Download World History – Curriculum Pacing Guide – 2012

World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 1
European Renaissance and Reformation
Unit 2
Muslim World Expands
6 days
8 days
Pacing
SC
Standards/
Indicators
MWH-1.2 Explain the impact of the Crusades and the Renaissance on
European exploration including the significance of humanism, the
revival of learning, and the transfer of knowledge about sailing and
ancient philosophy from the Arabs to the Europeans.
MWH-1.4 Evaluate the impact of the collapse of European feudal institutions
and the spread of towns on the transmission of goods, people, and
ideas in Europe.
MWH-1.5 Explain how the development of banks in Europe influenced the
transfer of goods throughout Europe.
MWH-3.1 Describe the proliferation of religious ideas, including the expansion
of Islam, the competition between Protestants and Catholics
throughout Europe, and the spread of Buddhism through East and
Southeast Asia.
MWH-3.2 Evaluate the impact of religious dissent on the development of
European kingdoms during the 16th century, including the warfare
between peasants and feudal lords in German principalities, the
conflict between the nobility of the Holy Roman Empire and the
Hapsburg emperors, the creation of the Church of England, and the
dynastic and religious competition in France.
MWH-1.1
MWH-1.3
MWH-2.4
MWH-3.1
MWH-3.3
MWH-3.5
MWH-4.5
Describe the diffusion of people and goods between Europe, Asia,
and Africa during the 14th and 15th centuries to show the
networks of economic interdependence and cultural interactions.
Analyze the reasons for European interest in Africa, including the
significance of the struggle between Muslim and Christian leaders
in the Mediterranean and European interest in finding new trade
routes to Asia.
Analyze the influence of the Mughal empire on the development
of India, including the influence of Persian culture and the Muslim
religion on the Hindu culture.
Describe the proliferation of religious ideas, including the
expansion of Islam, the competition between Protestants and
Catholics throughout Europe, and the spread of Buddhism
through East and Southeast Asia.
Explain the role of Islam on the cultures of the Middle East, North
Africa, and Asia, including its methods of expansion, its impact on
religious diversity, and reactions to its expansion.
Compare the spread of religion and the development of trade
routes and diplomatic connections, including Christian missionary
work, Buddhist and Islamic pilgrimages, and the competition
between Muslims and Christians for territory.
Analyze the factors that contributed to the collapse of the Mughal
empire in India, including the role of religious intolerance.
Content
Focus




Italy – Birthplace of the Renaissance
The Northern Renaissance
Luther leads the Reformation
The Reformation continues



Ottomans build a vast empire
Cultural Blending
Mughal Empire in India
Suggested
Activities
1.
Have students choose one of the Renaissance women below about whom
to prepare and deliver short oral biographies. Female students may even
want to deliver their reports in the first person, as oral “autobiographies”.
Be sure that all reports include an explanation of the social processes by
which these women were able to make significant contributions:

Lucretia Borgia

Isabella d’Este
1.
2.
Make a timeline chronology of the rise and fall of the Ottoman Empire.
Complete a characteristics chart that contains key cultural features of the
Ottoman Empire.
Transpose the territories of the two empires onto a political map of the
modern Southwest Asia.
Anderson School District Five
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3.
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 1
European Renaissance and Reformation
2.
3.
4.
5.
6.
7.
Textbook
Correlations
Unit 2
Muslim World Expands

Vittoria Colonna

Catherine d’Medici

Elizabeth I

Christine de Pizan
View the movie The Agony and The Ecstasy to pinpoint key elements of
the Renaissance such as:

