social studies curriculum map - volusia county...

Grade 9 2010-2011 World History CURRICULUM MAP

Revised July 10 Volusia County Schools

Social Studies

Curriculum Map Volusia County Schools

World History

2109310/NXB 2109320/NXC



UNDERSTANDING THE CURRICULUM MAPS – Teaching with a Purpose in Mind

If you look at the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart that shows the basic framework for our curriculum maps. Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the concepts, essential questions/learning targets, and vocabulary you teach should come back to the Organizing Principle in some way. By the end of the unit of instruction, a student should be able to look at the Organizing Principle and prove it to you (or perhaps in some instances, disprove it). The phrase Essential Questions/Learning Targets in the maps refers to content/skills students should be able to answer, the things students should absolutely know. The same holds true for the Concepts and People, Places, Events (many PPE’s involve only surface or reference level knowledge). You’ll see the connection among the Concepts, Learning Targets and Terms as they are horizontally aligned and all of these connect to the Organizing Principle. You will also find examples of teaching resources and assessment in the curriculum document. These are only examples of some of the items you can use to teach the unit. Likewise, the assessment section provides only examples. Please refer to the SS Best Practices document on the Social Studies web site as a guide to Social Studies pedagogy and levels of instruction. One thing to keep in mind is that each of our courses are survey-level; we cannot possibly teach everything there is to know about history and the associated economics, geography, and government. We are bound to the Sunshine State Standards and have a responsibility to teach the necessary timeline (for instance, in American History teachers should make it to contemporary periods). The maps are designed to help teachers determine areas of coverage and to avoid trying to teaching 34 chapters in a textbook. Instead the maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of the resources. The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents, they are dynamic and open to revision. If you have questions or suggestions about specific teaching units please use the reflection pages to note ideas.

Jason Caros Social Studies Curriculum Specialist



Social studies curriculum mapping

-TEACHING WITH A PURPOSE IN MIND-

Organizing Principle (Thesis)

Pedagogy Content / Skills / Attitudes Teaching Resources

Assessment Formative & Summative

Next Generation Sunshine State Standards



NOTE FOR HONORS AND PRE-AP/IB WORLD HISTORY Teacher and Student Expectations

In an effort to boost the rigor and better prepare our high school students for Advanced Placement or IB courses this document has been prepared as a guide for Honors (Pre-AP), and Pre-IB teachers. - Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the

instructional guide, not a textbook or any specific resource. - Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for

instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Question(s) you are focusing on each day. They should be visible and discussed before and after instruction.

- Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS

analysis tools, and PERSIA or G-SPRITE categorization tools). - Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary

sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons). - Students should conduct research projects related to the Social Studies Fair.

- Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low

order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

- Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher

order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide

cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook). - Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework

shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (read Marzano’s article on homework)

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.



Organizing Principles - 9th Grade World History

1. The earliest river civilizations began as farming settlements that evolved into the first cities, kingdoms, and empires. 2. The Indian subcontinent was the site of one of the world’s most ancient civilizations, and Indian culture has had a major

influence on the development of multiple Asian societies. 3. Ancient China developed a unique and long lasting culture that served as a cradle of Asian civilization, and a source of

important intellectual achievement. 4. The Ancient Greeks planted the seeds that would have a lasting impact on western civilization including the areas of art &

architecture, government, literature, philosophy, and science. 5. The Roman Republic and Empire greatly shaped the cultural legacy of Western civilization through its system of laws and

republican government, the Latin language, its military and technological accomplishments, and the spread of Greek ideas. 6. Byzantium was the torchbearer that bridged the ancient Greco-Roman and modern worlds; it lasted for more than a thousand

years and its influence can be seen in the Islamic, Slavic, and Western Christian civilizations. 7. Islamic civilization grew as it interacted with pre-existing civilizations; it became a dominating force in parts of Asia, Africa,

and Europe through military conquest, trade and a centralized religious message. 8. The vacuum left by the disintegration of the Western Roman Empire resulted in the development of the feudal system, new

kingdoms, and a unifying role played by the Roman Catholic Church in Western Europe. 9. In East and West Africa powerful empires emerged, and important trade networks were developed linking Africa to European

and Asian civilizations. 10. Major academic, artistic, economic, political, and religious changes took place in Western Europe as a result of internal

conflict and interaction with the East. 11. Using new-found technological advances, Europeans pushed outwards, seeking powerful economic and religious empires

abroad. 12. With the decline of feudalism and the power of the Church, stronger kingdoms emerged under the control of absolute rulers. 13. The ideals of The Scientific Revolution and The Age of Enlightenment provided Western Civilization with a new vision in

science, politics, and psychology. 14. Inspired by the ideas of the American Revolution, the French established a new political order that was further impacted by

Napoleon. 15. Innovations in technology led to the Industrial Revolution and set the stage for the growth of cities and a change in the

economic structure of Europe. 16. Western countries colonized large areas of Africa and Asia, leading to major political and cultural changes in these regions. 17. The global conflicts of the twentieth century had far-reaching political, economic, religious, and cultural effects.



