Download 9th Grade World History

Hale County Curriculum Alignment
9th GRADE WORLD HISTORY
Pacing
Course of Study Objective
AHSGE
Objective 1: Describe developments Standard I-1: Identify and
1st 4 ½ Weeks in Italy and Northern Europe during evaluate America’s
the Renaissance period with respect to exploration, development, and
humanism, arts and literature,
divergence
intellectual development, increased
trade, and advances in technology
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Objective 2: Describe the role of
Standard I-1: Identify and
mercantilism and imperialism in
evaluate America’s
European exploration and colonization exploration, development, and
in the 16th century, including the
divergence
Columbian Exchange.

Describing the impact of the
Commercial Revolution on
European society

Identifying major ocean
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List a particular
Fall Semester:
mode a teacher
American Book MUST do in these
four and a half
Company’s
weeks
Passing the
Social Studies
Part of the
AHSGE
Spring Semester:
Social Studies
Item
Specifications
for the AHSGE
Textbook
ALEX
Pacing
Course of Study Objective
AHSGE
currents, wind patterns,
landforms, and climates
affecting European exploration
* Examples: marking
ocean currents and wind
patterns on a map
Objective 3: Explain the causes of the Standard I-1: Identify and
Reformation and its impact, including evaluate America’s
tensions between religious and secular exploration, development, and
authorities, reformers, and doctrines, divergence
the Counter-Reformation, the English
Reformation, and wars of religion.
Objective 4: Explain the relationship None
between physical geography and
cultural development in India, Africa,
Japan, and China in the early Global
Age including trade and travel, natural
resources, and movement and
isolation of peoples and ideas
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Depicting the general location
of, size of, and distance
between regions in the early
Global Age
* Example: drawing sketch
maps
Objective 5: Describe the rise of
Standard II-1: Recognize and
absolutism and constitutionalism and comprehend the impact of the
their impact on European nations.
influences of intellectual and
religious thought on the
political systems
 Contrasting philosophies of
Thomas Hobbes and John
Locke and the belief in the
divine right of kings
 Comparing absolutism as it
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Pacing
Course of Study Objective
AHSGE
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developed in France, Russia,
and Prussia, including the
reigns of Louis XIV, Peter the
Great, and Frederick the Great
2nd 4 ½
Weeks
 Identifying major provisions of
the Petition of Rights and the
English Bill of Rights
Objective 6: Identify significant ideas Standard II-1: Recognize and
and achievements of scientists and
comprehend the impact of the
philosophers of the Scientific
influences of intellectual and
Revolution and the Age of
religious thought on the
Enlightenment
political systems
Examples:
 Scientific Revolution –
astronomical theories of
Copernicus and Galileo,
Newton’s law of gravity
 Age of Enlightenment –
philosophies of Montesquieu,
Voltaire, and Rousseau
Objective 7: Describe the impact of
the French Revolution on Europe,
including political evolution, social
evolution, and diffusion of
nationalism and liberalism
 Identifying causes of the
French Revolution
 Describing the influence of the
American Revolution upon the
French Revolution
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Textbook
Fall Semester:
American Book
Company’s
Passing the
Social Studies
Part of the
AHSGE
Spring Semester:
None

Social Studies
Item
Specifications
for the AHSGE

ALEX
Pacing
Course of Study Objective
AHSGE
 Identifying objectives of
different groups participating
in the French Revolution
 Describing the role of
Napoleon as an empire builder
Objective 8: Compare revolutions in None
Latin America and the Caribbean,
including Haiti, Colombia, Venezuela,
Argentina, Chile, and Mexico
 Identifying the location of
countries in Latin America
Objective 9: Describe the impact of Standard III-2: Identify and
technological inventions, conditions of evaluate the Era of Expansion
labor, and the economic theories of
capitalism, liberalism, socialism, and Standard V-1:Identify and
Marxism during the Industrial
evaluate the events that led to
Revolution on the economics, society, the settlement of the West.
and politics of Europe
Standard V -2: Evaluate the
 Identifying important inventors concepts, developments, and
in Europe during the Industrial consequences of
industrialization and
Revolution
urbanization.
 Comparing the Industrial
Revolution in England with
later revolutions in Europe
Objective 10: Describe the influence Standard II-1: Recognize and
of urbanization during the nineteenth comprehend the impact of the
century on the Western World:
influences of intellectual and
religious thought on political
Examples: interaction with the
systems
environment, provisions for public
health, increased opportunities for
Standard III-3: Identify and
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Course of Study Objective
upward mobility, changes in social
stratification, development of
Romanticism and Realism,
development of Impressionism and
Cubism
AHSGE
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evaluate the impact of
American social and political
reform and the emergence of a
distinct culture
Standard IV-1: Identify and
evaluate the events, causes,
 Describing the search for
political democracy and social and effects of the Civil War
justice in the Western World Era.
* Examples: European
Standard V-2: Evaluate the
Revolution in 1848,
slavery and emancipation concepts, developments, and
in the U.S., emancipation consequences of
industrialization and
of Serfs in Russia,
urbanization.
universal manhood
suffrage, women’s
suffrage
3rd 4 ½ Weeks Objective 11: Describe the impact of Standard VI-1: Evaluate the
European nationalism and Western
causes of World War I
imperialism as forces of global
transformation, including the
unification of Italy and Germany, the
rise of Japan’s power in East Asia,
economic roots of imperialism,
imperialist ideology, colonialism and
national rivalries, and U.S.
imperialism
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Standard VI-1: Evaluate the
causes of World War I
Textbook
American Book
Company’s
Passing the
Social Studies
Part of the
AHSGE

