Download World History Curriculum

WILLINGBORO PUBLIC SCHOOLS
Willingboro, NJ
World History Curriculum
Grade 11
2011
WILLINGBORO BOARD OF EDUCATION
Dennis Tunstall, President
Belinda Smith, Vice President
JoAnn Carter
Sarah Holley
Gary Johnson
Austin McIntosh
Grover McKenzie
Rebecca Perrone
Karen Tuck
ADMINISTRATION
Dr. Ronald Taylor, Superintendent of Schools
Dr. Dale Talbert, Deputy Superintendent of Schools
Malcolm X. Outlaw, Chief Academic Officer
Kevin Guyton, Chief of Schools
Kelvin Smith, Business Administrator
CURRICULUM DEVELOPERS
Kelly Gauntt
Alison Graf
COURSE ABSTRACT
World History is a full year course required for high school graduation in the state of New
Jersey. The goal for all social studies educators is to “provide[s] learners with the knowledge,
skills, and perspectives needed to become active, informed citizens and contributing members of
local, state, national, and global communities in the digital age,” as stated by the New Jersey
Department of Education. This course provides students with a greater understanding of living
in the 21st century.
Topics of study in the course will include the emergence of the first global age, the Renaissance,
Reformation, Scientific Revolution, Enlightenment, the Age of Revolutions- both political and
industrial, impact of imperialism in different parts of the world, reform, and the competitive
nature of living in a world with global resources and markets with established political and
economic control. Students will also be able to explain and examine nationalism, imperialism,
and militarism all causes of World War I, the failures of the Treaty of Versailles, identify how
entire nations mobilized themselves for two great wars and new political boundaries were
formed. Furthermore students will be able to discuss how certain nations intentionally set out to
destroy ethnic, racial, political, and cultural groups.
In the final marking period of this course, students will study the 20th century since 1945 and the
challenges encountered in the modern world we live in today. Topics of study will include
decolonization, emergence of new nations in various parts of the world, violations of human and
civil rights, migration, scientific and technological improvements in a global economy, and
contemporary issues, such as economic interdependence, proper use of natural resources, and the
role individuals play in a “global” culture while still incorporating traditional cultures and values.
At the conclusion of this course, students will be able to answer a variety of essential and
enduring questions related to the study of World History/Global Studies. They will possess the
knowledge, skills, and perspectives needed to be a contributing member of a global and digital
society.
COURSE GOALS
1. Explain the methods of motivations for exploration and conquest in various empires in
the world.
2. Describe how increased global interactions lead to new patterns of trade, colonization,
and conflict amongst various nations in the world.
3. Examine colonization in parts of Africa and Asia.
4. Analyze the political, economic, and cultural changes that have had an impact on the
world from the Renaissance, Scientific Revolution, Reformation, and Enlightenment.
5. Discuss the Age of Revolutions in the world from 1750-1914 and the impact of
economic, political, and social conditions in the world.
6. Determine how Enlightenment ideas affected decisions of European rulers at the time.
7. Identify how the Industrial Revolution was a result of technological innovations and the
effects of new innovations in the world.
8. Explain how events in the world influenced culture.
9. Analyze the causes of World War I-nationalism, imperialism, alliances, industrialization,
and militarism that led to European nations, the Ottoman Empire, and Japan engaging in
war.
10. Connect new technology to the impact on warfare.
11. Compare and contrast Woodrow Wilson’s Fourteen Points to the Treaty of Versailles.
12. Analyze the impact of totalitarian dictatorships in the world during the Great Depression.
13. Examine how Hitler and the Nazis gained power and ruled Germany.
14. Summarize how nationalism affects a country.
15. List the effects war has on civilians.
16. Discuss struggles for independence that exist today and why people have continued to
struggle for years as colonial possessions.
17. Explain the causes for the Cold War and how a nation can defend itself in the nuclear
age.
18. Explain the relationship between the United States government and Latin American
countries following World War II, military capabilities of American neighbors, and
difficulties experienced by South American countries in the twentieth century.
19. Examine territorial disputes in African countries and historical causes of conflict in the
Middle East.
20. Analyze how modernization can affect a society.
21.Summarize the challenges faced living in a world with changing global
patterns.
The Early Modern World 1350-1815
Content Area: Social Studies
Unit Title: The Early Modern World 1350-1815
Target Course/Grade Level: World History
Unit Summary: Students will recall that the modern world began during this period. Asian Empires and
European countries expanded their influence through exploration, which led to colonialism, trade, and
conflict. They will grasp the concept that by the eighteenth century, political and social revolutions
resulted in new democratic nations.
Primary interdisciplinary connections:
History and Arts- Review the scientific method and art that stemmed from it.
Language Arts- Read excerpts enlightenment thinkers.
21st century themes: The students will be able recognize how their lives are different with the invention
and new technology which was developed during the late 1800’s.
Unit Rationale: In this Unit students will analyze the modern world beginning. They will examine the
emergence of powerful European nation-states and the creation of large empires in Asia. They will
compare and contrast both wealth and military power contributing to the rise of powerful nations. They
will evaluate the revolutions and movements during this time period.
Learning Targets
Standards:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues
across the time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethnically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statements: The Early Modern World 1350-1815
 The Emergence of the First Global Age: Global Interactions and Colonialism: The methods
of and motivations for exploration and conquest resulted in increased global interactions, differing
patterns of trade, colonization, and conflict among nations. Colonization was inspired by the
desire to have access to resources and markets, often at the expense of the indigenous culture,
population, and environment.
 Renaissance, Reformation, Scientific Revolution, and Enlightenment: Ideas developed during
the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political,
economic, and cultural changes hat have had a lasting impact.
CPI #
6.2.12.A.1.a
6.2.12.B.1.a
6.2.12.B.1.b
Cumulative Progress Indicator (CPI)
Compare and contrast the motivations for and methods by which various empires (e.g., Ming,
Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than
others in maintaining control of their empires.
Explain major changes in world political boundaries between 1450 and 1770, and assess the extent
of European political and military control in Africa, Asia, and the Americas by the mid-18th
century.
Determine the role of natural resources, climate, and topography in European exploration,
colonization, and settlement patterns.
CPI #
6.2.12.C.1.a
6.2.12.C.1.b
6.2.12.C.1.c
6.2.12.C.1.d
6.2.12.C.1.e
6.2.12.D.1.a
6.2.12.D.1.b
6.2.12.D.1.c
6.2.12.D.1.d
6.2.12.D.1.e
6.2.12.D.1.f
6.2.12.A.2.a
6.2.12.A.2.b
6.2.12.A.2.c
6.2.12.B.2.a
6.2.12.B.2.b
6.2.12.C.2.a
6.2.12.D.2.a
6.2.12.D.2.b
6.2.12.D.2.c
6.2.12.D.2.d
6.2.12.D.2.e
Cumulative Progress Indicator (CPI)
Compare and contrast the economic policies of China and Japan, and determine the impact these
policies had on growth, the desire for colonies, and the relative positions of China and Japan
within the emerging global economy.
Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to
America, and determine the impact trade on the New World’s economy and society.
Assess the role of mercantilism in stimulating European expansion through trade, conquest, and
colonization.
Determine the effects of increased global trade and the importation of gold and silver from the
New World on inflation in Europe, Southwest Asia, and Africa.
Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry,
Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary
tools for European exploration and conquest.
Assess the political, social, and economic impact of the Columbian Exchange of plants, animals,
ideas, and pathogens on Europeans and Native Americans.
Compare slavery practices and other forms of coerced labor or social bondage common in East
Africa, West Africa, Southwest Asia, Europe, and the Americas.
Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans,
and Americans.
Explain how the new social stratification created by voluntary and coerced interactions among
Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.
Assess the impact of economic, political, and social policies and practices regarding African
slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.
Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the
European colonies.
Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance,
empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit,
and new theories of education) altered political thought in Europe, and trace the impact of these
ideas over time.
Explain the paradox between the ideology of the Enlightenment and the treatment of women and
non-Europeans in European society.
Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states
in Europe (i.e., the French absolute monarchy and the English limited monarchy).
Relate the geographic location of Italian city-states to the fact that Italy was the center of the
Renaissance.
Relate the division of European regions during this time period into those that remained Catholic
and those that became Protestant to the practice of religion in the New World.
Relate the development of more modern banking and financial systems to European economic
influence in the world.
Determine the factors that led to the Renaissance and the impact on the arts.
Determine the factors that led to the Reformation and the impact on European politics.
Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and
Roman culture, laid the foundation for the Renaissance.
Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed
themselves and how they viewed their physical and spiritual worlds.
Assess the impact of the printing press and other technologies developed on the dissemination of
ideas.
Unit Essential Questions
Unit Enduring Understandings
 What did the Renaissance art, such as
Michelangelo’s David or da Vinci’s Mona Lisa,
do to influence society at the time?
 What conditions encourage the growth of
 How was architecture influenced by the
Renaissance?
 How did the Renaissance shape European art,
thought, and religion?
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revolutions?
What led to the reformation of different
Protestant churches?
In what ways did European nations prosper
through exploration in the fifteenth century?
How did European expansion and the slave trade
affect the people of Africa?
How did Portugal and Spain profit from their
colonies in Latin America?
What might have motivated the religious and
political conflicts between Protestants and
Catholics?
What effect might social, economic, and
religious conflicts have on European nations?
What effect would the exercise of absolute power
have on a nation?
How might art, literature, and philosophy be
influenced by the turbulence of the period?
How could new weapons technology affect an
empire’s growth?
What factors help unify an empire?
How does art reflect a country or an empire’s
culture?
How did a policy of isolation affect the Chinese
Empire?
What was the main focus of Chinese society?
What changes took place in Japan after its
political unification?
Why did Europeans struggle to control the spice
trade in Southeast Asia?
How did scientific discoveries change people’s
attitudes towards natural events and religious
faith?
How did new patterns of thought affect the ways
that people studied social problems?
Do you think enlightenment ideas influenced the
actions of European rulers at the time?
How did the American Revolution reflect
Enlightenment ideals?
What was the French system of government
before the French Revolution?
What internal conflicts in France affected the
progress of the French Revolution?
Why was Napoleon able to take control of France
and become its emperor?
 How did European voyages of exploration lead to
European empires in the Eastern Hemisphere?
 How are Americans linked to Africa?
 How did European colonization of the Americas
shape global economies and societies?
 What events led to the rise of absolute monarchies
and the development of centralized nation states in
Europe?
 How does architecture reflect history?
 How do Muslims celebrate their beliefs?
 Can a palace reflect the philosophy of its rulers?
 How did the Enlightenment influence art and
society?
 What makes a nation?
 How do events influence culture?
 How did enlightenment thinkers inspire
revolutionaries to push for radical changes in
government and society?
 What technological, social, economic, and cultural
changes occurred as the industrial Revolution took
hold?
 How did revolutionary ideals in Europe and Latin
America ignite uprisings in the first half of the
nineteenth century?
 What events led freedom from tyranny?
Unit Learning Targets
Students will ...
 Evaluate various empires expanding
 Breakdown why some empires were more effective than others in maintaining control of their empires?
 Explain that the Renaissance elevated the value of the individual
 Summarize how European nations expanded trade and grew rich by acquiring new lands
 Describe the devastating effects of European expansion and trade on the people of Africa
 Discuss how European nations gained and lost power as a result of religious and political conflicts
 Understand how the struggle for power led to uprisings throughout Europe
 Analyze how artists expressed identification with, or reaction to, the issues of the day
 Evaluate the role faith plays in an Empire
 Identify culture reflecting the heritage of its people
 Classify the successes and failures under the Ming and Qing dynasties
 Identify the causes and effects of Japan’s unification
 Explain the impact of the Enlightenment on European politics and the mixed legacy of Enlightenment
ideas
 Describe the American struggle for independence was influenced by Enlightenment ideals
 Evaluate social, political, and economic problems that created an atmosphere ripe for revolution
 Analyze the rise and fall of Napoleon and one of the great empires of Europe
 Summarize the early challenges to old order in Europe
 Explain how liberals and nationalists challenged the old order
Evidence of Learning
Summative Assessment (First Marking Period 2 months)
 Pre-quizzes and pre-tests to assess prior knowledge from students.
 Create an illustrated, annotated timeline of important developments in Chinese history
 Design a Mural for achievements during the renaissance- pair activity one interprets one draws
 Write an essay about predestination. Essays explaining the various doctrines of predestination as
well as the prevalence of these doctrines in modern churches
 Read an excerpt from Utopia and hold a round table discussion
 Create a diorama about European Expansion
 Write a 5 paragraph expository piece explaining the foreign policies of England and Spain during
the period in question
 Keep a Document based question section in a notebook- answer the questions as they appear in the
text
 Develop a Diary entry for “Social History”- for example a day in Versailles, or Art and Trade on
the move, etc
 Work in Groups to create posters to chart summaries of the rights guaranteed in the Bill of Rights
and the rights that were improved or added later- involves: researching, organizing, and drawing
 Foldable to categorize empires
 Design a tile art for life in the Muslim empires
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Multi media group project in which they create a webpage for an absolute monarch
Read Excerpt from “Peter the Great” and discuss
Mock trial for King Louis XVI
Develop a skip for the Galileo trial
Retell the causes of the American Revolution on a poster
Create an interactive timeline using events and connecting them to the website for a resource
Conduct a virtual field trip, have students research and develop itinerary
Web Quest for technology in the 1800s, using a list developed by the teacher
Multi media presentation for Latin American Revolution
Role play revolution in Haiti
Equipment needed:
 LCD Projector/Overhead Projector
 Access to computer lab 2-4 times
 DVD/CD player
 Graphic novels
Teacher Resources: Teacher wrap up edition The American Vision, Exam View, Transparencies,
American Music Hits Through History CD, Section Spotlight DVDs, Graphic Novels class set, or access
to LCD projector and access to power point presentation discs
Formative Assessments
 Quizzes
 Tests
 Projects
 Quarterly assessments
 Midterm Exam
 Final Exam
Time of European Imperialism, 1800-1914
Content Area: Social Studies
Unit Title: Time of European Imperialism
Target Course/Grade Level: World History
Unit Summary: Students will recognize the Industrial Revolution ushered in a whole new phase in world
history. Much like the effect computers and the internet have had on today’s world. The Industrial Revolution
leads to the growth in the British Empire and the era of European Imperialism.
Primary interdisciplinary connections:
Art & Literature- Analyze art and literature for realism, impressionism, and cubism.
Economics- Industrial revolutions and effects on factories.
Math- Graph changes in trade and global resources
21st century themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic
Literacy
Unit Rationale: As students study the period of world history 1800 to 1914 was characterized by two major
developments: the growth of industrialization and Western domination of the world. The Industrial Revolution
became one of the major forces for change, leading Western civilization into the industrial era that has
characterized the modern world. At the same time, the Industrial Revolution created the technological means,
including new weapons, by which the West achieved domination over much of the rest of the world.
Learning Targets
Standards: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the environment affect
issues across the time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethnically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statements: Time of European Imperialism, 1800-1914
 Understand the discontent with prevailing economic, political, and social conditions was the impetus for
change, which resulted in revolution or reform.
 Breakdown the Industrial Revolution was a consequence of technological innovation and expanding
economic activity and markets, resulting in massive population movement, urbanization, and the
development of complex economic systems.
 Understand the industrialized nations embarked on a competitive race for global resources and markets,
resulting in the establishment of political and economic control over large regions of the world that had
a lasting impact.
CPI #
Cumulative Progress Indicator (CPI)
6.2.12.D.2.e
6.2.12.A.3.a
6.2.12.A.3.b
6.2.12.A.3.c
Assess the impact of the printing press and other technologies developed on the
dissemination of ideas.
Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights,
democracy, and nationalism) became driving forces for reforms and revolutions.
Determine the extent to which the American, French, and Haitian revolutions influenced
independence movements in Latin America.
Relate the responses of various governments to pressure for self-government or selfdetermination to subsequent reform or revolution.
6.2.12.A.3.d
Assess the extent to which revolutions during this time period resulted in the expansion of
political, social, and economic rights and opportunities.
6.2.12.A.3.e
Analyze the relationship between industrialization and the rise of democratic and social
reforms, including the expansion of parliamentary government.
Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and
North America, and evaluate the degree to which each movement achieved its goals.
Analyze the motives for and methods by which European nations, Japan, and the United
States expanded their imperialistic practices in Africa and Asia during this era, and evaluate
the impact of these actions on their relations.
Assess the impact of imperialism by comparing and contrasting the political boundaries of
the world in 1815 and 1914.
Relate the Industrial Revolution to population growth, new migration patterns, urbanization,
