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BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
Course: World History
MONTH
GPS’s/
Elements
The Rise of
Civilization
August/
January
1,2,6a, 8
Unit Themes:
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology,
and Society
4. Individuals,
Groups, and
Institutions
5. Continuity
and Change
Over Time
6. Global
Connections/
Economics
6/26/2017
SSWH1 The student will
analyze the origins, structures,
and interactions of complex
societies in the ancient Eastern
Mediterranean from 3500
BCE to 500 BCE.
a. Describe the development
of Mesopotamian
societies; include the
religious, cultural,
economic, and political
facets of society, with
attention to Hammurabi’s
law code.
b. Describe the relationship
of religion and political
authority in Ancient
Egypt.
c. Explain the development
of monotheism; include
the concepts developed
by the ancient Hebrews,
and Zoroastrianism.
Critical Content
CONCEPT
Key Facts
 Mesopotamian/Eg
yptian/Eastern
Mediterranean
Societies
 Hammurabi’s
Law Code
 Phoenician
Alphabet
 Phoenician
Trading System
 Monotheism
 Zoroastrianism
 Judaism
 Cuneiform
 Hieroglyphics
 Indian and
Chinese Societies
 Maurya Empire
 Golden Age
 Gupta
 Buddhism
 Hinduism
 Confucianism
 Zhou
1.
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2.
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3.
4.
Beliefs Systems
Communication/
Writing Systems
Art
Architecture
Cultural Diffusion
Government/
Leadership
Justice, Laws, Rules
Similarities/Differences
Roles and Status
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Writing
Agriculture
Transportation
Weaponry
Architecture
Public Works
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Role/Status
Confucianism
Suggested Assessments In Addition
To Objective Tests
SSWH1 A and B
1. Compare and Contrast Chart
2. Essay
3. Create Newspaper for each
culture
4. Role Play and Mock Trial
SSWH1 C.
1. Annotated Flow Chart to
explain development in
Hebrew and Zoroastrian
Societies.
SSWH1 D and E.
1. Trade Network and Writing
Systems Map
2. DBQ
3. Essay
SSWH2 A and C
1. Parallel Timeline
2. Parallel Organizational Charts
3. Comparative Essay
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
d. Identify early trading
networks and writing
systems existent in the
Eastern Mediterranean,
including those of the
Phoenicians.
e. Explain the development
and importance of
writing; include
cuneiform, hieroglyphics,
and the Phoenician
alphabet.
SSWH2 The student will
identify the major
achievements of Chinese and
Indian societies from 1100
BCE to 500 CE.
a. Describe the development
of Indian civilization;
include the rise and fall
of the Maurya Empire,
the “Golden Age” under
Gupta, and the emperor
Ashoka.
b. Explain the development
and impact of Hinduism
and Buddhism on India
and subsequent diffusion
of Buddhism.
c. Describe the development
of Chinese civilization
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Qin
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Bantu Tribes
Central and South 5.
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America Societies
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 Olmec
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 Mayan
 Aztec
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 Inca
Skills
 Analyze Artifacts 6.
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 Interpret TimeLine
 Draw
Conclusions
 Make
Generalizations
 Translate Dates
into Centuries,
Eras, Ages
 Interpret Maps
 Compare
Similarities and
Differences
 Construct Charts
and Tables
Civil Service
Neolithic Revolution
Origin of City-States
Polytheism –vsMonotheism
Dynasties
Eastern Mediterranean
Trading Networks
SSWH2 B and D
1. Organizational Charts
2. Venn Diagrams
3. Diffusion Map
4. Essay
SSWH6 A
1. Map
SSWH8 A and B
1. DBQ (art and artifacts)
2. Comparison Charts
3. Group Presentation:
(multimedia presentation)
End Unit Assessments:
1. Societal Newspaper (group
project)
2. Group Presentation:
(multimedia presentation)
3. Unit Test
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
under the Zhou and Qin.
d. Explain the impact of
Confucianism on Chinese
culture; include the
examination system, the
Mandate of Heaven, the
status of peasants, the
status of merchants, and
the patriarchal family,
and explain diffusion to
Southeast Asia, Japan,
and Korea.
SSWH6 The student will
describe the diverse
characteristics of early African
societies before 1800.
a. Identify the Bantu
migration patterns and
contribution to settled
agriculture.
