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World History
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Course Philosophy
A man acquainted with history may, in some respect, be said to have lived from the
beginning of the world, and to have been making continual additions to his stock of
knowledge in every century.
David Hume
The United States, though young in comparison to many states today, was founded on an
idea that great achievements are possible through the work of committed, creative, caring
people.
As advancement brings areas of the world ever closer, it is crucial to understand the global
community and the multitude of connections that the United States has to that community.
For students to relate to others in this complex system, they must possess a mastery of
that community and its citizens. This knowledge necessitates a deep understanding of the
evolution of the world’s civilizations.
World History cultivates this awareness by having students study the rise of the nation
state in Europe, the French Revolution, and the economic and political roots of the modern
world. Students will study the origins and consequences of the Industrial Revolution, 19 th
century political reform in Western Europe, and imperialism in Africa, Asia, and South
America. They will explain the causes and consequences of the great military and economic
events of the past century, including World War I, the Great Depression, World War II, the
Cold War, and the Russian and Chinese revolutions. Finally, students will study the rise of
nationalism and the continuing persistence of political, ethnic, and religious conflict in many
parts of the world.
This survey of World History will arm the students of the 21st century with the background
knowledge required to analyze and evaluate world current events. This knowledge and
these cognitive skills will prepare them for global citizenship. The first part of the threecourse program designed to develop student mastery in the areas outlined by the New
Jersey Core Curriculum Content Standards, World History leads students on an exploration
of their world through the events of the past.
Bill Cosby said, “Raising children is an incredibly hard and risky business in which no
cumulative wisdom is gained: each generation repeats the mistakes the previous one
made.” This course is designed to analyze the past, explore these generational mistakes
and construct new knowledge. Thomas Jefferson once said, “History by apprising them
[students] of the past will enable them to judge of the future; it will avail them of the
experience of other times and other nations; it will qualify them as judges of the actions and
designs of men; it will enable them to know ambition under every disguise it may assume;
and knowing it, to defeat its views.” World History is the foundational course that will allow
an American student to evolve into an American citizen. The key is knowledge, as H. G.
Wells so poignantly asserted, “Human history becomes more and more a race between
education and catastrophe.”
Course Goals
World History creates a series of experiences that will allow students to explore seven
themes: the evolution of the concepts of personal freedom, individual responsibility, and
respect for human dignity; the growth and impact of centralized state power; the influence
of economic, political, religious, and cultural ideas as human societies move beyond
regional, national, or geographic boundaries; the effects of geography on the history of
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civilizations and nations; the growth and spread of free markets and industrial economies;
the development of scientific reasoning, technology, and formal education over time and
their effects on people’s health, standards of living, economic growth, government, religious
beliefs, communal life, and the environment; the birth, growth, and decline of civilizations.
Students will delve into the four periods of this course and its themes chronologically,
investigating events through a variety of sources and internalizing the enduring facets of
each. Challenged to think logically and to develop a holistic approach, students will face
questions requiring critical analysis of data, using that data to construct new knowledge
and, finally, evaluating its efficacy for understanding the evolution of civilizations. Through
these experiences, students will develop appropriate grade-level skills as outlined in the
New Jersey Core Curriculum Content Standards for Social Studies and Technology.
Course Description
World History is a five-credit course required of all students for graduation. The course is
designed as the first part in a three-course program whereby students will be exposed to
and master the material and skills in the NJCCCS for Social Studies by Grade 12. World
History is broken into four pieces, paced to coincide with the four marking periods of the
academic year. Each section contains uniform benchmark assessments that measure
student mastery of the material and skills in that section. The four sections are: The Age of
Global Encounters (1400 – 1750), The Age of Revolutionary Change (1750 – 1914); The Era
of the Great Wars (1914 – 1945); The Modern World (1945 – 2007).
This course is designed to move students directly into United States History I with a sound
understanding of the political, economic, and social forces that have shaped and will
continue to transform the world’s civilizations.