ORGANIZING PRINCIPLE 1: The earliest river civilizations began as farming settlements that evolved into the first cities, kingdoms and empires.

ESTIMATED # OF WEEKS: Traditional – 2.5 Weeks

PACING: August-September

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Pre-History

History BC - BCE AD - CE

Archaeology Historical Evidence

Primary/Secondary Source Historiography

Culture Decade, Century, Epoch,

Millennium

1. Why is the study of history essential to transmit and preserve civilization and culture? How does it help to provide a map of human character? 2. How do archaeologists and historians study early history? 3. How are economics, geography, and government an important part of the study of history?

Archaeologist Historian

Paleontologist

SS.A.1.4.1 SS.A.2.4.1 SS.A.2.4.1 SS.B.2.4.5 SS.B.2.4.7 SS.A.2.4.2 SS.B.1.4.1 SS.A.1.4.2 SS.B.2.4.3 SS.B.2.4.2 SS.A.2.4.2 SS.A.2.4.3 SS.A.2.4.3 SS.B.2.4.2 SS.A.2.4.3

Paleolithic, Neolithic Revolution Bronze Age

Nomadic Domestication

Agriculture Economy

Hunting-Gathering Slash & Burn

4. What changes are associated with the Neolithic Revolution? 5. How did the domestication of plants and animals encourage the rise of agricultural communities?

Ancient River Valley

Delta Near East

Civilization Specialization of Labor

Barter

6. Locate Mesopotamia and ancient Egypt on a map. 7. How did geography affect the development of Ancient Mesopotamian, Egyptian, Indus and Huang He River Valley civilizations? 8. What do many historians consider to be the five characteristics of a civilization?

Mesopotamia Fertile Crescent

Tigris and Euphrates Rivers Nile River, Red Sea

Indus & Ganges Rivers Upper & Lower Egypt

Huang He River

City-State Kingdom, Empire

Cuneiform Ziggurat Wheel

Law Code Astronomy Astrology Calendar

Epic

9. What are the major achievements of ancient Mesopotamian civilizations?

Sumer Babylonians

Assyrians Chaldeans

Hittites Persians

King, Priest, Scribe Hammurabi

Epic of Gilgamesh Enuma Elish

Nebuchadnezzar



Pharaoh Dynasty

Old, Middle, New Kingdoms Pyramid

Mummification Hieroglyphics

Papyrus Polytheism

Monotheism

10. Who were the significant people and what were the major achievements of ancient Egyptian civilization? 11. How do historians account for the decline of the Egyptian Empire? 12. What were the effects of the Kush conquering Egypt?