SSWH8 The student will
demonstrate an understanding
of the development of
societies in Central and South
America.
a. Explain the rise and fall of
the Olmec, Mayan,
Aztec, and Inca empires.
b. Compare the culture of the
Americas; include
government, economy,
6/26/2017
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
religion, and the arts of
the Mayans, Aztecs, and
Incas.
MONTH
The Rise of
Empires
September/
February
Unit Themes:
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology,
and Society
4. Individuals,
Groups, and
Institutions
5. Continuity
and Change
Over Time
6. Global
Connections/
Economics
6/26/2017
GPS’s/
Elements
3,4,5,12
Critical Content
SSWH3 The student will
examine the political,
philosophical, and cultural
interaction of Classical
Mediterranean societies from
700 BCE to 400 CE.
a. Compare the origins and
structure of the Greek
polis, the Roman
Republic, and the Roman
Empire.
b. Identify the ideas and
impact of important
individuals; include
Socrates, Plato, and
Aristotle and describe the
diffusion of Greek
culture by Aristotle’s
pupil Alexander the
Great and the impact of
Julius and Augustus
Caesar.
c. Analyze the contributions
of Hellenistic and Roman
culture; include law,
gender, and science.
Key Facts
1.
 Mediterranean
Societies
 Greeks
 Greek Culture
 Roman Empire
 Hellenistic
 Roman Culture
 Plato
2.
 Aristotle
 Socrates
 Alexander
 Julius Caesar
 Augustus Caesar
 Polytheism
 Christianity
 Cultural
Diffusion
 Byzantine Empire
 Justinian’s Law
Code
 Theodora and the 3.
Role of Women
 Byzantine Art and
Architecture
CONCEPT
Suggested Assessments In
Addition To Objective Tests
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Religious Beliefs
Philosophy
Architecture
Art
Writing
Religious Violence
Status/ Roles
SSWH3 A
1. Organizational Chart (Greek
Polis, Roman Republic,
Roman Empire.)
2. Comparative Essay Greek
3. Mini Research Paper
(Comparing and Contrasting
Origins of Greek and Roman
Government)
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Justice/ Law/ Rules
Government/Leaders
hip
Forms of
Government
Organization
Military Strengths
and Weaknesses
Reasons for the
decline of
Government
SSWH3 B
1. Historical Figures Photo
Album
2. Mini Research Paper
(Historical Figures)
3. Interview with historical
figures.
4. Role Playing, Panel
Discussion (historical
figures)
5. DBQ (primary documents)
6. Diffusion Map (Alexander
and/or the Caesar’s)
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Architecture
Medicine
Public Works
BIBB COUNTY SCHOOLS
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2006-07
d. Describe polytheism in the
Greek and Roman world
and the origins and
diffusion of Christianity
in the Roman world.
e. Analyze the factors that
led to the collapse of the
western Roman Empire.
SSWH4 The student will
analyze the importance of the
Byzantine and Mongol
empires between 450 CE and
1500 CE.
a. Explain the relationship of
the Byzantine Empire to
the Roman Empire.
b. Describe the significance
of Justinian’s law code,
Theodora and the role of
women, and Byzantine
art and architecture.
c. Analyze the establishment
of Christianity as the
official religion of the
Byzantine Empire.
d. Analyze the role of
Constantinople as a
trading and religious
center.
e. Explain the influence of
the Byzantine Empire on
Russia, with particular
attention to its impact on
Tsar Ivan III and Kiev.
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Constantinople
Byzantine Empire
and Russia
Ivan III
Kiev
Orthodox
Christianity and
the Schism
Islam
Muslim Trade
Routes
Sunni and Shiites
Ibn Sina
Ibn Battuta
Crusades
Mongol Empires
Silk Road
Compare and
Contrast Judaism,
Christianity, and
Islam.
Ottoman Empire
Safavid Empire
Mughal Empire
Shah Abbas I
Babur and Akbar
Muslim Cultural
Influences
Skills
 Analyze Artifacts
 Interpret Time-
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Astronomy
Military
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Government Power –
vs- Religious Power
Organized Religion
Economic
Institutions
Government
Institutions
5.
