Download World History Pacing Guide 2013-2014 Unit 1: Historical Skills

World History Pacing Guide 2013-2014
Unit 1: Historical
Skills & River
Civilizations
Unit 2: Ancient
Empires
Unit 3: The
Middle Ages
Unit 4: Age of
Exploration
Unit 5: Age of
Revolutions
(September 16- 27)
(October 1-11)
(October 14-28)
(October29November 15)
Priority
Standards
Priority
Standards
Priority
Standards
Priority
Standards
(August 27September 13)
Priority
Standards
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH.H.2.1
WH.H.2.2
WH.H.2.3
WH.H.2.7
WH.H.2.8
WH H.2.2
WH H.2.3
WH H.2.4
WH H.2.5
WH H.2.6
WH H.2.7
WH H.2.8
WH H.2.9
WH H.2.4
WH H.2.5
WH H.2.6
WH H.3.1
WH H.3.2
WH H.3.3
WH H.3.4
WH H.4.3
WH H.3.1
WH H.4.1
WH H.4.2
WH H.4.3
WH H.4.4
WH H.5.1
WH H.5.2
WH H.5.3
WH H.5.4
WH H.6.1
WH H.6.1
WH H.6.2
WH H.6.3
WH H.6.4
Unit 6: World Wars
Unit: 7 Post WWII
(November 18December 6)
(December 9January 3)
Priority
Standards
Priority
Standards
WH H.4.4
WH H.6.2
WH H.7.1
WH H.7.2
WH H.7.3
WH H.7.4
WH H.7.5
WH H.7.6
WH H.8.1
WH H.8.2
WH H.8.3
WH H.8.4
WH H.8.5
WH H.8.6
WH H.8.7
Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins.
Buffer/Common Exam Review (January 6-January 10)
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World History Pacing Guide 2013-2014
Unit 2:
North Carolina Essential Standards:
Ancient Empires
*WH.H.1, WH.H.2
Clarifying Objectives:
Time Frame:
September 16-27
(10 days)
WH.H.1.1, WH.H.1.2, WH.H.1.3, WH.H.1.4, WH.H.2.2,
WH.H.2.3, WH.H.2.4, WH.H. 2.5, WH.H.2.6, WH.H.2.7,
WH.H.2.8, WH.H.2.9
Priority Standards
WH.H.1
Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand
the creation and development of the United States over time.
*(Essential Standard WH.H.1 and its clarifying objectives are embedded and taught throughout each unit.)
WH.H.2
Analyze ancient civilizations and empires in terms of their development, growth and lasting impact.
Unpacking (What students need to understand). These can be used to write your enduring understandings.
WH.H.H.1
 Chronological thinking is the foundation of historical reasoning—the ability to examine relationships among historical events and
to explain historical causality.
WH.H.1.2
 Historical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under
investigation.
 Historical narratives are researched stories or accounts that describe or interpret historical events.
 Comprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the
past. What, for example, were their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and
weaknesses?
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World History Pacing Guide 2013-2014

Comprehending a historical passage or narrative requires the appreciation for and the development of historical perspective—
judging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal and/or
contemporary norms and values. How then did the social, political, cultural, or economic world of certain individuals and groups
possibly influence their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses?
WH.H.1.3
 Historical analysis involves more than a single source. Such an analysis would involve a rich variety of historical documents and
artifacts that present alternative voices, accounts, and interpretations or perspectives on the past.
 The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right
answer, one essential fact, or one authoritative interpretation that can be used to explain the past. Historians may differ on the
facts they incorporate in the development of their narratives and disagree as well on how those facts are to be interpreted. Thus,
written history is a “dialogue” among historians, not only about what happened but about the historical interpretation of why and
how events unfolded.
 Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly
contributed to those actions taken by individuals and groups in the past.
 The past inevitably has a degree of relevance to one’s own times.
WH.H.1.4
 Historical inquiry, the research or investigation of past events, often begins with a historical question. Historical questions
typically address “how” and/or “why” past decisions were made, past actions were taken, or past events occurred.
