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WORLD CIVILIZATIONS CURRICULUM MAP
WORLD CIVILIZATIONS (1500--PRESENT DAY)
42220011
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PREREQUISITES:
There are no prerequisites for World Civilizations (1500--Present).
OVERVIEW:
The World Civilizations course surveys the development of civilization, with a focus on the
modern era (1500 to Present). This course introduces student to the skills and concepts of
history, geography, economics, political science, the behavioral sciences, and the humanities.
Historical eras examined in this course include the Renaissance, Reformation, Age of
Exploration, Age of Revolution, Nationalism and Imperialism, and the Technological Age. The
course continues through the twentieth century with a study of the World Wars, Cold War, and
global conflicts. Course instructional approaches place special emphasis on developing
chronological, spatial, and cultural thinking and perspectives.
HOW TO USE THE CURRICULUM MAP:
Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies
Curriculum Maps assist teachers in planning and pacing instruction. Specific dates or weeks that
may be included in this document are for reference. Each school and teacher must take into
account the make-up of their students, focusing on the needs and strengths of each child when
pacing and planning instruction.
The curriculum for the year has been divided into units of study to help pace instruction and
effectively cover the topics included. This will help students to have consistent coverage of the
social studies content.
The map format includes the unit duration, topics to include while teaching the unit, and
suggested Duration of Topic: times. In addition, the map indicates the Social Studies
Proficiency number that corresponds with that unit’s content. Please note: the proficiency
assessment is one of multiple formative and summative assessments to evaluate student
learning. In other words, the proficiency assessment given toward the end of a unit is not the
only summative assessment to use. Teachers are encouraged to create additional summative
and formative assessments for use during instruction.
CONTENT STANDARDS SS-HS-5.1.1 AND SS-HS-5.1.2
Content Standards SS-HS-5.1.1 and SS-HS-5.1.2 apply to every unit of study on this map. These
content standards are included here for the teacher’s convenience. Formative assessment of
these standards is ongoing throughout the course.
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
Historical Perspective
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts)
to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age,
economic status, religion, politics, geographic factors) of people and historical events in the modern
world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by
multiple cause-and-effect relationships, tying past to present. DOK 3
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 1:
INTRODUCTION AND SKILLS
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
2 Trimester/Block Days
3 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
UNIT ENDURING UNDERSTANDINGS
9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19

How do we know about the past?

How can we use geography to help us learn about the past?
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Geography
SS-HS-4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning
patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus
dispersion) on which the location and distribution of Earth's human features is based.
Historical
Perspective
SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g.,
gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical
events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
Historical
Perspective
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying past
to present. DOK 3
Historical
Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and
architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
TOPIC:
Themes of World History
DURATION OF TOPIC::
1 Trimester/Block Days
2 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how historians organize thinking about history
around eight reoccurring themes:
o
Power and Authority
o
Religious and Ethical Systems
o
Revolution
o
Interaction with Environment
o
Economics
o
Cultural Interaction
o
Empire Building
o
Science and Technology
P OSSIBLE T EACHING S TRATEGIES
Introduce basic themes of World Civilizations.
Have students make concept maps or idea chart of each theme so that they are
more familiar with each one.
Have students attempt to recall one event in history in each theme to gauge where
students are, in regard to prior knowledge.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction,” pages xxvi-xxvii
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
Glencoe, “World History: Modern Times,” pages xxiv-xxvii
Prentice Hall, “World History: The Modern Era”
TOPIC:
Themes of Geography
DURATION OF TOPIC::
1 Trimester/Block Days
2 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the how historians use the five themes of
geography (location, place, human environmental interaction,
region, and movement) in the study of World Civilizations.
I can explain how the study of geography influences historical
events and conditions.
P OSSIBLE T EACHING S TRATEGIES
Have students brainstorm ways in which geography influences historical events and
conditions.
Review the five themes of geography and give examples of each. Have students analyze
how each example applies to the study of World Civilizations.
Map activity: Give students a blank world map; have students attempt to label significant
features such as continents, oceans, the equator, prime meridian, Tropic of Cancer, Tropic
of Capricorn, and International Date Line from memory (their mental maps).
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” Geography Handbook, pp. 1-11
Prentice Hall, “World History: The Modern Era”
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 2:
COMPARATIVE WORLD RELIGIONS
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
3 Trimester/Block Days
5 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
UNIT ENDURING UNDERSTANDINGS

How do belief systems affect relationships, structures, patterns, and processes in a society?
CONTENT STANDARDS
Cultures and
Societies
SS-HS2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Geography
SS-HS4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns
(e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on
which the location and distribution of Earth's human features is based.
Historical
Perspective
SS-HS5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and
architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
S KILLS AND C ONCEPTS L EARNING T ARGETS
Historical Perspective
I can identify the main beliefs of five major world religions
(Christianity, Buddhism, Islam, Judaism, Hinduism).
I can analyze perceptions and perspectives of five major religions
in the modern world.
I can compare and contrast polytheism and monotheism.
P OSSIBLE T EACHING S TRATEGIES
Divide students into eight groups. Have each group research one of the world's leading
religions/belief systems (founder, locations, beliefs, holidays, rites, holy books/writing,
symbols, scared sites, leaders, etc.). (See appendix for sample lesson.) Groups can create
a database for their religion. Each group should present findings to the class. Have
students complete retrieval charts focusing on major understandings from each of the
religions as each group present.
I can describe how belief systems, knowledge, technology, and
behavior patterns define cultures.
Have students compare and contrast the five major world religions. Specifically focus on
similarities that could bring religions together and differences that can create conflict or
competition in the world.
I can analyze historical perspectives of religions in terms of how
they have affected and been affected by cultural issues and
elements.
Map activity: Have students create a world map showing where the major religions are
located today.
Define monotheism and polytheism. Have student give examples throughout history. Have
students create graphic organizers showing the influence of a world religion on daily life.
(individual or groups).
Have students research recent and/or current events focused on religious conflict (e.g.,
Bosnia, Ireland, Middle East, Darfur).
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” World Religions, pp. 80-85
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
Prentice Hall, “World History: The Modern Era”
NCSS World Religions Lesson Plan
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 3:
COMPARATIVE GOVERNMENT
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
3 Trimester/Block Days
5 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
UNIT ENDURING UNDERSTANDINGS

How effective are various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) in establishing order,
providing security and accomplishing common goals?
CONTENT STANDARDS
Government
and Civics
HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g.,
monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing
security and accomplishing common goals. DOK 3
Government
and Civics
HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of
their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of
Human Rights, U.S. Constitution). DOK 2
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can compare purposes and sources of power of various forms of
government.
I can compare and contrast the characteristics of a dictatorship,
democracy, republic, and monarchial governments.
I can analyze the strengths and weaknesses of different types of
government.
I can examine conflicts within and among different governments
and analyze their impacts on historical or current events.
P OSSIBLE T EACHING S TRATEGIES
Brainstorm reasons why government is necessary.
Have students discuss common terms that will be used throughout government unit and
rest of the course: democracy; dictatorship; totalitarianism; republic; constitutional
monarchy; absolute monarchy.
Have students create a comparison chart of sources of power and common characteristics
of the following forms of government: monarchy, democracy, dictatorship, republic.
Focus should center around how each form of government establishes order, provides
security, and accomplishes common goals.
Discuss historical or current examples of each form of government and brainstorm any
significant issues surrounding each example.
Discuss why different forms of government would come into conflict with one another.
S UGGESTED R ESOURCES
Different Forms of Government
http://www.icivics.org/teachers/lesson-plans/who-rules
Government Flashcards
http://quizlet.com/1886237/comparing-forms-of-government-flash-cards/
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 4:
EMERGENCE OF THE MODERN WORLD
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
35 Trimester/Block Days,
52Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilization Proficiency One
UNIT ENDURING UNDERSTANDINGS

How did the Renaissance signal a rebirth of Classical culture?