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Cultural Diffusion
Rise and Fall of
Empires
Role of Religion in
Society
Law and Government
Role/Status
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Cultural Diffusion
Trade
Migration
Ideas
Technology
Religion
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6.
SSWH3 C
1. Photo Essay of Greek and
Roman Influences.
2. Driving Tour
3. Analyze Greek and Roman
Contributions Essay
SSWH3 D
1. Diffusion Maps
2. Comparing Greek and
Roman Religion
Organizational Chart
3. Rewrite a myth for children
4. Mythology powerpoint/booklet.
5. Comic Strip of Mythological
Characters as Super Heroes
SSWH3 E
1. Annotated and/or Illustrative
Flow Chart for the fall of
Roman Empire.
2. Cause and Effect Chart
3. Essay Fall of Roman Empire.
SSWH4 A and E
1. Sequential Maps Shows the
Relationship Between
Roman Empire, the
Byzantine Empire, and
Russia.
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
f. Define the role of
Orthodox Christianity
and the Schism.
SSWH5 The student will trace
the origins and expansion of
the Islamic World
between 600 CE and 1300 CE.
a. Explain the origins of
Islam and the growth of
the Islamic Empire.
b. Identify the Muslim trade
routes to India, China,
Europe, and Africa and
assess the economic
impact of this trade.
c. Explain the reasons for the
split between Sunni and
Shia Muslims.
d. Identify the contributions
of Islamic scholars in
medicine (Ibn Sina) and
geography (Ibn Battuta).
e. Describe the impact of the
Crusades on both the
Islamic World and
Europe.
f. Analyze the impact of the
expansion of the Mongol
Empire; include the
stabilization of trading
networks from China to
the Mediterranean world.
6/26/2017
Line
 Draw
Conclusions
 Make
Generalizations
 Translate Dates
into Centuries,
Eras, Ages
 Interpret Maps
 Identify and use
primary and
secondary sources
 Identify main
idea, detail,
sequence of
events, cause and
effect.
 Distinguish
between fact and
opinion
 Compare
Similarities and
Differences
 Construct Charts
and Tables
SSWH4 B and D
1. Biography, Skit, Comic Strip
of Theodora.
2. Persuasive letter to publish
the Law Code.
3. Diffusion Map of Justinian’s
Law Code across the world.
4. Multimedia Presentation of
Art and Architecture.
5. Travel Brochure: Reasons to
Move to Constantinople
SSWH4 C and F
1. Annotated Timeline
2. Write a letter from Patriarchs
to the Pope explaining the
reason for the schism.
SSWH5 A and G
1. Flip Book
2. Diffusion Map
3. Timeline
4. Flow Chart
5. Venn Diagram
6. DBQ (Koran, Old Testament
etc…)
SSWH5 B
1. Annotated Trade Map
SSWH5 C
1. Current Events Between
Sunni and Shia
2. Role Playing
3. Essay
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
g. Analyze the relationship
between Judaism,
Christianity, and Islam.
SSWH12 The student will
examine the origins and
contributions of the Ottoman,
Safavid, and Mughal empires.
a. Describe the geographical
extent of the Ottoman
Empire during the rule of
Suleyman the
Magnificent, the Safavid
Empire during the reign
of Shah Abbas I, and the
Mughal Empire during
the reigns of Babur and
Akbar.
b. Explain the ways in which
these Muslim empires
influenced religion, law,
and the arts in their parts
of the world
SSWH5 D
1. Biographical Sketch
2. Multimedia Presentation
SSWH5 E
1. Newspaper Article on
Crusades from European and
Islamic perspectives.
2. Multimedia Presentation
Crusades.
3. Before and After Essay
(Crusades)
SSWH5F
1. Diffusion Map (Expansion
Mongol Empire)
SSWH12 A and B
1. Illustrative Map, Sequential
Maps
2. Essay on the influence of the
Ottoman, Safavid, and
Mughal Empires
3. Multimedia Group
Presentation over the
Ottoman, Safavid, Mongol,
and Mughal Empires.