 Historical inquiry, the research or investigation of past events, requires the acquisition and analysis of historical data and
documents beyond the classroom textbook.
 Historical inquiry, the research or investigation of past events, will allow them to analyze preexisting interpretations, to raise new
questions about an historical event, to investigate the perspectives of those whose voices do not appear in the textbook
accounts, or to investigate an issue that the textbook largely or in part bypassed.
WH.H.2.2
 As a society increases in complexity and interacts with other societies, the complexity of government increases.
 Distribution of power in government is often the result of how it is organized combined with contemporary values and beliefs.
 Culture and society shape and change how a government is organized and carries out responsibilities.
WH.H.2.3
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World History Pacing Guide 2013-2014
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Written codes of law establish legal rules and regulations that govern a society as well as inform those in the society of
acceptable and unacceptable behavior.
Unifying laws into a written “code” can be a unifying factor for a society while reflecting also duties and obligations of those in the
society.
Both effective distribution of power in government and order within a society can result from the creation of a written code of
laws.
WH.H.2.4
 As cultural exchange and diffusion dramatically increases religions, achievements and traditions emerge that endure and come
to represent cultural legacies.
 Conquest and invasion affect the spread of culture and ideas as well as the status of economic and political power.
 The achievements of a society often contribute to its economic and political expansion as well as its cultural influence on those
outside the society. For example: The “silk roads” connecting the Chinese and Romans empires I trade and how these “roads”
impact both societies and the people of Central Asia through which they passed.
WH.H.2.5
 Connections between and among empires may not only lead to geopolitical expansion or decline but also to the rise and spread
of religious practices.
 Toleration of religious practices and beliefs often encourages the growth of religion within an empire and may help guarantee its
success or lead to conflict and eventual decline.
WH.H.2.6
 Interaction among and between nations increase economic, technological and cultural achievements.
 Movement and interaction of people and ideas affects all societies involved.
 Increased contact between varying religious thoughts allows for a greater exchange of ideas.
 Advances in technology prompts increased trade and opportunities for wealth.
WH.H.2.7
 Territorial conflicts lead to the rise and fall of empires.
 The movement of people, goods and ideas bring about the rise and spread of new belief systems that may unify societies --but
they may also facilitate major sources of tension and conflict.
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
Commercial and agricultural improvements create new wealth and opportunities for empires.
Trade routes increase cultural diffusion politically, socially, and economically.
WH.H.2.8
 Religion and economics shapes an empire’s social hierarchy and as a result the lives of various groups of people.
 Slavery changes as contact among cultures increases and societies become more sophisticated.
 The hierarchal structure of society influences the development of civilizations.
 Social class and caste systems compartmentalize and limit diversity within society
Unpacking Historical Understanding
“Unpacked” Concepts (What students need to
“Unpacked” Skills (What students must be able to do)
know)
WH.H.1.1 Use Chronological thinking to:
WH.H.1.1
1. Identify the structure of a historical narrative or story: (its
 Deconstruct the temporal structure of various types of
beginning, middle and end)
historical narratives or stories. Thus, students will be able to
2. Interpret data presented in time lines and create time lines
think forward from the beginning of an event, problem, or
issue through its development, and anticipate some outcome;
or to work backward from some issue, problem, or event in
order to explain its origins or development over time.
 Interpret data presented in time lines in order to identify
patterns of historical succession (change) and historical
duration (continuity).
 Create time lines to record events according to the temporal
order in which they occurred and to reconstruct patterns of
historical succession and duration.
WH.H.1.2 Use Historical Comprehension to:
1. Reconstruct the literal meaning of a historical passage
2. Differentiate between historical facts and historical
WH.H.1.2
 Reconstruct the literal meaning of a historical passage by
identifying who was involved, what happened, where it
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World History Pacing Guide 2013-2014
interpretation
3. Analyze data in historical maps
4. Analyze visual, literary and musical sources
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WH.H.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems in the past
2. Consider multiple perspectives of various peoples in the
past
3. Analyze cause-and-effect relationships and multiple
causation.
4. Evaluate competing historical narratives and debates
among historians.