Social Studies
Item
Specifications
for the AHSGE

ALEX
 Describing resistance to
European imperialism in
Africa, Japan, and China
Objective 12: Explain causes and
consequences of World War I,
including imperialism, militarism,
Writing
Fall Semester:
Spring Semester:
Pacing
Course of Study Objective
AHSGE
nationalism, and the alliance system
 Describe the rise of
Communism in Russia during
World War I
*Examples: return of Vladimir
Lenin, rise of Bolsheviks
 Describing military technology
used during World War I
 Identifying problems created
by the Treaty of Versailles of
1919
*Examples: Germany’s
reparations and war guilt,
international controversy over
the League of Nations
 Identifying alliances during
World War I and boundary
changes after World War I
Objective 13: Explain the challenges Standard VI-2: Analyze the
effects of World War I
of the post-World War I period.
Examples: 1920s cultural
Standard VII-1: Analyze the
disillusionment, colonial rebellion and advent of impact of the Great
turmoil in Ireland and India, attempts Depression and the New Deal
to achieve political stability in Europe on American life
 Identifying causes of the Great
Depression
 Characterizing the global
impact of the Great
Depression
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AHSGE
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Objective 14: Describe the causes and Standard VII-2: Analyze
consequences of World War II
America’s involvement in
World War II
Examples: causes – unanswered
aggression, Axis goal of world
conquest; consequences – changes in
political boundaries; Allied goals;
lasting issues such as the Holocaust,
Atomic Age, and Nuremberg Trials
 Explaining the rise of militarist
and totalitarian states in Italy,
Germany, and the Soviet
Union, and Japan
 Identifying turning points of
World War II in the European
and Pacific Theaters
 Depicting geographic locations
of world events between 1939
and 1945
 Identifying on a map changes
in national borders as a result
of World War II
th
4 4 ½ Weeks Objective 15: Describe post-World None
War II realignment and
reconstructionism Europe, Asia, and
Latin America, including the end of
colonial empires
Examples: reconstruction of Japan;
nationalism in India, Pakistan,
Indonesia, and Africa; Chinese
Communist Revolution; creation of
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Textbook
Fall Semester:
ALEX
Spring Semester:
Pacing
Course of Study Objective
Jewish state of Israel; Cuban
Revolution; Central American
conflicts
 Explaining origins of the Cold
War
*Examples: Yalta and
Potsdam Conferences,
“Iron Curtain,” Truman
Doctrine, Marshall Plan,
United Nations, North
Atlantic Treaty
Organization (NATO),
Warsaw Pact
 Tracing the progression of the
Cold War
* Examples: nuclear
weapons, European power
struggles, Korean War,
Berlin Wall, Cuban
Missile Crisis, Vietnam
War
Objective 16: Describe the role of
nationalism, militarism, and civil war
in today’s world, including the use of
terrorism and modern weapons at the
close of the 20th and the beginning of
the 21st centuries.

Describing the collapse of the
Soviet Empire and Russia’s
struggle for democracy, free
markets, and economic
recovery and the roles of
Mikhail Gorbechev, Ronald
AHSGE
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Course of Study Objective
Reagan, and Boris Yeltsin
* Examples: economic
failures, demands for national
and human rights, resistance
from Eastern Europe,
reunification of Germany
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Describing effects of internal
conflict, nationalism, and
enmity in South Africa,
Northern Ireland, Chile, the
Middle East, Somalia and
Rwanda, Cambodia, and the
Balkans

Characterizing the War of
Terrorism, including the
significance of the Iran
Hostage Crisis; the Gulf Wars,
the September 11, 2001,
terrorist attacks, and the
Israeli-Palestinian conflict

Depicting geographic locations
of major world events from
1945 to the present
Objective 17: Describing emerging
democracies from the late 20th century
to the present

Discussing problems and
opportunities involving
science, technology, and the
environment in the late 20th
century to the present
* Examples: genetic
AHSGE
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engineering, space exploration

Identifying problems involving
civil liberties and human rights
from 1945 to the present and
ways they have been addressed

Relating economic changes to
social changes in countries
adopting democratic forms of
government
AHSGE
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