Narmer Khufu

Imhotep Hatshepsut Akhenaten

Tutankhamun Ramses II

Legend of Osiris Great Pyramid, Sphinx

Hyksos Kush, Nubia

Piankhi Covenant

Commandments Torah

Prophet Diaspora

13. How did the ancient Hebrews’ monotheistic beliefs differ from other belief systems of the time?

Abraham, Moses David, Soloman

Isaiah Jerusalem

Israel Judah

Alphabet Maritime Commerce

Colonization Purple Dye

Galley

14. What impact did the Phoenicians have on the Mediterranean world? Tyre, Sidon, Byblos Carthage

Satrap Zoroastrianism

Cultural Diffusion

15. How did the Persians establish a large and powerful empire? Cyrus the Great Darius the Great

Xerxes Zoroaster



ACTIVITIES (Teaching Resources) ASSESSMENT

1. Daily activities featuring the “skills” listed for this unit. 2. Content overview/PowerPoint presentations using the “Power Presentations” disc (ancillary materials) 3. History Alive Activities – Early Humans 1.2 Understanding Our Place in History 3.1 From Paleolithic to Neolithic 4.1 Discovering How Sumerian City-States Emerged Ancient Egypt and the Near East 1.2 Understanding geography’s Effect on Settlement in Three Regions 2.2 Applying the Code of Hammurabi to Babylonian Court Cases 3.2 Creating Illustrated Journals About Ancient Egyptian Daily Life 3.3 Trading Goods to Understand the Power of Kush 4.1 Origins of Judaism 4.2 Responding to Challenges Faced by the Ancient Israelites 4. “Analyzing Key Concepts”, page 6 – components of culture, page 21 - civilization. 5. “Humans Try to Control Nature”, Reading Study Guide. Page 7 6. “Analyzing Primary Resources”, page 33 – Hammurabi’s Code of Laws, page 79 – The Ten Commandments, page 83 – The Flood Story 7. “Taking Notes”, page 95 – Assyrian and Chaldean Empires 8. “Geography Skillbuilder”, page 101 – Persian Empire, 500B.C. Resources 1. Textbook Chapters 1, 2.1, 2.2,3.4,4.1,4.2,4.3 2. Literature – the Torah, Epic of Gilgamesh, and The Fish Incarnation of Vishnu, page 83 3. Primary Source – “Primary Source”, page 16; the Code of Hammurabi, page 33 4. National Geographic video - Iceman 5. Videos – The Birth of Civilization: 6000B.C.-2000B.C., Social Studies School Service, 1985, Nile: River of Gods, Films for the Humanities and Sciences, 1994

1. Either of the following can be used as a pretest for FCAT skills - Practice Test 1 “King Tut’s Tomb” or Synthesizing Information and Drawing Conclusions exercise “Prehistory: Our Ancestors Emerge” from the workbook, Mastering FCAT Social Studies Content Reading Grade 10, AMSCO Publishing. The FCAT Preparation and Practice Workbook (ancillary materials) also contains FCAT practice tests that can be used as a pretest. 2. Pretest on writing skills, using the following prompts: 1. Why is Ancient Egypt referred to as the “Gift of the Nile”? 2. Why is Mesopotamia considered the “Cradle of Civilization” 3. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 4. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. History Alive – Early Humans – Culminating Project Activity 5.1 Creating a Character Collage of Early Human Achievements History Alive – Ancient Egypt and the Near East – Culminating Project Activity 6.1 Creating Mobile to Compare Ancient Civilizations Other possible activities: -Compare and contrast the Paleolithic and Neolithic Age -Create a chart listing the economic, political, religious, and social characteristics of the four ancient river valley civilizations -Create a graphic organizer contrasting the religions of the Egyptians and the Hebrews (Judaism) -Compare maps of the Assyrian, Chaldean and Persian Empires. Describe how each empire was developed Suggested Teacher Resource for Further Study: * Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean by Charles Freeman (text includes history of various Mesopotamian societies)



ORGANIZING PRINCIPLE 2: The Indian subcontinent was the site of one of the world’s most ancient civilizations, and Indian culture has had a major influence on the development of multiple Asian societies.

ESTIMATED # OF WEEKS: 1.5

PACING: September

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Peninsula

Sub-Continent

1. Locate ancient India on a map and discuss the importance of its major river systems and other geographic features to its civilization.

Indus, Ganges Himalayas

Khyber Pass, Hindu Kush Indian Ocean

Arabian Sea, Bay of Bengal Deccan Plateau

SS.A.2.4.2 SS.B.1.4.1 SS.B2.4.3 SS.A.3.4.4 SS.B.2.3.1 SS.B.2.4.2 SS.A.3.4.4 SS.B.3.7.1 SS.B.2.2.3 SS.B.3.7.1 SS.B.2.2.3

Indo-European Migration

2. What theories do historians offer to explain the collapse of early Indus Valley civilizations? 3. What is the Indo-Aryan migration theory, and what important contributions did the Aryans make to Ancient India?

Harapa Mohenjo-Daro Mahajanapadas

Reincarnation Karma

Moksha Buddha

Four Noble Truths Eight Fold Path Enlightenment

Nirvana Mission

Caste

4. Explain the origins of Hinduism and Buddhism and compare the main beliefs of each. 5. How did Buddhism spread beyond India and what were the effects of this diffusion? 6. What effects did the caste system have on Indian society?

