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Huntsville City Schools Instructional Guide Course: Modern World History Grade 9 **Please make a calendar note that this pacing guide was designed with holidays, half-days, testing dates, and other factors in mind. The additional “I can” statements and resources in RED are for Honor Classes. There will be a wide variety of teaching techniques, strategies, and assessment methods used in Honors World History. Some of the assessment methods will include: -Quizzes, journals (Current Events) -Unit Tests that are composed of selected response and essay -Oral presentations mini, informal, and formal -Daily participation in class discussions -Written papers, reports, projects, reflections -Role playing, interviewing -Analyzing and interpreting historical events and current events - Outside reading – both Fiction and Non-fiction -content analysis -historical method Standard 1.) Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.* “I Can” Statements 1. “I CAN” describe the characteristics of the Renaissance and understand why it began in Italy. 2. “I CAN” identify Renaissance artists and explain how new ideas affected the arts of the period. 3. “I CAN” understand how writers of the time addressed Resources Vocabulary Pacing Recommendation Chapter 1: The Renaissance and Reformation (Sections 1, 2, and 5) Medici family Patrons Renaissance Secular / Sacred Machiavelli The Prince Perspective / Dimension August 5-22 Primary Source: Niccolo Machiavelli’s The Prince (http://www.fordham.edu/h alsall/source/princeexcerp.asp) Renaissance themes. 4. “I CAN” explain how the printing revolution shaped European society. 5. “I CAN” describe the themes that northern European artists, humanists, and writers explored. 6. “I CAN” analyze important historical events that led the world to the point of the Renaissance. 7. “I CAN” identify the results of the shifting paradigms of the Renaissance. 3.) Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion.* 1. “I CAN” summarize the factors that encouraged the Protestant Reformation. 2. “I CAN” analyze Martin Luther’s role in shaping the Protestant Reformation. 3. “I CAN” explain the teachings and impact of John Calvin. 4. “I CAN” describe the new ideas that Protestant sects embraced. 5. “I CAN” understand why England formed a new church. 6. “I CAN” analyze how the Catholic Church reformed itself. 7. “I CAN” explain why many groups faced persecution during the Reformation. www.pbs.org www.historychannel.com Chapter 1: The Renaissance and Reformation (Sections 3 and 4) Primary Source: Martin Luther’s “95 Theses” (http://www.luther.de/en/9 5thesen.html) Reading Like a Historian: “Martin Luther” http://sheg.stanford.edu/m artin-luther www.pbs.org www.historychannel.com Henry VII Protestant Reformation Martin Luther / Ninetyfive Thesis John Calvin Predestination Johannes Gutenberg / Printing Press Council of Trent August 5-22 4.) Explain the relationship 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.* 2.) Describe the role of mercantilism and imperialism in European exploration and 8. “I CAN” evaluate how the Reformation contributed to the development of European politics. DBQ: Protestant Reformation http://johncastator.cmswiki. wikispaces.net/file/view/db q.reformation.egg.pdf/4599 28106/dbq.reformation.egg. pdf 1. “I CAN” depict the general location of, size of, and distance between regions in the early Global Age. 2. “I CAN” identify how the search for spices lead to global exploration. 3. “I CAN” analyze the effects of European exploration have on the people of Africa. 4. “I CAN” trace how European nations build empires in South and Southeast Asia. 5. “I CAN” identify how European encounters in East Asia were shaped by the worldviews of both Europeans and Asians. 6. “I CAN” contrast the growth in Asian empires during the 16th to 18th century. Chapter 2: The Beginnings of Our Global Age: Europe, Africa, and Asia 1. “I CAN” describe the impact of the Commercial Revolution on European society. Chapter 3: The Beginnings of Our Global Age: Europe and the Americas Primary Source: “Journal of the First Voyage of Vasco Da Gama” (http://www.lasalle.edu/~m cinneshin/356/wk03/dagam a.htm) Bartolomeu Dias Cape of Good Hope Prince Henry Christopher Columbus Vasco de Gama Vasco de Balboa Ferdinand Magellan God, Glory and Gold Caravel Astrolabe / Sextant Magnetic Compass Mercantilism August 25- September 5 Effects of European Exploration Natural Resources September 8-September 19 www.pbs.org www.historychannel.com www.eyewitnesstohistory.c om colonization in the sixteenth century, including the Columbian Exchange.* 5.) Describe the rise of absolutism and constitutionalism and their impact on European nations. * • Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings 2. “I CAN” identify major ocean currents, wind patterns, landforms, and climates affecting European exploration. 