End Of Unit Assessment:
1. World Religion P
6/26/2017
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
UNIT/
MONTH
Emerging
Modern World
GPS’s/
Elements
6 b-d ,7,9,10,11,
OCTOBER/
March
SSWH6 The student will
describe the diverse
characteristics of early African
societies before 1800.
b. Describe the development
and decline of the
Sudanic kingdoms
(Ghana, Mali, Songhai);
include the roles of
Sundiata, and the
pilgrimage of Mansa
Musa to Mecca.
c. Describe the trading
networks by examining
trans-Saharan trade in
gold, salt, and slaves;
include the Swahili
trading cities.
d. Analyze the process of
religious syncretism as a
blending of traditional
African beliefs with new
ideas from Islam and
Christianity.
Unit Theme:
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology,
and Society
4. Individuals,
Groups, and
Institutions
5. Continuity
and Change
Over Time
6. Global
Connections/
Economics
6/26/2017
Critical Content
Key Facts:
 African Societies
 Ghana
 Mali
 Songhai
 Sundiata
 Mecca
 Mansa Musa
 Tran Saharan
Trade
 Swahili Trading
Cities
 Religious
Syncretism
 Manorial System
 Feudal System
 Charlemagne
 Pope Gregory VII
 King Henry IV
 Role of the
Church in
Medieval Society
 Growth of towns
and Cities
SSWH7 The student will analyze  Florence
European medieval society with  Machiavelli
regard to culture,
 Leonardo Da
politics, society, and economics.
Vinci
CONCEPT
1.
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Religious Beliefs
Philosophy
Architecture
Art
Communication
Systems
 Writing
 Religious Violence
 Cultural Diffusion
 Reform Movements
 Renaissance
2.
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3.
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Religion
Government
Leadership
Roles and Status
Justice, Laws, and
Rules
Military Strengths and
Weaknesses
Exploration
Writing
Transportation
Agriculture
Military
Suggested Assessments
SSWH 6 B
1. Multimedia presentations
2. Biographical Essays
3. Annotated Timeline
SSWH6 C
1. Trade Map
2. Examine Trade Graphs
SSWH6 D
1. Classroom discussion.
SSWH7 A, B, and C
1. Graphical Explanation
2. Individual Projects on
Aspects of Medieval Society
3. Diary Entry: “Day in the
Life”
4. Map of Charlemagne’s
divided empire
5. Biography of Charlemagne.
6. Movie Poster Presenting
Charlemagne.
7. Skit: Movie Trailer for
Charlemagne.
SSWH7 D
1. Cause and Effects Chart
2. Cause and Effects Essay
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
a. Explain the manorial
system and feudalism;
include the status of
peasants and feudal
monarchies and the
importance of
Charlemagne.
b. Describe the political
impact of Christianity;
include Pope Gregory
VII and King Henry IV.
c. Explain the role of the
church in medieval
society. .
d. Describe how increasing
trade led to the growth of
towns and cities
SSWH9 The student will analyze
change and continuity in the
Renaissance and
Reformation.
a. Explain the social,
economic, and political
changes that contributed
to the rise of Florence
and the ideas of
Machiavelli.
b. Identify artistic and
scientific achievements
of Leonardo da Vinci, the
“Renaissance man,” and
Michelangelo.
c. Explain the main
characteristics of
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Michelangelo
Humanism
Petrarch
Dante
Erasmus
Protestant
Reformation
Martin Luther
John Calvin
Counter
Reformation
Council of Trent
Role of Jesuits
English
Reformation
Henry VIII
Elizabeth I
Gutenberg
Printing Press
Conquistadors
Zheng He
Vasco De Gama
Christopher
Columbus
Ferdinand
Magellan
James Cook
Samuel De
Champlain
Henry the
Navigator
Columbian
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4.
5.
Astronomy
Mass Communications
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Role and Status
Feudalism
Organized Religion
African Kingdoms
Reform Movements
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Renaissance
Reformation
Spread of Religion
Exploration
Cultural Diffusion
Role of Religion in
Society
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Exploration
Cultural Diffusion
Trade
Migration
Ideas
Technology
Religion
6.
3. Graphical Illustration of
Population Growth.
SSWH9
1. Historical Figure Photo
Album
2. Museum Exhibit
SSWH9 A, B, and C
1. Artist Chart
2. Humanism Essay
SSWH9 D, E, and F
1. Read and Rewrite the 99
Thesis in everyday language.
2. Essay Comparing
Lutheranism, Calvinism, and
Catholicism.
3. Venn Diagram Lutheranism,
Calvinism, and Catholicism.