and the environment.
Relate the role of geography to the spread of independence movements in Latin America.
Analyze interrelationships among the “agricultural revolution,” population growth,
industrialization, specialization of labor, and patterns of land-holding.
Analyze interrelationships among the Industrial Revolution, nationalism, competition for
global markets, imperialism, and natural resources.
Compare the characteristics of capitalism, communism, and socialism to determine why
each system emerged in different world regions.
Determine how, and the extent to which, scientific and technological changes,
transportation, and new forms of energy brought about massive social, economic, and
cultural changes.
Assess the impact of imperialism on economic development in Africa and Asia.
Determine the extent to which Latin American political independence also brought about
economic independence in the region.
Explain how individuals and groups promoted revolutionary actions and brought about
change during this time period.
Explain how industrialization and urbanization affected class structure, family life, and the
daily lives of men, women, and children.
Compare and contrast China’s and Japan’s views of and responses to imperialism, and
determine the effects of imperialism on the development and prosperity of each country in
the 20th century.
Analyze the extent to which racism was both a cause and consequence of imperialism, and
evaluate the impact of imperialism from multiple perspectives.
Analyze the impact of the policies of different European colonizers on indigenous societies,
and explain the responses of these societies to imperialistic rule.
CPI #
Cumulative Progress Indicator (CPI)
6.2.12.A.3.f
6.2.12.A.3.g
6.2.12.B.3.a
6.2.12.B.3.b
6.2.12.B.3.c
6.2.12.C.3.a
6.2.12.C.3.b
6.2.12.C.3.c
6.2.12.C.3.d
6.2.12.C.3.e
6.2.12.C.3.f
6.2.12.D.3.a
6.2.12.D.3.b
6.2.12.D.3.c
6.2.12.D.3.d
6.2.12.D.3.e
Unit Essential Questions
 How did science, technology, and big business
promote industrial growth?
 How did the Industrial Revolution change life in the
cities?
 How did the Industrial Revolution begin and spread
and how did it affect economics, politics, and
society?
 What impact did democratic ideals have on Western
society in the 19th century?
 How did technology and science change
communication and daily life?
 How might the art, science, and thought of this era
be characterized?
Unit Enduring Understandings
 How do events influence culture?
 What events can affect the entire world?
 In what ways did industrialization affect the
economics of European countries and the Unites
States?
 What significance can a building convey?
 What reasons might the Europeans have had for
dominating and colonizing Africa?
 What are some reasons why people take part in
revolutions?
 In what ways can one culture influence another?
 What is the impact of imperialism on economic
 What changes resulted from European colonial
expansion?
 How did Otto von Bismarck, the chancellor of
Prussia, lead the drive for German unity?
 How did Germany increase its power after unifying
in 1871?
 Why did industrialization and reform come more
slowly to Russia than to Western Europe?
 How did Western nations come to dominate much
of the world in the late 1800s?
 What might become effects of imperialism?
 How did imperialist European powers claim control
over most of Africa by the end of the 1800s?
 How did Japan become a modern industrial power,
and what did it do with its new strength?
 How did industrialized powers divide up Southeast
Asia, and how did the colonized peoples react?
 What impact did imperialism, economic instability,
and revolution have on developing nations?
development in Africa and Asia?
Unit Learning Targets
Students will ...
 Examine the century preceding the First World War.
 List industrial powers that emerged in the 1800s.
 Understand how big business emerged in the late 1800s.
 Summarize the impact of medical advances in the late 1800s.
 Describe how cities had changed by 1900.
 Explain how working-class struggles led to improved conditions for workers.
 Explain what values shaped the new social order.
 Identify several events that promoted German unity during the early 1800s.
 Analyze the basic political organization of the new German empire.
 List the policies of Kaiser William II.
 List main characteristics of the Dual Monarch.
 Explain why the problems of Industrialization contributed to the outbreak of revolution.
 Analyze the causes of the “new imperialism.”
 Describe how imperial governments ruled their empires.
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Analyze the forces that shaped Africa.
Describe how Africans resisted imperialism.
Describe the main reforms under the Meiji government
Analyze the factors contributing to Japan’s drive for empire.
Describe how imperialism spread to the Pacific islands.
Describe how the need for raw materials led to global imperialism
Explain the many colonial rulers divided conquered areas in Asia and Africa without regard for
historic boundaries and ethnic divisions.
Preview the impact of assimilation on the people of the colonized areas.
Point out that China was subject to imperialism, while Japan was becoming an imperial power.
Discuss the legacy of Spanish colonialism and the effects of U.S. economic imperialism throughout
Latin America.
Evidence of Learning
Summative Assessment (11/2-2 months) (Marking Period 2)
 Create a living timeline- create a bulletin board and add to it as industrial revolution progressed
 Compare and contrast in persuasive speeches economic conditions in present and past
 Create a song or rap about industrial revolution changing people's lives
 Do biography review on either: Alexander Graham Bell, Sigmund Freud, or any other inventor during early
1900s
 Scrapbook page for an inventor
 Create a world map on a bulletin board and color in revolutions as they happen
 Debate capitalism and socialism
 Analyze artifacts from early 1900, assemble artifacts, create worksheets about them and share with class
 Mock a women's suffrage rally
 Read and discuss and excerpt from Charles Dickens
 Create a banner to highlight the major artistic, literary, architectural, social, scientific, and psychological
achievements of the age of early 1900s
 Create a nation and write a declaration for that nation
 Make a PowerPoint for imperialism in Southeast Asia, Africa, India, and Latin America
 Create a webpage criticizing imperialism
 Mock an interview with a member of Zulu or Congolese tribe
 Debate benefits of Imperialism
 Write an editorial on events of revolt in India
 Expository writing- have students research the influence of Mohandas Gandhi on Martin Luther King Jr.
and American civil rights movement
 Keep a photo journal illustrating changes that took place in China and Japan between 1840 and 1910
 Make a travel itinerary for a virtual field trip
 Chart imperialism, racism, social Darwinism
 Textbook Web quests for chapters
 Debate the use of the Suez Canal
 Cause and effects of British rule in India
 Travel journal for southeast Asia
 Watch clips from Pancho Villo and describe what they watch
Equipment needed:
 LCD Projector/Overhead Projector
 Access to computer lab 2-4 times
 DVD/CD player
 Graphic novels
Teacher Resources:
Teacher wrap up edition The American Vision, Exam View, Transparencies, American Music Hits Through
History CD, Section Spotlight DVDs, Graphic Novels class set, or access to LCD projector and access to
power point presentation discs
Formative Assessments
 Benchmark
 Chapter test
 Section Quizzes
 Project
 Daily Journals
A Half a Century of Crisis and Achievement, 1900-1945
Content Area: Social Studies
Unit Title: A Half a Century of Crisis and Achievement, 1900-1945
Target Course/Grade Level: World History
Unit Summary: Students will generate causes for wars as they study this unit. One of the bloodiest, most
destructive periods in history was from 1914-1945 when two great wars occurred. This time period laid
witness to the rise of totalitarian dictators, the Great Depression, and the deaths of approximately 60
million people. The rapid rise of European domination in the first few decades of the 1900s also led to the
sharp decline of European power in the world and gave way for two new superpowers to emerge.
Primary interdisciplinary connections: History and Arts-Analyze Pablo Picasso’s painting “The
Destruction of Guernica.” Compare Picasso’s mural to a photograph of the city of Guernica in April 1937
during the Spanish Civil War.
Sports- Analyze the famous photograph of Jesse Owens and Lutz Long at the 1936 Olympic Games in
Berlin. Why is Long extending his arm? Do you believe national pride and politics of individual
accomplishments are more important to Olympic athletes today? How do you believe this photograph
reflects Hitler’s beliefs?
Economics- Assess how World War I affected many European economies.
Technology-Compare and contrast World War I warfare technology to more recent wars.
21st century themes: Prevent future genocide-visit the United States Holocaust Memorial Museum online
or in Washington, D.C. or United Nations website. Poverty-then and now in African nations
Unit Rationale
In this unit students will be able to compare more recent wars, such as the Persian Gulf War and war on
terrorism to World War I and World War II which mobilized many nations across the globe. Some
important concepts that will be covered in this unit will include conflict, revolutions, democracy, and
individualism vs. nationalism, dictatorship, human rights, cooperation, genocide, science, and technology.
Learning Targets
Standards:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues
across the time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethnically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statements: Half a Century of Crisis and Achievement: The Great Era of the Great Wars
 Nationalism, imperialism, industrialism, and militarism contributed to an increase in economic and
military competition among European nations, the Ottoman Empire, and Japan, and led to World
War I.
 The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist
policies and actions of Axis nations are viewed as major factors that resulted in World War II.
 World Wars I and II were “total wars” in which nations mobilized entire populations and
economies and employed new military tactics that resulted in unprecedented death and
destruction, as well as drastic changes in political boundaries.
