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WORLD CIVILIZATIONS CURRICULUM MAP
WORLD CIVILIZATIONS (1500--PRESENT DAY)
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PREREQUISITES:
There are no prerequisites for World Civilizations (1500--Present).
OVERVIEW:
The World Civilizations course surveys the development of civilization, with a focus on the modern era
(1500 to Present). This course introduces student to the skills and concepts of history, geography,
economics, political science, the behavioral sciences, and the humanities. Historical eras examined in
this course include the Renaissance, Reformation, Age of Exploration, Age of Revolution, Nationalism
and Imperialism, and the Technological Age. The course continues through the twentieth century with
a study of the World Wars, Cold War, and global conflicts. Course instructional approaches place
special emphasis on developing chronological, spatial, and cultural thinking and perspectives.
HOW TO USE THE CURRICULUM MAP:
Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum
Maps assist teachers in planning and pacing instruction. Specific dates or weeks that may be included
in this document are for reference. Each school and teacher must take into account the make-up of
their students, focusing on the needs and strengths of each child when pacing and planning instruction.
The curriculum for the year has been divided into units of study to help pace instruction and
effectively cover the topics included. This will help students to have consistent coverage of the social
studies content.
The map format includes the unit duration, topics to include while teaching the unit, and suggested
Duration of Topic: times. In addition, the map indicates the Social Studies Proficiency number that
corresponds with that unit’s content. Please note: the proficiency assessment is one of multiple
formative and summative assessments to evaluate student learning. In other words, the proficiency
assessment given toward the end of a unit is not the only summative assessment to use. Teachers are
encouraged to create additional summative and formative assessments for use during instruction.
CONTENT STANDARDS SS-HS-5.1.1 AND SS-HS-5.1.2
Content Standards SS-HS-5.1.1 and SS-HS-5.1.2 apply to every unit of study on this map. These
content standards are included here for the teacher’s convenience. Formative assessment of these
standards is ongoing throughout the course.
Historical Perspective
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts)
to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age,
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economic status, religion, politics, geographic factors) of people and historical events in the modern
world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by
multiple cause-and-effect relationships, tying past to present. DOK 3
To assist teachers in accessing the units, we have included hyperlinks to the first page of each unit. The
units for the World Civilizations curriculum map are:
2

Unit One: Introduction and Skills

Unit Two: Comparative World Religions

Unit Three: Comparative Governments

Unit Four: Emergence of the Modern World

Unit Five: An Age of Reason

Unit Six: An Age of Revolutions

Unit Seven: An Age of Industry

Unit Eight: An Age of Imperialism

Unit Nine: World War I and Post World War

Unit Ten: World War II

Unit Eleven: Cold War and Globalization
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UNIT 1:
INTRODUCTION AND SKILLS
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
2 Trimester/Block Days
3 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
UNIT ENDURING UNDERSTANDINGS
9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19

How do we know about the past?

How can we use geography to help us learn about the past?
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Geography
SS-HS-4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning
patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus
dispersion) on which the location and distribution of Earth's human features is based.
Historical
Perspective
SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g.,
gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical
events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
Historical
Perspective
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying past
to present. DOK 3
Historical
Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and
architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
TOPIC:
Themes of World History
DURATION OF TOPIC::
1 Trimester/Block Days
2 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how historians organize thinking about history around eight
reoccurring themes:
o
Power and Authority
o
Religious and Ethical Systems
o
Revolution
o
Interaction with Environment
o
Economics
o
Cultural Interaction
o
Empire Building
o
Science and Technology
P OSSIBLE T EACHING S TRATEGIES
Introduce basic themes of World Civilizations.
Have students make concept maps or idea chart of each theme so that they are more
familiar with each one.
Have students attempt to recall one event in history in each theme to gauge where
students are, in regard to prior knowledge.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction,” pages xxvi-xxvii
Glencoe, “World History: Modern Times,” pages xxiv-xxvii
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Prentice Hall, “World History: The Modern Era”
TOPIC:
Themes of Geography
DURATION OF TOPIC::
1 Trimester/Block Days
2 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the how historians use the five themes of geography
(location, place, human environmental interaction, region, and
movement) in the study of World Civilizations.
P OSSIBLE T EACHING S TRATEGIES
Have students brainstorm ways in which geography influences historical events and
conditions.
I can explain how the study of geography influences historical events and
conditions.
Review the five themes of geography and give examples of each. Have students analyze
how each example applies to the study of World Civilizations.
Map activity: Give students a blank world map; have students attempt to label significant
features such as continents, oceans, the equator, prime meridian, Tropic of Cancer, Tropic
of Capricorn, and International Date Line from memory (their mental maps).
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” Geography Handbook, pp. 1-11
Prentice Hall, “World History: The Modern Era”
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UNIT 2:
COMPARATIVE WORLD RELIGIONS
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
3 Trimester/Block Days
5 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
UNIT ENDURING UNDERSTANDINGS

How do belief systems affect relationships, structures, patterns, and processes in a society?
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Geography
SS-HS-4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning
patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus
dispersion) on which the location and distribution of Earth's human features is based.
Historical
Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and
architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
S KILLS AND C ONCEPTS L EARNING T ARGETS
Historical Perspective
I can identify the main beliefs of five major world religions (Christianity,
Buddhism, Islam, Judaism, Hinduism).
I can analyze perceptions and perspectives of five major religions in the
modern world.
I can compare and contrast polytheism and monotheism.
I can describe how belief systems, knowledge, technology, and
behavior patterns define cultures.
P OSSIBLE T EACHING S TRATEGIES
Divide students into eight groups. Have each group research one of the world's leading
religions/belief systems (founder, locations, beliefs, holidays, rites, holy books/writing,
symbols, scared sites, leaders, etc.). (See appendix for sample lesson.) Groups can create
a database for their religion. Each group should present findings to the class. Have
students complete retrieval charts focusing on major understandings from each of the
religions as each group present.
Have students compare and contrast the five major world religions. Specifically focus on
similarities that could bring religions together and differences that can create conflict or
competition in the world.
I can analyze historical perspectives of religions in terms of how they
have affected and been affected by cultural issues and elements.
Map activity: Have students create a world map showing where the major religions are
located today.
Define monotheism and polytheism. Have student give examples throughout history. Have
students create graphic organizers showing the influence of a world religion on daily life.
(individual or groups).
Have students research recent and/or current events focused on religious conflict (e.g.,
Bosnia, Ireland, Middle East, Darfur).
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” World Religions, pp. 80-85
NCSS World Religions Lesson Plan
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UNIT 3:
COMPARATIVE GOVERNMENT
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
3 Trimester/Block Days
5 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilizations Proficiency One
UNIT ENDURING UNDERSTANDINGS

How effective are various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) in establishing
order, providing security and accomplishing common goals?
CONTENT STANDARDS
Government and
Civics
HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g.,
monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing
security and accomplishing common goals. DOK 3
Government and
Civics
HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of
their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of
Human Rights, U.S. Constitution). DOK 2
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can compare purposes and sources of power of various forms of
government.
P OSSIBLE T EACHING S TRATEGIES
Brainstorm reasons why government is necessary.
Have students discuss common terms that will be used throughout government unit and
rest of the course: democracy; dictatorship; totalitarianism; republic; constitutional
monarchy; absolute monarchy.
I can compare and contrast the characteristics of a dictatorship,
democracy, republic, and monarchial governments.
I can analyze the strengths and weaknesses of different types of
government.
I can examine conflicts within and among different governments and
analyze their impacts on historical or current events.
Have students create a comparison chart of sources of power and common characteristics
of the following forms of government: monarchy, democracy, dictatorship, republic.
Focus should center around how each form of government establishes order, provides
security, and accomplishes common goals.
Discuss historical or current examples of each form of government and brainstorm any
significant issues surrounding each example.
Discuss why different forms of government would come into conflict with one another.
S UGGESTED R ESOURCES
Different Forms of Government
Government Flashcards
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UNIT 4:
EMERGENCE OF THE MODERN WORLD
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
ASSESSMENT:
35 Trimester/Block Days,
52Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester




9/24-9/28
1/14-1/18
4/15-4/19
10/15-10/19
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic One
Covered on World Civilization Proficiency One
UNIT ENDURING UNDERSTANDINGS

How did the Renaissance signal a rebirth of Classical culture?