SSWH9 G
1. Mini Essay Importance of the
Printing Press.
SSWH10 A and C
1. Organizational Chart of
Explorers
2. Individual Presentation for
Explorers.
3. Map of Explorer Routes
4. Primary Document
Christopher Columbus Diary.
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
humanism; include the
ideas of Petrarch, Dante,
and Erasmus.
d. Analyze the impact of the
Protestant Reformation;
include the ideas of
Martin Luther and John
Calvin.
e. Describe the Counter
Reformation at the
Council of Trent and the
role of the Jesuits.
f. Describe the English
Reformation and the role
of Henry VIII and
Elizabeth I.
g. Explain the importance of
Gutenberg and the
invention of the printing
press.
SSWH10 The student will
analyze the impact of the age of
discovery and expansion
into the Americas, Africa, and
Asia.
a. Explain the roles of
explorers and
conquistadors; include
Zheng He, Vasco da
Gama, Christopher
Columbus, Ferdinand
Magellan, James Cook,
and Samuel de
Champlain.
6/26/2017
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Exchange
Astrolabe
Tokugawa
Qing Rulers:
Oda Nobunaga
Kangxi
Skills:
 Analyze Artifacts
 Interpret TimeLine
 Draw
Conclusions
 Make
Generalizations
 Translate Dates
into Centuries,
Eras, Ages
 Interpret Maps
 Identify and use
primary and
secondary sources
 Identify main
idea, detail,
sequence of
events, cause and
effect.
 Distinguish
between fact and
opinion
 Analyzing Charts
and Graphs
 Organize Items
SSWH10 B
1. Illustrative Map
2. Mini Essay on the Importance
of Columbian Exchange.
SSWH11 A and B
1. Compare and contrast chart
or and Essay
2. Population Graph
BIBB COUNTY SCHOOLS
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2006-07
b. Define the Columbian
Exchange and its global
economic and cultural
impact.
c. Explain the role of
improved technology in
European exploration;
include the astrolabe.
SSWH11 Students will
investigate political and social
changes in Japan and in
China from the seventeenth
century CE to mid-nineteenth
century CE.
a. Describe the policies of
the Tokugawa and Qing
rulers; include Oda
Nobunaga and Kangxi.
b. Analyze the impact of
population growth and its
impact on the social
structure.
6/26/2017
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Chronologically
Formulate
Research
Questions
Determine
adequacy and/or
relevancy of
information.
 Check for
Consistency of
information.
 Compare
Similarities and
Differences
 Construct Charts
and Tables
BIBB COUNTY SCHOOLS
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2006-07
UNIT / MONTH
GPS’s/
Enlightenment
and Revolutions
13,14, 15 a-b
November/ April
Unit Theme:
SSWH13 The student will Key Facts
examine the intellectual,
 Copernicus
political, social, and
 Galileo
economic
 Kepler
factors that changed the
 Newton
world view of Europeans.
 Enlightenment
a. Explain the scientific
 Locke
contributions of
 Voltaire
Copernicus,
 Rousseau
Galileo, Kepler,
 Absolutism:
and Newton and
 Louis XIV
how these ideas
 Peter the Great
changed the
 Tokugawa Ieyasu
European world
 English Civil War
view.
 Glorious
b. Identify the major
Revolution
ideas of the
 United States
Enlightenment from
Revolution
the writings of
Locke, Voltaire,
 French Revolution
and Rousseau and
 Haitian Revolution
their relationship to
 Latin American
politics and society.
Revolution 18081825
 Napoleon
 Napoleonic Code
SSWH14 The student will
 Balance of Power
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology, and
Society
4. Individuals,
Groups, and
Institutions
5. Continuity and
Change Over
Time
6. Global
Connections/
Economics
6/26/2017
Critical Content
CONCEPT
1.
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Beliefs Systems
Communication/
Writing Systems
Art
Architecture
Cultural Diffusion
Philosophy
2.
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Absolutism
Age of Revolutions and
Rebellions
Government and
Leadership
Rise of Nation States
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Industrialization
Scientific Revolution
Agriculture
Art and Architecture
Public Works
Transportation
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3.
4.