Rig Veda Upanishads

Brahma, Vishnu, Shiva Siddartha Guatama

Brahmins Kshatriya

Vaisya Shudras

Jainism Edict

7. Compare and contrast the Mauryan and Gupta empires politically, religiously, and socially.

Chandragupta Maurya Ashoka

Sanskrit

Hindu Numerals Zero Concept

Infinity

8. Discuss important artistic and intellectual achievements associated with ancient India.

Ramayana Mahabharata

Bhagavad Gita



ACTIVITIES (Teaching Resources) ASSESSMENT 1. Textbook chapters 2.3, 3.1 & 3.2, 7.1, 18.3 2. Critical Thinking “The Geography of the Indian Subcontinent” and Skillbuilder “Ancient India” TE p. 44 and 45 3. Guided Reading chapter 2 section 3, “Planned Cities on the Indus” 4. Science and Technology, p. 47 “Plumbing in Mohenjo Daro” 5. Comparing and Contrasting exercise, TE p. 63 – Aryans v. Dasas 6. Taking Notes – comparing Hinduism and Buddhism, p. 66 7. Taking Notes – comparing the Mauryan and Gupta Empires, p.189 8. Geography Skillbuilder – Interpreting Maps (Indian Empires) p. 191 9. Taking Notes – chronology of Mughal emperors and their successes, p. 516 10. Geography Skillbuilder – Interpreting Maps (Growth of the Mughal Empire) 11. Reading Tool Kit – L.26-27 12. History Alive 1.1 Predicting Areas of Early Settlement in India 2.2 Understanding Hindu Beliefs in the Ramayana 2.3 Discovering the Buddha’s Path to Enlightenment 13. DBQ Project – Ghandi, King and Mandela: What Made Non-violence Work? 14. Mastering FCAT Social Studies Content, “Ghandi: A Memoir” p. 53

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive – Ancient India – Culminating Project Activity 5.1 Creating a Palm-Leaf Book About Ancient India



ORGANIZING PRINCIPLE 3: Ancient China developed a unique and long lasting culture that served as a cradle of Asian civilization, and a source of important intellectual achievement that impacted societies around the world.


PACING: September

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s)

1. Locate the Huang-He river system on a map and discuss its importance to ancient Chinese civilization during the Shang Dynasty. 2. How did the geographic features of China make governance and the spread of ideas and goods difficult, and help to isolate the civilization?

Yellow River (Huang He) Yangtze River

Mongolia Gobi and Taklamakan Deserts

Tibetan Plateau

SS.B.2.4.5 SS.A.1.4.3 SS.A.2.4.3 SS.B.1.4.4 SS.B.1.4.5 SS.A.2.4.8 SS.B.2.4.1 SS.B.2.4.2 SS.B.2.4.3 SS.A.2.4.8

SS.A.2.4.11

Oracle Bone Mandate of Heaven

Ethics Ying and Yang

Kinship Order, Hierarchy

Filial Piety Civil Service

3. Describe the concept of the Mandate of Heaven and its connection to the Zhou dynasty. 4. What were the basic teachings associated with Taoism, Confucianism, and Legalism and how did they influence ancient Chinese civilization?

Zhou Laozi

Confucius Mencius

Dynasty Autocracy

Bureaucracy Paper

Compass Gun Powder

Printing Movable Type

5. What were the political and cultural achievements of the Qin and Han dynasties? 6. How did silk influence China’s government, economy and culture during the Han period? 7. What were the major characteristics and achievements of the Tang and Song dynasties?

Warring States Period Sun Tzu

Shi Huangdi Liu Bang

Great Wall of China Great Silk Road

Khanate 8. What were the causes of the rise of the Mongol Empire, and what impact did the Mongolians have on Asian and European civilization?

Ghengis Khan Kublai Khan

Yuan Dynasty Marco Polo

Isolationist 9. How did China go from one of the most advanced civilizations in the world during the early Ming Dynasty to a weak and isolated one when Japan and Western European nations began controlling them from the outside?

Ming Dynasty

10. Evaluate the following quote by the Chinese philosopher Confucius: “Study the past if you would divine the future.”



ACTIVITIES (Teaching Resources) ASSESSMENT 1. Textbook chapters 2.4, 4.4, 7.3 and 12.1-3 2. Critical Thinking exercise – The Geography of China, TE p. 50 3. Comparing Cultures exercise – Ancient China and Modern U.S., TE p. 52 4. Zhou and the Dynastic Cycle, TE p. 54 5. Skillbuilder – “Chinese Ethical Systems”, p. 106 6. Social History – “Chinese Society”, p. 202 7. Create a chart listing technological achievements of the Han and the impact of those achievements using pp. 203-205. 8. Global Impact: Trade Routes, pp. 204-205 9. Taking Notes – Comparing and contrasting Tang and Song dynasties, p. 323 10. Social History – “Tong and Song China: People and Technology” pp. 328-329 11. Taking Notes – a chronology of the creation of the Mongol Empire, p. 330 12. Skillbuilder – “A Mighty Fighting Force”, p. 333 13. Taking Notes – web diagram of the impact of Kublai Khan, p. 335 14. Primary Sources 12 – Marco Polo and the Mongol Court 15. History Alive – Ancient China

1.1 Creating Annotated relief Maps of Ancient China 2.2 Learning about three ways of thought: Confucianism, Daoism and Legalism 3.1 Examining the Rise of Qin Shi Huang Di 3.3 The Silk Road: examining foreign Influence on Chinese culture.

