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World History Curriculum
Knowledge and Skills
Unit: I The Emergence of Modern Europe
TIME FRAME: 1300-1600
Prior Knowledge
 Feudalism, authority of the Catholic Church, GrecoRoman Heritage, and the Silk Road, the Black Plague
World History CLG
1.1.1 The student will categorize causes of political and social change and explain the consequences for political and social
order.
1.1.3 The student will explain significant changes that are considered turning points or benchmarks in world history from
historical, political, and social perspectives.
1.1.4 The student will analyze the impact of technology as it contributes to continuity and change in the political and social
order.
2.1.1 The student will identify and analyze examples of cultural diffusion.
MLO Indicator: 3.9 Students demonstrate understanding of how European society experienced dramatic political, economic,
and cultural transformations through the Renaissance and Reformation.
MLO Objectives/Assessment Limits:
3.9.12.1 analyze the role of travel and trade, Italian city-states, and the contributions of classical and Islamic civilizations to
the Renaissance. (Birth of Renaissance, legacy of Greece and Rome, merchant traders, patrons, Renaissance Man)
3.9.12.2 describe the scientific, aesthetic, and cultural significance of major changes in painting, sculpture, literature, and
architecture. (da Vinci, Michelangelo, vernacular, Machiavelli, Shakespeare)
3.9.12.3 explain the relationship between emerging humanistic values and new technologies, such as the printing press and
telescope. (humanism, secularism, Gutenberg Bible)
3.9.12.4 analyze causes and consequences of discontent with the late medieval church during the Protestant Reformation
and the Catholic Counter-Reformation. (Martin Luther, Protestantism, indulgences, Henry VIII, Catholic Reformation,
Council of Trent)
Baltimore City Public Schools: Office of Social Studies
1
World History Curriculum
VOCABULARY
Anabaptists
Calvinism
Catholic Reformation
Council of Trent
Cultural diffusion
Da Vinci
Elizabeth I
Erasmus
Gutenberg Bible
Henry VIII
Huguenots
Humanism
Jesuits
Machiavelli
Martin Luther
Michelangelo
Patron
Peace of Augsburg
Predestination
Printing press
Protestant Reformation
Renaissance
Renaissance man
Secular
Vernacular
ENDURING UNDERSTANDINGS
• The Renaissance was a period of enormous literary, artistic, and scientific achievement.
• Cultures learn and synthesize ideas from earlier periods in history through cultural
diffusion, or the sharing of ideas.
• New ideas challenge authority and lead to change.
• Societies change over time.
• A variety of governmental systems and political institutions develop over time.
• Technological, economic and ideological change influences the lives of everyday
people.
• Individuals impact society.
ESSENTIAL QUESTIONS
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•
•
•
•
•
•
Why was the Renaissance considered the beginning of the modern world?
How does the Renaissance express human potential?
How does art reflect the values of society?
What impact did the Reformation have on Western Civilization?
What contributions by early civilizations influenced the modern world?
What social, political, economic conditions lead to questioning of authority?
How was the world changed due to new ideas?
What values/principles influenced the acceptance or rejection of new ideas during the
Renaissance?
Baltimore City Public Schools: Office of Social Studies
2
World History Curriculum
Knowledge and Skills
Unit: 2 The Age of Exploration and Eastern Isolationism
TIME FRAME: 1492-1800
Prior Knowledge
·
World History CLG
1.1.2 The student will evaluate the degree to which political institutions promote continuity and stability in a society.
1.1.3 The student will explain significant changes that are considered turning points or benchmarks in world history from
historical, political, and social perspectives.
2.1.1 The student will identify and analyze examples of cultural diffusion.
2.2.1 The student will describe the motivations of governments to expand their economic, political, and cultural influence into
other areas of the world.
2.2.2 The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural imperialism.
3.2.3 The student will evaluate the impact of culture on a region.
4.1.1 The student will compare the goals and allocation of resources (natural, capital, human) in traditional, market, command,
and mixed economic systems.