Student proficiency will be measured in the following way:
 50% Major Assessments
o Course Benchmark Assessments
o Unit Tests/Quizzes
o Projects/Written Reports/Essays
 25% Class-work and Class Participation
o In-Class Assignments
o Class Discussions
o Group Work
 25% Homework
o Reflection, exploration, and evaluation of material outside of class
o Application of skills and content introduced in class
o Preparation for upcoming, in-class, work
 The student must earn a cumulative grade of “D” or better in order to receive
credit for this course
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New Jersey Core Curricular Content Standards – Social Studies
6.1 Social Studies Skills
Standard 6.1 requires students to think logically and critically about large issues within
civics, history, geography, and economics. Students are to become proficient in evaluating
and using information to form hypotheses and draw conclusions. World History provides
students with ample exposure to sources of various periods, types, and perspectives,
ensuring that students think historically and can apply this thinking to their own lives.
Standards: 6.1.A.1-.8
6.2 Civics
Standard 6.2 requires student to understand and appreciate government in all of its forms,
as well as develop specific knowledge of the American system. The purpose of this
knowledge, coupled with the skills in Standard 6.1, is to prepare students to be “informed,
active, responsible citizens” (NJCCCS). World History exposes students to the forces that
influenced the development of systems of government, and allows students to explore how
these forces influenced the core documents that the system is built upon. Students make
judgments based on an understanding of colliding issues that relate past events with
current realities. World History allows students to evaluate the role of the United States in
advancing the concepts of a civilization.
Standards: 6.2.A.1, .3-.6; 6.2.B.1, .3-.5; 6.2.C.2-.5; 6.2.D.1-.3; 6.2.E.8-.9, .12
6.3 World History
Standard 6.3 requires that students develop an appreciation of the United State’s place in
the world through a deeper understanding of global change. World History requires that
students analyze the influences that have shaped the United States and directly contributed
to its development. Students experience the exchange of ideas and cultures across
continents in order to develop an appreciation of others and the ability to define themselves
as individuals and as a part of larger, interconnected systems.
Standards: 6.3.D.1-.2, .4-.6
6.4 United States and New Jersey History
Standard 6.4 requires a deep student understanding of the growth of the United States and
the role of New Jersey in that process. World History exposes students to the events and
people that shaped the country. From our earliest inhabitants through Reconstruction and
Industrialization, students develop an understanding of the intertwined forces, patterns, and
people that shaped those events and eventually contributed to our growth. Students also
examine the unique roles of New Brunswick and New Jersey in this growth. Students will be
constantly challenged to apply this understanding to their own lives today.
Standards: 6.4.D.1-.5; 6.4.E.1-.9; 6.4.F.1-.4; 6.4.G.1-.3; 6.4.H.1-.3
6.5 Economics
Standard 6.5 requires students to understand the impact that competition for limited
resources has had on history. Students will examine how economic issues have both
“immediate and far-reaching impacts” (NJCCCS) on political and social institutions and
therefore on the course of history. World History allows students to examine the issues of
economics as they influenced the birth and development of civilizations. Students are
continually forced to apply this understanding of past experience to their world today.
Standards: 6.5.A.7-.8; 6.5.B.1-.2, .5
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6.6 Geography
Standard 6.6 requires students to become literate in the area of geography in order to apply
the vocabulary, skills, and concepts of the science to the study of human behavior over
time. Students in World History explore the influence of physical and cultural environment
on the peopling of the world and on the development of the United States as part of the
global political geography.
Standards: 6.6.A.1-.5; 6.6.B.1-.3; 6.6.D.1, .3, .5; 6.6.E.1, .4, .8
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New Jersey Core Curricular Content Standards – Technology
The NJCCCS for Technology are not mastered in any one class. They are practiced and
assessed in New Brunswick in a myriad of ways at all times of the year. Therefore, no one
class contains all technology standards for the given grade level. What follows is a general
description of the specific technology indicators that are practiced and assessed in World
History. Specific references of technology infusion can be found on the curriculum maps,
aligned with exemplar activities/strategies.
8.1 Technological Literacy
Standard 8.1 requires students to use technology effectively World History provides
students with numerous and varied activities that require the creative use of technology.
Students use technology to create products for publication, presentation, and preservation.
Students relate their use of technology to the professional world, making judgments
between similar applications and platforms as to which is best suited for a task. As well,
students are forced not only to select the best application for a task, but to use multiple
applications in conjunction with each other in order to complete one task effectively. In
World History, students are forced to use technology as a means for research, to evaluate
any material these searches produce, and to solve problems and make decisions using
technology.