How do belief systems respond to the needs of individuals, structure society, and influence behavior?

How did the Ottomans and Safavid empires successfully expand their empires and spread Islamic culture?

How did the Age of Exploration affect people in society and how they behaved in relation to other groups and their
environment?

How did the Tokugawa regime unite Japan and begin a long history of isolation?
CONTENT STANDARDS
Cultures and
Societies
SS-HS2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to
present).
Geography
SS-HS4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning
patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus
dispersion) on which the location and distribution of Earth's human features is based.
Historical
Perspective
SS-HS5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives
(e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and
historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
Historical
Perspective
SS-HS5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying
past to present. DOK 3
Historical
Perspective
SS-HS5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art
and architecture, literature, political theories) and to question their place in the universe during the Renaissance and
Reformation. DOK 2
TOPIC:
Renaissance
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
8 Trimester/Block Days
12 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how the Renaissance brought a reemergence of
interest in the arts.
Have students chart various factors that contributed to the birth of the European
Renaissance.
I can describe how artists of the Renaissance used painting,
sculpting, and literature to describe the world around them.
Discuss common vocabulary essential to understanding the Renaissance: humanism;
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
secularism; Renaissance; perspective (art).
I can identify and explain how the Renaissance architecture
and design were influenced by the Classical civilizations of
Greece and Rome.
Complete a mapping exercise on Renaissance Europe (cities, trade routes, fairs, etc.)
I can describe the role humanism played in the belief systems
of writers, scholars, artists of the Renaissance.
I can analyze how writings and theories of individualism and
secularism challenged the way people viewed themselves and
others during the Renaissance period.
Have students create a graphic organizer on critical terms, people, places, and names
of art (paintings, books) of the Renaissance.
Guided reading on the three Italian masters (Leonardo Da Vinci, Michelangelo,
Raphael) and discuss/view the artistic work of the three (slide presentation if
possible).
Have students compare Classical, Medieval, and Renaissance art.
I can compare and contrast the Renaissance in Southern
Europe to the Renaissance in Northern Europe.
Have students complete chart with critical information about Renaissance writers.
Have students contrast differences between the Northern European and Italian
Renaissance.
Have students research humanists, artists, and writers of the Northern Renaissance.
Brainstorm the importance of the printing revolution and the significance of Johann
Gutenberg.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times,” pp. 154-185
Prentice Hal,l “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond,” pp. 330-370.
European History Primary Source
Primary Source Documents Portal
Renaissance Geography lesson plans
Renaissance Humanism lesson plans
Renaissance resources- PBS
TOPIC:
Reformation
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
5 Trimester/Block Days
8 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how ideas of the Classical Age (humanism) affected
people’s perspectives during the Reformation.
Have students identify the abuses of the Catholic Church that led to the Protestant
Reformation.
I can evaluate the causes and effects of the Protestant
Reformation.
Research Martin Luther and create a time line and fact sheet profiling his life and
impact on history.
I can explain how the development of the printing press
influenced the spread of religious ideas and the Reformation.
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
Have students chart the critical information about the following Reformation leaders:
WORLD CIVILIZATIONS CURRICULUM MAP
John Calvin, Henry VIII, Ulrich Zqingli, Pope Leo X, Martin Luther
I can describe the reforms made by the Catholic Church in response
to the Protestant Reformation.
I can describe the impact the Inquisition had on the Reformation
and Counter-Reformation.
Have students’ research parts of the Catholic Reformation (Council of Trent, The
Inquisition, witch-hunts, and the Jesuits) and determine whether they helped or hurt
the image of the Catholic Church.
Students should examine the causes and effects of the Reformation and CounterReformation and determine what impact these movements had on religious
intolerance and religious conflict.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times,” pp.154-169
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond” pp. 382-395
European History Primary Source
Primary Source Documents Portal
Reformation Lesson Plans- NEH Summer Institute
DURATION OF TOPIC::
TOPIC:
The Muslim World Expands- Ottoman and Safavid Empires
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how the Ottomans built a powerful empire, lasting
600 years.
I can describe the cultural accomplishments of the Ottomans.
I can explain how the Safavid Empire produced a rich, blended
culture in Persia.
3 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Define culture blending.
Have students chart the cultural blending that occurred in the Muslim Empires that
produced a rich, complex culture.
Have students research aspects of the Muslim Empires that might have led to their
success and legacies (e.g., use of gunpowder, highly structured social system,
structured laws, cultural blending, imports and exports).
Map the growth and chronology of the Ottoman and Safavid Empires.
S UGGESTED R ESOURCES
European History Primary Source
Primary Source Documents Portal
The Middle East: Past to Present
TOPIC:
Age of Exploration
10
Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
DURATION OF TOPIC::
8 Trimester/ Block Days
12 Semester Days
WORLD CIVILIZATIONS CURRICULUM MAP
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how conflict among Europeans led to a quest for
more land and trade outposts.
I can explain and evaluate the motivations (gold, God, glory) for
European explorers in searching for new trade routes and
markets.
I can describe the concept of mercantilism and explain its
practice in Europe during the 16th to Eighteenth centuries.
I can explain how the Age of Exploration laid the groundwork
for a global economy.
I can explain the Columbian Exchange and its impact on global
trade.
P OSSIBLE T EACHING S TRATEGIES
Have students complete a KWL Chart on the Age of Exploration.
Have students chart the major causes of the Age of Exploration. (Include long-term
and immediate causes.)
Discuss state of the world (examining civilizations in Asia, Africa, and Central America)
at the time period and determine factors that provided Europeans with the
opportunity to dominate this age.
Have students, using a world map and color-coding showing where European
countries established colonies or spheres of influence, chart the Columbian Exchange.
Review vocabulary of the unit with students: cartographer, circumnavigation, line of
demarcation, caravel
I can analyze how the growth of cities challenged the spread of
goods and services in Europe and Asia.
Have students participate in a simulation of what life was like on a transatlantic
journey in the fifteenth century.
I can analyze the impact of new technologies (e.g., caravel,
astrolabe, triangular sails) on exploration.
Using a two-column chart, list push/pull factors for those embarking on explorations.
Discuss factors (God, glory, colonies, power, etc.) that prompted Spain to finance
explorations.
Compare a joint-stock company with a corporation. Use concept map to define
mercantilism.
Use a graphic organizer to chart the impact of European exploration on Europe,
Americas, Africa, and China.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” pp. 171-185
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond,” pp. 402-419
European History Primary Source
Primary Source Documents Portal
Age of Exploration museum website
Exploration time line
TOPIC:
Japan Returns to Isolation
S KILLS AND C ONCEPTS L EARNING T ARGETS
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
DURATION OF TOPIC::
3 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
WORLD CIVILIZATIONS CURRICULUM MAP
I can describe how Japan went from a feudal warrior society to
the rise of the Tokugawa Shogunate.
Create a feudal, social-structure chart to understand the make-up of Japanese society.
Research cultural aspects of Japanese society under Tokugawa Shogunate. Report or
present findings.
I can explain how Tokugawa unified Japan and brought
economic growth.
I can analyze how Japan became an isolated country from the
rest of the world.
Examine quotes or samurai sayings to analyze the philosophy and ideas of Japanese
society.
Create a time line of events from the beginning of the warrior class to an isolated
country under Tokugawa Shogunate.
S UGGESTED R ESOURCES
Case Study: Tokugawa Shogunate
TOPIC:
Absolutism
DURATION OF TOPIC::
8 Trimester/Block Days
12 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the concept of absolutism.
P OSSIBLE T EACHING S TRATEGIES
Have students chart the reasons why authority became centralized in the age of
Absolutism. Cite examples from the time period.
I can explain the origins of the beliefs of absolute monarchy.
I can explain how monarchs used the argument of divine right to
justify their powers.
I can analyze the impact absolute monarchs had on their
countries and/or territories during their rule (e.g., Louis XIV, The
Tudors, Peter the Great, Catherine the Great, Phillip I).
I can explain how distribution of resources and production of
goods changed as monarchies changed in Europe.
I can describe how European monarchs derived their power and
authority.
I can compare constitutional and absolute monarchies and
provide examples of each from the 1500s.
Have students create a time line of major political events of the time period.
Brainstorm the term nation state. Use concept chart to define.
Discuss how the riches from newly colonized areas fueled the fires of absolutism.
Compare and contrast the development of absolute monarchies in France and
Spain.
Using a chart, have students note the effects that the rise of absolute monarchies
and their competition for power had on the native peoples and civilizations of
North and South America, Africa, Asia, and Australia.
Have students (in groups) debate/ discuss the quote by Bishop Bossuet (the tutor
to Louis XIV's son): "The royal throne is not the throne of a man, but the throne of
God himself."
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source
The Age of Absolutism
Lesson on Concept of Absolutism
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 5:
AN AGE OF REASON
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
7 Trimester/Block Days,
10 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
11/5-11/9
2/10-2/22
5/28-5/31
12/17-12/20
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Two
Covered on World Civilizations Proficiency Two
UNIT ENDURING UNDERSTANDINGS