How do belief systems respond to the needs of individuals, structure society, and influence behavior?

How did the Ottomans and Safavid empires successfully expand their empires and spread Islamic culture?

How did the Age of Exploration affect people in society and how they behaved in relation to other groups and their
environment?

How did the Tokugawa regime unite Japan and begin a long history of isolation?
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Geography
SS-HS-4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning
patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus
dispersion) on which the location and distribution of Earth's human features is based.
Historical Perspective
SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g.,
gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical
events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
Historical Perspective
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying
past to present. DOK 3
Historical Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art
and architecture, literature, political theories) and to question their place in the universe during the Renaissance and
Reformation. DOK 2
TOPIC:
Renaissance
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
8 Trimester/Block Days
12 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how the Renaissance brought a reemergence of interest in the
arts.
Have students chart various factors that contributed to the birth of the European
Renaissance.
I can describe how artists of the Renaissance used painting, sculpting, and
literature to describe the world around them.
Discuss common vocabulary essential to understanding the Renaissance: humanism;
secularism; Renaissance; perspective (art).
I can identify and explain how the Renaissance architecture and design
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were influenced by the Classical civilizations of Greece and Rome.
Complete a mapping exercise on Renaissance Europe (cities, trade routes, fairs, etc.)
I can describe the role humanism played in the belief systems of writers,
scholars, artists of the Renaissance.
Have students create a graphic organizer on critical terms, people, places, and names
of art (paintings, books) of the Renaissance.
I can analyze how writings and theories of individualism and secularism
challenged the way people viewed themselves and others during the
Renaissance period.
I can compare and contrast the Renaissance in Southern Europe to the
Renaissance in Northern Europe.
Guided reading on the three Italian masters (Leonardo Da Vinci, Michelangelo,
Raphael) and discuss/view the artistic work of the three (slide presentation if
possible).
Have students compare Classical, Medieval, and Renaissance art.
Have students complete chart with critical information about Renaissance writers.
Have students contrast differences between the Northern European and Italian
Renaissance.
Have students research humanists, artists, and writers of the Northern Renaissance.
Brainstorm the importance of the printing revolution and the significance of Johann
Gutenberg.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times,” pp. 154-185
Prentice Hal,l “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond,” pp. 330-370.
European History Primary Source
Primary Source Documents Portal
Renaissance Geography lesson plans
Renaissance Humanism lesson plans
Renaissance resources- PBS
TOPIC:
Reformation
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
5 Trimester/Block Days
8 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how ideas of the Classical Age (humanism) affected people’s
perspectives during the Reformation.
Have students identify the abuses of the Catholic Church that led to the Protestant
Reformation.
I can evaluate the causes and effects of the Protestant Reformation.
I can explain how the development of the printing press influenced the
spread of religious ideas and the Reformation.
Research Martin Luther and create a time line and fact sheet profiling his life and
impact on history.
I can describe the reforms made by the Catholic Church in response to the
Protestant Reformation.
Have students chart the critical information about the following Reformation leaders:
John Calvin, Henry VIII, Ulrich Zqingli, Pope Leo X, Martin Luther
I can describe the impact the Inquisition had on the Reformation and
Counter-Reformation.
Have students’ research parts of the Catholic Reformation (Council of Trent, The
Inquisition, witch-hunts, and the Jesuits) and determine whether they helped or hurt
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the image of the Catholic Church.
Students should examine the causes and effects of the Reformation and CounterReformation and determine what impact these movements had on religious
intolerance and religious conflict.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times,” pp.154-169
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond” pp. 382-395
European History Primary Source
Primary Source Documents Portal
Reformation Lesson Plans- NEH Summer Institute
DURATION OF TOPIC::
TOPIC:
The Muslim World Expands- Ottoman and Safavid Empires
S KILLS AND C ONCEPTS L EARNING T ARGETS
3 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can explain how the Ottomans built a powerful empire, lasting 600 years.
Define culture blending.
I can describe the cultural accomplishments of the Ottomans.
Have students chart the cultural blending that occurred in the Muslim Empires that
produced a rich, complex culture.
I can explain how the Safavid Empire produced a rich, blended culture in
Persia.
Have students research aspects of the Muslim Empires that might have led to their
success and legacies (e.g., use of gunpowder, highly structured social system,
structured laws, cultural blending, imports and exports).
Map the growth and chronology of the Ottoman and Safavid Empires.
S UGGESTED R ESOURCES
European History Primary Source
Primary Source Documents Portal
The Middle East: Past to Present
TOPIC:
Age of Exploration
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how conflict among Europeans led to a quest for more land
and trade outposts.
I can explain and evaluate the motivations (gold, God, glory) for European
explorers in searching for new trade routes and markets.
I can describe the concept of mercantilism and explain its practice in
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DURATION OF TOPIC::
8 Trimester/ Block Days
12 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students complete a KWL Chart on the Age of Exploration.
Have students chart the major causes of the Age of Exploration. (Include long-term
and immediate causes.)
Discuss state of the world (examining civilizations in Asia, Africa, and Central America)
WORLD CIVILIZATIONS CURRICULUM MAP
Europe during the 16th to Eighteenth centuries.
at the time period and determine factors that provided Europeans with the
opportunity to dominate this age.
I can explain how the Age of Exploration laid the groundwork for a global
economy.
I can explain the Columbian Exchange and its impact on global trade.
Have students, using a world map and color-coding showing where European
countries established colonies or spheres of influence, chart the Columbian Exchange.
I can analyze how the growth of cities challenged the spread of goods and
services in Europe and Asia.
Review vocabulary of the unit with students: cartographer, circumnavigation, line of
demarcation, caravel
I can analyze the impact of new technologies (e.g., caravel, astrolabe,
triangular sails) on exploration.
Have students participate in a simulation of what life was like on a transatlantic
journey in the fifteenth century.
Using a two-column chart, list push/pull factors for those embarking on explorations.
Discuss factors (God, glory, colonies, power, etc.) that prompted Spain to finance
explorations.
Compare a joint-stock company with a corporation. Use concept map to define
mercantilism.
Use a graphic organizer to chart the impact of European exploration on Europe,
Americas, Africa, and China.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times” pp. 171-185
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond,” pp. 402-419
European History Primary Source
Primary Source Documents Portal
Age of Exploration museum website
Exploration time line
TOPIC:
Japan Returns to Isolation
DURATION OF TOPIC::
3 Trimester/Block Days
5 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe how Japan went from a feudal warrior society to the rise of
the Tokugawa Shogunate.
P OSSIBLE T EACHING S TRATEGIES
Create a feudal, social-structure chart to understand the make-up of Japanese society.
I can explain how Tokugawa unified Japan and brought economic growth.
Research cultural aspects of Japanese society under Tokugawa Shogunate. Report or
present findings.
I can analyze how Japan became an isolated country from the rest of the
world.
Examine quotes or samurai sayings to analyze the philosophy and ideas of Japanese
society.
Create a time line of events from the beginning of the warrior class to an isolated
country under Tokugawa Shogunate.
S UGGESTED R ESOURCES
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WORLD CIVILIZATIONS CURRICULUM MAP
Case Study: Tokugawa Shogunate
TOPIC:
Absolutism
DURATION OF TOPIC::
8 Trimester/Block Days
12 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the concept of absolutism.
P OSSIBLE T EACHING S TRATEGIES
Have students chart the reasons why authority became centralized in the age of
Absolutism. Cite examples from the time period.
I can explain the origins of the beliefs of absolute monarchy.
I can explain how monarchs used the argument of divine right to justify their
powers.
I can analyze the impact absolute monarchs had on their countries and/or
territories during their rule (e.g., Louis XIV, The Tudors, Peter the Great,
Catherine the Great, Phillip I).
Have students create a time line of major political events of the time period.
Brainstorm the term nation state. Use concept chart to define.
Discuss how the riches from newly colonized areas fueled the fires of absolutism.
Compare and contrast the development of absolute monarchies in France and Spain.
I can explain how distribution of resources and production of goods changed
as monarchies changed in Europe.
I can describe how European monarchs derived their power and authority.
I can compare constitutional and absolute monarchies and provide examples
of each from the 1500s.
Using a chart, have students note the effects that the rise of absolute monarchies and
their competition for power had on the native peoples and civilizations of North and
South America, Africa, Asia, and Australia.
Have students (in groups) debate/ discuss the quote by Bishop Bossuet (the tutor to
Louis XIV's son): "The royal throne is not the throne of a man, but the throne of God
himself."
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source
The Age of Absolutism
Lesson on Concept of Absolutism
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UNIT 5:
AN AGE OF REASON
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
7 Trimester/Block Days,
10 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
11/5-11/9
2/10-2/22
5/28-5/31
12/17-12/20
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Two
Covered on World Civilizations Proficiency Two
UNIT ENDURING UNDERSTANDINGS