Standards: 8.1.A.1, .5-.9; 8.1.B.1-.2, .4, .6-.7, .9, .11-.12
8.2 Technology Literacy
Standard 8.2 requires students to develop and apply an understanding of how technology
impacts individuals, societies, and the environment. World History constantly examines the
ways in which characteristics of society influenced the development of new technologies,
and the expected and unforeseen impacts of these technologies on that society and the
progression of history. Students examine, within the scope of World History through
industrialization, the various developments that shaped a specific country’s evolution, as
well as the effectiveness of specific technologies to address the needs of energy,
transportation, manufacturing, and information and communication.
Standards: 8.2.A.3; 8.2.C.3
Suggested Activities/Strategies
The curriculum includes suggested activities/strategies for each course objective. These
suggestions are found on the World History curriculum map. These activities reflect the
standard of both best practice and rigor that the District expects in each classroom. Each of
the provided activities/strategies is aligned with specific focus levels of Bloom’s Taxonomy.
This is not to say that the given activity does not require additional levels within the
taxonomy, it merely highlights those levels of instructional focus.
Interdisciplinary Study
The curriculum maps for World History indication connections for interdisciplinary study.
These connections are specific to the suggested activities/strategies, and as such are, again,
both for direct use and to provide teachers with a model for designing instruction to include
connections across the content areas.
Assessments
World History includes sixteen uniform benchmark assessments. Within each of the four
units, students will demonstrate core proficiencies and content knowledge through a written
piece, a performance-based assessment, and a unit exam consisting of both selected and
brief-constructed responses.
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As well, during each unit student will demonstrate core proficiencies and content knowledge
on teacher-designed assessments including: exams and quizzes; written projects;
homework and class participation; and individual and group performance-based
assessments.
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Suggested Resources
The Suggested Resources for World History is a starting point for teachers to expand their
instruction beyond a core text.
Literature Connections provide time-period specific pieces for teachers to use. These pieces
are selected for their relevance, authority, perspective, genre and type, as well as their
ability to stretch student thinking. The referenced work set the standard for the types of
literature teachers must infuse into World History.
United Streaming is a standards-based, internet resource that New Brunswick Public Schools
uses to stretch instruction beyond the classroom. Aligned to state and national standards,
United Streaming allows teachers access to planning and instructional tools that bring
history alive for students. The listed resources in this category include documentaries,
footage of debates, speeches, historic events, as well as examples of key historical concepts
(such as propaganda). Again, those listed do not delimit the expanse of resources for a
time period. Instead, they provide teachers quick access to period resources and serve as a
guide for further research, both within United Streaming and beyond.
Internet Resources provide teachers with exemplar tools on the internet that expand and
challenge student thinking about a given period in United States history. Whether through
a web quest, a virtual tour, or access to primary documents, the internet resources mark
the quality, variety, and substance of internet resources that New Brunswick classrooms
utilize.
Teacher’s Reflections
At the end of each of the four units teachers are required to complete the district form:
Teacher’s Reflections. By following the guiding questions provided by the district, teachers
reflect on the unit that students have just completed. The focus is instruction, including
planning, delivery, assessment, and student performance. The dual purpose of this process
is to improve individual teacher performance and to provide data that will inform continual
curriculum revision.
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Essential Questions
Open-ended and content directed, the Essential Questions for World History challenge
students to view current events with a global viewpoint and within an historical framework.
Unit 1:
» What ideas formed the foundation of the Italian Renaissance?
» How did the works of northern artists differ from those of the Italian
Renaissance?
» How did Martin Luther challenge the Catholic Church?
» What were the religious and social effects of the Counter-Reformation?
» What drove explorers from the rest of Europe?
» How did Spain build an empire in the Americas?
» How did global trade lead to the rise of capitalism in Europe?
» How did slavery evolve in the American colonies?
» What were the consequences of the slave trade?
» How did the Ottomans build a powerful empire, and what were their
cultural accomplishments?
» How was the Safavid Empire founded and enlarged, and what cultural
elements did it combine?
» What achievements were made by the rulers who held power at the
height of the Mughal Empire?
» How did the Ming dynasty bring stability, prosperity, and isolation to
China?
» How did the Manchus of the Qing dynasty rule China?
» What cultural developments occurred during the Ming and Qing
dynasties?
» How did the Tokugawa Shogunate rule Japan, and in what ways did
culture flourish during the period?