4.1.2 The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to
address economic scarcity and unequal resource allocation.
MLO Indicator:
3.10 Students demonstrate understanding of the aims of responses to, and the effects of, exploration and the expansion among
peoples of Africa, Europe, and the Americas (1400 -1750).
3.11 Students demonstrate understanding of the rising economic and political power of European states between 1500-1700
CE.
3
DRAFT
Baltimore City Public Schools
World History Curriculum
MLO Objectives/Assessment Limits:
3.10.12.1 describe the reasons, particularly mercantile and capitalism, that led the European states and people to exploration
and expansion. (Commercial Revolution, Portuguese and Spanish exploration, Dutch East India Company)
3.10.12.2 analyze the impact of European exploration and expansion on the peoples of Sub-Saharan Africa, Asia, and the
Americas. (Spanish conquest of the Americas, Encomienda, Trans-Saharan Slave Trade)
3.10.12.3 analyze the variety of responses to European colonization.
3.10.12.4 describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe,
such as triangular trade and the Middle Passage. (Atlantic Slave Trade, Colonial America, depopulation of Africa)
3.10.12.5 assess the impact of the transmission of disease, the exchange of ideas, and the movement of plants and
animals.(Columbian Exchange)
3.11.12.1 explain how specific European states such as Portugal, Spain, France, Holland, and England emerged as economic
world powers.
4
DRAFT
Baltimore City Public Schools
World History Curriculum
VOCABULARY
Atlantic Slave trade
Balance of trade
Bartolomeo Dias
Capitalism
Christopher Columbus
Colony
Columbian Exchange
Commercial Revolution
Conquistadors
Dutch East India Company
Encomienda
Francisco Pizzaro
Hernando Cortes
Joint stock company
Mercantilism
Mestizo
Middle Passage
Ming Dynasty
Prince Henry
Tokugawa Shogunate
Treaty of Tordesillas
Triangular trade
Vasco da Gama
ENDURING UNDERSTANDINGS
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Cultures learn and synthesize ideas from earlier periods in history.
New ideas challenge authority and lead to change. (Cecil groups Unit 1 & 2 together)
Movement of people and ideas can bring about both conflict and compromise.
The arrival of explorers to a region has a profound impact on the indigenous people.
ESSENTIAL QUESTIONS
• Why did exploration take place?
• What happened to the world as a result of exploration?
• Why were the Europeans interested and able to travel beyond their borders in the early
1400’s?
• How did China and Japan respond to European interest in trade?
• Which European nations were most successful in exploration and discovery? Why?
• How did key explorers impact exploration and discovery efforts?
• What was the global impact of European exploration in Asia, Africa, and the Americas?
• How have geopolitical concerns shaped events in the past as well as events today?
• How are societies transformed in an era of global trade?
• What are the political, economic, geographic, and social implications of cultural
expansion?
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DRAFT
Baltimore City Public Schools
Knowledge and Skills
World History Curriculum
Unit: 3 Absolutism, Enlightenment and Revolution
TIME FRAME: 1500-1900
Prior Knowledge
·
World History CLG
1.1.1 The student will categorize causes of political and social change and explain the consequences for political and social
order.
1.1.2 The student will evaluate the degree to which political institutions promote continuity and stability in a society.
1.1.3 The student will explain significant changes that are considered turning points or benchmarks in world history from
historical, political, and social perspectives.
2.2.2 The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural imperialism.
4.1.2 The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to
address economic scarcity and unequal resource allocation.
MLO Indicator:
1.12 Students demonstrate understanding of how the Scientific Revolution and the Enlightenment transformed European
society.
1.13 Students demonstrate understanding of the causes and consequences of political revolutions in the late
and early 19th Centuries.