 World Wars I and II challenged economic and political power structures and gave rise to a new
balance of power in the world.
 Economic, technological, and military power and bureaucracies have been used by nations to
deliberately and systematically destroy ethnic/racial, political, and cultural groups.
CPI #
Cumulative Progress Indicator (CPI)
6.2.12.A.4.a Explain the rise of fascism and spread of communism in Europe and Asia.
6.2.12.A.4.b
Compare the rise of nationalism in China, Turkey, and India
6.2.12.A.4.c
Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma
(gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.
6.2.12.A.4.d
Assess government responses to incidents of ethnic cleansing and genocide.
6.2.12.B.4.a
Determine the geographic impact of World War I by comparing and contrasting the
political boundaries of the world in 1914 and 1939.
6.2.12.B.4.b
Determine how geography impacted military strategies and major turning points during
World War II.
6.2.12.B.4.c
Explain how the disintegration of the Ottoman Empire and the mandate system led to the
creation of new nations in the Middle East.
6.2.12.B.4.d
Explain the intended and unintended consequences of new national boundaries established
by the treaties that ended World War II.
6.2.12.C.4.a
Analyze government responses to the Great Depression and their consequences, including
the growth of fascist, socialist, and communist movements and the effects on capitalist
economic theory and practice.
6.2.12.C.4.b
Compare and contrast World Wars I and II in terms of technological innovations (i.e.
industrial production, scientific research, and war tactics) and social impact (i.e., national
mobilization, loss of life, and destruction of property).
6.2.12.C.4.c
Assess the short-and long-term demographic, social, economic, and environmental
consequences of the violence and destruction of the two World Wars.
6.2.12.C.5.d
Analyze the wars in which new forms of communication, transportation, and weaponry
affected relationships between governments and their citizens and bolstered the power of
new authoritarian regimes during this period.
6.2.12.D.4.a
Analyze the extent to which nationalism, industrialism, territory disputes, imperialism,
militarism, and alliances led to World War I.
6.2.12.D.4.b
Analyze the Treaty of Versailles and the League of Nations from the perspectives of
different nations.
6.2.12.D.4.c
Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba),
and determine the impact on global politics.
6.2.12.D.4.d
Analyze the extent to which the legacy of World War I, the global depression, ethnic, and
ideological conflicts, imperialism, and traditional political or economic rivalries caused
World War II.
6.1.12.D.4.e
Compare how Allied countries responded to the expansionist actions of Germany and
Italy.
6.2.12.D.4.f
Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis
Powers in both World Wars.
6.2.12.D.4.g
CPI #
6.2.12.D.4.h
Analyze the role of nationalism and propaganda in mobilizing civilian populations in
support of “total war.”
Cumulative Progress Indicator (CPI)
Assess the extent to which world war, depression, nationalist ideology, communism, and
liberal democratic ideals contributed to the emergence of movements for national self-rule
or sovereignty in Africa and Asia.
6.2.12.D.4.i
Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers
during events of persecution or genocide, and describe the long-term consequences of
genocide for all involved.
6.2.12.D.4.j
Analyze the social, economic, and political roles of women were transformed during this
time period.
6.2.12.D.4.k
Analyze how the arts represent the changing values and ideals of society.
6.2.12.D.4.l
Assess the cultural impact of World War I, the Great Depression, and World War II.
Unit Essential Questions
 In what way did the system of European nationstates help lead to World War I?
 How did World War I begin in 1914?
 How and where was World War I fought?
 Why did the war become a stalemate on the
Western Front?
 How did the Allies win World War I?
 What led to the fall of the czarist regime in
Russia?
 What effect did peace settlements have on
Europe after World War I?
 Why did the Treaty of Versailles upset
Germany?
 What were the causes of instability in the West
after World War I?
 Why did certain European countries become
dictatorial regimes?
 How did Hitler and the Nazis gain power and
rule Germany?
 What were the main cultural and intellectual
trends between the wars?
 What political developments during the
Depression led nations to war?
 What were the consequences of Stalin’s reforms
in the 1930s?
 In what ways were the governments of Nazi
Germany and Fascist Italy alike?
 Why were the methods used by Himmler’s SS
effective in furthering Nazi goals?
Unit Enduring Understandings
 Why do nations engage in war?
 Should you always support an ally?
 How can new technology affect warfare?
 How do you resist oppressive rule-with violent or
nonviolent action?
 How can politics be reflected in sports?
 How can nationalism affect a country?
 Under what circumstances is war justified?
 How can war affect civilians?
 How did nuclear technology affect the second half
of the twentieth century?
 How did World War I change the Middle East?
 What were the causes and results of nationalist
movements around the world?
 How did many Africans react to colonial powers
after World War I?
 What was the result of internal conflicts within
the nationalist movements in China?
 How did worldwide economic conditions affect
Latin America?
 How did Gandhi and the Congress party work
for independence in India?
 What caused World War II?
 How did Germany and Japan’s aggressive
military actions lead to World War II?
 How did the United States’ decision to enter
World War II impact the war?
 What groups of people did Nazi Germany target
for genocide?
 How did the Soviet Union, Germany, Japan, and
the United States mobilize their war efforts?
 What impact did the atomic bomb have on the
world?
Unit Learning Targets
Students will ...
 Identify the MAIN causes of World War I-militarism, alliances, imperialism, and nationalism.
 Examine how Serbia’s determination to become a large, independent state angered Austria-Hungary and
started hostilities.
 Explain how trench warfare led World War I into a stalemate on the Western Front while the
Eastern Front saw Germany and Austria-Hungary defeat Russia.
 Describe how the fall of the czarist regime in Russia led to the Bolshevik party ousting the provisional
government.
 Examine the Paris Peace Conference’s most important treaty- the Treaty of Versailles-known for
punishing Germany, establishing new nations, and creating a League of Nations intended to solve future
international problems.
 Assess how the League of Nations was unable to effectively maintain peace.
 Analyze how a brief period of prosperity following World War I eventually led to a global depression
that weakened Western democracies.
 Identify the causes of the Depression in Europe that began in 1924.
 Describe the rise of totalitarian states in Italy, Germany, and the Soviet Union between 1922-1933.
 Compare and contrast Benito Mussolini, Adolf Hitler, and Joseph Stalin.
 Analyze the policies and programs that were used to create the policies and programs that he Nazis used
to create a Third Reich.
 Identify the Nuremberg laws.
 Explain the significance of Kristallnacht of “Night of the Shattered Glass.”
 Examine the use of propaganda to promote Nazism.
 Discuss Armenian genocide during WWI and contrast to ethnic cleansing in Bosnian War from 19931996.
 Explain the transition in Africa and Asia after colonial rule.
 Describe the influence of Chiang Kai-shek and Mao Zedong in China from imperialism to the
Nationalists and Communists.
 Identify how the Great Depression led to economic instability in Latin American nations and a fall to
many military dictatorships.
 Describe Adolf Hitler’s theory of racial discrimination and how it led to aggressive expansion outside of
Germany.
 Examine how Hitler openly violated the Treaty of Versailles as chancellor of Germany.
 Identify the causes of World War II.
 Analyze the mobilization of citizens of the Soviet Union, the United States, Germany, and Japan.
 Conclude how World War II affected the world balance of power.
 Identify which nations emerged from World War II as world powers.
Evidence of Learning
Summative Assessment (end of second marking period and entire 3rd marking period)
 Pre-quizzes and pre-tests to assess prior knowledge from students.
 Class discussion question- How do you think people in the United States today would react if a draft
were instituted?
 Compare and contrast a modern map of Europe in an atlas to a map of Europe in 1914. Which countries
no longer exist?
 View clips of “All Quiet on the Western Front” or read novel excerpts of All Quiet on the Western
Front.
 Build a model of trench warfare and have students explain why the war turned into a stalemate.
 Web quests
 View section spotlight videos
 Utilize vocabulary online flashcards
 Create a PowerPoint Presentation
 Assemble a travel guide for tourists wanting to retrace the major sites of the World War I conflict.
Include maps, research important information about each location, plan a travel itinerary, include
photographs, and finally have students present their project to the class explaining what they learned
about the impact of World War I on modern-day Europe in this project.
 Write about History: Suppose you are a reporter for a large newspaper. You are sent to the Paris Peace
Conference to interview one of the leaders of the Big Three. Prepare a written set of questions you
would like to ask the leader you have selected.
 Read 1984 and form a book club to discuss Orwell George’s take on a future totalitarian society.
 Analyze how a totalitarian government uses propaganda to support its goals.
 Analyze the famous photograph of Jesse Owens and Lutz Long at the 1936 Olympic Games in Berlin.
Why is Long extending his arm? Do you believe national pride and politics of individual
accomplishments are more important to Olympic athletes today? How do you believe this photograph
reflects Hitler’s beliefs?
 Informative Writing: research and write an essay that explains how the Great Depression caused
extremist political parties to emerge throughout the world.
 Read an excerpt from John Maynard Keynes two books. The Economic Consequences of the Peace
(1919) and General Theory of Employment, Interest, and Money (1936) Keynes believed that during an
economic depression, the government should lower taxes and/or increase spending. Use Keynes to show
