symbols and colors.
Guided reading exercises
5) Students write a paper
comparing and contrasting
two of the Russian leaders.
WHII.7a,b,c
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
6) Students compare the
Bolshevik Revolution to the
revolutions in Latin America.
52
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.11a
The student will demonstrate knowledge of political, economic, social, and cultural developments during the
Interwar Period by
a) describing the League of Nations and the mandate system.
Objectives
The student will be able to:
1) Explain the creation,
purpose, and failure of the
League of Nations
2) Explain why the mandate
system was created
3) Describe how the
mandate system affected
the Middle East and
contributed to continuing
problems in the Middle East
today
4) Define:
international agreement
mandate system
League of Nations.
Suggested
Activities/Tasks
1) Students compare and
contrast maps before and
after the mandate system.
Resources
Related SOL
Transparencies.
WHII.1a,b,d
Video: Short History of
World History.
WHI.10a,b
2) Students color a world
map illustrating League of
Nations membership.
Internet resources
WHII.12a
United Streaming
3) Teacher led class
discussion of the effects of
the mandate system on
today’s Middle East
problems.
4) Students review the
Ottoman Empire and label a
map showing the division of
the empire under the
mandate system.
World maps
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
53
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.11b
The student will demonstrate knowledge of political, economic, social, and cultural developments during the
Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the 1930s.
Objectives
1) List the causes of the
worldwide depression
Suggested
Activities/Tasks
1) Students review the
Treaty of Versailles for
causes of the worldwide
depression.
2) Assess the impact of the
worldwide depression,
including political changes
2) Teacher led discussion of
the causes of the Great
Depression.
3) Define or identify:
depression
reparations
global economy
tariff
credit
Stock market crash of 1929
bank failure
Nazism
anti-Semitism
isolationism
totalitarianism
3) Guest speaker stockbroker on the stock
market crash.
The student will be able to:
Resources
Posters of the Depression
5) Students write a letter to a
pen pal in Europe about
living during the worldwide
Great Depression.
WHII.1a,b,e
Transparencies
Video: Children of the
Dustbowl
Videos of the 1900s.(VT
528)
Internet resources
United Streaming
4) Students complete a T
chart comparing
communism and Nazism.
Related SOL
Guest speaker
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
54
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.11c
The student will demonstrate knowledge of political, economic, social, and cultural developments during the
Interwar Period by
c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union,
Germany, Italy, and Japan, and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito
Mussolini, and Hideki Tojo.
Objectives
The student will be able to:
1) Describe how unstable
political and economic
conditions led to the rise of
dictatorial regimes
2) Describe the policies of
Joseph Stalin in the USSR
3) Describe the policies of
Adolf Hitler in Germany
4) Describe the policies of
Benito Mussolini in Italy
5) Describe the policies of
Hirohito and Hideki Tojo in
Japan
Suggested
Activities/Tasks
1) Students view videos of
the Decades Series and
take notes.
2) Students develop graphic
organizers comparing
communism, fascism,
Nazism, and militarism.
Resources
Related SOL
Videos of the 1900s.(VT528) WHII.1a,b,d,e
Video on Hitler.(T59862)
WHII.10c
Video on Mussolini.(T510)
WHII.11a
Internet resources
United Streaming
3) Students research and
report on USSR, German,
Italian, and Japanese
leaders and their treatment
of citizens.
World maps
4) Students label a world
map showing invasions of
major world leaders prior to
World War II.
6) Compare and contrast the 5) Students view video clips
policies implemented in pre
and take notes on content
World War II USSR,
provided.
Germany, Italy, and Japan.
55
Spring 2010
Assessments
6) Define:
fascism
Great Purge
dictator
Five Year Plan
imperialism
collectivization
anti-Semitism
Nazism
communism
Secret police
regime
raw materials
totalitarian
6) Working in small groups,
students analyze prior
knowledge of Russia,
Germany, Italy, and Japan
to trace events and policies
that contributed to the rise of
the dictatorial governments.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
7) Locate Manchuria,
Ethiopia, and Korea on a
world map
56
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.12a
The student will demonstrate knowledge of the worldwide impact of World War II by
a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on
Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.