Suggested Assessments
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
analyze the Age of
Revolutions and
Rebellions.
a. Examine absolutism
through a
comparison of the
rules of Louis XIV,
Tsar Peter the
Great, and
Tokugawa Ieyasu.
b. Identify the causes
and results of the
revolutions in
England (1689),
United States
(1776), France
(1789), Haiti
(1791), and Latin
America (18081825).
c. Explain Napoleon’s
rise to power, and
his defeat; and
explain the
consequences for
Europe.
d. Examine the
interaction of China
and Japan with
westerners; include
the Opium War, the
Taiping Rebellion,
and Commodore
Perry.
6/26/2017
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Congress of Vienna
Opium War
Taiping Rebellion
Commodore Perry
Industrialization,
Nationalism, and
Worldwide
Imperialism
(England,
Germany, and
Japan)
Adam Smith
Karl Marx
Urbanization and is
impact on women.
Otto Von Bismarck
Emperor Meiji
Skills:
 Analyze Artifacts
 Interpret Time-Line
 Draw Conclusions
 Make Generalizations
 Translate Dates into
Centuries, Eras, Ages
 Interpret Maps
 Identify and use
primary and secondary
sources
 Identify main idea,
detail, sequence of
events, cause and
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Role and Status
Philosophers
Scientists
Revolutionaries
Absolutists
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Revolutions
Urbanization
Industrialization
Imperialism
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Economic Systems
East West Interaction
Industrialization
Technology
5.
6.
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
SSWH15 The student will
be able to describe the
impact of industrialization,
the
rise of nationalism, and the
major characteristics of
worldwide imperialism.
a. Analyze the process
and impact of
industrialization in
England, Germany,
and Japan,
movements for
political reform, the
writings of Adam
Smith and Karl
Marx, and
urbanization and its
affect on women.
b. Compare and
contrast the rise of
the nation state in
Germany under
Otto von Bismarck
and Japan under
Emperor Meiji.
6/26/2017
effect.
 Distinguish between
fact and opinion
 Analyzing Charts and
Graphs
 Organize Items
Chronologically
 Formulate Research
Questions
 Determine adequacy
and/or relevancy of
information.
 Check for Consistency
of information.
 Political Cartoons
 Compare Similarities
and Differences
 Construct Charts and
Tables
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
MONTH/Unit
Global Conflict
GPS’s
15c-d, 16,17, 18,19
December/May
Key Facts
 Russo-Japanese
SSWH15 The student will
War
be able to describe the
 Young Turks
impact of
industrialization, the
 British Policies in
rise of nationalism, and
South Africa
the major characteristics
 French Policies in
of worldwide
Indo-China
imperialism.
 Japanese Policies in
c. Describe the reaction
Asia
to foreign
 Causes of World
domination; include
War I
the Russo-Japanese
 Balkan Nationalism
War and Young
 Alliances
Turks.
 Militarism
d. Describe imperialism
 Trench Warfare
in Africa and Asia
 Battle of Verdun
by comparing
 Versailles Treaty
British policies in
 German
South Africa,
Reparations
French policies in
 Mandate System
Indochina, and
 Collapse of the
Japanese policies in
Romanov’s and
Asia.
Hapsburg Dynasties
SSWH16 The student will

Freud
demonstrate an
Unit Theme:
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology, and
Society
4. Individuals,
Groups, and
Institutions
5. Continuity and
Change Over
Time
6. Global
Connections/
Economics
6/26/2017
Critical Content
CONCEPT
1.
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Nationalism
Art
Science
War and Cultural
Conflict
Racial/Ethnic Conflict
2.
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Government Systems
Economic Systems
War
Conflict and
Cooperation
Imperialism
Military strengths and
weaknesses
Racial/Ethnic Conflict
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Weaponry
Transportation
Advances in Science
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3.
4.
Suggested Assessments
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
understanding of long-term
causes of
World War I and its global
impact.
a. Identify the causes of
the war; include
Balkan nationalism,
entangling
alliances, and
militarism.
b. Describe conditions
on the war front for
soldiers; include the
Battle of Verdun.
c. Explain the major
decisions made in
the Versailles
Treaty; include
German reparations
and the mandate
system that
replaced Ottoman
control.
d. Analyze the
destabilization of
Europe in the
collapse of the great
empires; include
the Romanov and
Hapsburg
dynasties.
