Download World History Curriculum Map - Chinle Unified School District

Chinle High School
World History Curriculum Map
Social Studies
By Terry Larson
2011-2012
Chinle USD - CURRICULUM GUIDE - Learning Keys
GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Quarter 1, Weeks 1-9 (Aug 1, 2011 to Sept 30, 2011)
Strand/Concept:
Concept 1: Research Skills
for History: Historical
research is a process in which
students examine topics or
questions related to historical
studies and/or current issues.
By using primary and
secondary sources effectively
students obtain accurate and
relevant information. An
understanding of
chronological order is applied
to the analysis of the
interrelatedness of events.
These performance objectives
also appear in Strand 1:
American History. They are
intended to be taught in
conjunction with appropriate
American or World History
content, when applicable.
Concept 1: Research Skills
for History
Performance Objectives/
Explanations
Priority PO’s in BOLD
PO 1. Interpret historical data
displayed in maps, graphs, tables,
charts, and geologic time scales.
Mastery
PO 2. Distinguish among dating
methods that yield calendar ages
(e.g., dendrochronology),
numerical ages (e.g., radio
carbon), correlated ages (e.g.,
volcanic ash), and relative ages
(e.g., geologic time).
Continuing
Kid Friendly Learning Objective
I will become familiar with class
procedures and expectations. (M)
I will take tests to determine my
reading, writing, and interaction
skills. (T)
I will learn about dating methods
used by Archeologists and the
elements of civilization. (W)
I will examine the migration of
the Olmecs and Zapotecs. (Th)
I will take a World-History Pretest to determine base-line skills.
(F)
Level of
Thinking
Knowledge
Resource
Correlation
Week 1
Copies of Class
Rules
Copies of Course
Syllabus
SRA Tests
Textbook: World
History 2008,
Spielvogel,
Glencoe
Ch 1: The First
Humans:
Prehistory
Academic Vocabulary
Olmecs, Tower of Babel,
Athabascans, Archaeologist,
Culture, Anasazi, Hohokam,
Mogollon, Peru, Mexico,
Guatemala
Prehistory, archaeology,
artifact, anthropology,
fossil, hominid,
australoprothecus, homo
sapiens, “out of Africa”,
theory
World maps;
Chapter Quiz
PO 3. Formulate questions that
can be answered by historical
study and research. Continuing
I will be able to explain how
geography affected the
civilizations in Mesopotamia. (M)
I will Explain why the Nile was so
crucial to the development of the
Egyptian civilization. (T)
I will describe the roles of the
Phoenicians and Israelites in the
spread of civilization in Western
and Central Asia. (W)
I will compare the Assyrian and
the Persian Empire for similarities
and differences. (Th)
Page 2
Comprehension
Analyses
Week 2
Textbook: World
History 2008
Ch 2: Western Asia
and Egypt
World maps;
Chapter Quiz
City-states, Ziggurat,
Theocracy, Empire,
Patriarchal, Polytheistic,
Cuneiform, Dynasty,
Pharaoh, Bureaucracy,
Vizier, Mummification,
Hieroglyphics, Hieratic
script, Pastoral nomads,
Monotheistic, Satrapies,
Satrap, Monarchy.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Strand/Concept:
Concept 2: Early
Civilizations; The
geographic, political,
economic and cultural
characteristics of early
civilizations significantly
influenced the development of
later civilizations.
Concept 3: World in
Transition: People of
different regions developed
unique civilizations and
cultural identities
characterized by increased
interaction, societal
complexity and competition.
Concept 1: Research Skills
for History
Concept 2: Early
Civilizations
Performance Objectives/
Explanations
Priority PO’s in BOLD
PO 2. Analyze the development
and historical significance of
Hinduism, Judaism, Buddhism,
Christianity, and Islam. Continuing
PO 4. Analyze the enduring
Chinese contributions and their
impact on other civilizations:
development of concepts of
government and citizenship (e.g.,
Confucianism, empire); and
scientific, mathematical, and
technical advances (e.g., roads,
aqueducts) cultural advancements
in art, architecture, literature,
theater, and philosophy.
Continuing
PO 3. Compare the development
of empires (e.g., Roman, Han,
Mali, Incan, Ottoman) throughout
the world. Continuing
Kid Friendly Learning Objective
I will examine the effects of the
physical environment on early
civilizations and the influence on
Indian Religions. (M)
I will compare the Mauryan,
Kushan, and Gupta Empires and
their accomplishments. (T)
I will compare the Chinese
Dynasties and their contributions
and advances. (W,TH)
Comprehension
Analyses
PO 4. Construct graphs, tables,
timelines, charts, and narratives to
interpret historical data. Mastery
PO 3. Analyze the enduring Greek
and Roman contributions and
their impact on later civilization:
development of concepts of
government and citizenship (e.g.,
democracy, republics, codification
of the law, and development of
empire); and scientific and cultural
advancements (e.g., network of
I will describe the similarities
between the Minoans and the
Myceneans. (M)
I will compare and contrast the
city states of Athens and Sparta.