Objectives
The student will be able to:
1) List the political and
economic causes of World
War II
2) Identify leaders of World
War II:
Franklin D. Roosevelt
Harry Truman
Dwight D. Eisenhower
Douglas MacArthur
George Marshall
Winston Churchill
Joseph Stalin
Adolf Hitler
Hideki Tojo
Hirohito
3) Describe major events of
World War II emphasizing
events listed in the
Curriculum Framework
Suggested
Activities/Tasks
1) Students label maps
illustrating major events,
leader’s affiliations, and
military theaters of World
War II.
2) Students create a timeline
of the major events of World
War II.
3) Students research the
leaders and major events of
World War II and create a
tri-fold brochure about the
information.
Resources
Videos of the 1900s
Related SOL
WHII.1b,c,d
WWII resource book and CD WHII.10a,b
from Lynchburg College
Mapping World History
NYSTROM Activities 36 &37
Internet resources
United Streaming
World maps
Guest speaker
4) Guest speaker from the
Poster materials
D-Day Memorial Foundation.
Card sorts
5) Students design a
propaganda poster related
to WWII.
57
Spring 2010
Assessments
4) Define:
aggression
pacifism
isolationism
theaters of war
nationalism
totalitarian
atomic bomb
appeasement
6) Students label maps
showing major events of
World War II.
7) Students complete a
project comparing and
contrasting World War I and
World War II.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
8) Students develop
materials about World War II
leaders for a bulletin board
display.
9) Card sorts of World War I
and World War II events,
causes, and leaders.
58
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.12b
The student will demonstrate knowledge of the worldwide impact of World War II by
b) examining the Holocaust and other examples of genocide in the twentieth century.
Objectives
The student will be able to:
1) Describe the Holocaust
Suggested
Activities/Tasks
1) Teacher led class
discussion of the elements
leading to the Holocaust.
2) Describe other examples
of genocide since World War 2) Students research
instances of genocide
II
throughout the twentieth
3) Define:
century and report their
genocide
findings.
Holocaust
extermination
3) Students label maps
totalitarianism
showing where genocide
Final solution
during World War II and
anti-Semitism
since has occurred.
nationalism
Master race
4) Students read and
Monks
complete worksheets on
gas chambers
Kristallnacht.
4) Identify:
Armenians
Pol Pot
Tutsi
Hutu
Adolf Hitler
Joseph Stalin
5) Students read papers on
the Holocaust victims and
write a journal entry on how
it would feel to have lost a
loved one in the Holocaust.
Resources
Video: Diary of Anne Frank
(VT305)
Related SOL
WHII.1a,b,d,e
Photographs
Holocaust book from the
Holocaust museum
Southern Poverty Law
Center information
Chronological listing of
Holocaust
Decade videos (VT529)
Night by Eli Wiesel
Video: How Hitler Lost the
War. (T58037)
Video: Never forget the
Holocaust (VT517)
Video: WWII Children of the
Relocation Camps
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
Internet resources
United Streaming
59
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.12c
The student will demonstrate knowledge of the worldwide impact of World War II by
c) explaining the terms of peace, the war crimes trials, the division of Europe, plans to rebuild Germany and
Japan, and the creation of international cooperative organizations and the Universal Declaration of Human
Rights (1948).
Objectives
The student will be able to:
1) Describe the outcomes of
World War II
2) Describe the war crimes
trials
3) Compare the postwar
reconstruction of Germany
and Japan
4) Define or identify:
superpowers
reconstruction
postwar
Iron Curtain
Marshall Plan
United Nations
NATO
Warsaw Pact
5) Identify Douglas
MacArthur
Suggested
Activities/Tasks
1). Students label a map
depicting a divided
Germany.
2) Students compare NATO
and the Warsaw Pact and
use a graphic organizer to
show which countries
belonged to each.
3) Students write an essay
comparing the United
Nations with the League of
Nations.