Styles of painting and sculpture

The patronage relationship

Mixing of secular and spiritual authority
Draw a political cartoon to illustrate how the Protestant Reformation
came about from the standpoint of secular authority.
Write a short essay describing what the response to a “Martin Luther” in
modern America might be.
Write and deliver a “sermon” as a Catholic clergyman strongly opposed to
or in favor of Luther’s ideas.
Give a speech as Martin Luther explaining his position in relation to the
Peasants’ Revolt.
Divide the class into three-person teams, each to play the role of Henry
VIII, one of his wives, and a marriage counselor. Each “spouse” will
state their complaint against the other and the “counselor” will attempt
to outline the basic problems and a possible solution. Be sure to include
the issue of religion whenever applicable.
Chapter 17, All sections
Chapter 18, All sections
World History: Patterns of Interaction,
McDougal Littell
World History: Patterns of Interaction,
McDougal Littell
Anderson School District Five
2
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Unit 3
An Age of Explorations and Isolation
Unit 4
The Atlantic World
1492-1800
9 days
8 Days
SC
Standards/
Indicators
MWH-1.1 Describe the diffusion of people and goods between Europe, Asia,
and Africa during the 14th and 15th centuries to show the networks
of economic interdependence and cultural interactions.
MWH-2.1 Evaluate the consequences of the changing boundaries of
kingdoms in Europe, Asia, the Americas, and Africa.
MWH-2.2 Describe the principle routes of exploration and trade between
Europe, Asia, Africa, and the Americas from the late 15th century
through the 16th century.
MWH-2.3 Explain the competition between European kingdoms for space
and resources, including the Hundred Years’ War between France
and England, the rise of the Holy Roman Empire in Central Europe,
and the response to Islam on the Iberian Peninsula.
MWH-2.6 Describe the impact of the competition among European countries
on the various kingdoms of the Americas and Africa, including the
Columbian Exchange and the slave trade.
MWH-3.6 Analyze various indigenous religions practiced in Africa and the
Americas and their impact on the culture of the region, including
animism and polytheism.
MWH-4.6 Analyze the trade policy of mercantilism and its influence on the
relationship between imperial centers and their peripheries.
MWH-1.1 Describe the diffusion of people and goods between Europe, Asia,
and Africa during the 14th and 15th centuries to show the networks
of economic interdependence and cultural interactions.
MWH-2.1 Evaluate the consequences of the changing boundaries of
kingdoms in Europe, Asia, the Americas, and Africa.
MWH-2.2 Describe the principle routes of exploration and trade between
Europe, Asia, Africa, and the Americas from the late 15th century
through the 16th century.
MWH-2.3 Explain the competition between European kingdoms for spaced
and resources, including the Hundred Years’ War between France
and England, the rise of the Holy Roman Empire in Central Europe,
and the response to Islam on the Iberian Peninsula.
MWH-2.6 Describe the impact of the competition among European countries
on the various kingdoms of the Americas and Africa, including the
Columbian Exchange and the slave trade.
MWH-3.6 Analyze various indigenous religions practiced in Africa and the
Americas and their impact on the culture of the region, including
animism and polytheism.
MWH-4.5 Analyze the factors that contributed to the collapse of the Mughal
empire in India, including the role of religious intolerance.
Content
Focus



Europeans Explore the East
China limits European contact
Japan returns to isolation




Spain builds an American Empire
European nations settle North America
The Atlantic Slave trade
The Columbian Exchange and Global trade
Suggested
Activities
1.
2.
3.
Make a timeline chronology of the rise and fall of the Qing dynasty.
Dramatize a short skit in the Kabuki style.
Write haikus about World History or current issues.
1.
Write a first-hand account from the perspective of one of the following
individuals:
 a sailor with Columbus or Magellan
 Bartolome de las Casas
 Vasco de Gama
 a native American in the New World
Have students make a two-column chart listing the various items that
passed from west to east, and from east to west in the Columbian
Exchange.
Content
Areas
Pacing
2.
Anderson School District Five
3
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Textbook
Correlations
Unit 4
The Atlantic World
1492-1800
Unit 3
An Age of Explorations and Isolation
Chapter 19, All sections
Chapter 20, All sections
World History: Patterns of Interaction,
McDougal Littell
World History: Patterns of Interaction,
McDougal Littell
Anderson School District Five
4
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Pacing
SC
Standards/
Indicators
Unit 5
Absolute Monarch in Europe
Unit 6
Enlightenment and Revolution
4 days
8 days
MWH-3.2 Evaluate the impact of religious dissent on the development of
European kingdoms during the 16th century, including the warfare
between peasants and feudal lords in German principalities, the
conflict between the nobility of the Holy Roman Empire and the
Hapsburg emperors, the creation of the Church of England, and
the dynastic and religious competition in France.
MWH-4.1 Explain the changing boundaries in Europe and Asia as a result of
the competition between nation-states during the 17th and 18th
centuries.
MWH-4.7 Explain the disruption within West African kingdoms as a result of
the competition between European countries over slave trade.
MWH-1.2
MWH-1.4
MWH-4.2
MWH-5.1
MWH-5.2
MWH-6.1
MWH-6.3
Explain the impact of the Crusades and the Renaissance on
European exploration including the significance of humanism, the
revival of learning, and the transfer of knowledge about sailing
and ancient philosophy from the Arabs to the Europeans.
Evaluate the impact of the collapse of European feudal institutions
and the spread of towns on the transmission of goods, people,
and ideas in Europe.
Explain the changes in European overseas empires during this
period, including the waning of the Spanish and Portuguese
empires and the struggle between empires and colonists.
Explain how the scientific revolution in Europe led to the
questioning of orthodox ideas.
Analyze the ideas of social equality, democracy, constitutionalism,
and nationalism brought about by the Enlightenment and their
effects on institutions.
Explain the impact of English political institutions and attitudes on
their North American colonies, and the American Revolution.
Analyze various movements for individual rights, including
worldwide abolitionism, the end of slave trade movements in
England and Latin America, the liberation of serfs in Russia, and
the growing movement for women’s rights.
Content
Focus