» How did the Choson dynasty shape events in medieval Korea?
Unit 2
» What challenges did King Charles I face when he became emperor
Charles V?
» What were some artistic achievements of Spain’s golden age?
» How did Spain rise and then decline under Philip II?
» What were the main events in the Monarchy of Louis XIV?
» Why were England’s monarch unable to develop absolute monarchies?
» What impact did Europe’s monarchies have on Russia’s Czars?
» What changes led to the dawn of modern science?
» What discoveries occurred in astronomy, physics, and math during the
Scientific Revolution?
» How did the Scientific Revolution affect the Roman Catholic Church?
» How was ‘reason’ able to affect government and society?
» Why did these ideas spread?
» Was America influenced by the Enlightenment Ideas?
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» Did the Scientific Revolution bring about a modern way of thinking?
» What caused the French Revolution?
» Can political change be peaceful?
» When is terror justified?
» How did Emperor Napoleon come to dominate Europe?
» What were Napoleon’s most important policies?
» Was Napoleon a hero for the ideas of the Enlightenment or for the
monarchies of Europe?
Unit 3
» How did the transformation from human and animal power to powerdriven machinery alter society?
» Which economic and/or political event provided Great Britain an
advantage in industrial production?
» Was mass production a benefit to society?
» How did the Industrial Revolution affect society?
» Can the industrial age be sustained?
» Do you think they anticipated today’s negative consequences of the
Industrial Revolution?
» What will be the next development for industrialized societies?
» Which social and /or political reform had the greatest impact on Britain
during the early 1800s.
» Identify the internal political problems faced by France in the late 1800s.
» Who benefited from the birth of the French republic?
» Were the revolutions in the Latin American colonies intended for the poor
or the wealthy?
» Was the Westward expansion of the United States Constitutionally
approved?
» Does the Federal government have the authority to intervene in state
affairs?
» What if nationalism had not stirred in Italy after the Congress of Vienna?
» Does political change require violence?
» Did unification lead to consensus among the citizens of Italy?
» Was the purpose of German unification the creation of democratic
institutions?
» Should an absolute monarch be replaced with a constitution?
» What motive – political, economic, or social; was most important in the
rise of Imperialism.
» Did the British bring more benefits or harm to India?
» Was it wrong for Japan to resist Western imperialism?
» Why would the modern world consider it immoral the way Europeans
gained control of Africa?
Unit 4
» Could World War I have been avoided through diplomacy?
» Could World War I be the natural outcome of Social Darwinism?
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» Which factor was most important in igniting the war – militarism,
alliances, imperialism, or nationalism?
» Why is World War I considered to be the first modern war?
» Could Russia’s Bolshevik revolution been avoided?
» How did the end of World War I bring stability to Europe?
» Could it be said that World War I was fought to end absolutist forms of
government?
» How would you describe the fighting in World War I
» Was Nationalism an intended outcome of Imperialism?
» Can the Depression be considered a failure of the economic, political, and
cultural globalization of the late 19th century?
» Do you think Japan had a right to practice its form of Imperialism?
» Can the political systems adopted by Italy, Germany, and the Soviet
Union be justified as a form of self-preservation?
» Why is economic domination preferred over military domination?
» What would have happened if the United States had maintained its
neutrality policy toward European affairs?
» Did American “Big Business” manipulate the United States into entering
World War II?
» Can the reasons for war justify the casualties of war?
» Have the goals of the United Nations for world peace been achieved?
» Could there have been changes to the provision of the Potsdam
Conference that could have avoided the Cold War?
» Which was a bigger threat the Nazis or the Communists?
» What were the implications of the ‘mutually assured destruction’ policy
adopted by the United States and the Soviet Union?
» Which economic system won – Capitalism or Communism?
» What model has experienced the most success in its decolonization efforts
– Asia, Middle East, Africa, or Latin America?
» Why did the Islamic world become America’s enemy?
» How can the world’s super powers reach a peace agreement?
Unit 5
»
»
»
»
»
»
»
Could there have been changes to the provision of the Potsdam
Conference that could have avoided the Cold War?
Which was a bigger threat the Nazis or the Communists?
What were the implications of the ‘mutually assured destruction’ policy
adopted by the United States and the Soviet Union?
Which economic system won – Capitalism or Communism?