How have advances in research, science, and technology had a significant impact on historical events?

Why did scientific advancements create conflict between the secular and spiritual worlds?

How did the new ideas of natural rights and social contract influence later revolutions in Europe and the Americas?
CONTENT STANDARDS
Government and
Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals. DOK 3
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to achieve
broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. DOK 2
Historical Perspective
SS-HS-5.3.1
Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and
architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation.
DOK 2
Historical Perspective
SS-HS-5.3.2
Historical Perspective
SS-HS-5.3.3
Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that
brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease,
religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and
evaluate the long range impact of these changes on the modern world. DOK 3
TOPIC:
Scientific Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain how religious beliefs and the role of the church affected the
way people viewed scientific discoveries and teachings during the
Sixteenth and Seventeenth centuries.
I can explain how the work of Bacon and Descartes led to a new way of
thinking called the scientific method.
I can analyze the impact the scientific method had on other scientists and
thinkers.
I can describe various scientific discoveries and their impact on society and
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DURATION OF TOPIC::
4 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students describe the scientific method. How is it different from previous attempts
at explaining the natural world?
Discuss the role Francis Bacon and Rene’ Descartes had on the scientific revolution.
How did Copernicus affect other scientists such as Brahe, Kepler, Galileo, Newton and
Harvey?
WORLD CIVILIZATIONS CURRICULUM MAP
culture.
Use three- column chart to show (1) scientist, (2) discoveries, (3) importance/impact.
Create a time line showing advances in science.
Have students analyze the conflict between the ideas of the Scientific Revolution and the
teachings of the Church. Was this conflict resolved?
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond”
European History Primary Source Document links
Primary Source Documents Portal
Scientific Revolution Lesson Plans and Primary Source Document Analysis
Scientific Revolution in Europe
TOPIC:
Enlightenment
DURATION OF TOPIC::
3 Trimester /Block Days
5 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can explain how new ideas in government represented a departure from
Semester European government systems.
Have students research and report on how the age of Enlightenment affected
government, women, music, literature, and monarchs.
I can evaluate the arguments of Enlightenment philosophers (e.g.,
Rousseau, Montesquieu, Hobbes, Locke, Voltaire) using primary sources.
Have students chart the key ideas that came out of the Enlightenment.
I can analyze the benefits and limitations of separation of powers among
branches of government.
Review the ideas, scientists, and philosophers of the Enlightenment and the effects on
society and culture.
I can compare and contrast mercantilism and laissez-faire economic
policies.
Ask students "What is a natural right?" Discuss the evolution of this idea and how it
transformed people’s thinking of government.
I can explain the impact of the major ideas of the Enlightenment.
Have students make a chart comparing philosophies of Thomas Hobbes and John Locke.
I can describe and analyze the contributions of women to the
Enlightenment.
Examine the main ideas of Voltaire, Montesquieu, and Rousseau. After studying all three,
have students discuss what impact their ideas had on the development of U.S. principles,
practices, and government.
I can analyze the effectiveness of Enlightenment thinking on natural rights.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Teachers Curriculum Institute, “History Alive Medieval World and Beyond” pp. 330-370
European History Primary Source Document links
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Primary Source Documents Portal
Enlightenment Unit of Study
UNIT 6:
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AN AGE OF REVOLUTIONS
Unit Duration
10 Trimester/Block Days,
15 Semester Days
PROFICIENCY ASSESSMENT WINDOW:
Trimester 1
Trimester 2
Trimester 3
Semester
11/5-11/9
2/10-2/22
5/28-5/31
12/17-12/20
Assessment:
 Ongoing teacher-created formative assessments
 Teacher-created summative assessments
 Covered on World Civilizations Diagnostic Two
 Covered on World Civilizations Proficiency Two
UNIT ENDURING UNDERSTANDINGS

How did the ideas of the Enlightenment lead to the Age of Revolution?