16. Reading Toolkit L.26 “You must remember this”, L.26 “Read aloud / Think aloud” L.26, Finding Main Ideas, L.26 Listening / Reading Guide

17. DBQ Project Binder - How Barbaric were the Barbarians?

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. 3. History Alive - Ancient China – Culminating Project Activity 5.1 Creating an Illustrated Accordion Book 3. DBQ Project – Classical Athens and Han China: How Great Were the Differences? 4. Mastering FCAT Social Studies Content, “The Great Wall of China”, p. 185



ORGANIZING PRINCIPLE 4: The Ancient Greeks planted the seeds that would have a lasting impact on western civilization in the areas of art & architecture, government, literature, mathematics, philosophy, and science.


PACING: September-October

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) City-State

Polis

1. Locate Greece and areas of Greek colonization on a map. 2. How did geography influence the development of city-states and the economic life of ancient Greece? 3. What were some of the influences of Near Eastern (e.g. Babylonian, Phoenician) and Egyptian civilizations on ancient Greece?

Mediterranean Minoa Aegean Sea Mycenae Ionian Sea Linear B Hellespont Asia Minor Sicily

SSA.2.4.1 SSB.1.4.1 SSB.1.4.3 SSB.2.4.1 SSB.2.4.3 SSB.2.4.5 SSA.2.4.4 SSA.2.4.4 SSB.1.4.4 SSA.2.4.3 SSA.2.4.4 SSB.1.4.4 SSB.2.4.1 SSB.2.4.3 SSA.2.4.4 SSA.2.4.3 SSB.2.4.2 SSB.1.4.4 SSB.2.4.6 SSB.2.4.2 SSB.2.4.4

Monarchy Aristocracy Oligarchy

Tyrant Democracy

Direct Democracy Constitution

Jury Citizen

Freedom Free Speech Ostracism

4. Describe the following types of rule that existed in Greek city-states prior to the creation of democracy in Athens and other cities: monarchy, aristocracy, oligarchy, and tyranny. 5. What contributions did Solon, Cleisthenes and Pericles make to Athenian democracy?

Draco Solon

Cleisthenes Pericles

Classical

Arete Myth

Epics, Drama History

Sophistry Philosophy

Reason (rationality) Human Condition

Golden Age

6. How were literature and drama important to ancient and Classical Greek civilization? History and philosophy? 7. How did Greece set lasting standards in art, architecture, drama, government, literature, mathematics, medicine, and philosophy & science?

Oracle at Delphi Homer - Iliad, Odyssey

Aesop’s Fables Herodotus, Thucydides

Tragedy, Comedy (Aeschylus, Aristophanes, Sophocles, Euripides)

Thales, Socrates, Plato, Aristotle Pythagoras Hippocrates

Myron, Phidias Parthenon

Agoge

8. How were social life and government in Athens similar and different from Sparta?

Lycurgas Helot, Temple, Gymnasium Agora, Theater, Olympics

Alliance Civil War

9. What were the causes and effects of the Persian Wars? 10. What were the causes and effects of the Peloponnesian War?

Phalanx, Hoplite, Trireme Thermopylae, Leonidas

Marathon, Miltiades Salamis, Themistocles

Xerxes Lysander

Epaminondas



Hellenism Stoicism

Epicureanism

11. What were the accomplishments of Alexander the Great? 12. What were achievements of the Hellenistic period?

Phillip II, Macedonia Granicus, Issus, Darius III

Alexandria Library at Alexandria

Hellenic Kingdoms, Ptolemy I Aristarchus, Euclid, Archimedes

Colossus of Rhodes The Septuagint

13. Evaluate the following statement from the British poet Percy Bysshe Shelley:

"We are all Greeks. Our laws, our literature, our religion, our arts have their roots in Greece." 14. Evaluate the following quote from the Greek philosopher Heraclitus: “A man’s character is his fate.”