What model has experienced the most success in its decolonization efforts
– Asia, Middle East, Africa, or Latin America?
Why did the Islamic world become America’s enemy?
How can the world’s super powers reach a peace agreement?
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Objectives
Unit 1
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Renaissance, humanism, Leonardo da Vinci, Johannes
Gutenberg, Albrecht Durer, William Shakespeare, Protestant Reformation,
Martin Luther, indulgences, Henry VIII, Catholic Reformation, Council of
Trent
» Explain how the medieval artwork differed from the artwork created
during the Renaissance.
» Evaluate the role of the Italian city-states in the success of the
Renaissance.
» Identify the functions of the Hanseatic League.
» Summarize the various ways that the ideas of the Renaissance were
spread throughout Europe.
» Analyze the Ninety-Five Theses
» Sequence the events that led to England’s break with the Roman Catholic
Church.
» Identify the purpose of the Council of Trent.
» Compare the methods of the Jesuits to those of the Inquisition in halting
the spread of Protestantism.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: caravel, Henry the Navigator, Vasco da Gama,
Christopher Columbus, Ferdinand Magellan, circumnavigate, Sir Francis
Drake, Henry Hudson, encomienda, Hernan Cortes, conquistador,
Moctezuma II, Francisco Pizarro, Atahualpa, viceroys, Bartolome, de las
Casas, Treaty of Tordesillas, Columbian Exchange, mercantilism, balance
of trade, subsidies, capitalism, joint-stock companies, plantations,
triangular trade, Middle Passage, Olaudah Equiano, African Diaspora.
» Assess the reasons why Europeans of the 1400s and 1500s wanted to
explore the world?
» Identify the main goals of the Spanish and Portuguese colonists.
» Contrast the difference between the French colonies in the Americas from
the Spanish colonies.
» Elaborate on which country’s colonization efforts had the greatest impact
on Native American cultures?
» Examine the products of the Colombian Exchange and how they changed
both Europe and the Americas.
» Estimate how the colonists felt about mercantilism.
» Elaborate how the slave trade affected people in Africa and those that
were outside of Africa.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
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but not limited to: ghazis, Ottomans, sultan, Janissaries, Mehmed II,
Suleyman I, shah, ‘Abbas, Babur, Mughal Empire, Akbar the Great,
Sikhism, Shah Jahan, Taj Mahal, Aurangzeb, Hongwu, Yonglo, Zheng He,
Matteo Ricci, Kangxi, Qianlong, Lord George Macartney, samurai,
Bushido, Zen Buddhism, shogun, daimyo, Tokugawa leyasu, haiku,
kabuki, Yi Song-gye.
» Recall when the Ottoman Empire captured the city Constantinople, and
why was the city’s conquest significant?
» Analyze how religion divided the Ottoman and Safavid empires, and how
did this division affect the two empires’ relationship?
» Recall how Akbar brought stability to the Mughal Empire.
» Contrast the religious policies of later Mughal rulers from those of the
earlier rulers.
» Describe China’s relationship with the outside world during the Ming
dynasty?
» Analyze how the Tokugawa Shogunate brought stability, peace, and
prosperity to Japan.
» Elaborate on the common factors that motivated rulers in medieval Japan
and Korea to close their societies to the outside world.
Unit 2
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: absolute monarch, divine right, Charles V, Peace of
Augsburg, Philip II, el Greco, Diego Velazquez, Miguel de Cervantes,
Sister Juana Ines de la Cruz, Spanish Armada, Huguenot, Saint
Bartholomew’s Day Massacre, Henry IV Edict of Nantes, Louis, XIII,
Cardinal Richelieu, Louis XIV, War of the Spanish Succession, Treaty of
Utrecht, Puritans, Charles I, Royalists, Oliver Cromwell, commonwealth,
Restoration, Charles II, William and Mary, Glorious Revolution,
constitutional monarchy, boyars, czar, Ivan IV, Peter the Great,
westernization, Catherine the Great, Thirty Years’ War , Treaty of
Westphalia, Maria Theresa, Frederick the Great
» Recall the two reasons why Charles V had a difficult time ruling his
empire.
» Sequence the events that led to the defeat of the Spanish Armada’s
invasion of England.
» Identify the event in Paris on August, 24, 1572.