(T)
I will explore the foundations of
Greek Democracy, Religion, and
Philosophy. (W)
I will examine the Hellenistic Age
and the spread of Greek Culture.
(TH
Comprehension
Analyses
Page 3
Level of
Thinking
Resource
Correlation
Week 3
Textbook: World
History 2008
Ch 3: Indian and
China
World Maps
Chapter Quiz
Week 4
Textbook: World
History 2008
Ch 4: Ancient
Greece 1900-133
B.C.
World maps;
Chapter 1-4 Test
Academic Vocabulary
Monsoon, Sanskrit, Rajas,
Caste system, Caste,
Hinduism, Reincarnation,
Karma, Dharma, Yoga,
Buddhism, Ascetics,
Nirvana, Silk road, Pilgrims,
Aristocracy, Mandate of
Heaven, Dao, Filial piety,
Confucianism, Daoism,
Legalism, Regime’s, and
Censorate.
Epic poem, Arête, Polis,
Acropolis, Agora, Hoplites,
Phalanx, Democracy,
Oligarchy, Helots, Ephors,
Age of Pericles, Direct
democracy, Ostracism,
Rituals, Tragedies,
Philosophy, Socratic
method, Hellenistic Era,
Epicureanism, Stoicism.
Chinle USD - CURRICULUM GUIDE - Learning Keys
GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Strand/Concept:
Concept 2: Early
Civilizations
Concept 2: Early
Civilizations
Performance Objectives/
Explanations
Priority PO’s in BOLD
roads, aqueducts, art, and
architecture, literature and
theater, mathematics, and
philosophy).
PO 3. Analyze the enduring Greek
and Roman contributions and
their impact on later civilization:
development of concepts of
government and citizenship (e.g.,
democracy, republics, codification
of law, and development of
empire); and scientific and cultural
advancements (e.g., network of
roads, aqueducts, art and
architecture, literature and
theater, mathematics, and
philosophy). Continuing
PO 2. Analyze the development
and historical significance of
Hinduism, Judaism, Buddhism,
Christianity, and Islam. Continuing
Kid Friendly Learning Objective
I will examine the rise and early
expansion of the Roman Republic.
(M)
Level of
Thinking
Comprehension
Analyses
Resource
Correlation
Week 5
Textbook: World
History 2008
I will analyze the circumstances that led
Rome to change from a Republic to an
Empire. (T)
Ch 5: Rome and
the Rise of
Christianity
I will analyze the spread of Roman
Culture and the creation of Roman
Christianity. (W)
World maps;
Chapter Quiz
Academic Vocabulary
Republic, Patricians,
Plebeians, Consuls,
Praetors, Triumvirate,
Dictator, Imperator,
Paterfamilias, Insulae,
Procurator, New Testament,
Clergy, Laity, Plague,
Inflation.
I will describe the fall of Rome. (TH)
I will examine the life of
Muhammad and the rise of Islam.
(M)
I will review the rise of Arab
Empires and the split of Islam. (T)
I will analyze the social structure
of Islamic Civilization. (W)
I will Examine the Islamic
advancements in Philosophy,
Science, History, Literature, and
Art. (TH)
I will compare the basic structure
of the religions of the world
Page 4
Comprehension
Analyses
Week 6
Textbook: World
History 2008
Ch 6: The World of
Islam
World maps;
Chapter Quiz
Sheikh, Quran, Islam, Hijrah,
hajj, shari’ah, caliph, jihad,
Shiite, Sunni, vizier, sultan,
mosques, bazaar, dowry,
Astrolabe, minaret,
muezzin, arabesques.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Strand/Concept:
Concept 2: Early
Civilizations
Concept 5: Encounters
and Exchange:
Innovations, discoveries,
exploration, and
colonization accelerated
contact, conflict, and
interconnection among
societies worldwide,
transforming and creating
nations.
Concept 2: Early
Civilizations
Concept 3: World In
Transition
Performance Objectives/
Explanations
Priority PO’s in BOLD
PO 1. Describe the development
of early prehistoric people, their
agriculture, and settlements.
Continuing
PO 1. Describe the religious,
economic, social, and political
interactions among civilizations
that resulted from early
exploration: reasons for European
exploration; impact of expansion
and colonization on Europe;
impact of expansion and
colonization on Africa, the
Americas, and Asia; role of
disease in conquest; role of trade;
navigational technology; impact
and ramifications of slavery and
international slave trade; and
contrasting motivations and
methods for colonization.