6
DRAFT
Baltimore City Public Schools
World History Curriculum
MLO Objectives/Assessment Limits:
3.12.12.0 analyze the and significance of absolute monarchs in Europe and Russia. (Absolutism, Divine Right, absolute
monarch)
3.12.12.1 explain the impact of scientific discoveries and innovations on European societies, including those of Copernicus,
Galileo, Harvey, Newton. (Scientific Revolution, Nicolaus Copernicus, heliocentric theory, Galileo Galilei, scientific
method)
3.12.12.2 explain the development and significance of the “scientific method” and empiricism. (scientific method, Francis
Bacon, Rene´ Descartes)
3.12.12.3 explain the philosophical ideas of the Enlightenment, including rationalism, secularism, and Deism. (Enlightenment,
social contract, philosophes, freedom of thought and expression, abolishment of torture, religious freedom, women’s
equality)
3.12.12.4 explain the political ideas of the Enlightenment that originated in Ancient Rome and Greece, including those
expressed by Locke, Montesquieu, and Rousseau. (natural rights, separation of powers, democracy, citizen, republic,
senate, equal treatment under the law, innocent until proven guilty, burden of proof on the accuser, written legal code)
3.11.12.2 explain how the English Civil War and the Revolution of 1688 affected government, religion, economy, and society in
England and its colonies, including the significance of the English Bill of Rights. (Magna Carta, habeas corpus, constitutional
monarchy, English Bill of Rights)
3.13.12.1 explain the causes of the French Revolution, and how the Revolution contributed to the political, economic, and
cultural transformations in Europe and the world. (Estates General, Louis XIV, Declaration of the Rights of Man, Legislative
Assembly, Napoleon Bonaparte, Congress of Vienna)
3.13.12.2 analyze the leading ideas of the French Revolution and assess their contribution to democratic thought. (spread of
Enlightenment ideas, growth of nationalism, rise of international organizations [i.e. Congress of Vienna], revolutions in
Latin America)
3.13.12.3 describe how Spanish American countries and Haiti achieved independence in the early 19th century. (peninsulares,
creoles, mulattos, Simón Bolívar, Miguel Hidalgo, independence causing more poverty)
3.13.12.4 compare the causes, character, and consequences of the English, American, and French Revolutions and their
enduring effects on worldwide political expectations for self-government and individual liberty.
7
DRAFT
Baltimore City Public Schools
World History Curriculum
VOCABULARY
Absolute Monarch
Balance of power
Bill of Rights
Congress of Vienna
Coup d’etat
Checks and Balances
Constitutional Monarchy
Declaration of Independence
Declaration of the Rights of Man
Divine Right
Enlightenment
Estates-General
Galileo Galilei
Guillotine
Habeas Corpus
Heliocentric Theory
John Locke
Louis XIV
Napoleonic Code
Napoleon Bonaparte
Natural Rights
Nicholas Copernicus
Philosophe
Reign of Terror
Scientific Revolution
Scientific Method
Separation of powers
Social Contract
Thomas Jefferson
ENDURING UNDERSTANDINGS
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Revolutionary ideas brought dramatic changes to Europe and North America.
Political, economic, and social movements change society.
ESSENTIAL QUESTIONS
 How did the belief in individual human potential challenge traditional ideas about
government and society?
 How did shifting national beliefs impact the transformation of established world
powers?
 How did political power spread from an individual (the king) to larger numbers of
people?
 How did the work of the philosophers Locke, Rousseau, and Hobbs lead to a
decline in absolutism?
 What led to the growth of absolutism in Europe, and what was the impact of this
type of political system?
 How was political development in England different from the rest of Europe?
 What factors led to the Scientific Revolution and what were the short and long
term results of this movement?
 How did the Enlightenment change people’s ideas about government, society and
the individual?
 How was the French Revolution a major turning point in history?
 How significant were the changes the Industrial Revolution brought to individuals
as well as the nations of the world?
 How did the questioning spirit of the Renaissance lead to the discoveries of the
Scientific Revolution?
 How does change in scientific knowledge impact people and society?