How did an Age of Revolution help contribute to the current social, political, and economic status of the world today?
C ONTENT S TANDARDS
Government and
Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals.
Government and
Civics
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their
constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights,
U.S. Constitution). DOK 2
Cultures and Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology, and behavior patterns define cultures and help to explain
historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
Cultures and Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present). DOK 2
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to
achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world.
Historical Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g.,
Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the
modern world, and evaluate the long range impact of these changes on the modern world.
TOPIC:
The Glorious Revolution
DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can identify and describe the conflicts between the English monarch and
Parliament.
In order to understand the origin of the civil war in England, students will research and
describe the Magna Carta's main principles, the concept of the Divine Right of Kings, and
Henry VIII's break with the Roman Catholic Church.
I can explain the causes of unrest in England and the results of the English
Civil War.
I can describe the Restoration of the English monarchy and the “Glorious
Revolution.”
Have students create a time line of the English Civil War, beginning with Charles I
inheriting the throne.
Have students compare and contrast Charles I and Oliver Cromwell.
I can describe changes to English law under William and Mary.
I can identify conflict, competition, compromise, and cooperation in
England during the English Civil War.
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Have students describe life during the Commonwealth. Why did the English want their
king back? What problems did Parliament run into with James II?
WORLD CIVILIZATIONS CURRICULUM MAP
I can describe economics conditions for workers and farmers in England
under the absolute monarchs.
Compare and contrast the English Bill of Rights with the U.S. Bill of Rights.
Use a T-chart comparing the theocracy of Cromwell and the "separation of church and
state" in the United States.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
Primary Source Documents Portal
Diverse Views of the Glorious Revolution
From Red to Orange: Events Leading Up to the Glorious Revolution
TOPIC:
French Revolution and Napoleonic Era
DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can describe the Old Order and how it influenced the revolution in France.
Open with Louis XIV quote, "After me comes the deluge." Ask students to brainstorm the
meaning.
I can explain how storming the Bastille affected France.
I can explain the “great fear” and the women’s march on Versailles.
Use continuum to help students define critical vocabulary terms: reactionary,
conservative, moderate, liberal, and radical.
I can analyze the events and the aftermath of the Reign of Terror.
I can explain how the execution of Louis XVI affected the French
Revolution.
I can summarize how Napoleon restored power to France.
I can explain how Napoleon’s political and military actions led to his
downfall.
I can explain how Napoleon was able to regain power in France and his
eventual exile.
I can summarize the creation of the National Assembly.
I can explain the significance of the Congress of Vienna.
Use chart to list social, economic, and political privileges/rights of the First, Second, and
Third estates.
Have students research the role women played in protests and the revolution.
Compare Constitution of 1791 to the U.S. Constitution.
Read excerpt from or watch part of Dickens' classic A Tale of Two Cities. Discuss
viewpoints from different perspectives (royalist vs. commoner).
Have students speculate as to why the revolution shifts to the "left.”
Have students illustrate aspects of the Reign of Terror (impact on culture, law, fashions,
etc.).
Create a time line showing the events of the French Revolution.
Have students develop a time line annotating the rise and fall of Napoleon. .
Use a Venn Diagram: Napoleonic Code vs. U.S. legal system.
Review Napoleonic Wars. Ask students to explain why the Continental System backfired.
Use maps to trace Napoleon's invasion of Russia. Brainstorm the impact of geography on
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this historical event.
Have students list the goals of the Congress of Vienna.
Discuss why the monarchs of Europe wanted to return to the Pre-Revolutionary past or
status quo.
Have students Think-Pair-Share the concept of “balance of power."
Chart the Principles of the Congress of Vienna. Use maps to compare Napoleonic Europe
and Europe after the Congress of Vienna. Have students describe the boundary changes.
Have groups of students chart the political, economic, and social effects of the French
Revolution.
Debate Topic: The French Revolution was more important than the American Revolution.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “The French Revolution”
European History Primary Source Document links
Primary Source Documents Portal
French Revolution Lesson Plan
Causes of the French Revolution
BEGINS PART B
UNIT 7:
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AN AGE OF INDUSTRY
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
5 Trimester/Block Days,
7 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered World Civilizations Diagnostic Three
Covered World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did advances in technology change the way of life for most people in the Eighteenth century?
C ONTENT S TANDARDS
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to achieve
broad social goals such as freedom, efficiency, equity, security, and growth in the modern world. DOK 2
Geography
SS-HS-4.3.2
Students will explain how technology has facilitated the movement of goods, services, and populations; increased economic
interdependence at all levels; and influenced development of centers of economic activity (e.g., cities, interstate highways,
airports, rivers, railroads, computers, telecommunications). DOK 2
Historical
Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and
evaluate the long range impact of these changes on the modern world.
DURATION OF TOPIC::
TOPIC:
Industrial Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can explain the beginnings of industrialization in Britain.
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students explain the differences between the domestic system and the factory
system.
I can describe key inventions that furthered the Industrial Revolution.
I can identify improvements in transportation and their impact over
time.
Emphasize how the factory system changed production. Think-Pair-Share: Why was it
necessary to build early factories near waterfalls? What other geographic features
affected the location of factories?
I can examine growing tensions between the middle and working
classes.
Discuss why the textile industry led the way into the Industrial Revolution.
I can identify thinkers and ideas that supported industrialization.
Think-Pair-Share: "Why did the Industrial Revolution begin in England?" Report ideas.
I can explain the origins and main concepts of socialism and Marxism.
Map Activity: Students name and label the major industrial cities in Great Britain and
locate the areas of major natural resources.
I can describe the economic effects of industrialization.
I can explain how the rise of unions and guilds affected the price of
manufactured goods.
I can compare and contrast economic systems of capitalism, socialism,
and communism.
I can trace the impact of railroads on British industry and draw new
routes on a special-purpose map.
Brainstorm the impact of machines on skilled labor.
Have student select the invention that they feel had the greatest impact on the Industrial
Revolution. Each student should (1) create a Power Point presentation on the invention
or (2) develop a diagram or model of the invention. In both cases, the student must
explain to the class how the invention worked and what impact it had.
Brainstorm ways that the innovations in the Industrial Revolution changed the lives of
everyday people.
Discuss conflict between industrialists and workers. Make a T-chart showing what each
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side wanted.
Have students collect and compile photographs illustrating working conditions in Europe
or/and the United States during the eighteenth and nineteenth centuries. Have students
draw conclusions about working conditions based on this visual record.
Discuss what new social class appeared because of the Industrial Revolution. How did
this class differ from the middle class of the Middle Ages?
Explore eighteenth and nineteenth century attitudes toward child labor, using primary
sources. Discuss the advantages (for employers) of using child labor during this time.
Discuss the hardships of child labor. Why does child labor still exist today?
Have teams of students investigate the question, "What are sweatshops?" by
researching information about present-day sweatshops.
1. Research newspapers, magazines, the Internet for articles about sweatshops
2. Use maps to locate countries associated with sweatshops.
3. Report on
a.
the type countries these are, and
b. the type products produced in sweatshops. Have students create
political cartoons concerning working conditions during the 1800s.
Play music that expresses ideas and opinions concerning labor (e.g., Sixteen Tons, Ballad
of John Henry, Urban Blues.) Discuss the meanings of the lyrics and the tone of the
music.
Discuss how industrial workers united to deal with labor and social issues. [Activate prior
knowledge with verbal/written review of key terms and concepts.]
1. How do unions benefit workers?
2. What were the early unions?
3. What are the similarities between labor unions and the craft guilds of the
Middle Ages?
Create posters encouraging workers to join a labor union. Brainstorm and define the
"weapons" of labor and management: strike, boycott, blacklist, lockout, etc. Have
students create diagrams showing the effects of the Industrial Revolution on the lives of
the working class, middle class, and wealthy class. OR
Create a diagram listing the underlying and immediate causes of the Industrial
Revolution and the immediate and long-term effects.
Have students list and describe the three forms of businesses. List pros and cons of each.
(Provide a T-chart to assist in organizing information.)
Discuss why corporations emerged and how they affected the way business was done.
Have students create a cluster diagram listing the elements that make mass production
possible. Have students work in groups of two/three to select a modern corporation.
They will research where a corporation is located and what products it produces and
then will follow the company on the stock market for two weeks charting its stock prices.
Divide students into four groups. Each group will research one of the following
economists: Adam Smith, Thomas Malthus, David Richardo, or John Stuart Mills. Groups
will present the view of their economist to the class. Class will decide which economist(s)
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would most likely support a reform movement.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
Industrial Revolution Lesson Plans
Industrial Revolution Unit
Primary Source Documents Portal
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UNIT 8:
AN AGE OF IMPERIALISM
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
10 Trimester/Block Days
15 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
ASSESSMENT:




9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Three
Covered on World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did British imperialism give rise to nationalism in India?