PO 2. Analyze the development
and historical significance of
Hinduism, Judaism, Buddhism,
Christianity, and Islam. Continuing
PO 3. Compare the development
of empires (e.g., Roman, Han,
Mali, Incan, Ottoman) throughout
the world. Continuing
PO 4. Describe the interaction of
European and Asian civilizations
th
th
from the 12 to the 16 centuries:
Crusades; commerce and the Silk
Road; impact on culture and
plague.
Kid Friendly Learning Objective
I will examine the development of
African civilization. (M)
Level of
Thinking
Synthesis
I will review the spread of Cultures,
Religion, and Languages across
Africa. (T,W)
Resource
Correlation
Academic Vocabulary
Week 7
Ch 7: Early African
Civilizations
Plateaus, savannas, Bantu,
subsistence farming,
Swahili, stateless society,
lineage groups, matrilineal,
patrilineal, diviners, and
griots.
World maps;
Chapter Quiz
I will analyze the structure of African
culture and beliefs. (TH)
I will examine the unification of
China and the takeover by the
Mongols. (M)
I will explore the early
cultures of Japan and Korea. (T)
I will assess the impact of religions
on India after the Guptas. (W)
I will analyze the formation of states
in Southeast Asia. (TH)
Page 5
Comprehension
Analyses
Week 8
Textbook: World
History 2008
Ch 8: The Asian
World
World maps;
Chapter Quiz
Scholar-gentry, dowry,
khanates, NeoConfucianism, porcelain,
samurai, Bushido, shogun,
shogunate, daimyo, Shinto,
Zen, Theravada, Mahayana,
archipelago, agricultural
societies, and trading
societies.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Strand/Concept:
Demonstrate skills and
concepts learned
Performance Objectives/
Explanations
Priority PO’s in BOLD
Final Test - First Quarter
Mastery
Kid Friendly Learning Objective
I will review all the information
previously taught.
I will take a World History Final
Test to demonstrate that I learned
the concepts taught during the
first part of the class.
Page 6
Level of
Thinking
Comprehension
Evaluation
Resource
Correlation
Week 9
Chapters 1-8 Test
Academic Vocabulary
None
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Quarter 2, Weeks 10-18 (Oct 10, 2011 to Dec 16, 2011)
Concept 3: World in
Transition
Concept 3: World in
Transition
PO 1. Contrast the fall of Rome
with the development of the
Byzantine and Arab Empires (e.g.,
religion, culture, language,
governmental structure).
Continuing
PO 2. Compare feudalism in
Europe and Japan and its
connection with religious and
cultural institutions.
PO 3. Compare the development
of empires (e.g., Roman, Han,
Mali, Incan, Ottoman) throughout
the world. Continuing
PO 4. Describe the interaction of
European and Asian civilizations
th
th
from the 12 to the 16
centuries: Crusades; commerce
and the Silk Road; impact on
culture; and plague.
Continuing
PO 2. Compare feudalism in
Europe and Japan and its
connection with religious and
cultural institutions.
PO 4. Describe the interaction of
European and Asian civilizations
th
th
from the 12 to the 16
centuries: Crusades; commerce
and the Silk Road; impact on
culture; and plague.
Continuing
I will examine the
transformation from Roman
Empire to the Holy Roman
Empire. (M)
I will analyze the political
and social structure of
Feudalism. (T)
Analyses
Week 10
Ch 9: Emerging
Europe and the
Byzantine Empire
World maps;
Chapter Quiz
I will categorize the events
that created the growth of
European Kingdoms. (W)
Werigild, ordeal, bishopric,
popes, monk, monasticism,
missionaries, nuns,
abbesses, feudalism, vassal,
knights, fief, feudal
contract, tournaments,
chivalry, common law,
Magna Carta, estates,
patriarch, schism, Crusades,
and infidels.
I will examine the
transformation of the
Eastern Roman Empire into
the Byzantine Empire. (TH)
I will discuss the new farming
practices, growth of trade, and the
rise of cities that created a
flourishing European society. (M)
I will summarize the dominate
role of the Catholic Church in the
lives of people during the High
Middle Ages. (T)
I will discuss how an intellectual
revival led to the formation of
universities and new technical
innovations during the Middle
ages. (W)
I will identify the overwhelming
number of disastrous forces that
Page 7
Comprehension
Evaluation
Week 11
Textbook: World
History 2008
Ch 10: Europe in
the Middle Ages
World maps;
Chapter Quiz
Manor, serfs, money
economy, commercial
capitalism, guilds,
masterpiece, lay investiture,
interdict, sacraments,
heresy, Inquisition, relics,
Theology, scholasticism,
vernacular, Black Death,
anti-Semitism, Great
Schism, new monarchies,
and taille.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Concept 1: Research skills
Concept 4: Renaissance
and Reformation; The rise
of individualism challenged
traditional western
authority and belief
systems resulting in a
variety of new institutions,
philosophical and religious
ideas, and cultural and
social achievements
Concept 5: Encounters and
Exchange
PO 5. Evaluate primary and
secondary sources for: authors’
main points; purpose and
perspective; facts vs. opinions;
different points of view on the
same historical event (e.g., World
History Concept 6 – geographical
perspective can be different from
economic perspective); and
credibility and validity. Continuing
PO 1. Analyze the results of
Renaissance thoughts and
theories: rediscovery of Greek
and Roman ideas; humanism and
its emphasis on individual
potential and achievements;
scientific approach to the natural
world; Middle Eastern
contributions (e.g., mathematics,
science); and innovations in the
arts and sciences. Introductory
PO 2. Explain how the ideas of the
Protestant Reformation and the
Catholic Reformation (e.g., secular
authority, individualism,
migration, literacy and vernacular,
the arts) affected society.