How have advances in research, science, and technology had a significant impact on historical events?

Why did scientific advancements create conflict between the secular and spiritual worlds?

How did the new ideas of natural rights and social contract influence later revolutions in Europe and the Americas?
CONTENT STANDARDS
Government
and Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g.,
monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order,
providing security and accomplishing common goals. DOK 3
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to
explain historical perspectives and events in the modern world (1500 A.D. to present) and United States
(Reconstruction to present).
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to
achieve broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. DOK 2
Historical
Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in
art and architecture, literature, political theories) and to question their place in the universe during the Renaissance
and Reformation. DOK 2
Historical
Perspective
SS-HS-5.3.2
Historical
Perspective
SS-HS-5.3.3
Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans
that brought great wealth to the absolute monarchies and caused significant political, economic and social changes
(disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world.
DOK 2
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g.,
Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the
modern world, and evaluate the long range impact of these changes on the modern world. DOK 3
TOPIC:
Scientific Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how religious beliefs and the role of the church
affected the way people viewed scientific discoveries and
teachings during the Sixteenth and Seventeenth centuries.
DURATION OF TOPIC::
4 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students describe the scientific method. How is it different from previous attempts
at explaining the natural world?
Discuss the role Francis Bacon and Rene’ Descartes had on the scientific revolution.
I can explain how the work of Bacon and Descartes led to a
new way of thinking called the scientific method.
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How did Copernicus affect other scientists such as Brahe, Kepler, Galileo, Newton and
WORLD CIVILIZATIONS CURRICULUM MAP
Harvey?
I can analyze the impact the scientific method had on other
scientists and thinkers.
I can describe various scientific discoveries and their impact
on society and culture.
Use three- column chart to show (1) scientist, (2) discoveries, (3) importance/impact.
Create a time line showing advances in science.
Have students analyze the conflict between the ideas of the Scientific Revolution and the
teachings of the Church. Was this conflict resolved?
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Scientific Revolution Lesson Plans and Primary Source Document Analysis
http://hti.osu.edu/scientificrevolution/lesson_plans
Scientific Revolution in Europe
http://www.bbk.ac.uk/boyle/teachers_area/keystage3/lesson02.pdf
TOPIC:
Enlightenment
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
3 Trimester /Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how new ideas in government represented a
departure from Semester European government systems.
Have students research and report on how the age of Enlightenment affected
government, women, music, literature, and monarchs.
I can evaluate the arguments of Enlightenment philosophers
(e.g., Rousseau, Montesquieu, Hobbes, Locke, Voltaire) using
primary sources.
Have students chart the key ideas that came out of the Enlightenment.
I can analyze the benefits and limitations of separation of
powers among branches of government.
I can compare and contrast mercantilism and laissez-faire
economic policies.
I can explain the impact of the major ideas of the
Enlightenment.
I can describe and analyze the contributions of women to the
Enlightenment.
I can analyze the effectiveness of Enlightenment thinking on
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Review the ideas, scientists, and philosophers of the Enlightenment and the effects on
society and culture.
Ask students "What is a natural right?" Discuss the evolution of this idea and how it
transformed people’s thinking of government.
Have students make a chart comparing philosophies of Thomas Hobbes and John Locke.
Examine the main ideas of Voltaire, Montesquieu, and Rousseau. After studying all three,
have students discuss what impact their ideas had on the development of U.S. principles,
practices, and government.
WORLD CIVILIZATIONS CURRICULUM MAP
natural rights.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond” pp. 330-370
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Enlightenment Unit of Study
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S01_BA_L09_I01_01.pdf
Enlightenment Unit of Study
http://www.learner.org/courses/amerhistory/pdf/Enlightenment_LOne.pdf
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UNIT 6:
AN AGE OF REVOLUTIONS
Unit Duration
10 Trimester/Block Days,
15 Semester Days
PROFICIENCY ASSESSMENT WINDOW:
Trimester 1
Trimester 2
Trimester 3
Semester
11/5-11/9
2/10-2/22
5/28-5/31
12/17-12/20
Assessment:
 Ongoing teacher-created formative assessments
 Teacher-created summative assessments
 Covered on World Civilizations Diagnostic Two
 Covered on World Civilizations Proficiency Two
UNIT ENDURING UNDERSTANDINGS

How did the ideas of the Enlightenment lead to the Age of Revolution?