Spain’s Empire and European Absolutism
Reign of Louise XIV
Central European Monarch Clash
Parliament limits the English monarch




The Scientific Revolution
Enlightenment in Europe
Enlightenment Spreads
The American Revolution
Suggested
Activities
1.
Assign individual students to do short oral thumbnail sketches of each of
the following monarchs:

Philip II

Elizabeth I

Louis XIV

Peter The Great

Frederick The Great
Reports should focus on the degree of power each had. After hearing all
the reports, let the class decide where to place each monarch on a
1.
Work as two-person teams to graphically illustrate and orally summarize
the key points of the discoveries of the thinkers listed below:

Ptolemy

Copernicus

Kepler

Galileo

Francis Bacon

Descartes

Newton
Anderson School District Five
5
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 5
Absolute Monarch in Europe
2.
3.
4.
5.
Textbook
Correlations
Unit 6
Enlightenment and Revolution
continuum drawn on the whiteboard so that the final result shows “least
powerful” to “most powerful”.
Louis XIV called himself the “Sun King” to suggest that all power in
France radiated from him. Create a “reverse sun” diagram that shows
from where Louis received all his power. Each “ray” pointing toward
Louis should detail a separate source of power, either social, political, or
economic.
Write a short essay arguing whether Louis XIV left a predominantly
positive or a negative legacy to France.
Draw six pie charts, one for each English monarch under discussion from
Elizabeth I (1558) to William & Mary (1688). With each whole “pie”
representing 100% of England’s political power, decide and illustrate how
big a piece belonged to each monarch and how much belonged to
Parliament.
Write a brief essay comparing the political trend in France vs. that of
England in terms of monarchs gaining or losing political power.
2.
3.
4.
Write a short essay explaining why there was so much opposition to and
conflict over these new ideas of the Scientific Revolution.
Lead a class discussion around these central questions:

“Why didn’t the Enlightenment take place before the Scientific
Revolution?”

“What is the specific intellectual concept that connected these two
periods of achievement?”

“What is the modern equivalent, in your opinion, of the Scientific
Revolution?”
Write a short paragraph linking each of the great Enlightenment thinkers
with any aspect of modern American society.
Chapter 21, Sections 1, 2, 3, and 5
Chapter 22, All sections
World History: Patterns of Interaction,
McDougal Littell
World History: Patterns of Interaction,
McDougal Littell
Anderson School District Five
6
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Pacing
Unit 7
French Revolution and Napoleon
Unit 8
Nationalist Revolutions Sweep the West
4 days
6 days
SC
Standards/
Indicators
MWH-6.2 Analyze the reasons for independence movements as exemplified
by the French and Haitian revolutions and 18th century South
American rebellions.
MWH-6.3 Analyze various movements for individual rights, including
worldwide abolitionism, the end of slave trade movements in
England and Latin America, the liberation of serfs in Russia, and
the growing movement for women’s rights.
MWH-6.2 Analyze the reasons for independence movements as exemplified
by the French and Haitian revolutions and 18th century South
American rebellions.
MWH-6.3 Analyze various movements for individual rights, including
worldwide abolitionism, the end of slave trade movements in
England and Latin America, the liberation of serfs in Russia, and
the growing movement for women’s rights.
MWH-6.4 Explain the causes of the revolutions of 1820, 1830, and 1848 and
the reasons why these revolutions failed to achieve nationalist and
democratic objectives.
MWH-6.5 Analyze the successes and limitations of movements for national
unity, including the unification of Germany and Italy and the
American Civil War.
Content
Focus