Continuing
PO 1. Describe the religious,
economic, social, and political
interactions among civilizations
that resulted from early
exploration: reasons for European
exploration; impact of expansion
and colonization on Europe;
impact of expansion and
challenged Europe during the
fourteenth century. (TH)
I will identify and describe the
first inhabitants of the Americas.
(M)
I will characterize early
Mesoamerican civilizations that
flourished with fully developed
political, religious, and social
structures. (T,W)
I will describe the well-organized
militaristic empire of the Inca.
(TH)
I will explain why between 13501550, Italian intellectuals believed
they had entered a new age of
human achievement. (M)
I will discuss humanism, and
identify the artists and sculptors
produced by the Renaissance. (T)
I will discuss the major goal of
humanism in northern Europe,
which led to Christendom, and
explain how Martin Luther’s
religious reforms led to the
emergence of Protestantism. (W)
I will summarize the different
forms of Protestantism that
emerged in Europe as the
Reformation spread. (TH)
I will examine how in the
fifteenth century, Europeans
began to explore the world. (M,T)
I will explain how European
expansion affected Africa with
the increase of the slave trade.
(W)
I will classify the who, what,
Page 8
Comprehension
Week 12
Textbook: World
History 2008
Ch 11: The
Americas
Longhouses, clans, tepees,
adobe, pueblos,
hieroglyphs, tribute and
maize.
World maps;
Chapter 9-12 Test
Comprehension
Week 13
Textbook: World
History 2008
Ch 12: Renaissance
and Reformation
Mercenaries, dowry,
humanism, fresco, Christian
humanism, salvation,
indulgence, predestination
and annul.
World maps;
Chapter Quiz
Synthesis
Evaluation
Week 14
Textbook: World
History 2008
Ch 13: The Age of
Exploration
World maps;
Conquistadors, colony,
mercantilism, balance of
trade, plantations,
triangular trade, Middle
Passage, mainland states
and bureaucracy.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Concept 6: Age of
Revolution: Intensified
internal conflicts led to the
radical overthrow of
traditional governments and
created new political and
economic systems.
Concept 3: World in
Transition
Concept 7: Age of
Imperialism: Industrialized
nations exerted political,
economic, and social
control over less developed
areas of the world.
colonization on Africa, the
Americas, and Asia; role of
disease in conquest; role of trade;
navigational technology; impact
and ramifications of slavery and
international slave trade; and
contrasting motivations and
methods for colonization.
PO 1. Contrast the development of
representative, limited
government in England with the
development and continuation of
absolute monarchies in other
European nations: absolute
monarchies (e.g., Louis XIV, Peter
the Great, Philip II); the Magna
Carta, the English Bill of Rights,
and Parliamentary government;
and the ideas of John Locke.
PO 3. Compare the development
of empires (e.g., Roman, Han,
Mali, Incan, Ottoman) throughout
the world. Continuing
PO 6. Explain Japanese responses
to European/American
imperialism from a closed door
policy to adoption of EuroAmerican ideas. Introductory
Chapter Quiz
where, when, and why of the
Latin America colonization. (TH)
I will sort thru the cause and
effect for religious wars to gain
political control. (M)
I will explain how the 30 Year’s
War ended the unity of the Holy
Roman Empire. (W)
I will examine the effects of
absolutism as a response to crisis.
(TH)
I will describe the roles of Art,
Literature, and political thought
on the formation of European
Cultures. (F)
I will discuss how the Ottoman
Turks used firearms to expand
their lands and appointed local
rules to administer conquered
regions. (M)
I will describe how the Safavid
dynasty reached its height under
Shah Abbas. (T)
I will explain how the Moguls
united India under a single
government with a common
culture. (W,TH)
I will summarize how China
opened its doors to Europeans but
closed those doors when it
observed the effect of Western
ideas on Chinese society and
discuss how Chinese art and
Page 9
Comprehension
Week 15
Textbook: World
History 2008
Ch 14: Crisis and
Absolutism in
Europe
Militant, armada, inflation,
witchcraft, divine right of
kings, commonwealth,
absolutism, czar, boyars,
Mannerism, baroque,
natural rights.