How did an Age of Revolution help contribute to the current social, political, and economic status of the world today?
C ONTENT S TANDARDS
Government
and Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g.,
monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order,
providing security and accomplishing common goals.
Government
and Civics
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and
liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N.
Declaration of Human Rights, U.S. Constitution). DOK 2
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology, and behavior patterns define cultures and help
to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States
(Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes,
prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present)
and the United States (Reconstruction to present). DOK 2
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their
abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world.
Historical
Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and
industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern
state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world.
TOPIC:
The Glorious Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can identify and describe the conflicts between the English
monarch and Parliament.
I can explain the causes of unrest in England and the results of
the English Civil War.
I can describe the Restoration of the English monarchy and the
“Glorious Revolution.”
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DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
In order to understand the origin of the civil war in England, students will research
and describe the Magna Carta's main principles, the concept of the Divine Right of
Kings, and Henry VIII's break with the Roman Catholic Church.
Have students create a time line of the English Civil War, beginning with Charles I
inheriting the throne.
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Have students compare and contrast Charles I and Oliver Cromwell.
I can describe changes to English law under William and Mary.
I can identify conflict, competition, compromise, and
cooperation in England during the English Civil War.
I can describe economics conditions for workers and farmers
in England under the absolute monarchs.
Have students describe life during the Commonwealth. Why did the English want
their king back? What problems did Parliament run into with James II?
Compare and contrast the English Bill of Rights with the U.S. Bill of Rights.
Use a T-chart comparing the theocracy of Cromwell and the "separation of church
and state" in the United States.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Diverse Views of the Glorious Revolution
http://www1.umassd.edu/euro/2011papers/oday.pdf
From Red to Orange: Events Leading Up to the Glorious Revolution
http://wars.mrdonn.org/powerpoints/glorious-revolution.html
TOPIC:
French Revolution and Napoleonic Era
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe the Old Order and how it influenced the
revolution in France.
I can explain how storming the Bastille affected France.
I can explain the “great fear” and the women’s march on
Versailles.
I can analyze the events and the aftermath of the Reign of
Terror.
I can explain how the execution of Louis XVI affected the
French Revolution.
I can summarize how Napoleon restored power to France.
I can explain how Napoleon’s political and military actions led
to his downfall.
I can explain how Napoleon was able to regain power in France
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DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Open with Louis XIV quote, "After me comes the deluge." Ask students to
brainstorm the meaning.
Use continuum to help students define critical vocabulary terms: reactionary,
conservative, moderate, liberal, and radical.
Use chart to list social, economic, and political privileges/rights of the First, Second,
and Third estates.
Have students research the role women played in protests and the revolution.
Compare Constitution of 1791 to the U.S. Constitution.
Read excerpt from or watch part of Dickens' classic A Tale of Two Cities. Discuss
viewpoints from different perspectives (royalist vs. commoner).
Have students speculate as to why the revolution shifts to the "left.”
WORLD CIVILIZATIONS CURRICULUM MAP
and his eventual exile.
Have students illustrate aspects of the Reign of Terror (impact on culture, law,
fashions, etc.).
I can summarize the creation of the National Assembly.
I can explain the significance of the Congress of Vienna.
Create a time line showing the events of the French Revolution.
Have students develop a time line annotating the rise and fall of Napoleon. .
Use a Venn Diagram: Napoleonic Code vs. U.S. legal system.
Review Napoleonic Wars. Ask students to explain why the Continental System
backfired.
Use maps to trace Napoleon's invasion of Russia. Brainstorm the impact of
geography on this historical event.
Have students list the goals of the Congress of Vienna.
Discuss why the monarchs of Europe wanted to return to the Pre-Revolutionary
past or status quo.
Have students Think-Pair-Share the concept of “balance of power."
Chart the Principles of the Congress of Vienna. Use maps to compare Napoleonic
Europe and Europe after the Congress of Vienna. Have students describe the
boundary changes.
Have groups of students chart the political, economic, and social effects of the
French Revolution.
Debate Topic: The French Revolution was more important than the American
Revolution.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “The French Revolution”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
French Revolution Lesson Plan
http://hti.osu.edu/history-lesson-plans/european-history/french-revolution
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Causes of the French Revolution
http://www.pbs.org/marieantoinette/educators/politics.html
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BEGINS PART B
UNIT 7:
AN AGE OF INDUSTRY
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
5 Trimester/Block Days,
7 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered World Civilizations Diagnostic Three
Covered World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did advances in technology change the way of life for most people in the Eighteenth century?
C ONTENT S TANDARDS
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to
achieve broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. DOK 2
Geography
SS-HS-4.3.2
Students will explain how technology has facilitated the movement of goods, services, and populations; increased
economic interdependence at all levels; and influenced development of centers of economic activity (e.g., cities,
interstate highways, airports, rivers, railroads, computers, telecommunications). DOK 2
Historical
Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g.,
Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the
modern world, and evaluate the long range impact of these changes on the modern world.
TOPIC:
Industrial Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the beginnings of industrialization in Britain.
I can describe key inventions that furthered the Industrial
Revolution.
I can identify improvements in transportation and their impact
over time.
I can examine growing tensions between the middle and
working classes.
I can identify thinkers and ideas that supported
industrialization.
I can explain the origins and main concepts of socialism and
Marxism.
I can describe the economic effects of industrialization.
I can explain how the rise of unions and guilds affected the
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DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students explain the differences between the domestic system and the
factory system.
Emphasize how the factory system changed production. Think-Pair-Share: Why was
it necessary to build early factories near waterfalls? What other geographic
features affected the location of factories?
Discuss why the textile industry led the way into the Industrial Revolution.
Think-Pair-Share: "Why did the Industrial Revolution begin in England?" Report
ideas.
Map Activity: Students name and label the major industrial cities in Great Britain
and locate the areas of major natural resources.
Brainstorm the impact of machines on skilled labor.
Have student select the invention that they feel had the greatest impact on the
WORLD CIVILIZATIONS CURRICULUM MAP
price of manufactured goods.
I can compare and contrast economic systems of capitalism,
socialism, and communism.
I can trace the impact of railroads on British industry and draw
new routes on a special-purpose map.
Industrial Revolution. Each student should (1) create a Power Point presentation on
the invention or (2) develop a diagram or model of the invention. In both cases, the
student must explain to the class how the invention worked and what impact it
had.
Brainstorm ways that the innovations in the Industrial Revolution changed the lives
of everyday people.
Discuss conflict between industrialists and workers. Make a T-chart showing what
each side wanted.
Have students collect and compile photographs illustrating working conditions in
Europe or/and the United States during the eighteenth and nineteenth centuries.
Have students draw conclusions about working conditions based on this visual
record.
Discuss what new social class appeared because of the Industrial Revolution. How
did this class differ from the middle class of the Middle Ages?
Explore eighteenth and nineteenth century attitudes toward child labor, using
primary sources. Discuss the advantages (for employers) of using child labor during
this time.
Discuss the hardships of child labor. Why does child labor still exist today?
Have teams of students investigate the question, "What are sweatshops?" by
researching information about present-day sweatshops.
1. Research newspapers, magazines, the Internet for articles about
sweatshops
2. Use maps to locate countries associated with sweatshops.
3. Report on
a. the type countries these are, and
b. the type products produced in sweatshops. Have students create
political cartoons concerning working conditions during the 1800s.
Play music that expresses ideas and opinions concerning labor (e.g., Sixteen Tons,
Ballad of John Henry, Urban Blues.) Discuss the meanings of the lyrics and the tone
of the music.
Discuss how industrial workers united to deal with labor and social issues. [Activate
prior knowledge with verbal/written review of key terms and concepts.]
1. How do unions benefit workers?
2. What were the early unions?
3. What are the similarities between labor unions and the craft guilds of the
Middle Ages?
Create posters encouraging workers to join a labor union. Brainstorm and define
the "weapons" of labor and management: strike, boycott, blacklist, lockout, etc.
Have students create diagrams showing the effects of the Industrial Revolution on
the lives of the working class, middle class, and wealthy class. OR
Create a diagram listing the underlying and immediate causes of the Industrial
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Revolution and the immediate and long-term effects.
Have students list and describe the three forms of businesses. List pros and cons of
each. (Provide a T-chart to assist in organizing information.)
Discuss why corporations emerged and how they affected the way business was
done.
Have students create a cluster diagram listing the elements that make mass
production possible. Have students work in groups of two/three to select a modern
corporation. They will research where a corporation is located and what products it
produces and then will follow the company on the stock market for two weeks
charting its stock prices.
Divide students into four groups. Each group will research one of the following
economists: Adam Smith, Thomas Malthus, David Richardo, or John Stuart Mills.
Groups will present the view of their economist to the class. Class will decide which
economist(s) would most likely support a reform movement.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Industrial Revolution Lesson Plans
http://hti.osu.edu/history-lesson-plans/european-history/industrial-revolution
Industrial Revolution Unit
http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%209/Gr.%209-Industrial%20Revolution-M.%20Dosanjh.pdf
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
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UNIT 8:
AN AGE OF IMPERIALISM
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
10 Trimester/Block Days
15 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
ASSESSMENT:




9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Three
Covered on World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did British imperialism give rise to nationalism in India?

How did European colonization of Africa affect colonization in other parts of the world?

How did Latin America’s colonial legacy shape its history?
CONTENT STANDARDS
Government
and Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals.
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to achieve
broad social goals such as freedom, efficiency, equity, security and growth in the modern world.
Historical
Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and
evaluate the long range impact of these changes on the modern world.
TOPIC:
Imperialism in India
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can identify the changes that set the stage for British
imperialism in India.
Have students brainstorm the meaning of imperialism and why countries would want to
be imperialistic.
I can analyze the role the British East India Company played
in British imperialism in India.
Using a graphic organizer ,have students show the causes of imperialism in India by the
British: political, social and economic.
I can describe what life was like in India when it became a
British colony.
Have students determine the difference between the types of imperialism: Colony,
Protectorate, Concession, and Sphere of Influence. Which form of imperialism was India
under during British control?
I can analyze the relationship between British imperialism in
India and the rise of nationalism in India.
Debate the pros and cons of British imperialism in India from multiple perspectives.
Have students develop a chart showing the effects of imperialism in India: social, political,
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WORLD CIVILIZATIONS CURRICULUM MAP
and economic.
Have students complete a cause-and-effect chart on the relationship between British
imperialism in India and the rise of nationalism in India.
TOPIC:
Scramble for Africa
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
Discuss the phrase, "White Man's Burden." Who coined the phrase and how did it
represent the thinking of many Europeans?
I can describe Africa before European domination.
I can summarize the political, social, and economic motives of
European colonizers and the factors that allowed them to
control Africa.
Have students chart the factors that led to the new African imperialism, how European
powers claimed territory in Africa, and how Africans resisted European imperialism.
I can analyze the impact of colonial rule in Africa.
Analyze primary source documents (journals, pictures, etc) to examine multiple
perspectives on imperialism in Africa (colonizers, colonized, leaders).
I can explain the different forms of colonial control.
I can identify the three groups that clashed over South Africa
and explain the impact this had on colonization.
Using the Choices Program Unit, “Colonization in the Congo: Conquest, Conflict, and
Commerce,” have students debate and research how one of the richest countries in Africa
became one of its most troubled.
TOPIC:
Imperialism in Latin America
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can trace effects of the Monroe Doctrine and the Roosevelt
Corollary on imperialism in Latin America.
I can explain how colonizing Latin America would be
appealing for the United States and European countries.
I can describe the various power struggles in Mexico before
and during the Mexican Revolution.
I can document how foreign powers influenced Latin
American economies.
Have students look at population data to indicate how Spanish colonial society was
structured.
Define the terms mestizos, mulattos, peninsulares, creoles, Indians.
Using a graphic organizer, have students examine the reasons why European nations
became involved in Latin America as well as the United States.
Discuss the impact the Monroe Doctrine and the Roosevelt Corollary had on
imperialism in Latin America.
Chart the important events and people during the Mexican Revolution.
Create a cause-and-effect chart on how foreign powers influenced various Latin
American economies. Discuss the impact imperialism, and the fight for
independence, had on Latin American countries.
SUGGESTED RESOURCES
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WORLD CIVILIZATIONS CURRICULUM MAP
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Imperialism
http://www.besthistorysites.net/index.php/american-history/1900/early-imperialism
The Age of Imperialism
http://www.coedu.usf.edu/main/departments/seced/webq/social%20studies/history/jberringer/default.htm
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WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 9:
WORLD WAR I AND POST WORLD WAR
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
15 Trimester/Block Days,
22 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Three
Covered on World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did nationalism, militarism, imperialism, and isolationism lead to conflict?

How did conflict between revolutionaries and nationalists during World War I affect Russia and China?

How did the end of the war affect the Allied and Axis powers?