French Revolution begins
Revolution brings reform and terror
Congress of Vienna



Latin American people win independence
Europe faces revolutions
Nationalism
Suggested
Activities
1.
Divide the class in half, one side focusing on the American Revolution,
the other on the French. Select a discussion leader for each side to
brainstorm the events, processes, and conditions that led to each
outbreak. You might even want to sub-divide each half into “Social”,
“Economic” or “Political” subgroups to identify these facts by category.
Use the groups from the previous activity to identify the social, political,
and economic outcomes of these two revolutions. Have the students
who worked on the American Revolution yesterday work on the French
Revolution today, and vice versa.
Using the groups and information obtained from the last two activities,
lead the class in a discussion around the question: “Why was the
outcome of The French Revolution so much more violent than that of the
American Revolution?”
1.
Assign class members to research and portray the participation of each of
the personalities below as they pertain to liberation movements in Haiti,
Venezuela, Argentina, and Mexico. Try to have each “leader” express
both sides of the conflict, and be sure to include economic and cultural
influences, positive and negative, from Europe:

Toussaint L’Ouverture

Simon Bolivar

Jose de San Martin

Miguel Hidalgo

Jose Maria Morelos

King of Spain

Prince Don Pedro (Portugal)

Napoleon Bonaparte
2.
Brainstorm a list of traits /characteristics that the class feels are distinctly
“American” in nature (i.e., “pride”, “stubbornness”, “pioneer spirit”, etc.).
2.
3.
Anderson School District Five
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July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 7
French Revolution and Napoleon
Unit 8
Nationalist Revolutions Sweep the West
3.
Textbook
Correlations
Then discuss how these traits have contributed to America’s position in
the world today. Consider also the extent to which this situation
would’ve been different if America had remained part of the British
Empire.
Compare this process of developing American nationalism with what took
place in any of the emerging nationalist movements in Europe after 1815.
Chapter 23, Sections 1, 2, and 5
Chapter 24, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
8
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Pacing
Unit 9
The Industrial Revolution
Unit 10
The Age of Democracy and Progress
8 days
4 days
SC
Standards/
Indicators
MWH-5.3 Identify the major technological and social characteristics of the
Industrial Revolution.
MWH-5.4 Analyze the relationship between the expanding world market
economy and the development of industrialization in Great Britain,
the United States, Germany, and Japan, including shifts in world
demography and urbanization and changing class and race
relations.
MWH-5.5 Compare capitalism with other forms of political and economic
ideologies, including socialism, communism, and anarchism.
MWH-6.5 Analyze the successes and limitations of movements for national
unity, including the unification of Germany and Italy and the
American Civil War.
Content
Focus




Beginnings of Industrial Revolution
Industrialization
Industrialization Spreads
Reforming the Industrial World



Democratic reform and activism
Self-rule for British colonies
War and expansion in the U.S.
Suggested
Activities
1.
Examine the industrializing experience of Great Britain, the United States,
Germany, and Japan. After comparing and contrasting the conditions of
each country, answer the question:
“What can be concluded about the most important determining factors of
range and speed of industrialization?”
1.
Conduct an open class discussion on the topic of anti-Semitism with the
objective of answering the question: “What are the historical roots of
anti-Semitism?” Be sure to include as a minimum discussions of the
following events:

Persecution by and Diaspora from the Roman Empire

Blame for the Black Death

Spanish Inquisition and expulsion from Spain

Attempts of Jews to develop a niche in medieval European
economy

Dreyfus Affair

Balfour Declaration (1917)