How did European colonization of Africa affect colonization in other parts of the world?

How did Latin America’s colonial legacy shape its history?
CONTENT STANDARDS
Government and
Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals.
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Economics
SS-HS-3.2.1
Students will compare and contrast economic systems (Semester, command, market, mixed) based on their abilities to achieve
broad social goals such as freedom, efficiency, equity, security and growth in the modern world.
Historical
Perspective
SS-HS-5.3.3
Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and
evaluate the long range impact of these changes on the modern world.
TOPIC:
Imperialism in India
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can identify the changes that set the stage for British imperialism in
India.
Have students brainstorm the meaning of imperialism and why countries would want to
be imperialistic.
I can analyze the role the British East India Company played in British
imperialism in India.
Using a graphic organizer ,have students show the causes of imperialism in India by the
British: political, social and economic.
I can describe what life was like in India when it became a British
colony.
I can analyze the relationship between British imperialism in India and
the rise of nationalism in India.
Have students determine the difference between the types of imperialism: Colony,
Protectorate, Concession, and Sphere of Influence. Which form of imperialism was India
under during British control?
Debate the pros and cons of British imperialism in India from multiple perspectives.
Have students develop a chart showing the effects of imperialism in India: social, political,
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and economic.
Have students complete a cause-and-effect chart on the relationship between British
imperialism in India and the rise of nationalism in India.
TOPIC:
Scramble for Africa
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can describe Africa before European domination.
Discuss the phrase, "White Man's Burden." Who coined the phrase and how did it
represent the thinking of many Europeans?
I can summarize the political, social, and economic motives of
European colonizers and the factors that allowed them to control
Africa.
Have students chart the factors that led to the new African imperialism, how European
powers claimed territory in Africa, and how Africans resisted European imperialism.
Analyze primary source documents (journals, pictures, etc) to examine multiple
perspectives on imperialism in Africa (colonizers, colonized, leaders).
I can analyze the impact of colonial rule in Africa.
I can explain the different forms of colonial control.
Using the Choices Program Unit, “Colonization in the Congo: Conquest, Conflict, and
Commerce,” have students debate and research how one of the richest countries in Africa
became one of its most troubled.
I can identify the three groups that clashed over South Africa and
explain the impact this had on colonization.
TOPIC:
Imperialism in Latin America
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can trace effects of the Monroe Doctrine and the Roosevelt Corollary
on imperialism in Latin America.
I can explain how colonizing Latin America would be appealing for the
United States and European countries.
I can describe the various power struggles in Mexico before and during
the Mexican Revolution.
I can document how foreign powers influenced Latin American
economies.
Have students look at population data to indicate how Spanish colonial society was
structured.
Define the terms mestizos, mulattos, peninsulares, creoles, Indians.
Using a graphic organizer, have students examine the reasons why European nations
became involved in Latin America as well as the United States.
Discuss the impact the Monroe Doctrine and the Roosevelt Corollary had on imperialism in
Latin America.
Chart the important events and people during the Mexican Revolution.
Create a cause-and-effect chart on how foreign powers influenced various Latin American
economies. Discuss the impact imperialism, and the fight for independence, had on Latin
American countries.
SUGGESTED RESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
Primary Source Documents Portal
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WORLD CIVILIZATIONS CURRICULUM MAP
Imperialism
The Age of Imperialism
UNIT 9:
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WORLD CIVILIZATIONS CURRICULUM MAP
WORLD WAR I AND POST WORLD WAR
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
15 Trimester/Block Days,
22 Semester Days
Trimester 1
Trimester 2
Trimester 3
Semester
9/24-9/28
1/14-1/18
4/15-4/19
3/18-3/22
ASSESSMENT:




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Three
Covered on World Civilizations Proficiency Three
UNIT ENDURING UNDERSTANDINGS

How did nationalism, militarism, imperialism, and isolationism lead to conflict?

How did conflict between revolutionaries and nationalists during World War I affect Russia and China?

How did the end of the war affect the Allied and Axis powers?