3. “I CAN” analyze the results of the first encounters between the Spanish and Native Americans. 4. “I CAN” describe how Spain and Portugal build colonies in the Americas. 5. “I CAN” analyze how European struggles for power shape the North American continent. 6. “I CAN” analyze how the Atlantic slave trade shaped the lives and economies of Africans and Europeans. 7. “I CAN” trace how the voyages of European explorers lead to new economic systems of Europe and its colonies. 8. “I CAN” analyze how the Age of Exploration brought change to the various continents. 1. “I CAN” explain what an absolute monarchy is and the concept of divine right. 2. “I CAN” explain the impact that absolutism had on Europe in the 16th through 19th centuries. Primary Source: “[Christopher Columbus’s] Letter to the King and Queen of Spain, 1494” (http://www.fordham.edu/h alsall/source/columbus2.asp ) Commercial Revolution Mercantilism Tenochtitlan Smallpox Transatlantic Slave Route Columbian Exchange Encomienda system Taj Mahal www.pbs.org www.historychannel.com www.eyewitnesstohistory.c om Chapter 4: The Age of Absolutism Primary Source: “Anne Boleyn’s speech at her execution” (http://englishhistory.net/tu English Bill of Rights Divine Right Absolute Rule Thomas Hobbes John Locke September 22-October 3 • Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great • Identifying major provisions of the Petition of Rights and the English Bill of Rights 3. “I CAN” contrast the philosophes of Thomas Hobbes and John Locke. 4. “I CAN” compare and contrast absolutism in France, Russia, and Prussia. dor/prianne3.html) John Locke’s First Treatise of Government (http://www.nlnrac.org/earl ymodern/locke/primarysource-documents) www.historychannel.com DBQ: “Age of Absolutism” http://www.cabarrus.k12.nc. us/cms/lib07/NC01910456/C entricity/Domain/3785/Absol utism%20DBQ.pdf End of 1st Nine Weeks- October 3, 2014 Benchmark Assessments- October 13-17,2014 6.) Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment. *(Please note that you are expected to teach the American Revolution as students will need to know this for the United States History Quality Core test.) 1. “I CAN” analyze factors that led to the Scientific Revolution. 2. “I CAN” summarize the theory of the heliocentric theory. 3. “I CAN” determine the effects of the Scientific Revolution. 4. “I CAN” identify the ideas of Copernicus and other thinkers during the Scientific Revolution. 5. “I CAN’ analyze the factors that led to the Enlightenment. Chapter 1: The Renaissance and Reformation (Section 5) Chapter 5: The Enlightenment and the American Revolution Primary Source: Isaac Newton’s Principia mathematica (http://www.thenagain.info John Locke Rousseau Montesquieu Hobbes Enlightenment Copernicus Galileo Scientific Method American Revolution October 13- October 31 7.) Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism. * 6. “I CAN” compare and contrast the ideas of Thomas Hobbes and John Locke. 7. “I CAN” identify the impact of the Enlightenment on European society and other societies. 8. “I CAN” contrast the ideas of Montesquieu, Rousseau, and other thinkers during the Enlightenment. 9. “I CAN” determine how the Enlightenment changed the view of the human condition. /Classes/Sources/Newton.ht ml) 1. “I CAN” describe the factors that led to the French Revolution. 2. “I CAN” analyze the causes and the effects of the Great Fear. 3. “I CAN” describe the radical stage of the French Revolution. 4. “I CAN” analyze the factors that led to the rise of Napoleon and why the French strongly supported him. 5. “I CAN” analyze the factors that led to the fall of Napoleon. 6. “I CAN” describe how the French Revolution led to the Napoleonic Era. 7. “I CAN” define the Declaration of the Rights of Man and its impact on French Chapter 6: The French Revolution www.historychannel.com Primary Source: “Declaration of the Rights of Man” (http://avalon.law.yale.edu/ 18th_century/rightsof.asp) Reading Like a Historian: “Reign of Terror” http://sheg.stanford.edu/rei gn-of-terror www.historychannel.com Nationalism Reign of Terror Plebiscite Committee of Public Safety Maximilien Robespierre Napoleon Bonaparte Estates Bourgeoisie National Assembly Tennis Court Oath French Revolution November 3- November 21 society. 8. “I CAN” analyze how the ideas of revolution impacted European development. 8. Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico.* 1. “I CAN” explain how the spirit of revolution spread from the European continent to Latin America. 2. “I CAN” summarize the spread of Latin American revolutions during the first half of the 19th century. 3. “I CAN” identify the main leaders and countries involved in Latin American revolutions from 1800-1850. 