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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) Page 1 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? Page 2 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 Page 3 World History Pacing Guide 2013-2014 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. Page 4 World History Pacing Guide 2013-2014 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 Page 5 World History Pacing Guide 2013-2014 interpretation 3. Analyze data in historical maps 4. Analyze visual, literary and musical sources 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 Page 6 World History Pacing Guide 2013-2014 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 Page 7 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. Page 8 “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 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 Page 9 World History Pacing Guide 2013-2014 Draco, Justinian, Theodosius, etc.). 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, Page 10 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. Page 11 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 Page 12 World History Pacing Guide 2013-2014 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, Page 13 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. 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 Page 14 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. Page 15 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 Page 16 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 Page 17 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 Page 18