How did World War I influence the economic, social, and political structure of the world?
CONTENT STANDARDS
Government
and Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g.,
monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order,
providing security and accomplishing common goals.
Government
and Civics
SS-HS-1.2.1
Students will analyze how powers of government are distributed and shared among levels and branches and evaluate
how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the
President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it
interprets the Constitution).
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes,
prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and
the United States (Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence
interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the
United States (Reconstruction to present).
Economics
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and
societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and
explain the impact of those choices. DOK 2
Geography
SS-HS-4.2.2
Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate
highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific
place. DOK 2
Geography
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of
that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or
economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction
to present). DOK 3
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Historical
Perspective
SS-HS-5.3.4
Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian
governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).
Topic:
Road to War
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
3Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can identify the political and military forces at work in
Europe in the late 1800s.
Review important terms: Nationalism; Imperialism; Militarism; Alliances and cite
examples of each.
I can summarize the events that set World War I in motion.
Use a graphic organizer to compare and contrast the unification of Italy and Germany.
I can explain how alliances of cooperation led to conflict in
Eastern Europe and the Balkan Peninsula.
Compare Bismarck's and Cavour's methods of achieving unification.
I can explain how the unification in Europe changed the
governments of Europe.
Have students construct a chart illustrating the government of Germany under
Bismarck. The chart will show each branch and the powers it was given.
Have students look at multiple perspectives on the discontent in the Balkans.
I can explain how militarism, imperialism, alliances, and
nationalism played a significant role in causing World War I.
Use a graphic organizer to show the causes for the decline of Bismarck, the Ottoman
Empire, etc.
Have students hold a round-table discussion on "What challenges were faced by the
new nationalistic countries?"
Discuss the role of the Catholic Church and the rise of nationalism.
Have students develop graphic organizers illustrating the alliance systems in Europe:
Who, When, Type.
Complete a map exercise showing the European alliance system.
Discuss "the powder keg of Europe" (who, where, why significance). Compare what
happened in 1912-1914 with what is happening today.
Discuss the components of militarism: allies, military spending, build-up of arms,
conscription, and training.
Break students into groups and have each group present how militarism, nationalism,
imperialism, and alliances led to the Great War.
TOPIC:
World War I
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
3 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can identify and locate on a world map the countries that
made up the Triple Alliance and the Triple Entente.
Complete a map activity: Compare and contrast Europe in 1914 and in 1919. How is
Europe different, the same?
I can describe the reaction to Austria’s declaration of war.
Have students create a time line showing the events leading to the outbreak of World
War I.
I can illustrate the spread of the conflict on a map of Europe.
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WORLD CIVILIZATIONS CURRICULUM MAP
I can describe how natural features created advantages for
the Allied and Axis forces in Europe.
Brainstorm the difference between a limited war and a global or world war.
I can summarize the Allies’ push to victory.
Develop headlines about events leading to World War I.
I can identify how governments established wartime
economies.
Have students complete a map activity: countries involved and location of major
battles and fronts.
I can explain the significance of trench warfare.
I can explain the significance of the Battle on the Eastern
Front.
Have students create a graphic organizer showing the causes of World War I.
Students will create a chart or visual illustrating new technology in the war.
Have teams of students create a PowerPoint presentation about events, weapons,
battles, people of World War I. Provide written instructions on how to create a power
point presentation.
Group Work: Students will create multiple time lines: Events on the Western Front,
Eastern Front, at Sea, and in the Middle East. They will discuss what was happening at
the same time.
Discuss the role of propaganda in the war. Have students create posters, cartoons,
songs, speeches, or editorials about World War I.
TOPIC:
Russian Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe the autocratic methods of Alexander III and the
economic changes under Nicholas II.
I can summarize the Bolshevik Revolution and its outcome.
I can explain Lenin’s reforms and the rise of Stalin.
I can define totalitarianism.
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students create a time line of Russian History, 1905-1945.
"The Russian Revolution was a war within a war.” Have students discuss this quote
and its accuracy.
Have students define socialism, communism, and democracy. Create a chart
comparing/contrasting the three.
Have students create a Venn Diagram showing life under Lenin and Stalin.
I can describe Stalin’s goal of transforming the Soviet Union
into a totalitarian state.
Have students create multimedia presentation about Rasputin, Nicholas II, Alexis,
Alexandra, Lenin, Stalin, or Trotsky.
I can summarize Stalin’s state-controlled economic programs.
Have students watch a movie about the Russian Revolution or Russia during the
1920s and 1930s. After watching the movie, have them write a movie review with
focus on the historical accuracy.
TOPIC:
Chinese Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe the movement to modernize China, eventually
leading to the overthrow of Imperial China.
I can explain how the new Republic in China experienced
problems leading to the formation of the Chinese Communist
Party.
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DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Create a class time line of important events in Chinese history from 1900 to 1940.
Illustrate the importance of the fall of Imperial China, rise of the Republic, rise of the
Communist Party, Chinese Civil War, and conflict between Japan and China.
Have students outline the goals of the new Chinese Republic. Have students rate how
successful they were in achieving goals and the role World War I played in creating
WORLD CIVILIZATIONS CURRICULUM MAP
I can analyze the conflict between the nationalists and
communists in China and evaluate the outcome.
conflict between different groups in China.
Outline the arguments posed by the Nationalists and the Communists in China.
I can evaluate the role Mao Zedong played in the Chinese
Revolution.
Create a cause-and-effect chart on the Civil War In China using primary sources.
Research Mao Zedong and the role he played in establishing a Communist China.
TOPIC:
End of the War
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can explain the effects of the war.
Students will create a T-chart showing issues at the peace conference and how they
were settled.
I can explain events that led to the Treaty of Versailles.
Students will create a graphic organizer illustrating the effects of the war.
I can analyze the issues that made the peace process difficult
after World War I.
I can identify the effects of the Treaty of Versailles on
European powers.
Discuss the terms Just Peace and Peace of Revenge. Which did the Treaty of
Versailles represent? Which countries supported each?
Create radio or television newsbreaks on the Outbreak of World War I (assassination,
ultimatum, invasion of Belgium, troop movement by Russia, etc.).
Have students create illustrations (posters, models, visuals, shadow boxes) showing
scenes from the war.
Have students prepare bulletin boards showing scientific advancements during World
War I.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
The Great War Lesson Plans
http://www.pbs.org/greatwar/resources/lesson.html
The Truman Library Collection- World War I
http://www.trumanlibrary.org/whistlestop/study_collections/ww1/index.php?action=lessons
World War I websites
http://www.besthistorysites.net/index.php/american-history/1900/wwi
The Russian Revolution
http://www.discoveryeducation.com/teachers/free-lesson-plans/road-to-russian-revolution.cfm
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Chinese and Japanese Imperialism
http://filebox.vt.edu/users/ateller/portfolio/intasc1/imperialism_china.pdf
TOPIC:
Postwar Uncertainty
DURATION OF TOPIC::
3 Trimester/Block Days
4 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can trace the shift from democratic governments to
dictatorships in Europe.
Have students brainstorm ways in which dictators obtain power.
Have students create time lines showing the rise of Hitler and/or Mussolini.
I can describe Mussolini’s creation of a Fascist state in Italy.
Have students create a chart comparing the ideas of Mussolini and Hitler.
I can discuss the rise of Hitler, the Nazis, and extension of
Hitler’s power.
I can summarize the events that led to the financial collapse of
the U.S. economy.
I can analyze the worldwide effects of the Great Depression.
Have students discuss the political and economic reasons for Hitler’s and Mussolini's
rise to power.
Have students write and present "Meet the Press" television program in which they
interview Hitler or Mussolini.
I can identify the problems faced by the Weimar Republic.
Have students research the Internet for examples of totalitarian propaganda posters
or pictures. Discuss how Hitler and Mussolini used them in their rise to power.
I can describe conditions in Europe that led to the emigration
of thousands of people from Eastern Europe to Great Britain,
France, and other western European nations.
Have students define anti-Semitism and genocide. They will discuss how Hitler used
these to further his rise to power.
Have students complete a map activity showing the spread of fascism in Europe, 1919
to 1939.
I can describe the impact of World War I on postwar Europe
and Asia.
Have students discuss militarism and give examples.
I can describe motives of the Japanese government in seeking
an empire.
Map activity: Have students review the expansion of Japan 1900 to 1939.
Have students create a time line showing acts of aggression by Japan in the Pacific.
Have students describe how militarism shaped the development of Japan after World
War I: economically, socially, and politically.
Have the students conduct a discussion on the problems Japan faced after World
War I.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “To End All Wars: World War I and the League of Nations”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
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Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Evaluating The Treaty of Versailles
http://edsitement.neh.gov/lesson-plan/great-war-evaluating-treaty-versailles#sect-introduction
The Growth of U.S. – Japanese Aggression
http://edsitement.neh.gov/lesson-plan/growth-us-japanese-hostility-1915-1932
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UNIT 10:
WORLD WAR II
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
15 Trimester/Block Days,
20 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




11/5-11-9
2/10-2/22
5/28-5/31
5/20-5/24
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Four
Covered on World Civilizations Proficiency Four
UNIT ENDURING UNDERSTANDINGS

How did aggression in Europe lead to world conflict?

How does resentment toward others lead to genocide?

How did Japanese expansionism lead to war in Asia?