5. Evaluate the influence of the past on contemporary
issues.
happened, what events led to these developments, and what
consequences or outcomes followed.
Differentiate between historical facts and historical
interpretations but acknowledge that the two are related; that
the facts the historian reports are selected and reflect
therefore the historian's judgment of what is most significant
about the past.
Analyze historical data and sources beyond written passages
or narratives in order to clarify, illustrate or elaborate on data
presented in historical passages or narratives. This data
includes historical maps.
Analyze historical data and sources beyond written passages
or narratives in order to clarify, illustrate or elaborate on data
presented in historical passages or narratives. This data
includes, but is not limited to, visual, mathematical, and
quantitative data presented in a variety of graphic organizers,
photographs, political cartoons, paintings, music and
architecture.
WH.H.1.3
 Identify issues and problems in the past and analyze the
interests, values, perspectives, and points of view of
those involved in the situation. Consequently, the student
will be able to use criteria to judge the past in consideration
of the historical context in which the events unfolded and not
solely in terms of personal and/or contemporary norms and
values.
 Consider multiple perspectives of various peoples in the past
by demonstrating their differing motives, beliefs,
interests, hopes, and fears.
 Analyze past events in terms of cause and effect
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World History Pacing Guide 2013-2014
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
WH.H.1.4 Use Historical Research to:
1. Formulate historical questions
2. Obtain historical data from a variety of sources
3. Support interpretations with historical evidence
 Construct analytical essays using historical evidence to
support arguments.
relationships. The student will be able to consider multiple
causes of past events by demonstrating the importance
of the individual in history; the influence of ideas, human
interests, and beliefs; and the role of chance, the
accidental and the irrational.
Use specific criteria to critique competing historical
interpretations of past events in order to differentiate
between expressions of opinion and informed
hypotheses grounded in historical evidence.
Use specific criteria to judge the relevance of the past to
contemporary events and their own lives through a variety of
classroom settings such as debates, simulations, and
seminars.
WH.H.1.4
 Formulate historical questions by deconstructing a variety of
sources, such as historical narratives and passages,
including eyewitness accounts, letters, diaries, artifacts,
photos, historical sites, art, architecture, and other records
from the past.
 Collect historical data from a variety of sources, to help
answer historical questions. These sources include library
and museum collections, historic sites, historical photos,
journals, diaries, eyewitness accounts, newspapers, and the
like; documentary films, oral testimony from living witnesses,
censuses, tax records, city directories, statistical
compilations, and economic indicators.
 Interpret historical data, construct reasoned arguments and
draw conclusions using historical evidence collected from a
variety of sources.
 Create analytical essays that demonstrate historical
interpretations, analysis, conclusions, and supporting
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World History Pacing Guide 2013-2014
evidence from a variety of sources.
Clarifying Objective
“Unpacked” Concepts (What students need to know)
WH.H.2.1
WH.H.2.1
Compare how different
 How and why geographic issues such as flooding,
geographic issues of the
natural barriers, drought, famine and limited fertile
ancient period influenced
land influenced the settlement, trade interactions
settlement, trading networks
and sustainability of ancient civilizations
and the sustainability of
 Various settlement patterns that result in the rise of
various ancient civilizations
early river valley civilizations. For example:
(e.g., flooding, fertile
Knowing how a particular group used available
crescent, confluence, limited
resources in its region to help develop a
fertile lands, etc.).
settlement.
 The physical geography of a region helps shape
the development of trade and the flow of migration
in early and ancient civilization.
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“Unpacked” Skills (What students must
be able to do) I Can Statements
WH.H.2.1
 I can explain the differences between
nomadic and settled peoples.
 I can explain how and why
geographic issues (flooding, natural
barriers, drought, famine, limited
fertile land, etc.) influenced the early
settlement and sustainability of
ancient civilizations.
 I can explain how and why
geographic issues (flooding, natural
barriers, drought, famine, limited
fertile land, etc.) influenced the
trading and migration patterns of
ancient people groups and
civilizations.
 I can identify the patterns that
resulted in the rise of early river valley
civilizations.