that the reparations that Germany was told to pay after World War I placed a greater economic hardship
on Germany.
 Read One Day in the Life of Ivan Denisovich by Russian author Aleksandr Solzhenitsyn, survivor of
Soviet labor camp. Students should answer questions about the novel’s content, compare events in the
novel with facts research about Solzhenitsyn, and write a book review.
 Create a journal of the West between the wars. Chronicle the social, political, and economic climate of
the West between the two world wars. Assign pairs of students social, political, and economic events or
movements to research and include as journal material.
 Analyze communist propaganda.
 Write a skit and perform it.
 Create a radio news broadcast. Students should prepare a one-minute radio report to read for the class
for one of the battles.
 Web quest on Nazi Concentration Camps using the United States Memorial Holocaust Museum
 View History Channel’s “Memories of World War II” video clips
 Outline a map with battles fought in Asia and in the Pacific
 Write and perform a radio advertisement
 Write a journal entry of a teenager living amongst the Israeli-Palestinian conflict.
 Research the development of democracy over time and create an interactive presentation.
 Foldables
 Analyze primary source documents and photographs
 Create graphic organizers as part of reading strategies
 Infographics
 Map Skills
 Read an account of Mao Zedong’s Long March.
 Analyze murals by Diego Rivera and his ties to politics.
 Persuasive Writing: Research how the United States supported Chiang Kai-shek and why. Write an
editorial for or against the intervention of the United States in China.
Equipment needed: Textbook, Teacher Edition, Television, DVD player, CD player, Over head projector
Teacher Resources: Textbook, Supplemental Materials from new textbook series
Formative Assessments
 Quizzes
 Tests
 Projects
 Quarterly assessments
 Midterm Exam
 Final Exam
The World We Live in Today, 1945-present
Content Area: Social Studies
Unit Title: The World We Live in Today, 1945-present day
Target Course/Grade Level: World History
Unit Summary: In this unit students will study the impact of the Cold War (1945-1991), the emergence of
new nations in the world, the development of regional conflicts that have split nations. Furthermore this
unit will explore the struggles in Africa from South Africa’s independence to ethnic conflicts that have
killed millions in the countries of Rwanda and Sudan as well as conflicts in the Middle East over land.
Students will also examine challenges that the developing world has faced in Africa, Asia, and South
America. The unit will conclude with a study of the major issues that face the world today, including
industrialized nations after the Cold War, globalization, social and environmental challenges, the growing
threat of terrorism to global security, and the impact of advancements in science and technology.
Primary interdisciplinary connections: Geography literacy skills
Technology with atomic bomb
Civics-adoption/adaptation of democracy to struggling developing nations; Medicine-vaccine for polio
from Jonas Salk, Genetic Science- 1953 discovery of DNA
Economics- GNP, GDP
Science and Technology-prepare multimedia report showing a relationship between one of the following
issues-energy consumption and global warming, consumption of material goods and pollution, terrorism
and resulting problems of land mines and biological warfare, and advances in medicine and economics of
pharmaceutical research.
21st century themes: Globalization, Human Rights, Humanitarian Affairs, Peace and Security around the
World. Students should create public awareness pamphlets for Americans in reference to events occurring
in other parts of the world.
Global Awareness; Financial, Economic, Business, and Entrepreneurial Literacy; Civic Literacy
Unit Rationale
Students will gain a greater understanding of the global world we live in today. This unit will emphasize
the events that changed the world and encompassed the political and economic issues that have challenged
the world since 1945.
Learning Targets
Standards:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues
across the time and cultures. Such knowledge and skills enable students to make informed decisions as
socially and ethnically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statements: The 20th Century Since 1945: Challenges for the Modern World
The 20th Century Since 1945: Challenges for the Modern World: Decolonization, the emergence of new
independent nations, and competing ideologies changed the political landscape and national identities of
those involved, and sometimes included military confrontations and violations of human rights.
International migration and scientific and technological improvements in the second half of the 20th
century resulted in an increasingly global economy and society that are challenged by limited natural
resources.
Contemporary Issues: Technological innovation, economic interdependence, changes in population
growth, migratory patterns, and the development, distribution, and use of natural resources offer
challenges and opportunities that transcend regional and national borders.
CPI #
Cumulative Progress Indicator (CPI)
6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and
the USSR resulted in a cold war, the formation of new alliances, and periodic military
clashes.
6.2.12.A.5.b
Analyze the structure and goals of the United Nations and evaluate the organization’s
ability to solve or mediate international conflicts.
6.2.12.A.5.c
Explain how World War II led to aspirations for self-determination, and compare and
contrast the methods used by African and Asian countries to achieve independence.
6.2.12.A.5.d
Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, BosniaHerzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world
community in response to such events.
6.2.12.A.5.e
Assess the progress of human and civil rights around the world since the 1948 U.N.
Declaration of Human Rights.
6.2.12.B.5.a
Determine the impact of geography on decisions made by the Soviet Union and the United
States to expand and protect their spheres of influence.
6.2.12.B.5.b
Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate
the impact of these events and protect their spheres of influence.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and political
structures) in countries of origin and in adopted countries.
6.2.12.B.5.d
Analyze post-independence struggles in South Asia, including the struggle over the
partitioning of the subcontinent into India and Pakistan, as well as later tensions over
Kashmir.
6.2.12.B.5.e
Assess the role of boundary disputes and limited natural resources as sources of conflict.
6.2.12.C.5.a
Explain how and why Western European countries and Japan achieved rapid economic
recovery after World War II.
6.2.12.C.5.c
Assess the impact of the international arms race, the space race, and nuclear proliferation
on international politics from multiple perspectives.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete in a
global economy.
6.2.12.C.5.e
Assess the reasons for and consequences of the growth of communism and shift toward a
market economy in China.
6.2.12.C.5.f
Assess the impact of the European Union on member nations and other nations.
6.2.12.C.5.g
Evaluate the role of the petroleum industry in world politics, the global economy, and the
environment
6.1.12.D.5.a
Relate the lingering effects of colonialism to the efforts of Latin American, African, and
Asian nations to build stable economies and national identities.
6.2.12.D.5.b
Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in
India, and determine how his methods were later used by people from other countries.
6.2.12.D.5.c
CPI #
6.2.12.D.5.c
(cont’d)
6.2.12.D.5.d
Assess the influence of television, the Internet, and other forms of electronic
communication on the creation and diffusion of cultural and political information,
Cumulative Progress Indicator (CPI)
worldwide.
Analyze how feminist movements and social conditions have affected the lives of women
in different parts of the world, and evaluate women’s progress toward social equality,
economic equality, and political equality in various countries.
*6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in
attempting to solve global issues.
6.2.12.A.6.b
Analyze the relationships and tensions between national sovereignty and global interest in
matters such as territory, economic development, use of natural resources, and human
rights.
6.2.12.A.6.c
Analyze why terrorist movements have proliferated, and evaluate their impact on
governments, individuals, and societies.
6.2.12.A.6.d
Assess the effectiveness of responses by governments and international organizations to
tensions resulting from ethnic, territorial, religious, and/or national differences.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and changes in
urban-rural populations on natural resources and land use.
6.2.12.C.6.a
Evaluate efforts of governmental, nongovernmental, and international organizations to
address economic imbalances and social inequalities.
6.2.12.C.6.c
Assess the role government monetary policies, central banks, international investment, and
exchange rates play in maintaining stable regional and global economies.
6.2.12.C.6.d
Determine how the availability of scientific, technological, and medical advances impacts
the quality of life in different countries.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications in creating a
“global” culture, and evaluate the impact on traditional cultures and values.
Unit Essential Questions
 What differences between the Soviet Union and
the United States led to the conflict known as the
Cold War?
 How does a totalitarian government differ from a
democratic system?
 Did Americans have reason to worry about the
Soviet development of Sputnik?
 Why did World War II leave society open to
change?
 How does terrorism pose a threat today?
 How did the end of colonialism shape the world?
 What roles have world organizations played?
 How strong was the Soviet Union after World
War II?
 How influential is Western culture in the world?
Unit Enduring Understandings
 How did Cold War tensions develop and shape
future political and economic life in individual
nations?
 How can a nation defend itself in a nuclear age?
 How did the Cold War end?
 Why have developing nations had trouble reaching
their goals?
 What forces have shaped a new global culture?
 How did former European colonies gain