» Appraise the actions of Cardinal Richelieu in crushing the power of the
nobles and the Huguenots.
» Identify how Cromwell changed English society.
» Contrast the monarchies of Spain and France with that of England’s
monarchy.
» Compare and contrast the high and low points of Peter the Great’s rule.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
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but not limited to: geocentric theory, Scientific Revolution, scientific
method, Rene Descartes, Nicolaus Copernicus, heliocentric theory, Galileo
Galilei, Isaac Newton, Enlightenment, salons, social contract, John Locke,
Jean-Jacques Rousseau, Baron de Montesquieu, philosophes, Voltaire,
enlightenment despots, Stamp Act, Thomas Jefferson, Benjamin Franklin,
George Washington, Treaty of Paris, James Madison, federal system.
» Recall what Nicolaus Copernicus discovered about the universe?
» Explain how Galileo’s beliefs about Copernican theory bring him into
conflict with the church?
» Define the Enlightenment.
» Compare and contrast Thomas Hobbes’ and John Locke’s ideas about a
social contract.
» Contrast traditional monarchs and enlightened despots.
» Analyze the contributions made by Enlightenment thinkers like
Montesquieu, Voltaire, Locke, and Rousseau to the Constitution and the
Bill of Rights.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Old Order, King Louis XVI, Marie-Antoinette, First
Estate, Second Estate, Third Estate, bourgeoisie, sans culottes,
Declaration of the Rights of Man and of the Citizen, radical, Maximilien
Robespierre, guillotine, counterrevolution, Reign of Terror, Napoleon
Bonaparte, Admiral Horatio Nelson, coup detat, plebiscite, Continental
System, nationalism, Czar Alexander I, Hundred Days, Duke of
Wellington, Prince Klemens von Metternich, Charles Maurice de
Talleyrand, indemnity, reactionary
» List the groups within the Estates.
» Summarize what happened at the Bastille on July 14, 1789.
» Elaborate how the foreign policy of other countries affected the
development of the French government.
» Recall the reaction of other countries to the execution of Louis XVI.
» Analyze the impact of the revolution on the institution of religion in
France.
» Evaluate the impact of Napoleon’s policies on the common people.
» Contrast how the Congress of Vienna transformed the map of Europe.
Unit 3
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Industrial Revolution, enclosure movement, factors of
production, cottage industry, factory, industrialization, Jethro Tull,
Richard Arkwright, james Watt, Robert Fulton, labor union, strike, mass
production, interchangeable parts, assembly line, laissez-faire, Adam
Smith, Thomas Malthus, entrepreneur, Andrew Carnegie, socialism, Karl
Marx, communism, standard of living.
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» Recall the natural resources that enabled the Industrial Revolution to
begin in Great Britain?
» Sequence the steps that allowed the cotton gin to affect slavery in the
United States.
» Identify the Luddites and what they did.
» Analyze the hazards of working in the early factories.
» List the industrialists that gained wealth and power in the United States.
» Contrast Socialism and Communism.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Michael Faraday, Thomas Edison, Bessemer process,
Henry Ford, Wilbur and Orville Wright, telegraph, Samuel Morse,
Alexander Graham Bell, Guglielmo Marconi; Charles Darwin, Marie and
Pierre Curie, radioactivity, Albert Einstein, Louis Pasteur, pasteurization,
anesthetic, Ivan Pavlov, Sigmund Freund; urbanization, romanticism,
William Wordsworth, Ludwig van Beethoven, realism, Charles Dickens,
Leo Tolstoy, Henrik Ibsen, impressionism
» Summarize what were Thomas Edison’s contributions to advances in
technology.
» Explain how did the expansion of railroads affect commerce.
» Predict how might the invention of the telegraph have affected global
diplomacy.
» Identify what is pasteurization.
» Explain the importance of Mendeleyev’s chart of elements.
» Analyze the relationship between Pavlov’s experiments with dogs and
human behavior.
» Evaluate the impact of urbanization.
» Analyze the reasons why some artists and writers turned to romanticism.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Queen Victoria, Victorian Era, Benjamin Disraeli,
suffrage, Emmeline Pankhurst, Louis Philippe, Dreyfus affair, antiSemitism, Theodor Herzl, Zionism, Toussaint L’Ouverture, creoles,
peninsulares, Miguel Hidalgo, Jose Maria Morelos, Simon Bolivar, Jose de
San Martin, Pedro I, Louisiana Purchase, Monroe Doctrine, manifest
destiny, Trail of Tears, abolition, Abraham Lincoln, secession,
Emancipation Proclamation.