 I can compare different early river
valley civilizations in terms of how
they settled, grew, used resources,
traded, and declined.
 I can explain how people used and
attempted to control rivers to promote
World History Pacing Guide 2013-2014
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WH.H.2.2
Analyze the governments of
ancient civilizations in terms
of their development,
structure and function within
various societies (e.g.,
theocracy, democracy,
oligarchy, tyranny,
aristocracy, etc.).
WH.H.2.3
Explain how codifying laws
met the needs of ancient
societies (e.g., Hammurabi,
WH.H.2.2
 The role that religion played in unifying and
centrally governing expanding territories with
diverse populations.
 How ancient civilizations developed and expanded
into empires of unprecedented size and diversity
by creating centralized governments and by
promoting commerce and a common culture.
For example: Greece, Rome, India and China
 Various types of governments that existed within
ancient civilizations
 The structure of government in major ancient
civilizations around the globe
 How and why the function of government in major
ancient civilizations around the globe differed
depending on the type of government system that
was in place.
communication, trade, and
agriculture.
I can analyze the role of the
Mediterranean Sea in the creation of
trade networks between different
civilizations.
WH.H.2.2
 I can differentiate between
civilizations and empires.
 I can explain how civilizations
developed into empires through the
use of centralized governments and
the promotion of commerce/trade.
 I can analyze the development,
structure, and function of the
governments of ancient empires,
especially those in Greece, Rome,
India, and China
 I can define theocracy, democracy,
oligarchy, tyranny, monarchy,
bureaucracy, and aristocracy and
provide examples of each in the
ancient world.
 I can connect ideas about
government in the ancient world with
ideas about government in modern
societies.
WH.H.2.3
WH.H.2.3
 I can define the word “codify” in the
 The meaning of codify and what it means when
context of laws or legal systems.
used in context with laws or legal systems For
 I can compare different ancient law
example: -To organize into a code or system, such
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World History Pacing Guide 2013-2014
Draco, Justinian,
Theodosius, etc.).
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WH.H.2.4
Analyze the rise and spread
of various empires in terms
of influence, achievements
and lasting impact (e.g.,
Mongol, Mughal, Ottoman,
Ming, Mesoamerica, Inca,
Imperial states in Africa,
etc.).
as body of law; “Hammurabi codified the laws”
How written law such as Hammurabi and Justinian
Law Codes reinforced the belief that government
had a responsibility for what behaviors were
acceptable in a society and the consequences of
unacceptable behaviors
How and why codifying laws centralized power for
ancient rulers
How and why Draco’s laws lead to the
development of democracy in Ancient Greece
WH.H.2.4
 Ancient and classical civilizations declined as a
result of internal weaknesses and external
invasions, but they left lasting legacies for future
civilizations. For examples: Manchu Pichu; the
Pyramids of Egypt; Greek and Roman art,
literature, architecture and systems of government;
Chinese Silk Road, paper money; Indian decimal
system; Africa’s system of irrigation and
mathematics; etc.
 That the ways in which ancient empires expanded
and controlled their lands and the people within
those lands helped spread their political, military,
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codes (Hammurabi’s Code, Draco’s
laws, Justinian code, Theodosius,
etc.) in terms of their requirements
and roles in their societies.
 I can explain how codifying laws met
the needs of ancient societies.
 I can evaluate how written codes of
laws were used to unify societies by
establishing rules of conduct, the
distribution of power among different
groups, a common legal system, and
centralized power for ancient rulers.
 I can analyze how written law
reinforced the belief that government
had a responsibility for maintaining
acceptable behavior in a society.
 I can explain how and why Draco’s
laws led to the development of
democracy in ancient Greece.
WH.H.2.4
 I can analyze the rise and spread of
various empires in Europe, the
Americas, Asia, and Africa in terms of
their influence, achievements, and
lasting impact.
 I can explain how the achievements
of a society contribute to its
economic, political, and cultural
influence.
 I can define conquest, invasion, and
cultural diffusion.
 I can explain how different ancient
World History Pacing Guide 2013-2014
economic, and cultural influence across continents
and established legacies that were long lasting.