How did World War I influence the economic, social, and political structure of the world?
CONTENT STANDARDS
Government and
Civics
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals.
Government and
Civics
SS-HS-1.2.1
Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how
this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President
represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the
Constitution).
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction
(e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Economics
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal
levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of
those choices. DOK 2
Geography
SS-HS-4.2.2
Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways,
urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2
Geography
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of that
movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic
opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK
3
Historical
Perspective
SS-HS-5.3.4
Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments
(e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).
Topic:
Road to War
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DURATION OF TOPIC::
3Trimester/Block Days
5 Semester Days
WORLD CIVILIZATIONS CURRICULUM MAP
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can identify the political and military forces at work in Europe in the
late 1800s.
Review important terms: Nationalism; Imperialism; Militarism; Alliances and cite examples
of each.
I can summarize the events that set World War I in motion.
Use a graphic organizer to compare and contrast the unification of Italy and Germany.
I can explain how alliances of cooperation led to conflict in Eastern
Europe and the Balkan Peninsula.
Compare Bismarck's and Cavour's methods of achieving unification.
I can explain how the unification in Europe changed the governments
of Europe.
I can explain how militarism, imperialism, alliances, and nationalism
played a significant role in causing World War I.
Have students construct a chart illustrating the government of Germany under Bismarck.
The chart will show each branch and the powers it was given.
Have students look at multiple perspectives on the discontent in the Balkans.
Use a graphic organizer to show the causes for the decline of Bismarck, the Ottoman
Empire, etc.
Have students hold a round-table discussion on "What challenges were faced by the new
nationalistic countries?"
Discuss the role of the Catholic Church and the rise of nationalism.
Have students develop graphic organizers illustrating the alliance systems in Europe: Who,
When, Type.
Complete a map exercise showing the European alliance system.
Discuss "the powder keg of Europe" (who, where, why significance). Compare what
happened in 1912-1914 with what is happening today.
Discuss the components of militarism: allies, military spending, build-up of arms,
conscription, and training.
Break students into groups and have each group present how militarism, nationalism,
imperialism, and alliances led to the Great War.
TOPIC:
World War I
S KILLS AND C ONCEPTS L EARNING T ARGETS
DURATION OF TOPIC::
3 Trimester/Block Days
5 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can identify and locate on a world map the countries that made up
the Triple Alliance and the Triple Entente.
Complete a map activity: Compare and contrast Europe in 1914 and in 1919. How is Europe
different, the same?
I can describe the reaction to Austria’s declaration of war.
Have students create a time line showing the events leading to the outbreak of World War
I.
I can illustrate the spread of the conflict on a map of Europe.
I can describe how natural features created advantages for the Allied
and Axis forces in Europe.
Brainstorm the difference between a limited war and a global or world war.
I can summarize the Allies’ push to victory.
Develop headlines about events leading to World War I.
I can identify how governments established wartime economies.
Have students complete a map activity: countries involved and location of major battles
and fronts.
Have students create a graphic organizer showing the causes of World War I.
I can explain the significance of trench warfare.
Students will create a chart or visual illustrating new technology in the war.
25
World Civilizations Curriculum Map 2012-13
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WORLD CIVILIZATIONS CURRICULUM MAP
I can explain the significance of the Battle on the Eastern Front.
Have teams of students create a PowerPoint presentation about events, weapons, battles,
people of World War I. Provide written instructions on how to create a power point
presentation.
Group Work: Students will create multiple time lines: Events on the Western Front, Eastern
Front, at Sea, and in the Middle East. They will discuss what was happening at the same
time.
Discuss the role of propaganda in the war. Have students create posters, cartoons, songs,
speeches, or editorials about World War I.
TOPIC:
Russian Revolution
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe the autocratic methods of Alexander III and the
economic changes under Nicholas II.
I can summarize the Bolshevik Revolution and its outcome.
I can explain Lenin’s reforms and the rise of Stalin.
I can define totalitarianism.
I can describe Stalin’s goal of transforming the Soviet Union into a
totalitarian state.
I can summarize Stalin’s state-controlled economic programs.
TOPIC:
Chinese Revolution
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students create a time line of Russian History, 1905-1945.
"The Russian Revolution was a war within a war.” Have students discuss this quote and its
accuracy.
Have students define socialism, communism, and democracy. Create a chart
comparing/contrasting the three.
Have students create a Venn Diagram showing life under Lenin and Stalin.
Have students create multimedia presentation about Rasputin, Nicholas II, Alexis,
Alexandra, Lenin, Stalin, or Trotsky.
Have students watch a movie about the Russian Revolution or Russia during the 1920s and
1930s. After watching the movie, have them write a movie review with focus on the
historical accuracy.
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can describe the movement to modernize China, eventually leading to
the overthrow of Imperial China.
Create a class time line of important events in Chinese history from 1900 to 1940. Illustrate
the importance of the fall of Imperial China, rise of the Republic, rise of the Communist
Party, Chinese Civil War, and conflict between Japan and China.
I can explain how the new Republic in China experienced problems
leading to the formation of the Chinese Communist Party.
I can analyze the conflict between the nationalists and communists in
China and evaluate the outcome.
Have students outline the goals of the new Chinese Republic. Have students rate how
successful they were in achieving goals and the role World War I played in creating conflict
between different groups in China.
I can evaluate the role Mao Zedong played in the Chinese Revolution.
Outline the arguments posed by the Nationalists and the Communists in China.
Create a cause-and-effect chart on the Civil War In China using primary sources.
Research Mao Zedong and the role he played in establishing a Communist China.
TOPIC:
End of the War
S KILLS AND C ONCEPTS L EARNING T ARGETS
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World Civilizations Curriculum Map 2012-13
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DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
WORLD CIVILIZATIONS CURRICULUM MAP
I can explain the effects of the war.
Students will create a T-chart showing issues at the peace conference and how they were
settled.
I can explain events that led to the Treaty of Versailles.
Students will create a graphic organizer illustrating the effects of the war.
I can analyze the issues that made the peace process difficult after
World War I.
I can identify the effects of the Treaty of Versailles on European
powers.
Discuss the terms Just Peace and Peace of Revenge. Which did the Treaty of Versailles
represent? Which countries supported each?
Create radio or television newsbreaks on the Outbreak of World War I (assassination,
ultimatum, invasion of Belgium, troop movement by Russia, etc.).
Have students create illustrations (posters, models, visuals, shadow boxes) showing scenes
from the war.
Have students prepare bulletin boards showing scientific advancements during World War
I.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
European History Primary Source Document links
Primary Source Documents Portal
The Great War Lesson Plans
The Truman Library Collection- World War I
World War I websites
The Russian Revolution
Chinese and Japanese Imperialism
TOPIC:
Postwar Uncertainty
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can trace the shift from democratic governments to dictatorships in
Europe.
DURATION OF TOPIC::
3 Trimester/Block Days
4 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students brainstorm ways in which dictators obtain power.
Have students create time lines showing the rise of Hitler and/or Mussolini.
I can describe Mussolini’s creation of a Fascist state in Italy.
I can discuss the rise of Hitler, the Nazis, and extension of Hitler’s
power.
I can summarize the events that led to the financial collapse of
the U.S. economy.
I can analyze the worldwide effects of the Great Depression.
I can identify the problems faced by the Weimar Republic.
I can describe conditions in Europe that led to the emigration of
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World Civilizations Curriculum Map 2012-13
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Have students create a chart comparing the ideas of Mussolini and Hitler.
Have students discuss the political and economic reasons for Hitler’s and Mussolini's rise to
power.
Have students write and present "Meet the Press" television program in which they
interview Hitler or Mussolini.
Have students research the Internet for examples of totalitarian propaganda posters or
pictures. Discuss how Hitler and Mussolini used them in their rise to power.
WORLD CIVILIZATIONS CURRICULUM MAP
thousands of people from Eastern Europe to Great Britain, France, and
other western European nations.
Have students define anti-Semitism and genocide. They will discuss how Hitler used these
to further his rise to power.
I can describe the impact of World War I on postwar Europe and Asia.
Have students complete a map activity showing the spread of fascism in Europe, 1919 to
1939.
I can describe motives of the Japanese government in seeking an
empire.
Have students discuss militarism and give examples.
Map activity: Have students review the expansion of Japan 1900 to 1939.
Have students create a time line showing acts of aggression by Japan in the Pacific.
Have students describe how militarism shaped the development of Japan after World War
I: economically, socially, and politically.
Have the students conduct a discussion on the problems Japan faced after World War I.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “To End All Wars: World War I and the League of Nations”
European History Primary Source Document links
Primary Source Documents Portal
Evaluating The Treaty of Versailles
The Growth of U.S. – Japanese Aggression
UNIT 10:
WORLD WAR II
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
15 Trimester/Block Days,
Trimester 1
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World Civilizations Curriculum Map 2012-13
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11/5-11-9
ASSESSMENT:
WORLD CIVILIZATIONS CURRICULUM MAP
20 Semester Days
Trimester 2
Trimester 3
Semester
2/10-2/22
5/28-5/31
5/20-5/24




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Four
Covered on World Civilizations Proficiency Four
UNIT ENDURING UNDERSTANDINGS

How did aggression in Europe lead to world conflict?

How does resentment toward others lead to genocide?

How did Japanese expansionism lead to war in Asia?