How did World War II influence Europe’s and Japan’s economic, political, and social systems?
CONTENT STANDARDS
Government
and Civics
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of
their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of
Human Rights, U.S. Constitution). DOK 2
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United
States (Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction
(e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Economics
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic activities
often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental
and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
DOK 2
Geography
SS-HS-4.1.1
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs,
databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3
Historical
Perspective
SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and
perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic
factors) of people and historical events in the modern world (1500 A.D. to present) and United States History
(Reconstruction to present).
Historical
Perspective
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying
past to present.
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Historical
Perspective
SS-HS-5.3.4
Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian
governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).
DURATION OF TOPIC::
TOPIC:
Aggression in Europe
S KILLS AND C ONCEPTS L EARNING T ARGETS
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can summarize the events that led to World War II.
Have students discuss the causes of World War II in Europe.
I can describe the fall of France and its impact on the Allies.
Have students create a graphic organizer (flow chart, time line) showing the acts of aggression
by Germany and Japan leading to World War II.
I can describe American aid to the Allies.
I can describe how compromise was attempted to hold off
war in Europe.
I can analyze how German aggression affected the economies
of Europe.
I can describe the impact that German governmental policy
had on the economy of Germany and occupied countries.
I can, using a map of Europe, illustrate the conquests of Hitler
and the Third Reich.
I can describe the physical barriers to the war for both the
Allied and Axis forces.
Have students create a database showing the countries involved in World War II, which side
they fought with, when they entered, political and military leaders, major events in which they
participated.
Have students do an oral history project. They will interview a veteran or family member who
lived during and remembers World War II. They can either videotape or audiotape the interview
and then develop a feature article for the newspaper from it.
Have students create a database of primary sources showing the major events, battles of World
War II in the European theatre.
Have students create visuals (posters, bulletin boards) about new weapons, technology, events,
or military leaders of World War II.
Have students create a collection of wartime music, speeches, news reports, film clips.
I can describe the actions that led to the entry of the United
States in World War II.
Have students create headlines concerning major events in the war.
Have students create political cartoons about the acts of aggression by the Axis powers.
Have the students compare and contrast the philosophies of Chamberlain and Churchill.
Have students discuss why and how the Soviet Union and the United States entered the war.
What effects did this have on the war?
Have students define collective security.
Have students create a mural showing the war in North Africa and Europe.
Have students create a time box about World War II. Students should make or find dog tags,
maps, ration books, letters, pictures, etc.
Have students search the Internet for war propaganda: movies, music, posters. Discuss these
and then have students create their own propaganda.
TOPIC:
The Holocaust
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can trace the course of the persecution of Jews by the Nazis.
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DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students read primary source accounts of Jews living in Germany during the rise of
the Nazis. Illustrate the progression of persecution of Jews and other minority groups
WORLD CIVILIZATIONS CURRICULUM MAP
I can explain how the Jews were persecuted by the Nazis
(Nuremberg laws to the Final Solution).
living in Germany.
Create a time line showing the events leading to The Final Solution.
I can define genocide.
Chart the political, economic, social factors during the Weimar Republic that led to the
rise of the Nazi party and their platform of a true Aryan Nation.
I can explain how instability in the Weimar Republic led to
anti-Semitism and discrimination.
Analyze the Nuremberg laws and their role in creating a culture of isolation and
discrimination.
Create a map of the number and locations of concentration camps to illustrate how many
people were impacted by the Nazi regime’s policies of discrimination and persecution and
death.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Facing History, Holocaust and Human Behavior Resource Book
The Choices Program, “Confronting Genocide Never Again?”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
World War II
http://www.nationalww2museum.org/learn/education/for-teachers/classroom-resources.html
World War II Resources
http://www.besthistorysites.net/index.php/ww2
TOPIC:
Aggression in the Pacific
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how Japanese expansionism led to war with the
Allies in Asia.
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Map Activity: Have students complete a map of the Pacific Theatre showing major battles.
Students create political cartoons about the acts of aggression by Japan.
I can describe Japan’s early battle successes.
The students discuss how the Japanese invasion of China changed the positions of the Allies.
I can explain how the Allies were able to stop Japanese
expansion.
I can summarize Allied battle strategy in the Pacific and how
effective it was in winning the war in the Pacific.
Students discuss the bombing of Pearl Harbor. How did this act draw the U.S. into the war?
Students construct a Venn Diagram illustrating the effects of World War II on Asia.
Students create a mural showing the war in Asia and the Pacific.
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Students search the Internet for war propaganda: movies, music, posters related to U.S.
feelings toward Japan. Discuss these and then have students create their own propaganda.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “Ending the War Against Japan: Science, Mortality, and the Atomic Bomb”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Turning the Tide in the Pacific Lesson Plan
http://edsitement.neh.gov/lesson-plan/turning-tide-pacific-1941-1943
TOPIC:
Europe and Japan in Ruins
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can summarize the events that led to the surrender of Italy
and Germany.
Have students create spreadsheets showing the death toll and expense of the war on various
countries.
I can explain the political consequences of the Allied victory in
postwar Europe.
Have students debate the use of the atomic bomb on Japan.
I can analyze the debate the use of the atomic bomb on Japan.
I can describe how occupation and defeat affected civic and
political life in Japan.
I can describe Japan’s postwar constitution.
Read primary source documents on the destruction of Hiroshima and Nagasaki. Pull from
multiple perspectives and determine if your students think it was the right decision by the U.S.
government.
Read primary source documents on The Nuremberg trial and its implications to human-rights
issues.
Map Activity: Have students complete two maps (Europe, 1939 and Europe, 1945). Students
will then compare and contrast the two.
Have students brainstorm what the most important legacy of World War II was.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “Ending the War Against Japan: Science, Mortality, and the Atomic Bomb”
The Choices Program, “The United Nations: Challenges and Change”
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2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Hiroshima 64 Years Later
http://www.boston.com/bigpicture/2009/08/hiroshima_64_years_ago.html
The Aftermath of World War II in Euorpe
http://streaming.discoveryeducation.com/teacherCenter/lessonPlans/pdfs/912SocialStudies_PostWorldWarIIEuropeNATOAndTheWarsawPact.pdf
World War II- Digital History
http://www.digitalhistory.uh.edu/modules/ww2/index.cfm
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2012-13
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WORLD CIVILIZATIONS CURRICULUM MAP
UNIT 11:
THE COLD WAR AND GLOBAL PERSPECTIVE
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
15 Trimester /Block Days,
22 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




11/5-11/9
2/10-2/22
5/28-5/31
5/20-5/24
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Four
Covered on World Civilizations Proficiency Four
UNIT ENDURING UNDERSTANDINGS

How did the conflicts between economic systems and the restructuring of alliances affect the world from 1945 to 1989?

Why did nations in Africa, Asia, and Europe struggle for independence in post World War II?