World maps;
Chapter Quiz
Synthesis
Week 16
Textbook: World
History 2008
Ch 15: The Muslim
Empires
Janissaries, pashas,
gunpowder empire, sultan,
harem, grand vizier, ulema,
shah, orthodoxy, zamindars,
suttee.
World maps;
Chapter Quiz
Comprehension
Evaluation
Week 17
Textbook: World
History 2008
Ch 16: The East
Asian World
Queue, banners,
commercial capitalism, clan,
porcelain, Daimyo, hostage
system, eta.
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Demonstrate skills and
concepts learned
Final Test - Second Quarter
Mastery
culture flourished between 1500
and 1800. (M)
I will describe the rapid increase
in population that led to rural
land shortages and summarize
Chinese society and its
organization around the family.
(T)
I will identify the three powerful
political figures who unified Japan
and explain why Korea could not
withstand invasions by the
Japanese and Manchus. (W)
I will examine the conflicts of the
Spice Trade in Southeast Asia.
(TH)
I will review all the information
previously taught.
I will take a World History Final
Test to demonstrate that I learned
the concepts taught during the
first part of the class.
Page 10
World maps;
Chapter Quiz
Comprehension
Evaluation
Week 18
Chapters 9-16 Test
None
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Quarter 3, Weeks 19-27 (Dec 17, 2011 to March 9, 2012)
Concept 6: Age of
Revolution
Concept 6: Age of
Revolution
Concept 6: Age of
Revolution
PO 2. Explain how new ideas (i.e.,
Heliocentrism, Scientific Method,
Newton’s Laws) changed the way
people understood the world.
PO 3. Explain how Enlightenment
ideas influenced political thought
and social change: Deism; role of
women; political thought; and
social change
Continuing
PO 4. Analyze the developments
of the French Revolution and rule
of Napoleon: Reign of Terror; rise
of Napoleon; spread of
nationalism in Europe; defeat of
Napoleon and Congress of
Vienna. Continuing
PO 5. Explain the revolutionary
and independence movements in
Latin America (e.g. Mexico, Haiti,
South America.)
I will discuss how the Scientific
Revolution gave Europeans a new
way to view humankind’s place in the
universe. (T,W)
I will examine how eighteenthcentury intellectuals used the ideas
of the Scientific Revolution to
reexamine all aspects of life. (M)
I will evaluate how Enlightenment
beliefs were reflected in the art,
music, and literature of the time, and
how Enlightenment Thought
influenced the politics of Europe in
the eighteenth century. (T)
I will analyze why the American
colonies revolted against Great
Britain and formed a new nation.
(W,TH)
I will specify why social inequality
and economic problems contributed to
the French Revolution. (T)
I will explain how radical groups and
leaders controlled the Revolution.
(W)
I will examine how Napoleon built
and lost the empire and how
nationalism spread as a result of the
French Revolution. (TH)
Comprehension
I will explain why coal and steam
replaced wind and water as new
sources of energy and power and
describe the growth of cities as people
moved from the country to work in
factories. (M)
I will examine the challenges facing
the old social and political orders and
the results of the revolutions. (T)
I will report how the rise of
Analyses
Synthesis
Page 11
Week 19
Textbook: World
History 2008
Ch 17: Revolution
& Enlightenment
World maps;
Chapter Quiz
Comprehension
Week 20
Textbook: World
History 2008
Geocentric, Ptolemaic
system, heliocentric,
universal law of gravitation,
rationalism, scientific
method, inductive
reasoning, philosophe,
separation of powers,
laissez-faire, social contract,
salon, rococo, enlightened
absolutism, mestizos,
Mulattoes, federal system.
Estate, taille, bourgeoisie,
sans-culottes, faction,
elector, coup d’etat
Ch 18: French
Revolution
World maps;
Chapter Quiz
Week 21
Textbook: World
History 2008
Ch 19:
Industrialization
World maps;
Chapter Quiz
Capital, entrepreneurs,
cottage industry, puddling,
industrial capitalism,
conservatism, Liberalism,
universal male suffrage,
militarism, Kaiser,
plebiscite, emancipation,
abolitionism, secede,
secularization, organic
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
nationalism contributed to the
unification of Italy and Germany. (W)
I will describe how romanticism
emerged as a reaction to the ideas of
the Enlightenment at the end of the
18th century and led to realism. (TH)
Concept 6: Age of
Revolution
Concept 7: Age of
Imperialism
Concept 6: Age of
Revolution
Concept 7: Age of
Imperialism
PO 6. Analyze the social, political,
and economic development and
impact of the Industrial
Revolution: origins in England’s
textile and mining industries;
urban growth and the social
impact of industrialization
unequal spread of
industrialization to other
countries; and political and
economic theories (nationalism,
anarchism, capitalism, socialism).