How did World War II influence Europe’s and Japan’s economic, political, and social systems?
CONTENT STANDARDS
Government
and Civics
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their
constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights,
U.S. Constitution). DOK 2
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice,
discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g.,
peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to
present).
Economics
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic activities often
results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and
humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2
Geography
SS-HS-4.1.1
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs,
databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3
Historical
Perspective
SS-HS-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives
(e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and
historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
Historical
Perspective
SS-HS-5.1.2
Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying past to
present.
Historical
Perspective
SS-HS-5.3.4
Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g.,
European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II).
TOPIC:
Aggression in Europe
S KILLS AND C ONCEPTS L EARNING T ARGETS
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DURATION OF TOPIC::
5 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
WORLD CIVILIZATIONS CURRICULUM MAP
I can summarize the events that led to World War II.
Have students discuss the causes of World War II in Europe.
I can describe the fall of France and its impact on the Allies.
Have students create a graphic organizer (flow chart, time line) showing the acts of aggression
by Germany and Japan leading to World War II.
I can describe American aid to the Allies.
I can describe how compromise was attempted to hold off war in
Europe.
I can analyze how German aggression affected the economies of
Europe.
I can describe the impact that German governmental policy had on
the economy of Germany and occupied countries.
Have students create a database showing the countries involved in World War II, which side
they fought with, when they entered, political and military leaders, major events in which they
participated.
Have students do an oral history project. They will interview a veteran or family member who
lived during and remembers World War II. They can either videotape or audiotape the
interview and then develop a feature article for the newspaper from it.
I can, using a map of Europe, illustrate the conquests of Hitler and the
Third Reich.
Have students create a database of primary sources showing the major events, battles of
World War II in the European theatre.
I can describe the physical barriers to the war for both the Allied and
Axis forces.
Have students create visuals (posters, bulletin boards) about new weapons, technology,
events, or military leaders of World War II.
I can describe the actions that led to the entry of the United States in
World War II.
Have students create a collection of wartime music, speeches, news reports, film clips.
Have students create headlines concerning major events in the war.
Have students create political cartoons about the acts of aggression by the Axis powers.
Have the students compare and contrast the philosophies of Chamberlain and Churchill.
Have students discuss why and how the Soviet Union and the United States entered the war.
What effects did this have on the war?
Have students define collective security.
Have students create a mural showing the war in North Africa and Europe.
Have students create a time box about World War II. Students should make or find dog tags,
maps, ration books, letters, pictures, etc.
Have students search the Internet for war propaganda: movies, music, posters. Discuss these
and then have students create their own propaganda.
TOPIC:
The Holocaust
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can trace the course of the persecution of Jews by the Nazis.
I can explain how the Jews were persecuted by the Nazis (Nuremberg
laws to the Final Solution).
DURATION OF TOPIC::
2 Trimester/Block Days
3 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Have students read primary source accounts of Jews living in Germany during the rise of the
Nazis. Illustrate the progression of persecution of Jews and other minority groups living in
Germany.
Create a time line showing the events leading to The Final Solution.
I can define genocide.
I can explain how instability in the Weimar Republic led to antiSemitism and discrimination.
Chart the political, economic, social factors during the Weimar Republic that led to the rise of
the Nazi party and their platform of a true Aryan Nation.
Analyze the Nuremberg laws and their role in creating a culture of isolation and
discrimination.
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World Civilizations Curriculum Map 2012-13
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WORLD CIVILIZATIONS CURRICULUM MAP
Create a map of the number and locations of concentration camps to illustrate how many
people were impacted by the Nazi regime’s policies of discrimination and persecution and
death.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
Facing History, Holocaust and Human Behavior Resource Book
The Choices Program, “Confronting Genocide Never Again?”
European History Primary Source Document links
Primary Source Documents Portal
World War II
World War II Resources
TOPIC:
Aggression in the Pacific
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can explain how Japanese expansionism led to war with the Allies in
Asia.
Map Activity: Have students complete a map of the Pacific Theatre showing major battles.
Students create political cartoons about the acts of aggression by Japan.
I can describe Japan’s early battle successes.
The students discuss how the Japanese invasion of China changed the positions of the Allies.
I can explain how the Allies were able to stop Japanese expansion.
I can summarize Allied battle strategy in the Pacific and how effective
it was in winning the war in the Pacific.
Students discuss the bombing of Pearl Harbor. How did this act draw the U.S. into the war?
Students construct a Venn Diagram illustrating the effects of World War II on Asia.
Students create a mural showing the war in Asia and the Pacific.
Students search the Internet for war propaganda: movies, music, posters related to U.S.
feelings toward Japan. Discuss these and then have students create their own propaganda.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “Ending the War Against Japan: Science, Mortality, and the Atomic Bomb”
European History Primary Source Document links
Primary Source Documents Portal
Turning the Tide in the Pacific Lesson Plan
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World Civilizations Curriculum Map 2012-13
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WORLD CIVILIZATIONS CURRICULUM MAP
TOPIC:
Europe and Japan in Ruins
DURATION OF TOPIC::
4 Trimester/Block Days
6 Semester Days
S KILLS AND C ONCEPTS L EARNING T ARGETS
P OSSIBLE T EACHING S TRATEGIES
I can summarize the events that led to the surrender of Italy and
Germany.
Have students create spreadsheets showing the death toll and expense of the war on various
countries.
I can explain the political consequences of the Allied victory in postwar
Europe.
Have students debate the use of the atomic bomb on Japan.
I can analyze the debate the use of the atomic bomb on Japan.
I can describe how occupation and defeat affected civic and political
life in Japan.
Read primary source documents on the destruction of Hiroshima and Nagasaki. Pull from
multiple perspectives and determine if your students think it was the right decision by the
U.S. government.
Read primary source documents on The Nuremberg trial and its implications to human-rights
issues.
I can describe Japan’s postwar constitution.
Map Activity: Have students complete two maps (Europe, 1939 and Europe, 1945). Students
will then compare and contrast the two.
Have students brainstorm what the most important legacy of World War II was.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program, “Ending the War Against Japan: Science, Mortality, and the Atomic Bomb”
The Choices Program, “The United Nations: Challenges and Change”
European History Primary Source Document links
Primary Source Documents Portal
Hiroshima 64 Years Later
The Aftermath of World War II in Europe
UNIT 11:
THE COLD WAR AND GLOBAL PERSPECTIVE
UNIT DURATION:
PROFICIENCY ASSESSMENT WINDOW:
15 Trimester /Block Days,
Trimester 1
32
World Civilizations Curriculum Map 2012-13
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11/5-11/9
ASSESSMENT:
WORLD CIVILIZATIONS CURRICULUM MAP
22 Semester Days
Trimester 2
Trimester 3
Semester
2/10-2/22
5/28-5/31
5/20-5/24




Ongoing teacher-created formative assessments
Teacher-created summative assessments
Covered on World Civilizations Diagnostic Four
Covered on World Civilizations Proficiency Four
UNIT ENDURING UNDERSTANDINGS

How did the conflicts between economic systems and the restructuring of alliances affect the world from 1945 to 1989?

Why did nations in Africa, Asia, and Europe struggle for independence in post World War II?