Resources
Videos: 1900s (VT529)
WHII.1a,b,d
Internet
WHII.9a-c
Transparencies
WHII.10a
Video: Enola Gay and the
Bombing of Japan (VT412)
WHII.11a
5. Mapping World History
NYSTROM Activity 39.
Internet resources
United Streaming
4) Students complete
research projects comparing
various topics that occurred
between the two world wars.
Related SOL
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Students write a paper
comparing the postwar
reconstruction of Germany
and Japan.
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Spring 2010
6) Compare the League of
Nations and the United
Nations
6) Students label a map
showing the Iron Curtain
division in Europe and
labeling the Warsaw pact
7) Identify the Universal
countries and the NATO
Declaration of Human Rights countries.
8) Recognize the division of
Germany and the location of
the Iron Curtain
9) Recognize the members
of the North Atlantic Treaty
Organization and the
members of the Warsaw
Pact
7) Students write a
comparison paper about the
outcomes of World War I
and World War II.
8) Students compare the
content of the Universal
Declaration of Human Rights
to the United States
Declaration of
Independence.
61
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.13a and 13b
The student will demonstrate knowledge of major events in the second half of the twentieth century by
a) explaining key events of the Cold War, including the competition between the American and Soviet economic
and political systems and the causes of the collapse of Communism in the Soviet Union and Eastern Europe;
b) assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.
Objectives
The student will be able to:
1) Identify events leading to
the Cold War
Suggested
Activities/Tasks
1) Students examine maps
of the Cold War showing
satellite nations and label
their own maps.
Resources
Related SOL
Transparencies
WHII.1a,b,d
Video: Korean War and
quiz.(T59152) (T59127)
WHII.9b,d,e
WHII.10c
2) Describe the major
2) Students label maps
conflicts and alliances during depicting the divisions of the
the Cold War
Korean War and Vietnam
War.
3) Identify or define:
Cold War
3) Students watch videos
Yalta Conference
about Cold War events and
free enterprise
complete a quiz or
communism
worksheet.
dictatorship
Iron Curtain
4) Students read primary
satellite nations
sources from soldiers of the
deterrence
Korean Conflict and the
nuclear weapons
Vietnam War and discuss
containment
their findings.
Berlin Wall
5) Guest speakers of this
era.
Video Vietnam War video
and quiz (T58087) (T5870)
(58066) (T58103)
WHII.12b,c
WHII.7
Video: Cold War (T58135)
Video: Rise and Fall of the
Soviet Union (VT521)
Video: Birth of the Cold War:
Rise of Khrushchev.
(T58105)
Video: The Fall of
Communism (VT524)
Video: Berlin (VT623)
62
Spring 2010
Assessments
4) Identify the United States
Policy of Containment
5) Name the two main
superpowers after World
War II
6) Describe the Korean
Conflict
7) Identify the causes and
outcomes of the Vietnam
War
8) Identify the causes and
outcomes of the Cuban
Missile Crisis
9) Identify the forces behind
and the results of the
collapse of communism in
Europe
6) Student complete
research projects about the
Cold War era.
Mapping World History
NYSTROM Activity 40
Internet resources
7) Students label a map to
illustrate the cause and
outcome of the Cuban
Missile Crisis.
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
United Streaming
Maps
8) Students complete a Tchart comparing the United
States and the USSR.
Photos
9) Students view photos and
video clips of the Yalta
Conference, Korean
Conflict, Vietnam War,
Cuban Missile Crisis and
tearing down of the Berlin
Wall.
Guest speakers
T-chart
10) Students compare the
collapse of Communism to
the collapse of European
colonial rule in Latin
America, Africa, and Asia.
63
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.13c
The student will demonstrate knowledge of major events in the second half of the twentieth century by
c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and
their major leaders, i.e. Mao Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
Objectives
The student will be able to:
1) Describe the conflicts and
revolutionary movements in
China
2) Describe the conflicts and
revolutionary movements in
Vietnam
3) Explain the Containment
policy
4) Identify:
Chaing Kai-shek (Jiang
Jieshi)
Mao Tse-tung (Mao
Zedong)
Ho Chi Minh.