 How did the invention of the printing press help bring about the Enlightenment?
 How did the ideas of the Enlightenment help to spread democracy?
8
DRAFT
Baltimore City Public Schools
World History Curriculum
knowledge and Skills
Unit: 4 Industrialization, Imperialism and the Age of Progress Prior Knowledge
TIME FRAME: 1700-1914
·
World History CLG
1.1.1 The student will categorize causes of political and social change and explain the consequences for political and social
order.
1.1.2 The student will evaluate the degree to which political institutions promote continuity and stability in a society.
1.1.4 The student will analyze the impact of technology as it contributes to continuity and change in the political and social
order.
2.1.1 The student will identify and analyze examples of cultural diffusion.
2.2.1 The student will describe the motivations of governments to expand their economic, political, and cultural influence into
other areas of the world.
2.2.2 The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural
imperialism.
2.2.3 The student will explain how political borders resulting from nationalism and imperialism create or resolve conflict
between and among nations.
4.1.1 The student will compare the goals and allocation of resources (natural, capital, human) in traditional, market, command,
and mixed economic systems.
4.1.2 The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to
address economic scarcity and unequal resource allocation.
MLO Indicator:
3.14 Students demonstrate understanding of the causes and consequences of the agricultural and industrial revolutions
(1700- 1850).
3.15 Students demonstrate understanding of the patterns of nationalism, revolution, and reforms (1750-1870).
3.16
Students demonstrate understanding global imperialism and patterns of resistance (1800 - 1914).
9
DRAFT
Baltimore City Public Schools
World History Curriculum
MLO Objectives/Assessment Limits:
3.14.12.1 explain how changes in agriculture and transportation and new technological inventions led to the Industrial
Revolution (enclosures, crop rotation, industrialization)
3.14.12.2 analyze the defining characteristics of the Industrial Revolution (factors of production, Industrial Revolution)
3.14.12.3 analyze the changes in the living and working conditions for the early industrial working class, especially women and
children (urbanization, growth of industry, class distinctions, child labor, effect of middle class)
3.14.12.4 describe the impact of new social movements and ideologies, including conservatism, liberalism, socialism, trade
unionism, Marxism, and Social Darwinism (laissez-faire economics, capitalism, socialism, communism)
3.15.12.1 analyze how the Ottoman Empire responded to Western military, political, and economic power (Crimean War,
Suez Canal)
3.15.12.2 describe Russian absolutism reform and imperial expansion (Alexander II)
3.15.12.3 describe how China's Qing dynasty responded to economic and political crises (Opium War, extraterritorial
rights, Open Door Policy, Boxer Rebellion)
3.15.12.4 explain the successes and failures of democracy in Latin America, including the political and economic changes
(Monroe Doctrine, Roosevelt Corollary, Spanish American War, Panama Canal)
3.15.12.5 describe the impact of nationalism on politics and society in Italy, Germany, and Austria-Hungary (nationalism,
break-up of Austro-Hungarian Empire, weakening of Ottoman Empire, rise of Prussia, Otto von Bismark, realpolitik)
3.15.12.6 compare the causes and consequences of the Revolutions of 1848 in Europe (swing in balance of power in
Europe)
3.16.12.1 explain the causes and consequences of European and American imperial expansion (racism, Social Darwinism,
technological superiority, nationalism)
3.16.12.2 explain how Japan transformed from feudal shogunate to a modern, industrial and imperial nation-state (RussoJapanese War)
3.16.12.3 describe political and cultural transformations in Asia in the era of the "new imperialism,” including Indian society
under British rule, French and British colonization in Southeast Asia, and the Chinese Revolution of 1911.