How do interdependence and terrorism shape the world in the twentieth and twenty-first centuries?
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to
explain historical perspectives and events in the modern world (1500 A.D. to present) and United States
(Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes,
prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and
the United States (Reconstruction to present). DOK 2
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence
interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the
United States (Reconstruction to present). DOK 2
Economics
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and
societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and
explain the impact of those choices. DOK 2
Economics
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic
activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions,
environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present). DOK 2
Geography
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of
that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or
economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States
(Reconstruction to present). DOK 3
Geography
SS-HS-4.3.2
Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods,
services and populations, increased economic interdependence at all levels and influenced development of centers of
economic activity. DOK 2
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Economics
SS-HS-4.4.2
Students will explain how human modifications to the physical environment (e.g., deforestation, mining),
perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis,
floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern
world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2
Historical
Perspective
SS-HS-5.3.5
Students will explain the rise of both the United States and the Soviet Union to superpower status following World
War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern
Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3
Historical
Perspective
SS-HS-5.3.6
Students will explain how the second half of the 20th century was characterized by rapid social, political and economic
changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns,
human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in
countries around the world, and give examples of how countries have addressed these challenges
Topic:
The Cold War 1945 to 1989
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can summarize the policy of containment as it applies to
Eastern Europe and Southeast Asia during the 1950s and
1960s.
I can explain the reason for U.S. involvement as a part of the
United Nations peacekeeping forces in Korea and Vietnam.
I can describe how advancements in technology and science
affect the Cold War and the Nuclear Age.
I can describe the consequences of the Korean War.
I can summarize the causes and effects of the Vietnam War
and its aftermath.
I can identify Cold War conflicts in the Middle East.
I can describe the events that led to the breakup of the Soviet
Union.
I can explain how cooperation among member nations
strengthened the United Nations, NATO, and Warsaw Pact.
I can describe how international cooperation and
compromise led to ending conflict in many regions of the
world.
I can explain the struggle of many Latin American, African,
and Asian countries in obtaining and maintaining their
independence and establishing a secure government.
Duration of Topic::
11Trimester/Block Days
15 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students create a time line detailing the major world events from 1945 to 1989
(related to the Cold War).
Divide class into three groups. Jigsaw reading sections about Germany, Great Britain, and
France after World War II. Each group will report on the (1) condition of the country after
the war; (2) political and economic changes ;(3) successes and failures
Have students explore and discuss current events related to present international
relationships between the United States and former Axis Powers (Italy, Germany, and
Japan). and, our current relationships with various Allied Powers (Great Britain, France,
USSR/Russia, Canada, and China).
Define historical change, regionalism, conflict, and cooperation. Then have the class
connect these concepts to the time period.
Have students review the major agreements made between the United States, Great
Britain, and the USSR at the 1945 Yalta and Potsdam Conferences. Outline the major
points of the agreements. Then discuss how these agreements help set the stage for the
conflicts following World War II.
Discuss the structure and goals of the United Nations. Compare role of United Nations
after World War II with its role in today's world. Have students read and analyze the
Charter of the United Nations.
Create cause-and-effect time lines of key events in the Korean and Vietnam Wars. What
were the outcomes of both wars and how did they impact international relationships
between the involved countries?
Review Truman Doctrine and the Marshall Plan. Have students outline the basic features
of the Marshall Plan. Detail the accomplishment of the Marshall Plan. Discuss the ethics of
helping former enemies.
Have the students define and discuss the following terms: Cold War, Iron Curtain,
containment, superpower, arms race, containment, satellites, and bloc.
Have the students interview family members, teachers, and others who can remember
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
the early years of the Cold War. Then report those recollections to the class.
Identify and discuss the important political leaders of the time period (including Stalin,
Churchill, Truman, Khrushchev, Kennedy, Castro, Nixon, Reagan).
Have the students explore and discuss current events detailing the current
American/Russian relationship.
Using student textbook, create a guided reading assignment that reviews the events of the
Berlin Blockade and Cuban Missile Crisis, looking at strategies the U.S. and her allies
employed. Have students critique their effectiveness.
Create a simulation to parallel the struggle for Germany and competition for developing
countries in Latin America, Africa, and Asia.
Have students examine how the idea of a "bloc" contributed to the polarization of the
world and the subsequent military involvement of the U.S., USSR, and China in areas like
Asia (Korea and Vietnam) and the Middle East (Israel/Egypt and Afghanistan). Use a
concept chart to report individual student responses.
Investigate major technological advances (e.g., atomic/nuclear power, satellite
communication, television, rockets, and others) and how they impacted world events
(1945-1980), particularly during the Cold War. Students create a poster and give
presentation detailing their findings.
Have students research various African, Latin American, or Asian countries that struggled
to find independence with a stable form of government in the aftermath of World War II.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “The Challenge of Nuclear Weapons”
The Choices Program, “Conflict on the Korean Peninsula: North Korea and the Nuclear Threat”
The Choices Program, “Origins of the Cold War: U.S. Choices After World War II”
The Choices Program, “The Cuban Missile Crisis: Considering Its Place in Cold War History”
The Choices Program, “The Limits of Power: The United States in Vietnam”
The Choices Program, “Global Controversy: The U.S. Invasion of Iraq”
The Choices Program, “Indian Independence and the Question of Pakistan”
The Choices Program, “Crisis in Zimbabwe”
The Choices Program, “Freedom in Our Lifetime: South Africa’s Struggle”
The Choices Program, “Iran Through the Looking Glass: History, Reform and Revolution”
The Choices Program, ‘‘Brazil: From Colony to Country”
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
The Choices Program, “The Haitian Revolution”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Warsaw Pact and NATO
http://streaming.discoveryeducation.com/teacherCenter/lessonPlans/pdfs/912SocialStudies_PostWorldWarIIEuropeNATOAndTheWarsawPact.pdf
The Origins of the Cold War
http://www.pbs.org/behindcloseddoors/education/snapshot-lessons/coldwar.html
Duration of Topic::
4 Trimester/Block Days
7 Semester Days
Topic:
Global Interdependence
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can describe the effects of terrorist acts on the safety and
security of countries around the world.
Trace the roots of certain terrorist organizations. Chart the origin, goals, conflicts,
areas of the world where they reside and target. Research attempts to disband or
target these organizations by governments or organizations.
I can provide examples of terrorism from the 20th and 21st
centuries.
Compare and contrast political thoughts that have led to conflicts around the world
( terrorist organizations, regional or civil war throughout the war).
I can explain how conflict in political thought and opinions led
to increased uneasiness in the world.
I can explain how terrorism affects economic systems and
trade across the world.
I can analyze the role globalization has played in creating
compromise and cooperation in the world today.
I can analyze the role globalization has played in creating
conflict and competition in the world today.
Have students chart the main threats to peace in the world in the post Cold War era.
Research regions that have regional conflicts and tell how the international
community has helped or hurt those situations.
Define globalization as a class. List how globalization impacts local, state, national, or
international policies.
Debate whether globalization has brought about more peace or conflict in the world.
Students justify their responses with real-world examples.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “International Trade: Competition and Cooperation in a Globalized World”
The Choices Program, “Dilemma of Foreign Aid: Debating US Policies”
The Choices Program, “China on the World Stage: Weighing United States Response”
The Choices Program, “Global Environmental Problems: Implications for US Policy”
The Choices Program, “The United States in Afghanistan”
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
The Choices Program, “Responding to Terrorism: Challenges for Democracy”
The Choices Program, “Oral History and September 11”
The Choices Program, “Responding to Terrorism”
The Choices Program, “The Middle East”
European History Primary Source Document links
http://www.historyteacher.net/APEuroCourse/APEuro_Main_Weblinks_Page.htm
Primary Source Documents Portal
http://library.csusm.edu/subject_guides/history/online_primary.asp
Globalization- Pros and Cons
http://www.nationalgeographic.com/xpeditions/lessons/10/g912/globalization.html
Understanding Globalization
http://www.imf.org/external/np/exr/center/students/hs/think/lesson1.pdf
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Jefferson County Public Schools
World Civilizations Curriculum Map
2012-13
Updated: May 24, 2012