PO 3. Describe the division of the
world into empires and spheres of
influence during the 18th and 19th
centuries (e.g., British, French,
Dutch, Spanish, American,
Belgian). Continuing
PO 5. Explain the revolutionary
and independence movements in
Latin America (e.g., Mexico, Haiti,
South America). Continuing
PO 1. Explain the rationale (e.g.,
need for raw materials,
domination of markets, advent of
national competition, spread of
European culture/religion) for
imperialism. Continuing
PO 2. Trace the development of
the British Empire around the
world (e.g., America, Southeast
Asia, South Pacific, India, Africa,
evolution, natural selection,
Realism.
I will describe the increased
prosperity created by the
industrialization, as well as its
negative effects. (M)
I will discuss the trends that came
about as a result of
industrialization. (T)
I will Examine different
governments and how the
varying political philosophies and
loyalties led to conflict. (W)
I will discuss how intellectual
ideas and forms of art changed in
response to the economic and
social changes 1870 -1914. (TH)
Comprehension
I will explain how imperialism
affected Southeast Asia and its
population. (M)
I will discuss how Great Britain,
France, Germany, Belgium, and
Portugal placed virtually all of
Africa under European Rule. (T)
I will describe India’s nonviolent
resistance to Great Britain, led by
Mohandis Gandhi, to gain
independence. (W)
I will explain how Latin American
countries served as a source of
raw materials for Europe and the
United States. (TH)
Analyses
Page 12
Week 22
Textbook: World
History 2008
Ch 20: Mass
Society and
Democracy
Bourgeoisie proletariat,
dictatorship, revisionists,
feminism, literacy,
ministerial responsibility,
Duma, psychoanalysis,
pogroms, modernism.
World maps;
Chapters 17-20
Test
Week 23
Textbook: World
History 2008
Ch 21: Height of
Imperialism
World maps;
Chapter Quiz
Imperialism, protectorate,
direct rule, annexed,
indigenous, sepoys, viceroy,
Creoles, peninsulares,
mestizos, Monroe Doctrine,
caudillos
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Concept 7: Age of
Imperialism
Concept 8: World at War;
Global events, economic
issues and political
ideologies ignited tensions
leading to worldwide
military conflagrations and
diplomatic confrontations
in a context of
development and change.
the Suez). Continuing
PO 4. Analyze the effects of
European and American
colonialism on their colonies (e.g.,
artificially drawn boundaries, onecrop economies, creation of
economic dependence, population
relocation, cultural suppression).
Continuing
PO 5. Analyze the responses to
imperialism (e.g., Boxer Rebellion,
Sepoy Rebellion, Opium Wars,
Zulu Wars) by people under
colonial rule at the end of the 19th
century. Continuing
PO 6. Explain Japanese responses
to European/American
imperialism from a closed door
policy to adoption of EuroAmerican ideas.
PO 1. Examine the causes of
World War I: rise of nationalism in
Europe unification of Germany
and Otto Von Bismarck’s
leadership; the rise of ethnic and
ideological conflicts - the Balkans,
Austria-Hungary; and the decline
of the Ottoman Empire.
Introductory
PO 2. Analyze the impact of the
changing nature of warfare in
World War I: trench warfare;
mechanization of war – machine
gun, gasoline, submarine, tanks,
chemical; and American
involvement. Continuing
PO 3. Explain the end of World
War I and its aftermath: Russian
Revolution: Treaty of Versailles;
Week 24
Textbook: World
History 2008
Ch 22: East Asia
Under Challenger
I will explain the internal and
external pressures that led to the
decline of the Qing Dynasty. (M)
I will identify Sun Yat-sen and his
reforms, which led to a revolution
in China. (T)
I will discuss the interaction
between Japan and Western
nations that gave birth to a
modern industrial society. (W,TH)
I will discuss how militarism,
nationalism, and a crisis in the
Balkans led to WWI. (T)
I will describe how the stalemate
at the Western Front led to new
alliances, a widening of the war,
and new weapons. (W)
I will examine how Lenin and the
Bolsheviks took control of Russia.
(TH)
I will explain how peace
settlements brought political and
territorial changes to Europe and
created bitterness and resentment
in several nations. (TH)
Page 13
Extraterritoriality, selfstrengthening, spheres of
influence, indemnity,
provincial, commodities,
concessions, prefectures.
World maps;
Chapter Quiz
Synthesis
Week 25
Textbook: World
History 2008
Ch 23: War and
Revolution
World maps;
Chapter Quiz
Conscription, Mobilization,
propaganda, trench
warfare, war of attrition,
soviets, war communism,
armistice, reparations,
mandates.
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Timeline: Quarter - Date: June 2011
end of empires (e.g., AustroHungarian, Ottoman, Russian);
and continuation of colonial
systems (e.g., French Indochina,
India,
Philippines). Continuing
Concept 8: World at War
Demonstrate skills and
concepts learned
PO 4. Examine the period
between World War I and World
War II: rise of fascism and
dictatorships; postwar economic
problems; new alliances; growth
of the Japanese empire; and
challenges to the world order.