3.16.12.4 describe the range of responses to the European “scramble for Africa” (Berlin Conference, Boer War, Maji-Maji)
10
DRAFT
Baltimore City Public Schools
World History Curriculum
VOCABULARY
Adam Smith
annexation
Assimilation
Berlin Conference
Boxer Rebellion
Capitalism
Collective bargaining
Colony
Communism
Corporation
Crop rotation
Economic imperialism
Enclosure
Entrepreneur
Factors of production
Factory
Industrial Revolution
Industrialization
Karl Marx
Laissez faire
Middle class
Opium War
Protectorate
Socialism
Social Darwinism
Sphere of influence
Urbanization
ENDURING UNDERSTANDINGS
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Innovations in technology led to the Industrial Revolution, set the stage for
the growth of cities, forced a change in the economic structure of Europe
and caused the growth of imperialism
Western countries colonized large areas of Africa and Asia, leading to
major political and cultural changes.
Nationalism may reshape relationships between peoples and systems.
Peoples’ common culture may influence their desire to unite as a single
nation.
The quest for sovereignty may result in political/military conflict and
cultural diffusion.
Political, economic, and social policies may encourage nations to compete
for resources.
Advances in science and technology influence society and the economy.
War changes economies, political institutions, and societies.
ESSENTIAL QUESTIONS
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What conditions promote technological development and economic
growth?
How did industrialization enable certain countries to become colonial
powers?
How did colonization change the political, economic, social and cultural
profiles of target countries?
How can nationalism be both a unifying as well as a divisive force?
What motivated the British and other nations to seek colonial empires?
How did the importance of colonies shape the foreign policy of nations?
How did different groups interpret the idea of democracy during the
nineteenth century, and how did their views influence world events in
Europe, Latin America and Africa?
Describe ways nationalism can change the paths of societies both
positively and negatively.
How do the effects of nineteenth century imperialism continue to impact
the world today?
11
DRAFT
Baltimore City Public Schools
World History Curriculum
Knowledge and Skills
Unit: 5 Global War
TIME FRAME: 1900-1945
Prior Knowledge
·
World History CLG
1.1.1 The student will categorize causes of political and social change and explain the consequences for political and social
order.
1.1.2 The student will evaluate the degree to which political institutions promote continuity and stability in a society.
1.1.3 The student will explain significant changes that are considered turning points or benchmarks in world history from
historical, political, and social perspectives.
2.2.1 The student will describe the motivations of governments to expand their economic, political, and cultural influence into
other areas of the world.
2.2.2 The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural
imperialism.
2.2.3 The student will explain how political borders resulting from nationalism and imperialism create or resolve conflict
between and among nations.
2.3.1 The student will explain how the consequences of one conflict may sow the seeds of future conflicts.
MLO Indicator:
3.17 Students demonstrate understanding of the causes and global consequences of World War I.
3.18
Students demonstrate understanding of patterns of global change in the period between World I and World II.
1.19
Students demonstrate understanding of the causes and global consequences of World War II.
12
DRAFT
Baltimore City Public Schools
World History Curriculum
MLO Objectives/Assessment Limits:
3.17.12.1 analyze the causes of World War I, including militarism, alliances, imperialism, and nationalism (militarism, secret
alliances, imperialism, nationalism, the Balkans, assassination of Archduke Franz Ferdinand)
3.17.12.2 describe the global scope, outcomes, and human costs of World War I (Schlieffen Plan, Western and Eastern
Fronts, trench warfare, stalemate, total war, rationing, propaganda)
3.17.12.3 analyze the causes and consequences of the Russian Revolution of 1917 (Bolsheviks, Lenin, soviet, March
Revolution, Bolshevik Revolution, Stalin)
3.18.12.1 analyze the conflicting post-war goals as expressed in the Fourteen Points and Treaty of Versailles (armistice,
self-determination, League of Nations, war guilt, “peace built on quicksand”)