Activities 1. Textbook chapter 5 2. Daily activities featuring the “skills” listed for this unit. Skills Activities – textbook page 122 , “Interact with History”, textbook page 128, “Interpreting Charts – Forms of Government” and textbook page 134, “Athenian and United States Democracy”, textbook page 144, “Geography Skillbuilder – Alexander and His Successors” 2. Content overview/power point presentations using the “Power Presentations” disc (ancillary materials) 3. History Alive Activities – Ancient Greece 1.1 – Understanding Geography’s Effect on settlement in Ancient Greece 1.2 – Creating Dramatic Presentations of The Odyssey 1.4 - Tracing the Development of Democracy 2.2 – Touring Athens During the Golden Age 2.3 – Greek Against Greek: Athens v. Sparta 3.1 – Alexander the Great – Hero or Villain? 3.2 – Creating Human Statues to Honor Significant Greeks 4.1 – Recognizing Ancient Greek Achievements in the Modern World 4. Primary Resource/DBQ questions - A Husband’s Advice page 129, the Iliad and the Odyssey, Pericles Funeral Oration 5. “Greek Culture of the Golden Age” – from the workbook Mastering FCAT Reading Grade 10 Social Studies Content, Amsco Publications (focuses on finding the main idea, details and patterns of organization) 6. Videos – Ancient Greece – Time/Life, The Spirit of Alexander the Great – Films for the Humanities and Sciences 7. J. Weston Walch Publisher’s, Document-Based Assessment Activities for Global History Classes, pages 1-5 “Ancient Greek Contributions”

Assessments 1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive – Ancient Greece – Culminating Project Activity 5.1 - Creating a Dramatic Reading to Commemorate Ancient Greece 4. DBQ Project Binder: Classical Greece and China: How Great Were the Differences? Other possible activities: -Create a graphic organizer comparing the political systems of Athens and Sparta. -Write a persuasive argument suggesting which city-state, Athens or Sparta, would be best to live in. -Make a list/categorize the achievements of the Greeks in the fields of art, government, literature and philosophy. Provide examples of how the Greeks influenced our society today in each of those fields. -Evaluate the societies of Athens and Sparta and predict a winner in the Peloponnesian War. Read about the causes and outcome of the Peloponnesian War to find out if the prediction was or was not correct and why. -Map the route of Alexander the Great and calculate how long it would take to march the extent of his conquests.

Suggested Teacher Resource for Further Study: Twelve Greeks and Romans Who Changed the World by Carl J. Richard (much more than biographies, gives an excellent overview of the Greek and Roman civilizations) Greek Ways: How the Greeks Created Western Civilization by Bruce Thornton



ORGANIZING PRINCIPLE 5: The Roman Republic and Empire greatly shaped the cultural legacy of Western civilization through its system of laws and republican government, the Latin language, its military and technological accomplishments, and the spread of Greek ideas.


PACING: October

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Legend

1. Describe the origins of Roman civilization as seen through Roman literature. 2. Locate Rome and the extent of its territories on a map. 3. How was the development of the Roman Republic and Empire influenced by geography?

Romulus and Remus The Aeneid

Etruscans, Latins Palatine Hill

Italian Peninsula Tiber and Rubicon Rivers

The Alps Hadrian’s Wall

SS.B.2.4.1 SS.B.2.4.2 SS.B.2.4.6 SS.A.2.4.5 SS.C.1.4.1 SS.A.2.4.5 SS.A.2.4.5 SS.A.1.4.1 SS.A.1.4.3 SS.A.2.4.5 SS.A.1.4.2 SS.A.2.4.5

Republic Representative Assembly

Dictator Civic Virtue

Law Order Justice

4. Describe the organization of Roman government during the Republic. 5. What similarities exist between the government of the ancient Roman Republic and modern United States?

Cincinnatus Patrician Plebian Tribune Consul Senate

Twelve Tables Roman Citizenship 6. What were the causes and effects of the Punic Wars?

7. How did Rome treat populations in conquered lands, and how did Rome deal with rebellion within their empire (e.g. Jewish-Roman War)?

Legion Punic Wars

Cannae Carthage, Hannibal

Scipio Africanus Titus

Diaspora, Josephus Civil War

Triumvirate Emperor Imperial

Pax Romana

8. How did Rome transform from a republic to empire and how were the two forms of government different?

Caesar’s Civil War Pompeii, J. Caesar, Crassus

Augustus, Mark Antony, Cleopatra Actium

Christianity Church

Martyrdom Hierarchy

Pagan Imperial Cult Epicureanism

Stoicism Hedonism

9. What were the basic teachings of Jesus Christ and the beliefs and practices of the early Christian church? What impact did Christianity have on the Roman Empire? 10. Describe the extent of religious freedom in the Roman Empire. How were some Christian teachings seen as being at odds with Roman values and religious ideas?