How do interdependence and terrorism shape the world in the twentieth and twenty-first centuries?
CONTENT STANDARDS
Cultures and
Societies
SS-HS-2.1.1
Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to
explain historical perspectives and events in the modern world (1500 A.D. to present) and United States
(Reconstruction to present).
Cultures and
Societies
SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes,
prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and
the United States (Reconstruction to present). DOK 2
Cultures and
Societies
SS-HS-2.3.2
Students will explain and give examples of how compromise and cooperation are characteristics that influence
interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the
United States (Reconstruction to present). DOK 2
Economics
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and
societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and
explain the impact of those choices. DOK 2
Economics
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic
activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions,
environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present). DOK 2
Geography
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of
that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or
economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States
(Reconstruction to present). DOK 3
Geography
SS-HS-4.3.2
Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods,
services and populations, increased economic interdependence at all levels and influenced development of centers of
economic activity. DOK 2
Economics
SS-HS-4.4.2
Students will explain how human modifications to the physical environment (e.g., deforestation, mining),
perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis,
floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern
world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2
Historical Perspective
SS-HS-5.3.5
Students will explain the rise of both the United States and the Soviet Union to superpower status following World
War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern
Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3
Historical Perspective
SS-HS-5.3.6
Students will explain how the second half of the 20th century was characterized by rapid social, political and economic
33
World Civilizations Curriculum Map 2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns,
human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in
countries around the world, and give examples of how countries have addressed these challenges
Topic:
The Cold War 1945 to 1989
S KILLS AND C ONCEPTS L EARNING T ARGETS
Duration of Topic::
11Trimester/Block Days
15 Semester Days
P OSSIBLE T EACHING S TRATEGIES
I can summarize the policy of containment as it applies to Eastern
Europe and Southeast Asia during the 1950s and 1960s.
Have students create a time line detailing the major world events from 1945 to 1989
(related to the Cold War).
I can explain the reason for U.S. involvement as a part of the United
Nations peacekeeping forces in Korea and Vietnam.
Divide class into three groups. Jigsaw reading sections about Germany, Great Britain, and
France after World War II. Each group will report on the (1) condition of the country after
the war; (2) political and economic changes ;(3) successes and failures
I can describe how advancements in technology and science affect
the Cold War and the Nuclear Age.
I can describe the consequences of the Korean War.
I can summarize the causes and effects of the Vietnam War and its
aftermath.
I can identify Cold War conflicts in the Middle East.
I can describe the events that led to the breakup of the Soviet Union.
I can explain how cooperation among member nations strengthened
the United Nations, NATO, and Warsaw Pact.
I can describe how international cooperation and compromise led to
ending conflict in many regions of the world.
I can explain the struggle of many Latin American, African, and Asian
countries in obtaining and maintaining their independence and
establishing a secure government.
Have students explore and discuss current events related to present international
relationships between the United States and former Axis Powers (Italy, Germany, and
Japan). and, our current relationships with various Allied Powers (Great Britain, France,
USSR/Russia, Canada, and China).
Define historical change, regionalism, conflict, and cooperation. Then have the class
connect these concepts to the time period.
Have students review the major agreements made between the United States, Great
Britain, and the USSR at the 1945 Yalta and Potsdam Conferences. Outline the major
points of the agreements. Then discuss how these agreements help set the stage for the
conflicts following World War II.
Discuss the structure and goals of the United Nations. Compare role of United Nations
after World War II with its role in today's world. Have students read and analyze the
Charter of the United Nations.
Create cause-and-effect time lines of key events in the Korean and Vietnam Wars. What
were the outcomes of both wars and how did they impact international relationships
between the involved countries?
Review Truman Doctrine and the Marshall Plan. Have students outline the basic features
of the Marshall Plan. Detail the accomplishment of the Marshall Plan. Discuss the ethics of
helping former enemies.
Have the students define and discuss the following terms: Cold War, Iron Curtain,
containment, superpower, arms race, containment, satellites, and bloc.
Have the students interview family members, teachers, and others who can remember
the early years of the Cold War. Then report those recollections to the class.
Identify and discuss the important political leaders of the time period (including Stalin,
Churchill, Truman, Khrushchev, Kennedy, Castro, Nixon, Reagan).
Have the students explore and discuss current events detailing the current
American/Russian relationship.
Using student textbook, create a guided reading assignment that reviews the events of the
Berlin Blockade and Cuban Missile Crisis, looking at strategies the U.S. and her allies
34
World Civilizations Curriculum Map 2012-13
Updated: May 24, 2012
WORLD CIVILIZATIONS CURRICULUM MAP
employed. Have students critique their effectiveness.
Create a simulation to parallel the struggle for Germany and competition for developing
countries in Latin America, Africa, and Asia.
Have students examine how the idea of a "bloc" contributed to the polarization of the
world and the subsequent military involvement of the U.S., USSR, and China in areas like
Asia (Korea and Vietnam) and the Middle East (Israel/Egypt and Afghanistan). Use a
concept chart to report individual student responses.
Investigate major technological advances (e.g., atomic/nuclear power, satellite
communication, television, rockets, and others) and how they impacted world events
(1945-1980), particularly during the Cold War. Students create a poster and give
presentation detailing their findings.
Have students research various African, Latin American, or Asian countries that struggled
to find independence with a stable form of government in the aftermath of World War II.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program,

“The Challenge of Nuclear Weapons”

“Conflict on the Korean Peninsula: North Korea and the Nuclear Threat”

“Origins of the Cold War: U.S. Choices After World War II”

“The Cuban Missile Crisis: Considering Its Place in Cold War History”

“The Limits of Power: The United States in Vietnam”

“Global Controversy: The U.S. Invasion of Iraq”

“Indian Independence and the Question of Pakistan”

“Crisis in Zimbabwe”

“Freedom in Our Lifetime: South Africa’s Struggle”

“Iran Through the Looking Glass: History, Reform and Revolution”

‘‘Brazil: From Colony to Country”

“The Haitian Revolution”
European History Primary Source Document links
Primary Source Documents Portal
Warsaw Pact and NATO
The Origins of the Cold War
Topic:
Global Interdependence
S KILLS AND C ONCEPTS L EARNING T ARGETS
I can describe the effects of terrorist acts on the safety and security
of countries around the world.
Duration of Topic::
4 Trimester/Block Days
7 Semester Days
P OSSIBLE T EACHING S TRATEGIES
Trace the roots of certain terrorist organizations. Chart the origin, goals, conflicts,
areas of the world where they reside and target. Research attempts to disband or
target these organizations by governments or organizations.
I can provide examples of terrorism from the 20th and 21st centuries.
I can explain how conflict in political thought and opinions led to
35
World Civilizations Curriculum Map 2012-13
Updated: May 24, 2012
Compare and contrast political thoughts that have led to conflicts around the world
( terrorist organizations, regional or civil war throughout the war).
WORLD CIVILIZATIONS CURRICULUM MAP
increased uneasiness in the world.
I can explain how terrorism affects economic systems and trade
across the world.
Have students chart the main threats to peace in the world in the post Cold War era.
Research regions that have regional conflicts and tell how the international
community has helped or hurt those situations.
I can analyze the role globalization has played in creating compromise
and cooperation in the world today.
Define globalization as a class. List how globalization impacts local, state, national, or
international policies.
I can analyze the role globalization has played in creating conflict and
competition in the world today.
Debate whether globalization has brought about more peace or conflict in the world.
Students justify their responses with real-world examples.
S UGGESTED R ESOURCES
McDougal Littell, “Patterns of Interaction”
Glencoe, “World History: Modern Times”
Prentice Hall, “World History: The Modern Era”
The Choices Program,

“International Trade: Competition and Cooperation in a Globalized World”

“Dilemma of Foreign Aid: Debating US Policies”

“China on the World Stage: Weighing United States Response”

“Global Environmental Problems: Implications for US Policy”

“The United States in Afghanistan”

“Responding to Terrorism: Challenges for Democracy”

“Oral History and September 11”

“Responding to Terrorism”

“The Middle East”
European History Primary Source Document links
Primary Source Documents Portal
Globalization- Pros and Cons
Understanding Globalization
36
World Civilizations Curriculum Map 2012-13
Updated: May 24, 2012