independence, and what challenges did they face
after independence?
 How does globalization affect economies and
societies around the world?
 How does being part of a global economy affect a
country’s culture?
 What two main roles has the United Nations
played in world affairs?
 How is economic development linked to the
environment?
 How can a trade embargo affect a nation?
 Why would the United States be so concerned
about the government and military capabilities
of its neighbors?
 What is the relationship between people and
their environment?
 How might Soviet citizens and leaders feel after
many years of economic stagnation?
 What challenges faced newly independent
countries in Africa?
 What conditions led to conflict in the Middle
East?
 How have the conflicts in the Middle East
affected other parts of the world?
 How did communist rule affect Cambodia?
How did it affect Vietnam?
 What challenges have Southeast Asian nations
faced after winning independence?
 How did China’s relationships with the Soviet
Union and the United States change during the
Cold War?
 What role did the United Nations and China
each play in the conflict between the two
Koreas?
 What is the United Nations trying to do to
prevent conflict around the world?
 In what ways were divided Korea and divided
Germany similar?
 How did the collapse of the Soviet Union affect
organizations such as NATO and the EU?
 How did China, Korea, Vietnam, and Cuba
change economically and politically?
 How did Africa’s colonies gain independence
after World War II?
 Why have conflicts plagued some African
countries?
 How have nations of the developing world tried
to build better lives for their people?
 What challenges have African nations faced in
their effort to develop their economies?
 How did China and India compare in building
strong economies and democratic governments?
 Why have deadly conflicts plagued some regions
of the world?
 Who is affected by civil war?
 Why have ethnic and religious conflicts divided
some nations?
 How can countries resolve territorial disputes?
 Why do so many countries want a democracy?
 How can modernization affect a society?
 What challenges have nations of the developing
world faced, and what steps have they taken to
meet those challenges?
 How do global events affect your daily life?
 How have things such as the Internet changed the
way people think about other parts of the world?
 How has the Internet served to increase
awareness of global issues?
 How might globalization be a factor in the
growth of terrorism?
 How have international organizations, such as
the United Nations, taken the lead in solving
world problems?
Unit Learning Targets
Students will ...
 Compare and contrast the Soviet Union and the United States in the Cold War.
 Examine how the Cold War spread globally.
 Identify how nuclear weapons threatened the world.
 Explain how the two sides of the Cold War spread their tensions in Europe during the Cold War.
 Explain how Europe rebuilt its economy.
 Describe how Japan transformed itself.
 Analyze South Asia after World War II.
 Conclude how the Cold War ended.
 Analyze China’s communist revolution.
 Explain how China’s relationship with the Soviet Union deteriorated during the Cold War because of
rivalries over ideology and borders.
 Explain the political and economic contrasts in mainland Southeast Asia.
 Determine how countries of groups have cooperated to achieve common economic and military goals.
 Describe key international agreements and treaties designed to further cooperative goals.
 Understand how the Vietnam War ended.
 Analyze the changes that transformed Eastern Europe.
 Explain how communism declined worldwide and the United States became the sole superpower.
 Evaluate the relevance of the European Union on member countries and other nations.
 Describe how Indian leaders built a new nation.
 Explain how India and Pakistan pursued independence from the superpowers in their foreign relations.
 Analyze the diversity of the Middle East and the political challenges it has faced.
 Explain the Middle East region’s conflicts over resources and religion.
 Explain the complex causes of ethnic and religious conflicts.
 Describe the paths that nations in Asia, Africa, and Latin America have taken in developing in the global
South.
 Examine how the policies of the Chinese government set up in 1949 failed to bring prosperity to China.
 Analyze how since the 1980s China’s economy has moved towards free enterprise, yet has neglected to
expand the political freedom of its people.
 Explain how development is changing patterns of life in the developing world.
 Determine the impact of technological advance in the world.
 Identify how the global economy and new global threats have prompted organizations and individuals to
work on global problems.
 Describe how the United Nations focuses on international problems.
Evidence of Learning
Summative Assessment (1 marking period-4th marking period)
 Pre-tests
 Write a research paper comparing and contrasting India and Pakistan’s recent conflicts to the Soviet
Union and the United States tense relations during the Cold War. Since 1998, India and Pakistan both
have possessed nuclear weapons. Find recent news articles, and the Internet. How is it similar to the
Cold War? How is it different?
 Web quests
 View section spotlight videos
 Utilize vocabulary online flashcards
 Cooperative learning activity-students will be placed in groups: China, Korea, Vietnam, and Cambodia.
Each group will research their respective country and create a mini presentation of how each country
became involved in the Cold War.
 Write a magazine article discussing the worst problems that have faced Latin America in the years after
World War II for publication to Time magazine or U.S. News & World Report magazine.
 Form a mock government for students to confront conditions in the developing countries and the
challenges leaders faced in creating stable political systems after winning independence. Task will be
creating a political
 Create a PowerPoint Presentation
 Place students in groups to research various ideologies of the past sixty years.
 Analyze political cartoons of the crumbling Soviet Union.
 Write a skit and perform it . . . .
 Create a news broadcast announcing the collapse of the Soviet Union.
 Write and perform a radio advertisement
 Have students compare and contrast a challenge faced by two countries. For example, they could focus
on the common features of military coups or religious conflicts.
 Write a journal entry of a teenager living amongst the Israeli-Palestinian conflict.
 Keep a Twitter account of someone living in a country where women are taking part in feminist
movements and social conditions from the perspective of a young female.
 Research the development of democracy over time and create an interactive presentation.
 Read an excerpt from Mohandas Gandhi’s Hind Swaraj. Write a response to Gandhi’s goal of passive
resistance.
 Foldables
 Transparencies of current maps
 Analyze primary source documents and photographs
 Create graphic organizers as part of reading strategies
 Expository Writing: Write an essay describing why some leaders disagree about the best solutions to
global environmental problems.
 Infographics
 Map Skills
 Transparencies for do now questions
 Descriptive Writing: Imagine you are a foreign exchange student attending a Beijing university in 1989.
You witness the demonstration Tiananmen Square. Write a letter to a friend at home describing what
you saw. Has this impacted your view of Chinese culture?
 Read a graphic novel on the city of Berlin. Hold a discussion on why Walter Ulbricht would want to
build a wall to keep East Germans out of West Berlin.
 Create a Cold War website. Students should choose several photographs or images of important people
or events associated with this time period. Additionally, students should find facts and historical context
and significance for each visual.
 History Music Video Project-have students choose a figure, event, or era from world history as well as
an appropriate song under 5 minutes. Students should explain their “vision” through their images,
songs, and quotes.
 Utilize the website: http://www.un.org/en/ for the United Nations. Visit Human Rights then click on
Thematic Issues to learn more about issues such as, genocides, lessons from Rwanda, and ending
violence against women in various parts of the world.
 Sign up to correspond with a Peace Corps volunteer through the Peace Corps Coverdell World Wise
Global Spotlight Program.
 Interview a professional in the medical field on the global infectious disease, HIV/AIDS. Students
should prepare oral presentations that include visuals and answer the questions- Are theses medical
advances equally beneficial to all patients?
Equipment needed: Textbook, Teacher Edition, Television, DVD player, CD player, Over head projector
Teacher Resources: Textbook, Supplemental Materials from new textbook series
Formative Assessments
 Quizzes
 Tests
 Projects
 Quarterly assessments
 Midterm Exam
 Final Exam
Appendix
i. Helpful Websites for Teachers
a. Rubistar- http://rubistar.4teachers.org/index.php
b. Education world- http://db.educationworld.com/perl/browse?catid=12686
c. Exit slips- http://www.mcps.k12.md.us/curriculm/science/instr/wrexitcards.htm
d. Trackstar- http://trackstar.4teachers.org/trackstar/index.jsp
e. Web Quest- http://webquest.sdsu.edu/
f. Lesson assistance- www.pbs.org
ii. Year-long classroom ideas
a. Portfolio:
Collect examples of the student(s) work all year long and have the student(s) put the
collection into a portfolio at the end of the year. The portfolio will show the student(s)
progress over the school year.
b. Journal
Students will write in a journal every day. The teacher can write a question or topic at the
start or finish of each class and the students will respond or answer in their journal. The
teacher can collect the journals quarterly or by semester to check the students’ progress.
c. Travel Brochure
Students can collect information throughout the year about the different areas of the world
they studied. They will select their top pick for a travel location and they will develop a
Travel Brochure for this location. The Brochure can be due at the end of the year, or can
be handed in as soon as the students find the location they want to feature and complete the
project.
iii. Research Websites
a. National archives- www.NARA.org
b. Supreme Court- www.findlaw.com
c. Inventors- www.inventors.com
WORLD HISTORY
11th Grade
A/B Block Pacing Guide
TOPIC