For examples: A firm lasting unification in China,
expansion of Islam, etc.
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civilizations/empires declined as a
result of internal weakness and
external invasions by using examples
from different parts of the world.
I can identify the legacies that ancient
civilizations/empires left behind for
future generations (building
projects/monuments, art, literature,
architecture, government, currency,
decimal system, irrigation,
mathematics, the Silk Road, etc.).
I can evaluate how the ways in which
ancient empires expanded and
controlled their lands helped spread
their political, military, economic, and
cultural influence across continents
and established long-lasting legacies
(unification of China, etc.).
I can explain the rise and spread of
the different Islamic empires through
conquest, invasion, trade, and
cultural diffusion.
I can identify the important
achievements and lasting impact of
Islamic empires.
I can evaluate how the ways in which
ancient and medieval empires
expanded and controlled their lands
helped spread their cultural influence
across continents and established
long-lasting legacies (expansion of
World History Pacing Guide 2013-2014
Islam, etc.).
WH.H.2.5
Analyze the development
and growth of major Eastern
and Western religions (e.g.,
Including but not limited to
Buddhism, Christianity,
Confucianism, Hinduism,
Islam, Judaism, and
Shintoism, etc.).
WH.H.2.5
WH.H.2.5
 I can identify and explain the core
 Differences between monotheistic and polytheistic
beliefs of major Eastern and Western
belief systems and how they impact the political,
religions such as Judaism, Hinduism,
economic and cultural development and/or
Buddhism, Confucianism,
expansion of major empires.
Christianity, and Islam.
 The meaning of the term medieval.
 I can compare the tenets, actions,
 How and why the introduction of various religions
and expansion of major world
impacted the values and beliefs of both Eastern
religions.
and Western civilizations. For example:
 I can define monotheism, polytheism,
 The wide spread of Christianity in the
and atheism.
Roman empire.
 I can compare the characteristics of
 The casual connections between the
monotheistic and polytheistic belief
breakup of the unified. Roman and Han
systems.
empires and the spread of Christianity

I can analyze how belief systems
and Buddhism
(particularly Christianity, Buddhism,
 Major beliefs and practices of
and Islam) spread through cultural
Brahmanism in India and how they
diffusion, trade, geopolitical
evolved into early Hinduism
expansion/conquest, and the work of
 Christianity and Buddhism winning
missionaries.
converts among culturally diverse
 I can explain how and why the
peoples across wide area of Afrointroduction of various religions
Eurasia
impacted the values and beliefs of
 Islam winning converts among culturally
both Eastern and Western
diverse peoples across wide area of
civilizations.
Afro-Eurasia
o I can analyze how religion can
 The emergence of a center of Islamic
be a unifying factor in different
civilization in Iberia and its economic and
cultures, particularly
cultural influence
Christianity in Europe and
 Contributing factors that led to the expansion of
Islam in the Middle East.
religious influences and practices in and across
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World History Pacing Guide 2013-2014
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WH.H.2.6
Analyze the interaction
between the Islamic world
and Europe and Asia in
Europe, Asia and Africa.
The similarities between the tenets of various world
religions that developed in the medieval period
(e.g., Buddhism, Christianity, Confucianism, Islam,
Judaism, Sikhism, and Taoism) and their patterns
of expansion.
Why the location, economic and religious
importance of Constantinople was a source of
conflict between civilizations but also enabled the
spread of Christianity.
The extent to which the Byzantine Empire
influenced the Islamic world and Western Europe.
WH.H.2.6
 How and why the extent to which interaction
between the Islamic world and medieval Europe
increased trade, enhanced technology innovation,
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I can analyze how religion can
be a dividing factor in different
cultures, such as how
Christianity hastened the fall of
the Roman Empire and
Buddhism helped divide the
Han Empire.
o I can explain the impact of the
introduction of Islam in Spain.
 I can explain how religious beliefs
and practices change over time.
o I can trace how Brahmanism in
India evolved into early
Hinduism.
o I can summarize how
Christianity developed from
Judaism.
o I can identify how and why
Islam split into competing
sects.