German Holocaust
As a class, construct a Venn diagram to illustrate how unification
movements in Germany, Italy, and America (during the Civil War) were
both similar and different.
Create a graphic organizer that illustrates the relationship between
industrialization and democratization in 19th century Europe. Be sure to
include the key events in Great Britain and France that arose out of the
Industrial Revolution and fueled the process of democratization. To
decide on the shape of your graphic, think about what happened after
democratization began to take hold in Europe in terms of increased or
2.
3.
Anderson School District Five
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July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 9
The Industrial Revolution
Unit 10
The Age of Democracy and Progress
decreased industrialization.
Textbook
Correlations
Chapter 25, All sections
Chapter 26, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
10
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 11
The Age of Imperialism
Unit 12
Transformations Around the Globe
4 days
6 days
Pacing
SC
Standards/
Indicators
MWH-4.7 Explain the disruption within West African kingdoms as a result of
the competition between European countries over slave trade.
MWH-5.6 Analyze Asia’s relationship with European states through 1800,
including Japan’s policy of limiting contacts with foreigners.
MWH-7.5 Explain the impact of collapsing imperial regimes and growing
nationalist movements in India, Africa, and Southeast Asia,
including Pan-Africanism and the emerging civil rights movement
in the United States.
MWH-5.4 Analyze the relationship between the expanding world market
economy and the development of industrialization in Great Britain,
the United States, Germany, and Japan, including shifts in world
demography and urbanization and changing class and race
relations.
MWH-5.6 Analyze Asia’s relationship with European states through 1800,
including Japan’s policy of limiting contacts with foreigners.
MWH-6.6 Describe the reactions in Asian kingdoms to the Western ideas of
nationalism, including the Indian nationalist movement, the Meiji
era in Japan, and the Manchu dynasty in China.
Content
Focus



The scramble for Africa
Europeans claim Muslim lands
Imperialism in Southeast Asia



China resists outside influence
Modernization of Japan
U.S. economic imperialism
Suggested
Activities
1.
Divide the class into groups representing the seven European colonizers
of Africa in the 19th century. Have each group research the following
details about the African nations colonized by their group’s country:

Countries’ names (1913)

Countries’ names (2012)

Main export (1913)

Main export (2012)

Year of independence

Official non-African languages

World ranking by GNP (2012)
Compare and contrast the history of European control of Nigeria with
that of South Africa.
Construct a cause-and-effect timeline outlining the colonial history of
South Africa beginning with the early Portuguese explorers through the
arrival of the Boers and then the British.
On a blank political map of Eurasia (19th c.), illustrate the flow of trade of
the following goods:

raw cotton

tea

cotton clothing

jute
1.
Write two letters, one from U.S. President McKinley explaining the Open
Door Policy to the Chinese Empress Cixi, and the second representing the
Empress’ reply. Be sure to mention advantages for China in the
President’ letter, and disadvantages in the Empress’.
Draw a diagram illustrating the reforms in China’s government, economy,
and society recommended by Empress Cixi. Be prepared to explain why
each reform was a reaction to foreign actions in China.
Construct a graphic timeline illustrating Japan’s transformation to
isolationism in the early 19th century to militaristic empire in the20th
century. Focus on key economic and political events that fueled the
transformation.
2.
3.
4.
Anderson School District Five
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2.
3.
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 11
The Age of Imperialism
5.
6.
7.
8.
Textbook
Correlations
Unit 12
Transformations Around the Globe

peanuts

opium

coffee

indigo
Write a short essay supporting the opinion that India either did or did not
benefit economically and culturally as a result of the British raj
View the film The Jewel In The Crown
Color a blank outline map of Southeast Asia to represent the European
nations which colonized these areas.
Create an original cartoon that illustrates the growing weakness of the
formerly mighty Ottoman Empire against expanding European powers.
Use as few words as possible, concentrating instead on the use of
symbolism and caricature.
Chapter 27, Sections 1, 3, and 5
Chapter 28, Sections 1, 2, and 3
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
12
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 13
The Great War
Unit 14
Revolution and Nationalism
12 days
8 days
SC
Standards/
Indicators
MWH-7.1 Analyze the relative importance of economic and political rivalries,
ethnic and theological conflicts, social class, militarism, and
imperialism as underlying causes of World War I and World War II,
including the role of nationalism and propaganda in mobilizing
civilian populations around the world to support the two world
wars.
MWH-7.2 Analyze the ways that the responses of the governments of Britain,
France, Germany, and Italy to the economic and political
challenges of the 1920s and 1930s contributed to the renewal of
international hostilities in the years leading o World War II.
MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945,
including the changing role of the United States in international
affairs and the move from isolationism to an increased role as a
world power.
MWH-7.4 Explain the origins of the conflict in the Middle East as a result of
the collapse of the German, Habsburg, and Ottoman empires after
World War I and the creation of the state of Israel after World War
II.
MWH-6.6 Describe the reactions in Asian kingdoms to the Western ideas of
nationalism, including the Indian nationalist movement, the Meiji
era in Japan, and the Manchu dynasty in China.
MWH-6.7 Explain the causes of the Russian Revolution of 1917, including the
reasons that the revolutionary government progressed from
moderate to radical.
MWH-7.5 Explain the impact of collapsing imperial regimes and growing
nationalist movements in India, Africa, and Southeast Asia,
including Pan-Africanism and the emerging civil rights movement
in the United States.
Content
Focus