Continuing
Final Test - Third Quarter
Mastery
I will explain why peace and
prosperity were short-lived after
WWI. (M)
I will characterize the modern
totalitarian state established by
Mussolini, and report how Stalin,
the leader of the Soviet Union,
eliminated people who
threatened his power. (T)
I will examine the totalitarian
state in Germany established by
Hitler and the Nazi Part and
explain why many Germans
accepted the Nazi dictatorship
while other Germans suffered
greatly under Hitler’s rule. (W)
I will evaluate how popular forms
of entertainment were used to
spread political messages, and
how they reflected the new artistic
and intellectual trends that of
despair created by WWI and the
Great Depression. (TH)
I will review all the information
previously taught.
I will take a World History Final
Test to demonstrate that I learned
the concepts taught during the
first part of the class.
Page 14
Analyses
Week 26
Textbook: World
History 2008
Ch 24: The West
Between the Wars
World maps;
Chapter Quiz
Comprehension
Evaluation
Week 27
Chapters 17-24
Test
Depression, collective
bargaining, deficit spending,
totalitarian state, fascism,
New Economic Policy,
Politburo, Collectivization,
Reichstag, concentration
camps, photomontage,
surrealism, uncertainty
principle.
None
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
Quarter 4, Weeks 28-35 (March 19, 2012 to May 18, 2012)
Concept 8: World at War
Concept 8: World at War
Concept 8: World at War
PO 4. Examine the period
between World War I and World
War II: rise of fascism and
dictatorships; postwar economic
problems; new alliances; growth
of the Japanese empire; and
challenges to the world order.
Continuing
PO 5. Analyze aspects of World
War II: political ideologies (e.g.,
Totalitarianism, Democracy);
military strategies (e.g., air
warfare, atomic bomb, Russian
front, concentration camps);
treatment of civilian populations;
and the Holocaust.
Continuing
PO 7. Analyze the political,
I will explain how nationalism led
to the creation of the modern
states of Turkey, Iran, and Saudi
Arabia, and specify how the
Balfour Declaration made
Palestine a national Jewish
homeland. (M)
I will describe how peoples in
Africa and Asia began movements
for independence. (T)
I will examine the conflicts
between the nationalists and the
communists in China. (W)
I will evaluate the instability in
Latin America created by the
Great Depression and world wide
economic conditions. (TH).
I will explain how the actions and
ambitions of Japan and Germany
paved the way for the outbreak of
WWII. (M)
I will discuss how the bombing of
Pearl Harbor created a global war
between the Allied and the Axis
forces. (T)
I will evaluate the extent of the
Holocaust and of Japans
treatment of people in conquered
territories. (W)
I will discuss how World War II
left a lasting impression on
civilian populations, and how the
end of the war created a new set of
problems for the Allies as the
West came into conflict with the
Soviet Union. (TH)
I will describe the period of
Page 15
Analyses
Week 28
Textbook: World
History 2008
Ch 25: Nationalism
around the World
Genocide, Ethnic, PanAfricanism, Zaibatsu, Civil
Disobedience, Guerrilla
tactics, redistribution of
wealth, oligarchy.
World maps;
Chapter Quiz
Analyses
Week 29
Textbook: World
History 2008
Ch 26: World War
II
Demilitarized,
appeasement, sanctions,
blitzkrieg, partisans,
genocide, collaborators,
mobilization, kamikaze, and
Cold War.
World maps;
Chapter Quiz
Analyses
Week 30
Satellite states, policy of
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
economic and cultural impact of
the Cold War: superpowers –
Soviet Union, United States,
China; division of Europe;
developing world; and the Korean
and Vietnam Wars. Continuing
Concept 9: Contemporary
World: The nations of the
contemporary world are
shaped by their cultural
and political past. Current
events, developments and
issues continue to shape
the global community.
Concept 1: Research Skills
Concept 8: World at War
Concept 9: Contemporary
World
Concept 8: World at War
Concept 9: Contemporary
World
PO 1. Explain the fall of the
Soviet Union and its impact on
the world.
Continuing
PO 7. Compare present events
with past events: cause and effect;
change over time; and different
points of view.
PO 6. Examine genocide as a
manifestation of extreme
nationalism in the 20th century
(e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda,
Kosovo and Sudan). Continuing
PO 1. Explain the fall of the Soviet
Union and its impact on the world
PO 8. Compare independence
movements of emerging nations
(e.g., Africa, Asia, Middle East,
Latin America). Continuing
PO 2. Explain the roots of
terrorism: background and
Textbook: World
History 2008
conflict called the Cold War that
developed between the United
States and the Soviet Union after
1945. (M)
I will examine the policies of deStalinization initiated by Soviet
leader Khrushchev, and discuss
the revolts and protests faced by
the Soviet Union in its attempt to
gain and maintain control over
Eastern Europe. (T)
I will evaluate how postwar
Western societies rebuilt their
economies and communities.