4. “I CAN” compare the revolutions of Latin America to the various revolutions in Europe. Chapter 8: Revolutions in Latin America Primary Source: Memoire of General Toussaint L’Ouverture (http://www.marxists.org/re ference/archive/toussaintlouverture/memoir/index.ht m) Dan Martin Toussaint L'Ouverture Bolivar Caudillos December 1- December 19 Free enterprise Flying shuttle Joint-Stock Companies Causes/Effects of January 6- January 16 www.historychannel.com Benchmark Assessments December 15-19, 2014 End of 1st semester December 19, 2014 9.) Describe the impact of technological inventions, conditions of labor, and the 1. “I CAN” define industrialization and the Industrial Revolution. 2. “I CAN” analyze the causes Chapter 7 The Industrial Revolution Begins Chapter 9: Life in the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economics, society, and politics of Europe. * 10.) Describe the influence of urbanization during the nineteenth century on the Western World. * and effects of the Industrial Revolution. 3. “I CAN” define and differentiate socialism, communism, and Marxism. 4. “ I CAN” evaluate the impact of new ideas about business and economics. 5. “I CAN” explain the material benefits created by industrialization such as technology that improved everyday life and economic opportunity for a “middle class”. 6. “I CAN” analyze the effects of industrialism and urbanization on social and economic reforms. 7. “I CAN” evaluate the factors that allowed Britain to industrialize first. 8. “ I CAN” explain how and why industrialization led to urbanization. 9. “I CAN” summarize the impact of the Industrial Revolution in several countries. 10. “ I CAN” explain how and why industrialization led to urbanization. 11. “I CAN” analyze the effects of industrialism and urbanization on social and economic reforms. 12. “I CAN” describe the social Industrial Age Primary Source: Manifesto of the Communist Party (https://www.marxists.org/ archive/marx/works/1848/c ommunist-manifesto/) Industrial Revolution Steam engine James Watts Communism Laissez-faire Adam Smith Factors of Production Reading Like a Historian: “Factory Life” http://sheg.stanford.edu/fa ctory-life Karl Marx Urbanization Industrialization William Wilberforce www.historychannel.com and economic effects of industrialization. 13. “I CAN” define urbanization and how it changed society. 11.) Describe the impact of European nationalism and Western 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 United States imperialism. * 1. “I CAN” define nationalism, imperialism, and militarism. 2. “I CAN” explain how and why industrialization led to imperialism. 3. “I CAN” summarize the creation of a German state because of increased nationalism and the influence of Bismarck. 4. “ I CAN” summarize the creation of a unified Italian state because of increased nationalism. 5. “I CAN” explain the causes and effects of late 19th/ early 20th century conflicts related to nationalism, industrialization, and imperialism. (RussoJapanese War, wars of German unification) 6. “I CAN” explain how imperialism affected the world. Chapter 10: Nationalism Triumphs in Europe Chapter 11: Growth of Western Democracies Chapter 12: The New Imperialism Chapter 13: New Global Patterns Primary Source: “Documents of German Unification, 1848-1871” (http://www.fordham.edu/h alsall/mod/germanunificatio n.asp) Document Based Question (DBQ): “Age of Imperialism” http://www.livingston.org/c ms/lib4/NJ01000562/Centri city/Domain/700/Imperialis m%20final%20dbq.pdf www.historychannel.com Crimean War Berlin Conference 18841885 Imperialism Cecil Rhodes Japan (Foreign Policy) China (Foreign Policy) Rudyard Kipling Isolationism January 19- February 6 12.) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system. * 1.“I CAN” identify the MAIN causes of World War I. 2. “I CAN” identify the immediate cause of World War. 3. “I CAN” identify the impact of new technologies and war strategies during World War I. 4. “I CAN” identify the factors that led to the United States entering World War I and the immediate effects of United States involvement. 5. “I CAN” evaluate the peace treaties following World War I and how it impacted Germany. 6.” I CAN” summarize the causes and the events of the Russian Revolution of 1917 (Bolsheviks) and place it appropriately in the context of World War I. 7. “I CAN” explain the effects of the Russian Revolution. 