World+History

World Civilizations

Make a timeline to analyze the rise and fall of ancient civilizations
 * Unit || Standards || Student Friendly Objectives || Assessment/Evidence of Proficiency || Instructional Strategies || Materials/Resources || Essential Vocabulary || Informational Skills Integration (technology) ||  ||
 * Unit 1 - Ancient Civilizations and Empires || WH.H.1.1-4, WH.H.2.1-8 || Explain how geography had an affect on early human migration- Analyze how technology effected ancient societies. Compare/contrast gov'ts of ancient societies and the impact of codifying laws. || -Double bubble thinking map comparing and contrasting (including but not limited to) the law codes of Hammurabi's Code, Justinian's Code, the Law of Nations || WH1.1

WH1.2 Analyze historical maps

WH1.3 Evaluate how Code of Hammurabi and Roman Law influenced modern legal standards.

WH1.4 Evaluate historical sources to learn about the Peloponnesian War ||  || (Mesopotamia, Greece, Rome, Egypt) Hammurabi's Code, Cuneiform, Hieroglyphics, Democracy, Fertile Crescent, Justinian's Code, Christianity, Judaism, Republic, Senate, Oligarchy, Theocracy, Dictatorship, Tyranny, Plebeian, Patrician, Pharaoh, Polytheism, Monotheism, Draco, dynasty || Blog ||   || Make an illustrated timelineline to anlayze the Crusades
 * Unit 2 - The Medieval World || WH.H.1.1-4, WH.H.3.1-4, WH.H.4.3 || Analyze the influences and consequences of religious and political power struggles on various societies and cultures during the Middle Ages. Explain how agricultural and technological advances impacted the physical environments and daily lives of people in Europe, Asia, and Africa. || -Create a flow chart thinking map showing 1. the causes and effects of various religious and political policies influenced society and 2.the causes and/or effects of agricultural technological advancements on society || WH1.1

WH1.2 Create a Venn diagram that compares and contrasts primary and secondary accounts of life in the Middle Ages

WH1.3 Create a thinking map to examine the causes and effects of the signing of the Magna Carta. Do the same to examine the causes and effects of the Black Death.

WH1.4 Students will read the code of chivalry and develop three questions about feudalism during the middle ages. Students research answers and report findings digitally (online chat, Imovie, podcast, etc.) ||  || Mali, Islam, Magna Carta, Feudalism, Middle Ages, Crusades, Great Schism, Henry IV, Pope Gregory, Silk Road ||   ||   || Students will use highlights to identify the beginning, middle, and end of story about Martin Luther's 95 Theses.
 * Unit 3 - Renaissance and Reformation || WH.H.1.1-4, WH.H.4.1-2 || Explain how conflict and new technologies created political, religious, economic, and social changes in medieval civilizations ||  || WH1.1

WH1.2 Create a Venn diagram to compare and contrast art styles of the Middle Ages and Renaissance. Digital alternative: create and an Iphoto book rather than a Venn diagram.