SSWH17 The student will
be able to identify the
major political and
6/26/2017
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Einstein
Picasso
Russian Revolution
Proletariat
Marx and Engels
Bolsheviks
Lenin
Stalin’s Five Year
Plan
Fascism
Mussolini
Hitler
Hirohito
Nationalism
Sun Yat Sen
Mustafa Kemal
Attaturk
Mohandas Ghandi
Comparing
totalitarianism,
police states
(Russia, Germany,
and Italy), and
authoritarian
governments.
Italian invasion of
Ethiopia
Spanish Civil War
German Expansion
(Sudentenland)
Pearl Harbor
El-Alamein
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Economic Institution
Government
Institutions
Alliances
Political Parties
International
Organization
5.
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Cultural Diffusion
Rise and Fall of
Empires/Nations
Imperialism
6.
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Cultural Diffusion
War and Cultural
Conflict
Westernization
Trade
Ideas
Migration
Technology
Imperialism
Economic Systems
Economic Institutions
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
economic factors that
shaped world societies
between World War I and
World War II.
a. Examine the impact
of the war on
science, art, and
social thinking by
identifying the
cultural
significance of
Sigmund Freud,
Albert Einstein, and
Picasso.
b. Determine the causes
and results of the
Russian Revolution
from the rise of the
Bolsheviks under
Lenin to Stalin’s
first Five Year
Plan.
c. Describe the rise of
fascism in Europe
and Asia by
comparing the
policies of Benito
Mussolini in Italy,
Adolf Hitler in
Germany, and
Hirohito in Japan.
d. Analyze the rise of
nationalism as seen
in the ideas of Sun
6/26/2017
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D-Day
V-E Day
Guadalcanal
Philippines
Nuclear Warfare
V-J Day
Holocaust
Churchill (Great
Britain)
Stalin (Soviet
Union)
Roosevelt/Truman (
United States)
Teheran
Yalta
Potsdam
United Nations
Marshall Plan
McArthur’s Plan
for Japan
Skills
 Analyze Artifacts
 Interpret Time-Line
 Draw Conclusions
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
Yat Sen, Mustafa
Kemal Attaturk,
and Mohandas
Ghandi.
e. Describe the nature
of totalitarianism
and the police state
that existed in
Russia, Germany,
and Italy and how
they differ from
authoritarian
governments.
f. Explain the
aggression and
conflict leading to
World War II in
Europe and Asia;
include the Italian
invasion of
Ethiopia, the
Spanish Civil War,
the rape of Nanjing
in China, and the
German annexation
of the
Sudentenland.
SSWH18 The student will
demonstrate an
understanding of the global
political,
economic, and social
impact of World War II.
a. Describe the major
6/26/2017
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Make Generalizations
Translate Dates into
Centuries, Eras, Ages
 Interpret Maps
 Identify and use
primary and secondary
sources
 Identify main idea,
detail, sequence of
events, cause and
effect.
 Distinguish between
fact and opinion
 Analyzing Charts and
Graphs
 Organize Items
Chronologically
 Formulate Research
Questions
 Determine adequacy
and/or relevancy of
information.
 Check for Consistency
of information.
 Political Cartoons
 Compare Similarities
and Differences
 Construct Charts and
Tables
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
conflicts and
outcomes; include
Pearl Harbor, ElAlamein,
Stalingrad, D-Day,
Guadalcanal, the
Philippines, and the
end of the war in
Europe and Asia.
b. Identify Nazi
ideology, policies,
and consequences
that led to the
Holocaust.
c. Explain the military
and diplomatic
negotiations
between the leaders
of Great Britain
(Churchill), the
Soviet Union
(Stalin), and the
United States
(Roosevelt/Truman
) from Teheran to
Yalta and Potsdam
and the impact on
the nations of
Eastern Europe.
d. Explain allied PostWorld War II
policies; include
formation of the
United Nations, the
6/26/2017
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
Marshall Plan for
Europe, and
McArthur’s plan
for Japan.