5) Define:
containment
communism
imperialism
regional alliances
Suggested
Activities/Tasks
1) Students label a map
showing Nationalist China
and Taiwan.
2) Students complete a T
chart comparing the
revolutionary movements in
Vietnam and China.
Resources
Related SOL
Video: Vietnam
WHII.1a,b,d,e
Transparencies
WHII.13a,b
Bingo game
Video: The Last Emperor.
Internet resources
3) Invite a guest speaker of
the Vietnam War era.
4) Students complete a map
showing division of Vietnam
and the Ho Chi Minh trail.
5) Students read and
discuss a primary source
from Mao Tse-tung.
United Streaming
Maps
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
6) Students view appropriate
videos, photos, etc. about
the time period.
64
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.13d
The student will demonstrate knowledge of major events in the second half of the twentieth century by
d) describing major contributions of selected world leaders in the second half of the twentieth century, including
Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping
Objectives
Suggested
Activities/Tasks
The student will be able to:
1) Students label a map
identifying the location of
1) Describe the contributions each of the world leaders.
of:
Indira Gandhi
2) Students create a graphic
Margaret Thatcher
organizer for each of the
Mikhail Gorbachev
leaders highlighting their
Deng Xiaoping
major contributions.
2) Identify glasnost and
perestrokia
3) Students research one of
the leaders or event(s)
connected to one of the
leaders and develop a
presentation to highlight the
information.
4) Teacher led discussion of
the major contributions of
each of the world leaders.
Resources
Internet resources
Related SOL
WHII.1a
United Streaming
Maps
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
65
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.14a
The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence
movements and development efforts by
a) describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s
democracy.
Objectives
The student will be able to:
1) Identify the roles of
Mohandas Gandhi and
Jawaharlal Nehru in Indian
independence and
establishment of democracy
2) Describe the evolution of
the Indian independence
movement
3) Describe the challenges
of democratic India
3) Identify or define:
subcontinent
self-rule
civil disobedience
imperialism
passive resistance
caste system/discrimination
Indian National Congress
Suggested
Activities/Tasks
1) Students complete a map
labeling the new countries
formed after India’s
independence.
Resources
Video India (T59919)
(58167)
WHII.1b,e
WHII.9d,e
Transparencies.
2) Students complete a Tchart comparing the
independence movements
of the United States and
India.
Internet resources
3) Students complete a Tchart comparing the Islamic
and the Hindu religions in
India/Pakistan.
T-chart
4) Students research India
since 1950 and complete a
flow chart of it development
as a democratic nation.
Related SOL
United Streaming
Maps
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
66
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.14b
The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence
movements and development efforts by
b) describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya and Mandela’s
role in South Africa.
Objectives
Suggested
Activities/Tasks
The student will be able to:
1) Students develop a chart
or graphic organizer to
1) Explain the right to selfillustrate the methods of
determination as guaranteed achieving independence in
by the United Nation Charter West Africa, Algeria, Kenya,
and South Africa.
2) Describe independence
movements in Africa
2) Students label a map
showing the independence
3) Identify Jomo Kenyatta’s
movements in Africa.
leadership role in Kenya’s
independence movement
3) Students research and
report on the independence
4) Identify or define:
movements of West Africa,
colony
Algeria, South Africa, and
self-determination
Kenya.
heritage
imperialism
4) Students complete a
economic exploitation
comparison table about
apartheid
Jomo Kenyatta and Nelson
peaceful transition
Mandela.
Resources
Photographs
Related SOL
WHII.1b,d
Video: United Nations
(T59071)
Video: Mapping World
History II NYSTROM Activity
38
Internet resources
United Streaming
Assessments
Maps
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Identify Nelson Mandela’s
role in South Africa
67
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.14c
The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence
movements and development efforts by
c) describing the end of the mandate system and the creation of states in the Middle East including the role of
Golda Meir and Gamal Abdul Nasser.