Jesus Christ Bible, New Testament Apostles, Peter, Paul

Mary, Mary Magdalene Deacon(ess), Priest

Bishop, Pope, Diocese Constantine the Great

Eusebius Vulgate



Greco-Roman

11. Describe the achievements and contributions of ancient Roman civilization to later civilizations (i.e. law, government, spread of Greek ideas, Latin, literature, etc). 12. What is meant by the term “Greco-Roman? 13. Assess the validity of this statement: “along with ancient Greece, ancient Rome has had a greater impact on Western society than any other civilization.”

Satire Tacitus, Virgil Cicero, Seneca

Plutarch - “Parallel Lives” Galen

Aqueduct Coliseum Gladiator

Circus Maximus

Corruption Inflation

Mercenary Barbarian

14. Why did Western Roman Empire eventually disintegrate (e.g. financial problems, Germanic invasions, military decline, rise of Christianity, emphasis on Eastern Empire, etc.)?

Attila the Hun Leo the Great

Goths, Visigoths, Vandals Germanic Invasions

Augustine of Hippo – “City of God”

15. Evaluate the following quote by the Roman statesman Cicero: “Not to know what happened before you were born is to be forever a child.”




1. Textbook Resources (McDougal Littell) 2. History Alive - Ancient Rome Binder

1.2 Patricians and Plebeians: Experiencing a Struggle for Power 1.3 Predicting the Outcomes of the Punic Wars Between Rome & Carthage 2.1 Creating Columns to Evaluate Roman Emperors 2.2 Writing a Travel Guide About Daily Life in Ancient Rome 3.1 The Beginning of Christianity 3.2 Comparing Early Christian and Ancient Roman Beliefs 4.1 Discovering the Influence of Latin on Modern English 4.2 Recognizing Roman Engineering Achievements in the Modern World

3. Mastering FCAT Reading (Amsco Publications) • Rome…Making of an Empire • Hadrian’s Wall & Vindolanda • The Surviving Evidence of A Great People

4. Romans…a simulation of the history and culture of ancient Rome (Interact)

5. World History Map Activities (J. Weston Walch) 6. Knowlton-Wallbank World History Map Transparencies

(Nystrom) 7. Books

• What Life Was Like when Rome ruled the World (Time/Life)

• Eyewitness Books – Ancient Rome (Dorling Kindersley)

8. Videos • Ancient Rome Vol. 1-4 (The History Channel) • Lost Civilizations (Time/Life Video) • The Roman Empire in the First Century (PBS)

9. Computer Software

• NGS Picture Show – Greece and Rome (National Geographic Society)

1. Student Notebook//Portfolio 2. Quizzes 3. Unit Exam 4. Research Paper and/or Project 5. History Alive Culminating Project 5.1 – Creating a Mosaic

about Ancient Rome Other possible activities: -Create a diagram that illustrates the organization of the Roman government -Construct a flow chart that summarizes the major events in Julius Caesar’s life -Complete a dialogue between a Roman and Christian to illustrate conflicting religious values and beliefs -Evaluate a series of political cartoons to explore the reasons why the Roman Empire fell. -Create a mosaic that illustrates how ancient Rome has influenced the modern world.

Suggested Teacher Resource for Further Study: Twelve Greeks and Romans Who Changed the World by Carl J. Richard (much more than biographies, gives an excellent overview of the Greek and Roman civilizations)



ORGANIZING PRINCIPLE 6: Byzantium was the torchbearer that bridged the ancient Greco-Roman and modern worlds; it lasted for more than a thousand years and its influence can be seen in the Islamic, Slavic, and Western Christian Civilizations.


PACING: October-November

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) New Rome East Roman Byzantine

Empire

1. On a map, locate the extent of Byzantine territory at the height of the empire and discuss the advantages of Constantinople’s physical location.

Bosphorus, Sea of Marmara Golden Horne

Silk Road Constantine the Great

Theodosian Walls

SS.912.W.2.1 SS.912.W.2.2 SS.912.W.2.3 SS.912.W.2.4 SS.912.W.2.5 SS.912.W.2.6 SS.912.W.2.7 SS.912.W.2.8 SS.912.W.3.3 SS.912.W.3.7

Christendom Theocracy

Monasticism Law Codes

2. Discuss the impact of Constantine the Great’s recognition of Christianity as a legal religion. 3. What major impact did Justinian’s Code have on the future governments in the Europe and the United States?