6/26/2017
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
MONTH
19,20,21
Critical Content
CONCEPT
SSWH19 The student will
demonstrate an
understanding of the global
social, economic, and
political impact of the Cold
War and decolonization
from 1945 to
1989.
a. Analyze the
revolutionary
movements in India
(Gandhi, Nehru),
China (Mao
Zedong, Chiang
Kai-shek), and
Ghana.
b. Describe the
formation of the
state of Israel.
c. Explain the arms
race; include
development of the
hydrogen bomb
(1954) and SALT
(Strategic Arms
Limitation Treaty,
1972).
d. Compare and
contrast the reforms
of Khrushchev and
Key Facts
 Arms Race
 Cold War
 Apartheid
 Ghandi
 Nehru
 Mao Zedong
 Chiang Kai-Shek
 Ghana
 Formation of Israel
 Hydrogen Bomb
 SALT 1972
 Kruschev
 Gorbachev
 Anti-Apartheid
 Tianamen Square
 Berlin Wall
 Pan Africanism
 Pan Arabism
 BosniaHerzegovina
 Break up of SovietUnion
 Ukraine
 Kazakhstan
 Baltic States
 Terrorism:
 Shining Paths
1.
Global
Interdependence
December/May
Unit Theme:
1. Culture
2. Power,
Authority, and
Governance
3. Science,
Technology, and
Society
4. Individuals,
Groups, and
Institutions
5. Continuity and
Change Over
Time
6. Global
Connections/
Economics
6/26/2017
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Racial/Ethnic Conflicts
“New Nationalism”
Terrorism
Globalization
Americanization
Impact of Technology
Human Rights
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Revolutionary
Movements
Decolonization
Cold War
Racial/ Ethnic Conflict
Breakup and
Reunification
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Nuclear Arms Race
Space Race
Impact of Technology
Mass Communication
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International
Organizations
Multinational
Corporations
Terrorism
2.
3.
4.
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Suggested Assessments
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
Gorbachev.
e. Analyze efforts in
the pursuit of
freedom; include
anti-apartheid,
Tianamen Square,
and the fall of the
Berlin Wall.
SSWH20 The student will
examine change and
continuity in the world
since the
1960s.
a. Identify ethnic
conflicts and new
nationalisms;
include panAfricanism, panArabism, and the
conflicts in BosniaHerzegovina and
Rwanda.
b. Describe the breakup
of the Soviet Union
in 1991 that
produced
independent
countries; include
Ukraine,
Kazakhstan, and the
Baltic States.
c. Analyze terrorism as
a form of warfare in
the 20th century;
6/26/2017
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Red Brigade
Hamas
Al Qaeda
Impacts of
Terrorism
Golda Meir
Indira Gandhi
Margaret Thatcher
Television,
Satellites, and
Computers
United Nations
OPEC
World Trade
Organization
Skills
 Analyze Artifacts
 Interpret Time-Line
 Draw Conclusions
 Make Generalizations
 Translate Dates into
Centuries, Eras, Ages
 Interpret Maps
 Identify and use
primary and secondary
sources
 Identify main idea,
detail, sequence of
events, cause and
effect.
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Communism
Capitalism
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Pursuit of Freedom
Decolonization
Reforms
Effects Of Terrorism

Multinational
Corporations
International
Organizations
Globalization
Trade
Interdependence of
Markets
Global Ecology
Terrorism
5.
6.
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BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
include Shining
Path, Red Brigade,
Hamas, and Al
Qaeda; and analyze
the impact of
terrorism on daily
life; include travel,
world energy
supplies, and
financial markets.
d. Examine the rise of
women as major
world leaders;
include Golda Meir,
Indira Gandhi, and
Margaret Thatcher.
SSWH21 The student will
analyze globalization in the
contemporary world.
a. Describe the cultural
and intellectual
integration of
countries into the
world economy
through the
development of
television,
satellites, and
computers.
b. Analyze global
economic and
political
connections;
include
6/26/2017
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Distinguish between
fact and opinion
Analyzing Charts and
Graphs
Organize Items
Chronologically
Formulate Research
Questions
Determine adequacy
and/or relevancy of
information.
Check for Consistency
of information.
Political Cartoons
Compare Similarities
and Differences
Construct Charts and
Tables
Identify issues and/or
problems and
alternative solutions
BIBB COUNTY SCHOOLS
SOCIAL STUDIES CURRICULUM MAPPING TEMPLATE
2006-07
multinational
corporations, the
United Nations,
OPEC, and the
World Trade
Organization.
6/26/2017