WH1.3 Evaluate primary and secondary sources ||  || Renaissance, Protestant Reformation, Catholic Reformation, Johann Gutenberg, printing press, vernacular, Louis XIV, secular, humanism, Black Death, Leonardo Da Vinci, Albert Durer, Michelangelo, Machiavelli ||   ||   ||
 * Unit 4 - Age of Exploration and Discovery || WH.H.1.1-4, WH.H.5.1-4, WH.H.6.1,3 || Identify and explain the political, economic, social and cultural causes and effects of the first age of global interaction ||  ||   ||   || riangular Trade Route, Middle Passage, Columbian Exchange, mercantilism, inflation, capitalism, Marco Polo, Ghengis Khan, Inca, Aztec, plantation colonies, Hernan Cortes, Magellan, Francisco Pizzaro, Christopher Columbus, joint-stock companies, raw materials ||   ||   ||
 * Unit 5 - Age of Rebellion and Revolution || WH.H.1.1-4, WH.H.6.2 || Explain the political, cultural, economic and social causes and effects of the creation and spread of new ideas and philosophies in Europe and the Americas ||  ||   ||   || Scientific Revolution, Enlightenment, Newton, Galileo, Copernicus, Montesquieu, Locke, Rousseau, Bolivar, Jefferson, Paine, Adam Smith, Laissez-faire, American Revolution, French Revolution, Impact of French Revolution on Latin America - (Haitian Revolution, Mexico Revolution) ||   ||   ||
 * Unit 6 - The Industrial Revolution || WH.H.1.1-4, WH.H.6.4, WH.H.7.1 || Identify and explain how new inventions and the growth of technology caused changes in economics, society, politics and culture in the late 19th and early 20th centuries ||  ||   ||   || industrial towns, urbanization, emergence of socialism, Marxism, natural resources, labor organizations, middle class, mass production, productivity, assembly line, factors of production, specialization, tenements, effects of pollution, Bessemer (steel), textile industry, child labor, enclosure movement, steam engine, telegraph, railroad ||   ||   ||
 * Unit 7 - Age of Imperialism || WH.H.1.1-4, WH.H.7.2, 4 || Identify and describe the effects the spread of European empires had on the social, political, cultural and economic aspects of the areas and people they ruled over and its affect on today's global interconnectedness ||  ||   ||   || empire, nationalism, militarism, imperialism, colonialism, disintegration of Ottoman Empire, scramble for Africa, Boxer Rebellion, Spanish-American war, Sepoy Rebellion ||   ||   ||
 * Unit 8 - World War One, Russian Revolution, and the Struggle to Recover || WH.H.1.1-4, WH.H.7.3, 5-6, WH.H.8.1 || Identify and explain how national, regional, and cultural interests have helped to cause conflict among groups and nations in the early 20th century. ||  ||   ||   || Russian Revolution, Archduke Franz Ferdinand, Schlieffen Plan, Alliances, Treaty of Versailles, debt, Lenin, Russo-Japanese War, "watershed", Great Depression, Sykes-Pico, Balfour Declaration, trench warfare, total war, stalemate, convoy || Research and identify bias present in propaganda posters ||   ||
 * Unit 9 - World War Two and Its Aftermath || WH.H.1.1-4, WH.H.7.6, WH.H.8.1 || Identify and describe how economic and political factors led to global conflict as well as its immediate and lasting cultural, economic, political, national and social impact ||  ||   ||   || Holocaust, Rape of Nanking, genocide, bystander, Nuremberg Laws, Final Solution, scapegoat, Hitler, Mussolini, Stalin, totalitarianism, Truman Doctrine, Marshall Plan, Iron curtain, Berlin blockade, NATO, Warsaw Pact, Cold War - Truman, Decolonization, Gandhi, apartheid ||   ||   ||
 * Unit 10 - The Modern Era || WH.H.1.1-4, WH.H.8.2-7 || Explain why terrorist groups are forming and growing, and their impact on various countries. Analyze the impact of technological, medical, and scientific innovations in the late 20th and early 21st centuries. Explain the impact of global industrialization, conflict, and population growth on the environment. ||  ||   ||   || Korean War, Vietnam War, Cuban missile crisis, OPEC, Iranian revolution, 9/11, Hungarian Revolt, globalization, invasion of Afghanistan, Al-Quaeda, Berlin Wall, Declaration of Human Rights, Sputnik, Tiananmen Square, United Nations, glasnost, perestroika, PLO, polio vaccine, jihad, antiretroviral (ARV), HIV/AIDS, Eisenhower's policy of Brinkmanship, ||   ||   ||


 * UNIT TITLE**: Unit 1 - Ancient Civilizations and Empires

**STANDARDS**: WH.H.1.1-4, WH.H.2.1-8 **CONCEPTS: **Geography/Environment, Technology, Religion, Political Systems **STUDENT FRIENDLY OBJECTIVES:**SWBAT:- Explain why terrorist groups are forming and growing, and their impact on various countries. Analyze the impact of technological, medical, and scientific innovations in the late 20th and early 21st centuries. Explain the impact of global industrialization, conflict, and population growth on the environment.

**ASSESSMENT/EVIDENCE OF PROFICIENCY**: **INSTRUCTIONAL STRATEGIES**: **MATERIALS/RESOURCES**: **ESSENTIAL VOCABULARY**: (Mesopotamia, Greece, Rome, Egypt) Hammurabi's Code, Cuneiform, Hieroglyphics, Democracy, Fertile Crescent, Justinian's Code, Christianity, Judaism, Republic, Senate, Oligarchy, Theocracy, Dictatorship, Tyranny, Plebeian, Patrician, Pharaoh, Polytheism, Monotheism, Draco, dynasty **INFORMATIONAL SKILLS INTEGRATION**: Blogging, Boolean Searches


 * UNIT TITLE**: Unit 2 - The Medieval World

**STANDARDS**: WH.H.1.1-4, WH.H.3.1-4, WH.H.4.3
 * CONCEPTS:** Political Systems, Religion, Technology, Trade

**STUDENT FRIENDLY OBJECTIVES:**SWBAT: **ASSESSMENT/EVIDENCE OF PROFICIENCY**: **INSTRUCTIONAL STRATEGIES**: **MATERIALS/RESOURCES**: **ESSENTIAL VOCABULARY**: Mali, Islam, Magna Carta, Feudalism, Middle Ages, Crusades, Great Schism, Henry IV, Pope Gregory, Silk Road **INFORMATIONAL SKILLS INTEGRATION**: Online note-taking tools


 * UNIT TITLE**: Unit 3 - Renaissance and Reformation

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.4.1-2
 * CONCEPTS:** Religion, Technology, Trade, Political Systems

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: Renaissance, Protestant Reformation, Catholic Reformation, Johann Gutenberg, printing press, vernacular, Louis XIV, secular, humanism, Black Death, Leonardo Da Vinci, Albert Durer, Michelangelo, Machiavelli <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Accessing and evaluating online primary documents <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 4 - Age of Exploration and Discovery