8. “I CAN” describe how the world changed as a result of the Great War. Chapter 14 World War I and the Russian Revolution Primary Source: Wilfred Owen’s “Dulce et Decorum Est” (http://www.warpoetry.co.u k/owen1.html) www.historychannel.com www.eyewitnesstohistory.c om Triple Alliance Triple Entente Treaty of Versailles Bolsheviks Lenin Stalin Trench Warfare U-boat Franz Ferdinand Poison Gas Western Front Lusitania Zimmerman Note Schlieffen Plan February 9- March 6 Treaty of Versailles Dawes Plan Article 231 March 9- March 20 Benchmark Assessments March 2-6, 2015 13. Explain challenges of the postWorld War I period. Identify the causes of the Great Depression and End of 3rd Nine Weeks March 6, 2015 1. “I CAN” analyze how debt Chapter 16 The Rise of from WWI became a motivating Totalitarianism factor for Germany’s increased character the global impact of the Great Depression. * nationalism. (Dawes Plan, Article Primary Source: FDR Fireside 231, Weimer Republic -before Radio Chat on the Banking Hitler) Crisis, March 12, 1933 2. “I CAN” analyze how and why (http://www.mhric.org/fdr/ the failure of the Treaty of chat1.html) Versailles (reparations and war guilt clause) led to World War II. 3. “I CAN” analyze how the www.historychannel.com impact of the Great Depression resulted in World War II. (fascism and communism) DBQ: “Age of Anxiety” Weimer Republic Adolf Hitler Great Depression Fascism Communism Five- Year Plan http://lockhartibhistory.com/I B_History_Site/Causes,_Pra ctices,_and_Effects__WW1_ of_War_Module_files/DBQ% 20AgeOfAnxiety%20guided. pdf 14.) Describe causes and consequences of World War II. * 1. “I CAN” identify how economic crisis in Germany, Italy, and Russia/ the USSR helped authoritarian leaders gain power. (Benito Mussolini, Adolf Hitler, March on Rome, totalitarianism) 2. “I CAN” summarize the events that led to World War II. (totalitarianism in Italy, Japan, Germany, and Russia. 3. “I CAN” summarize the direct event that triggered World War II and the war techniques used by Germany. (blitzkrieg) 4. “ I CAN” analyze the factors that eventually led the United Chapter 17 World War II and Its Aftermath Primary Source: Albert Einstein’s letter to FDR concerning the development of the Atomic Bomb, March 25, 1945 (http://www.trumanlibrary. org/whistlestop/study_colle ctions/bomb/large/docume nts/pdfs/35.pdf#zoom=100) Reading Like a Historian: “Appeasement” http://sheg.stanford.edu/ap Adolf Hitler Totalitarianism World War II blitzkrieg Normandy Gestapo Nazi Holocaust Fascism Island hopping Pearl Harbor Genocide March 30- April 17 States to become involved in World War II. (Japanese aggression) 5. “I CAN” describe how Normandy was a turning point in World War II. 6. “I CAN” describe the immediate effects of World War II and how it ended. peasement Reading Like a Historian: “Nazi Propaganda” http://sheg.stanford.edu/na zi-propaganda www.historychannel.com www.eyewitnesstohistory.c om 15.) Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires. 1. “I CAN” explain the effect of WWII on the development of Asia. 2. “I CAN” summarize the effect of WWII on the spread of communism. 3. “I CAN” identify the root causes of the Cold War and the Western policy of Containment. Chapter 18 The Cold War Chapter 19: New Nations Emerge Primary Source: Winston Churchill’s “Iron Curtain Speech” (http://www.fordham.edu/h alsall/mod/churchilliron.asp) www.historychannel.com DBQ: “Start of the Cold War” http://people.hofstra.edu/al Warsaw Pact NATO Cold War Yalta Iron Curtain Cuban Missile Crisis April 20-24 an_j_singer/DBQs/DBQ13StartoftheColdWar.pdf 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 twentieth and the beginning of the twenty-first centuries. * 1. “I CAN” outline the decline of communism and its impact on the world. 2. “I CAN” describe the modern internal conflicts in various regions around the world and its impact on world security. 3. “I CAN” explain how the world was changed as a result of September 11, 2001. Chapter 20: Regional Conflicts Mikhail Gorbachev Ronald Reagan Israel Chapter 22 The World Today Palestine (Section 4) George W. Bush Nelson Mandela Primary Source: George W. Perestroika Bush Address to the Nation Glasnost on 9/11/01 Arab Spring (http://www.americanrheto Radical Islamic ric.com/speeches/gwbush91 Fundamentalism 1addresstothenation.htm) War on Terrorism April 27- May 1 www.historychannel.com 17. Describe emerging democracies 1. “I CAN” identify challenges from the late twentieth century to brought about by new technologies in the past 25 the present.* years. 2. “I CAN” discuss social changes and the challenges they have presented since 1945. 3. “I CAN” discuss the impact of the inter-related world in the areas of politics, economics and society. 4. “I CAN” analyze the impact that history has on the past and the present. Chapter 21: The Developing World Primary Source: Steve Jobs Stanford Commencement Address to Stanford in 2005 (http://news.stanford.edu/n ews/2005/june15/jobs061505.html) www.historychannel.com United Nations Mubarak Libya's Constitutional Charter Draft Civil Liberties Human Rights Social Change Democratic Reforms Ethical Challenges May 4- May 22 Final Benchmark Assessments May 11-15, 2015 End of 2nd semester May 22, 2015 *= College and Career Readiness Anchor Standards for Reading (Grades 6-12, Standards 1-10) and Writing (Grades 6-12, Standards 1-10) will be implemented in every unit.