» Identify the extreme measures women took to gain the right to vote in
Britain.
» Identify Klemens von Metternich.
» Analyze the impact of Louis Philippe on France.
» Sequence the events that Toussaint L’Ouverture did to free Haiti from
French rule.
» Identify the cause and effect that allowed Simon Bolivar to gain
independence for South America?
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» Analyze the role of the peninsulares in Latin American society during the
1800s.
» Evaluate the pros and cons of America’s westward expansion.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Giuseppe Mazzini, Camilo di Cavour, Giuseppe
Garibaldi, Red Shirts, Victor Emmanuel, Frederick Wilhelm IV, Zollverein,
Otto von Bismarck, Wilhelm I, realpolitik, Austro-Prussian War, FrancoPrussian War, Franz Joseph I, Magyars, Dual Monarchy, Crimean War,
Balkan Wars, Young Turks, Autocracy, serfs, Alexander II, pogroms,
Trans-Siberian Railroad, Russo-Japanese War, socialist republic, Vladimir
Lenin, Bloody Sunday, Duma.
» Describe the events that led to the unification of Italy.
» Analyze the social and political challenges facing Italy after its unification.
» Compare and contrast the Franco-Prussian War and the Austro-Prussian
War.
» Identify the contributions made by the Zollverein.
» Identify the cause and effect that affected change in Austria.
» Judge the actions of the Congress of Berlin.
» Discuss the conditions present for revolution in Russian at the turn of the
century.
» Evaluate why the revolution of 1905 failed.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: British East India Company, Sepoy Mutiny, Raj, Indian
National Congress, Muslim League, unequal treaties, extraterritoriality,
Taiping Rebellion, Boxer Rebellion, Sun Yixian, Treaty of Kanagawa,
Emperor Meiji, Sino-Japanese War, Social Darwinism, Cecil Rhodes, Suez
Canal, Berlin Conference, Leopold II, Shaka, Menelik II, Antonio Lopez de
Santa Anna, Porfirio Diaz, Emiliano Zapata, Francisco “ Pancho” Villa,
Venustiano Carranza, Jose Marti, Spanish-American War, Emilio
Aguinaldo, Roosevelt Corollary.
» Discuss the role that the British East India Company had in India until
1857.
» Predict the impact of British rule on Indian nationalism.
» Identify the ways European imperialism contributed to the downfall of the
Qing dynasty in China.
» Compare and contrast the type of resistance against imperialism used by
China and Japan.
» List the outcomes of the Berlin Conference.
» Review the European motivation to conquer Africa
» List the major events of the Mexican Revolution.
Unit 4
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
New Brunswick Public Schools
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World History
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but not limited to: Triple Alliance, Triple Entente, Franz Ferdinand, Gavrilo
Princip, neutral, Central Powers, Allied Powers, Western Front, trench
warfare, total war, propaganda, Battle of Verdun, Gallipoli Campaign,
genocide, Bolsheviks, Grigory Rasputin, Marxism-Leninism, Leon Trotsky,
New Economic Policy, Woodrow Wilson, U-boats, Zimmermann Note,
armistice, Fourteen Points, Treaty of Versailles, League of Nations,
mandates, Balfour Declaration.
» Recall the two major alliances in Europe leading up to World War I.
» Identify the conflicting national interests that set the stage for World War
I.
» List the Allied powers and the Central powers.
» Evaluate the role of propaganda in World War I.
» Summarize the reasons why the United States entered World War I.
» Summarize the general attitude of the Russian people toward their
government in the early 1900s.
» Summarize the rise of Communism in the former Soviet Union.
» List the major provisions of the Versailles Treaty.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Jiang Jieshi, Mao Zedong, Long March, Amritsar
Massacre, Mohandas Gandhi, Kemal Ataturk, credit, black Tuesday, Great
Depression, Franklin Delano Roosevelt, New Deal, John Maynard Keynes,
Smoot-Hawley Tariff Act, Manchurian Incident, Manchukuo, AntiComintern Pact, Nanjing Massacre, Benito Mussolini, fascism,
totalitarianism, Joseph Stalin, Gulag, Adolf Hitler, Nazi Party, antiSemitism, Nuremberg laws, Kristallnacht.