Connecting with
Past Learning:
UNIT/
CHAP.
SECTION
A/B
PACING
Prologue
N/A
Day 1-2
Prologue
N/A
Day 3-4
*The Legacy of
Ancient Greece and
Rome
*Judeo-Christian
Tradition

Connecting with
Past Learning:
*Democratic
Developments in
England
*The
Enlightenment and
Democratic
Revolutions

Connecting
Hemispheres: The
Early Modern World
(1300-1800)
European
Renaissance and
Reformation
(1300-1600)
Unit 1
Chapter 1
1 – Italy: Birthplace
of the
Renaissance
Day 5
Day 6
2 – The Northern
Renaissance
3 – Luther Leads
the Reformation

Connecting
Hemispheres:
The Early
Modern World
(1300-1800)
Unit 1
Day 7
TOPIC
UNIT/
CHAP.
European
Renaissance and
Reformation
(1300-1600)
Chapter 1
The Muslim World
Expands
(1300-1700)
Chapter 2
SECTION
BLOCK
PACING
4 – The Reformation
Continues
Day 8
1 – The Ottomans
Build a Vast
Empire
An Age of
Explorations and
Isolation
(1400-1800)

Connecting
Hemispheres: The
Early Modern World
(1300-1800)
2 – Cultural
Blending
Chapter 3
Day 9
3 – The Mughal
Empire in India
Day 10
1 – Europeans
Explore the East
Day 11
2 – China Limits
European
Contacts
Day 12
3 – Japan Returns
to Isolation
Day 12
Unit 1
Chapter 4
The Atlantic World
(1492-1800)
Day 9
1 – Spain Builds an
American Empire
2 – European
Nations Settle
North America
3 – The Atlantic
Slave Trade
Day 13
Day 14
Day 15
TOPIC

Connecting
Hemispheres: The
Early Modern World
(1300-1800)
The Atlantic World
(1492-1800)