 I can summarize the role of
Constantinople in the spread of
Christianity and religious conflict as
well as the reasons for the city’s
importance.
 I can evaluate the impact of the
Byzantine Empire on both the Islamic
world and Western Europe.
WH.H.2.6
 I can evaluate the extent to which
interaction between the Islamic world
and medieval Europe increased
o
World History Pacing Guide 2013-2014
terms of increased trade,
enhanced technology
innovation, and an impact
on scientific thought and the
arts.
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WH.H.2.7
Analyze the relationship
between trade routes and
the development and
decline of major empires
(e.g. Ghana, Mali, Songhai,
Greece, Rome, China,
Mughal, Mongol,
Mesoamerica, Inca, etc.).
and impacted scientific thought and the arts.
How and why Islamic cultural achievements
influenced European technological advances.
Why the discovery of the many new goods, people
and information that was carried back to Europe
was due to advances in navigational technology
and increased trade and was a contributing factor
that would later lead to the Renaissance.
The extent to which the Byzantine Empire
influenced the Islamic world and Western Europe.
WH.H.2.7
 How and why the emergence of empires in Asia,
Africa, Europe and the Americas resulted from the
promotion of interregional trade, cultural
exchanges, new technologies, urbanization, and
centralized political organization.
 How and why ancient trade routes in West Africa
allowed for the development of major empires.
 How maritime and overland trade routes such as
the African caravan and Silk Road impacted
urbanization, transportation, communication, and
the development of international trade centers.
 Why increased trade affected the balance of power
of major empires.
For example:
1. The accumulation of power by the Romans
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trade, enhanced technological
innovation, and impacted scientific
thought and the arts.
 I can explain how and why Islamic
cultural achievements influenced
European technological
advancements.
 I can explain how advances in
navigational technology, increased
trade, and the Crusades led to the
discovery of many new goods,
people, and information for medieval
Europe.
 I can evaluate how these discoveries
later helped contribute to economic
recovery and Renaissance.
WH.H.2.7
 I can define urbanization and trade.
 I can analyze the importance of the
Silk Road for ancient cultures in the
East and the West.
 I can explain how trade increases
cultural diffusion and the spread of
ideas.
 I can explain how trade, cultural
exchange, urbanization, new
technologies, and centralized political
organization all helped promote the
emergence of empires around the
world.
 I can explain how maritime
(Mediterranean, river routes) and
World History Pacing Guide 2013-2014

WH.H.2.8
Compare the conditions,
racial composition, and
status of social classes,
castes, and slaves and
analyze changes in those
elements in ancient
societies
2. The prominence of Timbuktu in Africa
How and why ancient trade routes increased the
power and influence among African trading states.
WH.H.2.8
 The caste system limited the social mobility within
India.
 How ancient and classical societies address social
imbalances and inequalities.
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overland (Silk Road, west African
routes) trade routes affected
urbanization, transportation,
communication, and the development
of trade centers used by multiple
cultures and empires.
 I can analyze how ancient trade
routes in West Africa allowed for the
development of empires and
increased power/influence among
African trading states.
 I can analyze the relationship
between trade routes and the
development and decline of major
empires such as those in Ghana,
Mali, Songhai, Greece, Rome, China,
Mughal, Mongol, Mesoamerica, Inca,
etc.
WH.H.2.8
 I can identify social structures and
class systems in different ancient
cultures.
 I can evaluate how those social
structures reflected religious and
cultural beliefs.
 I can explain how the caste system
limited social mobility in India.
 I can provide examples of how
ancient and classical societies
addressed social imbalances and
inequities.
 I can evaluate the presence and role
World History Pacing Guide 2013-2014
of slavery in different societies.
I can compare social structures, class
systems, and slavery in different parts
of the world.
WH.H.2.9
 I can evaluate the achievements of
ancient civilizations in terms of their
enduring cultural impact.

WH.H.2.9
Evaluate the achievements
of ancient civilizations in
terms of their enduring
cultural impact.
WH.H.2.9
 Evaluate the achievements of ancient civilizations
in terms of their enduring cultural impact.