Objectives
The student will be able to:
1) Describe the end of the
mandate system
2) List the new states of the
Middle East created by the
end of the mandate system
3) Define or identify:
mandate system
nationalism
Palestine
Yom Kippur War
Suez Canal
Aswan High Dam
Suggested
Activities/Tasks
1) Students review SOL
WHII.11a.
Resources
Map of Israel and the Middle
East worksheet.
Related SOL
WHII.1c,d,e
WHII.11a
2) Students label a map of
the Middle East and
complete a worksheet about
the Middle East.
Video sections: Exodus
3) Students research a
recent newspaper article
about the Middle East and
write a summary on the
article.
Video: Islam Conflict
(T58031)
4) Students complete a
comparison table of Golda
Meir and Gamal Abdul
4) Describe the role of Golda Nasser.
Meir in establishing Israel
5) Students compare the
5) Identify the role of Gamal end of the mandate system
Abdul Nasser in Egypt
to the fall of communism in
Eastern Europe.
WHII.13a,b
Video: A Change for Peace
(VT504)
Video Middle East Cradle of
Conflict (T58101).
Internet resources
United Streaming
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
68
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.15a
The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and
Hinduism in the contemporary world by
a) describing their beliefs, sacred writings, traditions, and customs.
Objectives
The student will be able to:
1) List the five major world
religions and describe
beliefs, founders, sacred
writings, customs, and
places of worship of each
2) Define or identify:
monotheism
polytheism
doctrine
Prophet
caste
reincarnation
karma
sacred
deity
traditions
Suggested
Activities/Tasks
1) Project:
Students use library
resources and the Internet to
research the beliefs,
founders, sacred writings,
customs, and places of
worship of the five major
world religions. Research
findings are illustrated on a
poster. Posters are
presented to the class and
notes are taken by the
students. Teacher
supplements any needed
information.
Resources
Internet
WHII.1a
United Streaming
WHII.2c
Video: The Five Major World
Religions (VT704) (T58563)
Video: Koran (ACHS library)
Video: King James Bible
(ACHS library)
Video: Great Religions of the
World (T58833) (T58183)
ACHS Library resources
2) Students view selected
videos and take a quiz on
the content.
Related SOL
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
3) Students complete guided
reading activities.
69
Spring 2010
3) Identify:
Ten Commandments
Medina
Mecca
Five Pillars
Eightfold Path to
Enlightenment
4) Students complete Venn
Diagrams or comparison
chart(s) of the five religions.
5) Students complete card
sorts of the five major
religions.
70
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.15b
The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and
Hinduism in the contemporary world by
b) locating the geographic distribution of religions in the contemporary world.
Objectives
The student will be able to:
1) Identify the geographic
distribution of the five major
religions in the
contemporary world
Suggested
Activities/Tasks
1) Students label/color code
a world map showing the
location of each of the five
major world religions
Resources
Related SOL
Maps
WHII.1b,d,e
Internet
WHII.15a
United Streaming
2) Locate concentrations of
the five major world religions
on a world map
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.16a
The student will demonstrate knowledge of cultural, economic, and social conditions in developed and
developing nations of the contemporary world by
a) identifying contemporary political issues, with emphasis on migrations of refugees and others,
ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies.
Objectives
The student will be able to:
1) Describe the
contemporary migration of
refugees
2) List the location and
source of ethnic and
religious conflicts in the
contemporary world
3) Analyze the impact of
new technologies on the
contemporary world
4) Define or identify:
migration
refugee
ethnic
guest workers
Balkans
bioethics
genetic Engineering
Suggested
Activities/Tasks
1) Students analyze a chart
about reasons people
migrate and take notes on
the information.
2) Students analyze a map
showing areas of conflict
and major migration
patterns, taking notes on the
information.
3) Students view video
about refugees from the
World Health Organization.
4) Students create a chart
comparing and contrasting
how technology influences
developed and developing
nations.
Resources
Related SOL
Maps
WHII.1b,d,e
Refugee video
WHII.15a
Internet
United Streaming
Video: Desert Storm
(T58129)
Video: Image of the 80s
(T559061)
ACHS Library resources
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Students label a map
showing major ethnic and
religious conflicts of the
present and past.