3.18.12.2 describe the growth of nationalist and independence movements in Africa, Asia, and Latin America (Communist
China, Ghandi and civil disobedience)
3.18.12.3 analyze the interaction between scientific and technological innovations and new patterns of social and cultural life,
including radio, transatlantic cable, film, phonograph, and automobile (Albert Einstein)
3.18.12.4 explain the global causes and consequences of the Great Depression (inflation, stock market crash, global
depression, New Deal)
3.19.12.1 analyze the causes of World War II, including the influence of ideologies of fascism and Nazism; the legacy of
World War I; the Depression; the German, Italian, and Japanese drives for empire; and Western appeasement
(appeasement, totalitarian aggression, isolationism, nonaggression pact)
3.19.12.2 describe the principal developments and major turning points of the war (blitzkrieg, Battle of Britain, Atlantic
Charter, Pearl Harbor, Battle of Midway, D-Day, Battle of Stalingrad, Battle of the Bulge, **all major events should be
covered, but not necessarily known in detail)
3.19.12.3 evaluate the human costs of World War II, with special emphasis on the Nazi Holocaust (Holocaust, Final
Solution, ruination and occupation of Europe and Japan)
13
DRAFT
Baltimore City Public Schools
World History Curriculum
VOCABULARY
Allies
Appeasement
Armistice
Atomic Bomb
Axis Powers
Blitzkrieg
Bolsheviks
Central Powers
D-Day
Demilitarization
Eastern Front
Fascism
Fourteen Points
Genocide
Great Depression
Holocaust
Imperialism
Isolationism
Kamikaze
League of Nations
DRAFT
Baltimore City Public Schools
Militarism
Nationalism
Nazism
New Deal
Nuremburg Trials
Pogrom
Propaganda
Schlieffen Plan
Self-determination
Soviet
Total War
Totalitarianism
Treaty of Versailles
Trench Warfare
Triple Alliance
Triple Entente
Unrestricted Submarine
Warfare
Western Front
ENDURING UNDERSTANDINGS
 National ambitions, which may be at odds with each other, could lead to
conflict.
 Appreciation and application of technology may impact the development of
society.
 Nationalism, conformity, and/or revenge may lead to global conflict.
 Disillusionment and change may cause nations to isolate themselves from
international relations.
 Fear of change and global conflict may lead to appeasement and
isolationism.
 Failing to recognize economic warning signals may cause economic
disaster.
 The United States gradually became a global superpower during the 20th
century.
 Conflict and cooperation between nations shaped 20th century World
History.
 Totalitarian governments threaten world stability.
ESSENTIAL QUESTIONS
 Do wars result from specific incidents or from broader causes?
 What role does technology play in war?
 How was the Russian Revolution a major turning point in history?
 How does militarism and competition in armaments make war more
likely/less likely to occur?
 Why did global war cause the end of long established empires and the rise
of modern communism?
 What were the far reaching economic, political, and social changes brought
about by the Great Depression?
 Why did these changes make totalitarianism appear more attractive as an
alternative to democracy?
 How did development of military technology in the inter-war years alter the
machines and methods of war?
 What immediate and long-term effects did the Holocaust have on the world?
 How did WWII affect the world balance of power?
 What nations emerged from conflict as world powers?
 What causes peoples to resort to genocide?
14
World History Curriculum
Knowledge and Skills
Unit: 6: Post World War II Global Interdependence
TIME FRAME: 1945-Present
Prior Knowledge
·
World History CLG
1.1.1 The student will categorize causes of political and social change and explain the consequences for political and social
order.
1.1.3 The student will explain significant changes that are considered turning points or benchmarks in world history from
historical, political, and social perspectives.
1.1.4 The student will analyze the impact of technology as it contributes to continuity and change in the political and social
order.
2.2.2 The student will analyze the ways people, nations, and/or regions respond to political, economic, and cultural
imperialism.
2.3.1 The student will explain how the consequences of one conflict may sow the seeds of future conflicts.
2.3.2 The student will draw conclusions about how regional differences or similarities in religion, resource allocation, language,
political beliefs, or other factors may lead to cooperation, conflict, and/or movements of people.