Marching toward war
Europe plunges into war
A global conflict
A flawed peace



Suggested
Activities
1.
Create a grid with all causes of World War I down the vertical axis and all
the participant nations across the top. In each box formed by this grid,
indicate with the first letter whether this was a political (P), economic (E),
ethnic (H), ideological (I), nationalistic (N), or propaganda (G) concern of
that particular country.
On a blank outline map of Europe in 1914, use a sharply contrasting
color to draw in the new countries created as a result of World War I.
Take note of which pre-war nations gained or lost territory in the
process, and be prepared to give a fact-based explanation for each.
Pacing
2.
3.
Using the African nations of Nigeria and Ethiopia as background,
attempt to identify and summarize at least one successful and
Anderson School District Five
13
Revolutions in Russia
Imperial China collapses
Nationalism in India and Southwest Asia
1.
2.
3.
Create a 3-section Venn diagram illustrating the common yet
differing responses of Japan, China, and Russia to nationalist
impulses.
Create a two-tier timeline which documents the key transitional
events in China history from the end of dynastic rule in 1911 through
to the Communist takeover in 1949. Be sure to include social,
political, and economic influences within China on one tier and
corresponding international events on the other.
Create a web diagram with “Bolshevik Revolution” as the central
focus circle. Follow the direct and indirect consequences of this
upheaval in the radiating circles of your diagram. You might even
want to consider two separate diagrams, one for internal Russian
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 13
The Great War
Unit 14
Revolution and Nationalism
one unsuccessful example of resistance to imperialism in the 19th
century. Emphasize the common characteristics , if any, in both
sets of examples.
Textbook
Correlations
results and one for impacts on international affairs.
Chapter 29, All sections
Chapter 30, Sections 1, 3, and 4
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
14
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 15
Years in Crisis
Unit 16
World War II
7 days
12 days
SC
Standards/
Indicators
MWH-7.1 Analyze the relative importance of economic and political rivalries,
ethnic and theological conflicts, social class, militarism, and
imperialism as underlying causes of World War I and World War II,
including the role of nationalism and propaganda in mobilizing
civilian populations around the world to support the two world
wars.
MWH-7.1 Analyze the relative importance of economic and political rivalries,
ethnic and theological conflicts, social class, militarism, and
imperialism as underlying causes of World War I and World War II,
including the role of nationalism and propaganda in mobilizing
civilian populations around the world to support the two world
wars.
MWH-7.2 Analyze the ways that the responses of the governments of Britain,
France, Germany, and Italy to the economic and political
challenges of the 1920s and 1930s contributed to the renewal of
international hostilities in the years leading o World War II.
MWH-7.3 Describe major shifts in world geopolitics between 1900 and 1945,
including the changing role of the United States in international
affairs and the move from isolationism to an increased role as a
world power.
MWH-7.4 Explain the origins of the conflict in the Middle East as a result of
the collapse of the German, Habsburg, and Ottoman empires after
World War I and the creation of the state of Israel after World War
II.
Content
Focus




Postwar uncertainty
A worldwide depression
Fascism rises in Europe
Aggressors invade nations