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Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.16b
The student will demonstrate knowledge of cultural, economic, and social conditions in developed and
developing nations of the contemporary world by
b) assessing the impact of economic development and global population growth on the environment and
society, including an understanding of the links between economic and political freedom.
Objectives
The student will be able to:
1) Contrast developed and
developing nations
2) Define or identify:
developing nations
developed nations
literacy
rate of growth
population size
pollution
habitat
famine
illiteracy
free market
standard of living
middle class
global warming
Suggested
Activities/Tasks
1) Students label a world
map with developed and
developing countries.
Resources
Maps
WHII.1b,d,e
Population charts
WHII.16a
2) Students complete
population graphs and
worksheets.
World Almanacs
3) Students research
assigned pollution topics
and share their findings.
United Streaming
4) Invite a guest speaker(s)
to talk about environmental
issues.
5) Teacher led discussion
comparing problems
encountered by developed
and developing nations.
Related SOL
Internet
Video: The Fed Today
(T58725)
Assessments
Video: Women of the Third
World (T58148)
ACHS Library resources
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
Guest speaker(s)
3) Describe the impact of
economic development and
rapid population growth on
the environment
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Spring 2010
4) Analyze the social
challenges resulting from
economic development and
global population growth
5) Describe the relationship
between political and
economic freedom
6) Students use world
almanacs to compare the
standard of living of various
countries (developed and
developing).
7) Students write a paper
comparing the problems of
contemporary developing
nations to the problems
encountered during the era
of the Industrial Revolution.
8) Students assume they are
a citizen in a developing
nation and write a paper
about the economic and
political issues they are
encountering.
74
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.16c
The student will demonstrate knowledge of cultural, economic, and social conditions in developed and
developing nations of the contemporary world by
c) describing economic interdependence, including the rise of multinational corporations, international
organizations and trade agreements.
Objectives
The student will be able to:
1) Explain the concept of
global economic
interdependence
2) Define or identify:
Multinational corporation
North American Free Trade
Agreement (NAFTA)
Raw materials
World Trade Organization
(WTO)
United Nations (UN)
European Union (EU)
International Monetary Fund
(IMF)
Suggested
Activities/Tasks
1) Students examine
clothing labels and use
world maps to identify
countries where the items
originated. They identify
other items that come from
other countries.
Resources
Maps
WHII.1a,b,d,e
World Almanacs
WHII.16a,b
Internet
United Streaming
2) Students brainstorm a list Trade agreements
of multinational corporations.
ACHS Library resources
3) Students research trade
agreements, write a paper,
and present findings.
4) Students label a world
map showing the locations
of multinational corporation
assets.
Related SOL
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
5) Students write a position
paper on the pros and cons
of global economic
interdependence.
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Spring 2010
6) Students use the Internet
to access different national
currencies and currency
rates. They assume the role
of a traveler and convert
currency from one country to
another as they travel.
76
Spring 2010
Amherst County Public Schools
World History and Geography: 1500 A.D. (C.E.) to the Present
SOL: WHII.16d
The student will demonstrate knowledge of cultural, economic, and social conditions in developed and
developing nations of the contemporary world by
d) analyzing the increasing impact of terrorism.
Objectives
The student will be able to:
Suggested
Activities/Tasks
1) Students complete a
K-W-L chart
1) Define terrorism
2) Identify major causes of
terrorism
3) Describe examples of
international terrorism such
as the Munich Olympics and
9/11/2001
4) Identify major terrorist
tactics
5) Explain how governments
respond to terrorist activities
Resources
K-W-L chart
Related SOL
WHII.1a,b,d,e
Maps
2) Students research recent
news sources for terrorist
activities and report on the
findings.
3) Students research past
terrorist activities, write a
paper, and present findings.
4) Students label a world
map showing the locations
of terrorist activities over the
past 10 years.
5) Students create a poster
illustrating governments’
responses or the effects of
responses to terrorist
activities.
Internet
United Streaming
Current news sources
Assessments
Teacher-made
assessments, including
paper and pencil, projects,
and student activities.
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