» Identify who were Jiang Jieshi and Mao Zedong.
» Compare the post war reactions of China, India, Middle East and African
countries.
» Describe the state of the American economy throughout most of the
1920s.
» Evaluate the impact of the Smoot-Hawley Tariff Act.
» Describe Japan’s position in the world after World War I.
» Identify Japan’s solution for international industrial competition.
» Describe how Benito Mussolini used fascism and totalitarianism to rule
Italy.
» Recall the steps Joseph Stalin took to modernize the Soviet economy.
» Sequence the events that allowed Adolf Hitler to rise to power in
Germany.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: appeasement, Winston Churchill, Axis Powers,
nonaggression pact, blitzkrieg, Allies, Battle of Britain, Hideki Tojo,
isolationism, Erwin Rommel, Battle of El Alamein, Dwight D. Eisenhower,
Siege of Leningrad, Battle of Stalingrad, Douglas MacArthur, Bataan
Death March, Battle of Midway, Battle of Guadalcanal, kamikazes,
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deported, Final Solution, ghetto, concentration camps, Holocaust, D-Day,
V-E Day, Battle of Iwo Jima, battle of Okinawa, Harry S. Truman,
Hirohito, V-J Day, Yalta Conference, United Nations, Potsdam Conference.
» Recall how Great Britain and France responded to Hitler’s aggression in
the late 1930s.
» Contrast the German attacks on France and Britain.
» List the reason for Japan’s attack on Pearl Harbor.
» List the sequence of events that led to the winning of the Atlantic.
» Evaluate the effect of winning the battle of Midway.
» Judge Hitler’s decision to invade Russia?
» Analyze Nazi treatment of minorities focusing on the Jewish population.
» Analyze the sequence of events leading to the end of the war.
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Nuremberg trials, Cold War, iron curtain, Truman
Doctrine, Marshall Plan, containment, Berlin airlift, NATO, Warsaw Pact,
hydrogen bomb, deterrence, arms race, Sputnik, Bay of Pigs invasion,
Cuban Missile crisis, nonaligned nations, détente, Martin Luther King Jr.,
counterculture, Solidarity, Mikhail Gorbachev, glasnost, perestroika,
Velvet Revolution, Boris Yeltsin, ethnic cleansing, Saddam Hussein,
Persian Gulf War, al Qaeda, Osama bin Laden, Taliban.
» Trace the beginnings of the Cold War.
» Contrast the Allied plans for Eastern Europe.
» Define the U.S. policy of containment.
» Analyze the competition between the United States and the Soviet Union.
» Identify the cultural changes the occurred in the United States after World
War II.
» Restate Mikhail Gorbachev‘s glasnost and perestroika policies.
» Analyze the events leading to the breakup of the Soviet Union.
» Evaluate the methods of decolonization that occurred after World War
Unit 5
» In order to effectively respond to Essential Questions, students will
identify key terms, processes, events, places, forces, and people including
but not limited to: Nuremberg trials, Cold War, iron curtain, Truman
Doctrine, Marshall Plan, containment, Berlin airlift, NATO, Warsaw Pact,
hydrogen bomb, deterrence, arms race, Sputnik, Bay of Pigs invasion,
Cuban Missile crisis, nonaligned nations, détente, Martin Luther King Jr.,
counterculture, Solidarity, Mikhail Gorbachev, glasnost, perestroika,
Velvet Revolution, Boris Yeltsin, ethnic cleansing, Saddam Hussein,
Persian Gulf War, al Qaeda, Osama bin Laden, Taliban.
» Trace the beginnings of the Cold War.
» Contrast the Allied plans for Eastern Europe.
» Define the U.S. policy of containment.
» Analyze the competition between the United States and the Soviet Union.
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World History
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» Identify the cultural changes the occurred in the United States after World
War II.
» Restate Mikhail Gorbachev‘s glasnost and perestroika policies.
» Analyze the events leading to the breakup of the Soviet Union.
» Evaluate the methods of decolonization that occurred after World War II.
» Analyze the foundation of the conflict between the Islamic and the
Modern world.
New Brunswick Public Schools
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2006/2007