3.1.2 The student will analyze the impact of human settlement patterns on the environment.
3.2.1 The student will analyze the role of social institutions in shaping distinct cultural identities.
3.2.3 The student will evaluate the impact of culture on a region.
4.1.1 The student will compare the goals and allocation of resources (natural, capital, human) in traditional, market, command,
and mixed economic systems.
4.1.2 The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to
address economic scarcity and unequal resource allocation.
MLO Indicator:
1.20 Students demonstrate understanding of how post-World War II reconstruction occurred, new international power
relations took shape, and colonial empires collapsed.
1.21 Students demonstrate understanding of the forces for continuity, change, and increasing interaction across the
contemporary world after 1989.
15
DRAFT
Baltimore City Public Schools
World History Curriculum
MLO Objectives/Assessment Limits:
3.20.12.1 describe the efforts toward political and economic stabilization that accompanied post-war recovery in Europe and
Japan (United Nations, containment, iron curtain, Cold War)
3.20.12.2 analyze the causes and consequences of the Chinese Revolution (Mao Zedong, Communists v. Nationalists,
Cultural Revolution and Red Guards)
3.20.12.3 analyze the international divisions brought about by the Cold War, including conflicting ideologies, crises and wars,
economic competition, and the arms race (Korean War, Vietnam War, Khmer Rouge)
3.20.12.4 explain how African, Asian, Middle Eastern and Caribbean peoples achieved independence from European colonial
rule (Third World, non-aligned nations, Fidel Castro, Cuban Missile Crisis, Iran, Afghanistan)
3.20.12.5 explain the purpose, organization, and fluctuating influence of the United Nations (détente, Universal Declaration
of Human Rights)
3.21.12.1 explain the reasons for the collapse of the Soviet Union (Gorbachev, Yeltsin, ethnic cleansing)
3.21.12.2 describe how population explosion, environmental changes, and political and economic challenges have influenced
standards of living around the world (Green Revolution, developed v developing nations, global economy, free trade,
ozone layer, sustainable development)
3.21.12.3 assess the extent to which liberal democracy, global economic interdependence, and human rights movements
have reshaped political, economic, and social life in China, Eastern Europe, Central America, and South Africa
(independence and revolutionary movements)
3.21.12.4 analyze the major sources of tension and conflict in the contemporary world and efforts that have been made to
address them, including the Balkans, Rwanda, and the Persian Gulf (Genocide in Rwanda, Gulf War, Eastern European
stability)
16
DRAFT
Baltimore City Public Schools
World History Curriculum
VOCABULARY
Apartheid
Berlin Wall
Civil Rights Movement
Cold War
Containment
Cultural Revolution in China
Destalinization
Ethnic Cleansing
Global Economy
Green Revolution
Gulf War
International Monetary Fund (IMF)
Internet
Iron Curtain
Korean War
Less-Developed Countries (LDCs)
Marshall Plan
Martial Law
Multinational Corporation
NATO
Nonaligned Nations
Nuclear Non-Proliferation Treaty
Reunification
Six-Day War
Terrorism
Tiananmen Square
Truman Doctrine
United Nations
Vietnam War
Warsaw Pact
Weapons of Mass Destruction
World Bank
ENDURING UNDERSTANDINGS
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Differences in political ideologies may result in competition for international
influence.
The development of technology may redefine a nation’s culture.
Competition between superpowers can divide the world.
Conflict often erupts over control of resources, land, and people.
Technology impacts the diffusion of ideas and beliefs.
ESSENTIAL QUESTIONS
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What technological changes have developed to transform society?
What political ideologies developed during this period impacted the world?
How has nuclear power made conflict among nations potentially more destructive
than any other previous time?
How has terrorism changed how government handles foreign policy?
How did war time atrocities influence global policies towards human rights?
What is required to build a nation?
What are the relationships among colonization, independence, and globalization?
What role should nations and international organizations play in promoting human
rights around the world?
17
DRAFT
Baltimore City Public Schools
World History Curriculum
18
DRAFT
Baltimore City Public Schools