Hitler’s lightning war
Japan’s Pacific campaign
The Holocaust
The Allied Victory
Europe and Japan in ruins
Suggested
Activities
1.
Discuss what life would be like in America today if 40% of the population
lost their jobs. Have students follow the step-by-step downward spiraling
effect of this unemployment, then focus the discussion on how this cycle
could be broken.
Compare and contrast the New Deal with measures taken in Great Britain
to respond to the Depression.
Draw political cartoons contrasting how the Italians and Germans viewed
Mussolini and Hitler before and then after the war.
Create a Venn diagram to illustrate similarities and differences between
Italian, German, and Japanese imperialism.
1.
On large outline maps of the world, number and color-code key areas of
conflict for the Germans, the Japanese, the British, and the Americans.
On the back of the map, write brief thumbnail summaries of the
objectives to be accomplished in each area. Try to keep areas numbered
sequentially and in chronological order, and be sure to mention the
geographical facts inherent at each location. Specify turning points and
include these in your summaries.
Conduct a class debate on the morality of dropping two atomic bombs on
Japan to end WWII. Ask students to prepare both a “pro” and a “con”
argument, then randomly divide the class to conduct the debate.
Pacing
2.
3.
4.
Anderson School District Five
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2.
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 15
Years in Crisis
5.
6.
Textbook
Correlations
Unit 16
World War II
Write a modern “fable” that symbolically tells the story of Britain’s
appeasement of Italy or Germany or the U.S. policy of isolationism.
Remember to include an appropriate ”moral” at the end.
Make a columnar chart with headings for Leninist Marxism, European
fascism, Japanese militarism, and western democracy. Then try to list
two or three countries which attempted each type of government
ideology after World War II. After collecting your data, explain and
support any generalizations you have reached.
Chapter 31, All sections
Chapter 32, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
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July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Pacing
Unit 17
Restructuring the Postwar World
Unit 18
The Colonies Become New Nations
8 days
8 days
SC
Standards/
Indicators
MWH-8.2 Explain the rationale for the development of supranational
organizations (e.g., the United Nations, the European Union, the
African Union, the Organization of American States).
MWH-8.3 Illustrate the impact of the Cold War on developing and newly
independent countries, including Soviet, United States, and
Chinese involvement in the domestic and foreign affairs of
countries such as Egypt, Iran, Iraq, Vietnam, Korea, Chile, Cuba,
Guatemala, and the Congo.
MWH-7.5 Explain the impact of collapsing imperial regimes and growing
nationalist movements in India, Africa, and Southeast Asia,
including Pan-Africanism and the emerging civil rights movement
in the United States.
MWH-8.1 Evaluate the relative importance of factors such as world war,
economic depression, nationalist ideology, labor organizations,
communism, and liberal democratic ideals in the emergence of
movements for national self-rule or sovereignty in Africa and Asia.
Content
Focus





Cold War: Superpowers face off
Communists take power in China
Wars in Korea and Vietnam
Cold War divides the world
Cold War thaws





Indian subcontinent achieves freedom
Southeast Asian nations gain independence
New nations in Africa
Conflicts in the Middle East
Central Asia struggles
Suggested
Activities
1.
Create an imaginary exchange of correspondence between Harry Truman
and Joseph Stalin in which each leader explains his perception of the
post-war division of Europe (the so-called Iron Curtain) and the spread of
democratization.
Create a web diagram around the central core of “Chinese Civil War
1945-1949”. Use this diagram to follow the cause-and-effect process as
China goes from an agricultural, nationalist government under Jiang to
an industrializing communist government under Mao. Be sure to include
the creation of a “second China” on Formosa and the Cultural Revolution
in Communist China.
Write two opposing articles for the local newspaper OP-ED page under
the headings “The Cold War Competition Was/Was Not A Good Thing”.
Make a concentrated effort in the articles to weight the negatives of
military conflict with the positives of the space race, scientific research,
etc.
Draw a Venn diagram that illustrates the similarities and differences
between the governments, economies, and societies of the Soviet Union
and Communist China.
1.
Make a three-column chart labeled “Political Ideology”, “Religion”, and
”Ethnicity”. Place the nations below under the appropriate column based
on the predominant issue leading to their independence:

India (1947)

Pakistan (1947)

Sri Lanka (1948)

Bangladesh (1971)

Philippines (1946)

Burma (1948)

Malaysia (1957)

Singapore (1965)

Indonesia (1949)