(W,TH)
I will examine the problems that
led to the collapse of the Soviet
Union by 1991. (M)
I will describe how the collapse of
the Soviet Union affected Eastern
Europe and how different
countries and ethnic groups
managed the change. (T)
I will discuss the effects of
economic and political changes in
Europe and North America. (W)
I will relate how technological and
scientific advances have created a
global society, and discuss artistic
trends that reflect how the
emerging global society led to a
blending of cultural forms and
ideas. (TH)
I will discuss the political and
economic crises that Mexico and
Central America faced after
World War II and U.S.
involvement in the region. (M)
Page 16
Ch 27: Cold War &
Postwar Changes
containment, arms race,
domino theory, Heavy
industry, de-Stalinization,
welfare state, bloc, and real
wages.
World maps;
Chapter Quiz
Analyses
Week 31
Textbook: World
History 2008
Ch 28:
Contemporary
Western World
Detente, dissidents,
perestroika, ethnic
cleansing, autonomous,
Thatcherism, budget deficit,
pop art, and
Postmodernism.
World maps;
Chapters 25-28
Test
Analyses
Week 32
Textbook: World
History 2008
Ch 29: Latin
America
Ch 30: Africa and
Multinational corporations,
magic realism, privatization,
trade embargo, contras,
cooperatives, and Shining
Path, Apartheid, PanAfricanism, Pan-Arabism,
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Timeline: Quarter - Date: June 2011
motives; religious conflict (e.g.,
Northern Ireland, Chechnya,
Southwestern Philippines,
southern Thailand, Kashmir);
background of modern Middle
East conflicts (e.g., Israeli –
Palestinian conflict, Persian Gulf
conflicts, Afghanistan); and
economic and political inequities
and cultural insensitivities.
Introductory
Concept 9: Contemporary
World
Concept 9: Contemporary
World
PO 3. Describe the development
of political and economic
interdependence during the
second half of the twentieth
century: economics, global wage
inequalities; technology;
multinational corporations;
growth of international;
governmental organizations (e.g.,
World Trade Organization); and
growth of non-governmental
organizations (e.g., Red Cross,
Red Crescent). Continuing
PO 4. Examine environmental
issues from a global perspective
(e.g., pollution, population
pressures, global warming, scarcity
of resources). Continuing
PO 5. Connect current events
with historical events and issues
using information from class
I will describe why South
American nations have
experienced economic, social and
political problems. (T)
I will be able to describe how
people hoped that independence
would bring democratic
governments, but instead many
African nations fell victim to
military regimes and one-party
states. (W)
I will explain how instability in
various parts of the Middle East
led to armed conflict and
mediation attempts from
countries outside the region. (TH)
I will describe the socialist society
in China established by Mao
Zedong, and discuss how after
Mao’s death, modified capitalist
techniques were used to
encourage growth in industry and
farming. (M)
I will examine how many of the
newly independent states of
South and Southeast Asia
attempted to form democratic
governments but often fell
subject to military regimes. (T)
I will describe how Japan and the
“Asian tigers” have created
successful industrial societies.
(W,TH)
1. I will discuss the environmental,
social, economic, and political
challenges that the world faces,
and explain why the benefits of
Page 17
the Middle East
and intifada,
World maps;
Chapter Quiz
Analyses
Week 33
Textbook: World
History 2008
Communes, permanent
revolution, Per capita,
stalemate, discrimination,
“state capitalism”.
Ch 31: Asia and the
Pacific
World maps;
Chapter Quiz
Application
Analyses
Week 34
Textbook: World
History 2008
Ecology, deforestation,
ozone layer, greenhouse
effect, acid rain, Bio-
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GRADE: High School - Subject: World History
Timeline: Quarter - Date: June 2011
discussions and various resources
(e.g., newspapers, magazines,
television, Internet, books, maps).
Continuing
Demonstrate skills and
concepts learned
Final Test - Fourth Quarter
Mastery
the technological revolution must
be balanced against its costs.
(M,T)
2. I will Identify the organizations
that have been established to
respond to global challenges, and
characterize the citizens’ group
and nongovernmental
organizations that have also been
formed to address global
concerns. (W,TH)
I will review all the information
previously taught.
I will take a World History Final
Test to demonstrate that I learned
the concepts taught during the
second part of the class.
© 9/30/11 Chinle Unified School District No. 24 pages 1-18
Page 18
Ch 32: Changing
Global Patterns
World maps;
Chapter Quiz
Analyses
Week 35
Chapters 1-32 Final
Test
warfare, bioterrorism,
global economy,
peacekeeping forces, and
disarmament.
None