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.5.1-4, WH.H.6.1,3 **<span style="font-family: Arial,Helvetica,sans-serif;">CONCEPTS: **Trade, Technology, Religion, Conflict

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: Triangular Trade Route, Middle Passage, Columbian Exchange, mercantilism, inflation, capitalism, Marco Polo, Ghengis Khan, Inca, Aztec, plantation colonies, Hernan Cortes, Magellan, Francisco Pizzaro, Christopher Columbus, joint-stock companies, raw materials <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Podcasting<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 5 - Age of Rebellion and Revolution <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.6.2 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Conflict, Political Systems, Technology

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**:

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: Scientific Revolution, Enlightenment, Newton, Galileo, Copernicus, Montesquieu, Locke, Rousseau, Bolivar, Jefferson, Paine, Adam Smith, Laissez-faire, American Revolution, French Revolution, Impact of French Revolution on Latin America - (Haitian Revolution, Mexico Revolution)

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Online Collaborative Tools

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 6 - The Industrial Revolution <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.6.4, WH.H.7.1 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Trade, Technology, Political Systems

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: industrial towns, urbanization, emergence of socialism, Marxism, natural resources, labor organizations, middle class, mass production, productivity, assembly line, factors of production, specialization, tenements, effects of pollution, Bessemer (steel), textile industry, child labor, enclosure movement, steam engine, telegraph, railroad <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Multimedia Presentations

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 7 - Age of Imperialism <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.7.2, 4 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Conflict, Political Systems, Trade, Geography/Environmental Literacy

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: empire, nationalism, militarism, imperialism, colonialism, disintegration of Ottoman Empire, scramble for Africa, Boxer Rebellion, Spanish-American war, Sepoy Rebellion <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Multimedia presentations

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 8 - World War One, Russian Revolution, and the Struggle to Recover <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.7.3, 5-6, WH.H.8.1 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Conflict, Political Systems, Technology

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: Russian Revolution, Archduke Franz Ferdinand, Schlieffen Plan, Alliances, Treaty of Versailles, debt, Lenin, Russo-Japanese War, "watershed", Great Depression, Sykes-Pico, Balfour Declaration, trench warfare, total war, stalemate, convoy <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Multimedia presentations

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 9 - World War Two and Its Aftermath <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.7.6, WH.H.8.1 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Conflict, Political Systems, Technology

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: Holocaust, Rape of Nanking, genocide, bystander, Nuremberg Laws, Final Solution, scapegoat, Hitler, Mussolini, Stalin, totalitarianism, Truman Doctrine, Marshall Plan, Iron curtain, Berlin blockade, NATO, Warsaw Pact, Cold War - Truman, Decolonization, Gandhi, apartheid <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: Virtual field trips

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**UNIT TITLE**: Unit 10 - The Modern Era <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STANDARDS**: WH.H.1.1-4, WH.H.8.2-7 <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**CONCEPTS:** Geography/Environmental Literacy, Conflict, Technology, Trade

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**STUDENT FRIENDLY OBJECTIVES:**SWBAT:

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ASSESSMENT/EVIDENCE OF PROFICIENCY**: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INSTRUCTIONAL STRATEGIES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**MATERIALS/RESOURCES**: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**ESSENTIAL VOCABULARY**: start with Korean War, Vietnam War, Cuban missile crisis, OPEC, Iranian revolution, 9/11, Hungarian Revolt, globalization, invasion of Afghanistan, Al-Quaeda, Berlin Wall, Declaration of Human Rights, Sputnik, Tiananmen Square, United Nations, glasnost, perestroika, PLO, polio vaccine, jihad, antiretroviral (ARV), HIV/AIDS, Eisenhower's policy of Brinkmanship, <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**INFORMATIONAL SKILLS INTEGRATION**: News forums, online access to current events, international e-pals = Proposed Pacing Guide =

Ancient civilizations and empires || Analyze ancient civilizations and empires in terms of their development, growth and lasting impact. ||  || Reformation || Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism. ||  || Analyze exploration and expansion in terms of its motivations and impact. ||  || and Revolution || American, French, Spanish ||   ||
 * ** Unit ** || **Objective** || **Concepts** ||
 * Unit 1 -
 * Unit 2 - Age of Feudalism || Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations. ||  ||
 * Unit 3 - Renaissance,
 * Unit 4 – Age of Exploration and Discovery || Analyze the political, economic, social and cultural factors that lead to the development of the first age of global interaction.
 * Unit 5 – Age of Rebellion
 * Unit 6 - Industrialization ||  ||   ||
 * Unit 7 - Imperialism ||  ||   ||
 * Unit 8 – WWI/ Rise of Fascism ||  ||   ||
 * Unit 9 – WWII/ Holocaust ||  ||   ||
 * Unit 10 - The Modern Era || Analyze global interdependence and shifts in power in terms of political, economic, social and environmental changes and conflicts since the last half of the twentieth century. ||  ||