East Timor (2002)
Be prepared to defend your answers!
2.
3.
4.
Anderson School District Five
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July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 17
Restructuring the Postwar World
Unit 18
The Colonies Become New Nations
5.
Textbook
Correlations
Draw a triangular figure with Communist China, the USSR, and the U.S.
at the apex of each of the three angles. Draw in arrows from one
country to another which represents a positive or negative step in the
relationship between the two with brief phrases to the side to explain
each arrow.
6. Create a RAFT (Role/Audience/Forum/Topic) piece to illustrate the
reaction of popular culture to the Cold War. Some examples might be:

Last diary entry from a teenager inside his family’s bomb shelter in
mid-October 1962

Skit portraying a German family divided on opposite sides of the
Berlin Wall

Anti-war speech by American student leaving for Canada to avoid
the draft

Letter to Pres. Johnson from mother of U.S. soldier in Viet Nam

College professor’s lecture on the historical significance of the
1957 Sputnik launch

Imaginary phone call between Khrushchev and Eisenhower after
U2 shootdown in ‘60

Fan letter to Douglas MacArthur after his firing by Pres. Truman
Chapter 33, All sections
Chapter 34, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
18
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Unit 19
Struggles for Democracy
Unit 20
Global Interdependence
8 days
8 days
SC
Standards/
Indicators
MWH-8.5 Analyze the impact of movements for equality in the United States,
Africa, and Southeast Asia as well as the varying reactions around
the world to equity issues.
MWH-8.6 Analyze the impact that the collapse of the Soviet Union and
communist governments in Eastern Europe had on the people and
geopolitics of Eurasia, including the balkanization of Yugoslavia,
the reunification of Germany, and the creation of the new republics
of Central Asia.
MWH-8.2 Explain the rationale for the development of supranational
organizations (e.g., the United Nations, the European Union, the
African Union, the Organization of American States).
MWH-8.4 Describe the diffusion of aspects of popular cultures, including
music, film, art forms, and foodways.
MWH-8.7 Evaluate the benefits and costs of increasing worldwide trade and
technological growth, including the movement of people and
products, the growth of multi-national corporations, the increase in
environmental concerns, and the increase in cultural exchanges.
Content
Focus



Challenge of democracy in Africa
Changes in Central and Eastern Europe
China: Reform and Reaction
Suggested
Activities
1.
Create a web diagram around the central core of “Mikhail Gorbachev” to
illustrate how his actions led directly and indirectly to the collapse of the
Soviet Union.
Draw a country-by-country timeline to show in what order the former
Communist satellites of Eastern Europe shifted to democracy. Begin with
Poland.
Conduct a class discussion comparing and contrasting the American civil
rights movement of the 1950s/60s with the anti-apartheid movement in
South Africa from 1948 to 1994.
Question: “Are some “democracies” more democratic than others?”




1.
Pacing
2.
3.
4.
2.
3.
4.
5.
Anderson School District Five
19
Impact of science and technology
Global economic development
Global security issues
Cultures blend in a global age
Use a cartogram map of the world’s population to draw some useful
conclusions about the dangers of unchecked growth.
Question: “How many of the most heavily populated nations have stable
governments and economies?”
Refer to the cartogram of world population from the previous lesson to
determine some causes of economic imbalance in the world.

Question: “Does population play a role in this imbalance?”

“Which of the nations with the largest population are also the
most economically productive?”
Use the U.S., one other developed nation, one emerging nation, and a
fourth undeveloped, largely agricultural nations as examples. Try to
describe at least one benefit and one disadvantage that globalization
brings to each of these examples.
Note the specific examples of terrorist groups in different nations on pp.
1088-1089. Answer the following questions about each example:

“What do the examples all have in common?”

“What is the specific objective of each terrorist group?”

“Why has each group resorted to terrorism instead of more
orthodox or civilized means of getting what they want?”

“What are the similarities and differences between terrorism and
guerrilla warfare?”
July 1, 2012
World History – Curriculum Pacing Guide – 2012-2013
Content
Areas
Textbook
Correlations
Unit 19
Struggles for Democracy
Unit 20
Global Interdependence
Chapter 35, Sections 2, 3, 4, and 5
Chapter 36, All sections
World History: Patterns of Interaction, McDougal Littell
World History: Patterns of Interaction, McDougal Littell
Anderson School District Five
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July 1, 2012