UNIT/
CHAP.
SECTION
BLOCK
PACING
Unit 1
Chapter 4
4 – The Colombian
Exchange and
Global Trade
Day 16
Absolutism to
Revolution
(1500-1900)
Unit 2
Absolute Monarchs
in Europe
(1500-1800)
Chapter 5
1 – Spain’s Empire
and European
Absolutism
Day 17
Unit 2
2 – The Reign of
Louis XIV
3 – Central
European
Monarchs Clash
Day 18
4 – Absolute Rulers
of Russia
Day 19/20
5 – Parliament
Limits the
English
Monarchy
Day 20/21
Absolutism to
Revolution
(1500-1900)
Absolute Monarchs
in Europe
(1500-1800)
Chapter 5
Enlightenment and
Revolution
(1550-1789)
 Absolutism to
Revolution
(1500-1900)
Chapter 6
Enlightenment and
Revolution
(1550-1789)
Chapter 6
Day 18
1 – The Scientific
Revolution
Day 22
2 - The
Enlightenment in
Europe
Day 23
Unit 2
TOPIC
The French
Revolution and
Napoleon
(1789-1815)

UNIT/
CHAP.
Chapter 7
SECTION
3 – The
Enlightenment
Spreads
4 – The American
Revolution
Absolutism to
Revolution
(1500-1900)
Unit 2
The French
Revolution and
Napoleon
(1789-1815)
Chapter 7

Absolutism to
Revolution
(1500-1900)
Nationalist
Revolutions Sweep
the West
(1789-1900)

Industrialism and the
Race for Empire
(1700-1914)
Day 24
Day 25
1 – The French
Revolution
Begins
QUARTERLY
ASSESSMENT
Day 26
2 – Revolution
Brings Reform
and Terror
Day 27
3 – Napoleon Forges
an Empire
4 – Napoleon’s
Empire Collapses
Nationalist
Revolutions Sweep
the West
(1789-1900)
BLOCK
PACING
Day 28
Day 28
5 – The Congress of
Vienna
Day 29
1 – Latin American
Peoples Win
Independence
Day 30
Chapter 8
2 – Europe Faces
Revolutions
Day 31
Chapter 8
3 – Nationalism
Day 32
4 – Revolutions in
the Arts
Day 33
Unit 3
Unit 2
TOPIC
The Industrial
Revolution
(1700-1900)
UNIT/
CHAP.
Chapter 9
SECTION
BLOCK
PACING
1 – The Beginnings
of
Industrialization
Day 34
2 – Industrialization
Day 35
3 – Industrialization
Spreads

Industrialism and
the Race for Empire
(1700-1914)
The Industrial
Revolution
(1700-1900)
An Age of
Democracy and
Progress
(1815-1914)

Day 36
Unit 3
Chapter 9
4 – Reforming the
Industrial World
Chapter 10
1 – Democratic
Reform and
Activism
Day 38
2 – Self-Rule for
British Colonies
Day 39
3 – War and
Expansion in the
United States
Day 40
4 – Nineteenth
Century
Progress
Day 41
Industrialism and
the Race for Empire
(1700-1914)
Unit 3
The Age of
Imperialism
(1850-1914
Chapter 11
1 – The Scramble
for Africa
Day 37
Day 42
2 – Imperialism
Day 43
3 – Europeans
Claim Muslim
Lands
MID-TERM
ASSESSMENT
Day 44
TOPIC

Industrialism and
the Race for
Empire
(1700-1914)
The Age of
Imperialism
(1850-1914)

UNIT/
CHAP.
SECTION
Unit 3
Chapter 11
4 – British
Imperialism in
India
Day 45
5 – Imperialism
in Southeast
Asia
Day 46
Industrialism and
the Race for Empire
(1700-1914)
Transformations
Around the Globe
(1800-1914)
Chapter 12
1 – China Resists
Outside
Influence
Day 47
2 – Modernization
in Japan
Day 48
3 – U.S. Economic
Imperialism

BLOCK
PACING
The World at War
(1900-1945)
The Great War
(1914-1918)
Day 49
4 – Turmoil and
Change in
Mexico
Day 50
1 – Marching
Towards War
Day 51
2 – War Consumes
Europe
Day 52
3 – A Global
Conflict
Day 53
Unit 4
Chapter 13
4 – A Flawed Peace
Day 54
TOPIC

The World at War
(1900-1945)
The Great War
(1914-1918)
Revolution and
Nationalism
(1900-1939)

UNIT/
CHAP.
SECTION
BLOCK
PACING
1 – Revolutions in
Russia
Day 55
2 – Totalitarianism
Day 56
3 – Imperial China
Collapses
Day 57
Unit 4
Chapter 13
Chapter 14
The World at War
(1900-1945)
Unit 4
Years of Crisis
(1919-1939)
Chapter 15
4 – Nationalism in
India and
Southwest Asia
Day 58
1 – Postwar
Uncertainty
Day 59
2 – A Worldwide
Depression
Day 60
3 – Fascism Rises
in Europe
Day 61
4 – Aggressors
Invade Nations
Day 62
Unit 4
Chapter 16
1 – Hitler’s
Lightning War
Day 63
2 – Japan’s Pacific
Campaign
Day 64
3 – The Holocaust
QUARTERLY
ASSESSMENT
Day 65
TOPIC
 The World at War
(1900-1945)
World War II
(1939-1945)
UNIT/
CHAP.
SECTION
Unit 4
Chapter 16
4 – The Allied
Victory
5 – Europe and
Japan in Ruins


BLOCK
PACING
Perspectives on the
Present
(1945-Present)
Unit 5
Restructuring the
Postwar World
(1945-Present)
Chapter 17
Perspectives on the
Present
(1945-Present)
Unit 5
The Colonies
Become New
Nations
(1945-Present)
Chapter 18
Day 66
Day 66
1 – Cold War:
Superpowers
Face Off
Day 67
2 – Communists
Take Power in
China
Day 68
3 – War in Korea
and Vietnam
Days 69/70
4 – The Cold War
Divides the
World
Day 71
5 – The Cold War
Thaws
Day 72
1 – The Indian
Subcontinent
Achieves
Freedom
Day 73
2 – Southeast Asian
Nations Gain
Independence
Day 74
3 – New Nations in
Africa
Day 75
TOPIC

UNIT/
CHAP.
Perspectives on the
Present
(1945-Present)
Unit 5
The Colonies
Become New
Nations
(1945-Present)
Chapter 18
Struggles for
Democracy
(1945-Present)
Chapter 19
SECTION
BLOCK
PACING
4 – Conflicts in the
Middle East
Day 76
5 – Central Asia
Struggles
Day 76
1 - Democracy
Day 77
2 – The Challenge
of Democracy in
Africa
Day 78
Day 79
3 – The Collapse of
the Soviet Union
Day 80
4 – Changes in
Central and
Eastern Europe

Perspectives on the
Present
(1945-Present)
Unit 5
Struggles for
Democracy
(1945-Present)
Chapter 19
Global
Interdependence
(1960-Present)
Chapter 20
TOPIC

5 – China: Reform
and
Action
Day 81
Day 82
1 – The Impact of
Science and
Technology
UNIT/
CHAP.
Perspectives on the
Present
(1945-Present)
Unit 5
Global
Interdependence
(1960-Present)
Chapter 20
SECTION
2 – Global
Economic
Development
BLOCK
PACING
Day 83
Day 84
3 – Global Security
Issues
Day 84
4 – Terrorism

Perspectives on the
Present
(1945-Present)
Unit 5
Global
Interdependence
(1960-Present)
Chapter 20
Unresolved Problems of
the Modern World
Epilogue
5 – Cultures Blend
in a Global Age
Day 85
Final Assessment
Review
Day 86
FINAL
ASSESSMENT
IF TIME IS LEFT AT
THE END OF THE
SEMESTER:
Day 87
1 – Technology
Changes
People’s Lives
2 – Dangers to the
Global
Environment
Day 86
Day 86
Day 87
3 – Feeding a
Growing
Population
4 – Economic
Issues in the
Developing
World
5 – The Threat of
Weapons and
Terrorism
6 – Defending
Human Rights
and
Freedom
Day 87
Day 88
Day 88