Essential Factual Content
Resources
Essential Vocabulary
Major Eastern and Western
religions such as Judaism,
Hinduism, Buddhism,
Confucianism, Christianity,
and Islam, Christianity,
India was birth-place of two
major religions—Hinduism &
Buddhism, Pillars of Indian
Life, villages, joint families,
Maurya and Gupta empires
of India, Philosophy and
Religion in China, Strong
Rulers unite China (The Qin
and Han dynasties, the Great
Wall, Silk Road, Chinese
inventions (making paper out
of wood pulp, advances in
medicine, invented
wheelbarrow, fishing reel,
WH.H1.1
Timetoast
Enlightenment
Prosperity
Karma
Buddhism
Hinduism
Islam
Confucianism
Legalism
Daoism
The Caste System
Acupuncture
Rudder
Revolt
Trade
Epic
Monarchy
Aristocracy
Oligarchy
Democracy
Timetoast is a place to create timelines that you can add to your blog or website.
You can create historical timelines of important events, or build a timeline of your
experiences.
WH.H.1.2-WH.H.1.4
Reading Like a Historian
The Reading Like a Historian curriculum engages students in historical inquiry.
WH.H.1.1 WH.H.1.3
What is History?
In this lesson, young students will gain a frame of reference for understanding
history and for recognizing that the past is different depending on who is
remembering and retelling it.
Library of Congress
http://www.loc.gov/index.html
History
http://www.history.com/topics
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World History Pacing Guide 2013-2014
rudder, developed civil
service system for
government jobs, Ancient
Greece and the Early People
of the Aegean (Minoans and
Mycenaeans), Homer and
The Iliad and the Odysey,
Trojan War, Rise of Greek
city-states of Athens and
Sparta, Victory and Defeat in
the Greek World –Persian
Wars, Golden Age of
Pericles, Peloponnesian
War, Greek thinkers, artists,
and writers explored the
nature of the universe and
the place of people in it
(Socrates, Plato, Aristotle,
Alexander the Great, and the
Hellenistic Age blending
Greek, Persian, Egyptian
and Indian cultures,
Pythagoras, Aristarchus,
Archimedes, Ancient Rome
and the Rise of Christianity,
Julius Caesar, Octavian
Augustus, Pax Romana
(From Republic to Empire),
Roman Achievement
(architecture, engineering,
literature, and rule of law and
justice, roads),
City-states
Allies
Direct democracy
Philosophers
Tragedies
The Teaching Channel
Hellenistic culture
https://www.teachingchannel.org/
Republic
Patricians
SAS Curriculum Pathways
Plebeians
http://www.sascurriculumpathways.com/portal/#/search?subjectid=4
Corrupt
Absolute
World History For Us All
Aqueducts
http://worldhistoryforusall.sdsu.edu/
Latin
Zealots
Global Learning
Judaism
http://globallearning.pwnet.org/HSS/HSS.php
Christianity
Sikhism
Apostles
“Romans.” BBC. < http://www.bbc.co.uk/history/ancient/romans/>. This
Ten Commandments
site provides information and artwork on the empire and a number of
Jesus
Roman Emperors.
Tribute
Igloo
“The Spread of Christianity.” Public Broadcasting Service.
Byzantine Empire
<http://www.pbs.org/wgbh/pages/frontline/shows/religion/maps/christ.html>. Draconian Laws
This site provides information on maps and archaeology related to the
Hammurabi’s Code
spread of Christianity during the time of the Roman Empire.
Tyranny
Bureaucracy
Discovery Education
http://www.discoveryeducation.com/search/page/-/-/lessonplan/ancient%20history/index.cfm
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World History Pacing Guide 2013-2014
Christianity as official religion
of Roman empire, Jesus,
Ten Commandments, The
Fall of Rome Diocletian,
Constantine, The Mayas and
Aztecs, Incas, Incan
common language and a
complex system of roads,
Geography and Native
American Cultures (Inuits,
Kwakiutls, Iroquois, etc);
Economic and religious
importance of Constantinople
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