Edict of Milan Hagia Sophia

Byzantine Chant Mount Athos Juris Civilis Tribonian

Icon(ography) Iconoclasm

Ecumenical Council Eastern Orthodox Roman Catholic

Schism Excommunication

4. What were the causes and effects of the following religious crises during the Byzantine Era: the Iconoclastic controversy of the 8th and 9th centuries, and the 11th century Christian schism between the churches of Constantinople and Rome?

John of Damascus Emperor Leo Empress Irene

Empress Theodora Great Schism of 1054

Byzantine Golden Age Missionary

Czar Third Rome

5. Explain the Byzantine influence on Russian and other Slavic lands of Eastern Europe. 6. What impact did the Mongol invasions have on the development of the Russian kingdom and empire?

Rus Slavs

Patriarch Photios Cyril and Methodius

Cyrillic Alphabet Prince Vladimir

Yaroslav the Wise Ivan III

Kiev, Moscow St. Basil Cathedral

7. How did the Byzantines withstand attacks on their empire for over 1000 years?

8. Label a map showing the numerous groups of people that invaded Byzantium from both Western and Eastern Europe, and Asia.

Sassanids, Khusru I (Chosroes) Byzantine-Persian Wars

Justinian the Great, Empress Theodora Procopius Belisarius Heraclius

Arab Attacks on Const., 673, 717 Greek Fire

Basil the Bulgar Slayer



Greco-Roman 9. Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure.

Plague Crusade

10. Analyze the following as causes of the fall of the Byzantine Empire: Justinian’s Plague, Byzantine-Persian Wars, Muslim military advances, the rise of Western European kingdoms, and the Crusades.

Anna Comnena Fourth Crusade

11. Describe the rise of the Ottoman Empire and the effects of the fall of Constantinople in 1453 (e.g. Growth of Ottomans, Moscow would become the Third Rome, and the impact it would have on Western Europe including the Renaissance, how it would help lead to the Age of Exploration, etc).

Ottomans Battle of Constantinople, 1453

Emperor Constantine XI Giovanni Giustiniani

Mehmet the Conqueror




1. McDougal World History – Chapter 11 2. Reading Tool Kit L38-L40 3. History Alive Activities – Europe After the Fall of Rome 2.1 Inside the Byzantine Empire 2.2 Comparing the Justinian Code to Contemporary Law 2.3 Creating Monuments to Daily Life in Constantinople 4. Mastering FCAT – Social Studies Content, Amsco –“The Empress Irene”, p. 95-98 (focuses on main idea and details) 5. Geography Skillbuilder, p. 302 (textbook) viewing a map of Constantinople 6. Analyzing Key Concepts, p. 305 (textbook) comparing Roman Catholics and Eastern Orthodoxy 7. Analyzing Primary Sources, p. 310 (textbook) on Mongol rule. 8. Visual Summary, p. 318 (textbook) on timelines comparing the Byzantines, Russians and Turks 9. Geography Applications – growth of Early Russia 10. Primary Sources – Pope Urban’s call for Crusades, Justinian Code, “Secret History” and “The Hagia Sophia” – Ancillary “Primary Source” documents 11. History Makers – Theodora 12. Transparencies – critical thinking geography

1. Unit test covering the essential questions and skills for this unit, using the “Test Generator” disc (ancillary materials) 2. History Alive Activity 2.3, “Creating Monuments to Daily Life in Constantinople” can be used as a group alternate assessment activity 3. Critical Thinking, p. 318 (textbook) question 1 and the Standards Based Assessment, p. 319 Other possible activities: -While examining a map of Constantinople, students will point out geographic features that made the city such an ideal location for the empire’s capital -Create a foldable comparing the military triumphs of Belisarius to Alexander the Great -Create a Venn diagram comparing and contrasting the Orthodox and Roman Catholic religions -Examine examples of Russian religion, art and architecture. From these examples explain the Byzantine influence and how they received this influence -Label a map that shows the numerous invaders of Byzantium from Western and Eastern Europe, and Asia over the centuries. -Research the role of women in Byzantine society and compare it to women from other ancient and medieval societies. Suggested Teacher Resource for Further Study: A Concise History of Byzantium by Warren Treadgold



ORGANIZING PRINCIPLE 7: Islamic civilization grew as it interacted with pre-existing civilizations; it became a dominating force in parts of Asia, Africa, and Europe through military conquest, trade and a centralized religious message.


PACING: November-December

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) 1. Discuss the impact of physical geography on the development of

Arabic culture and use maps and globes to locate the rapid growth and expansion of Islamic boundaries to AD 1500.

Arabian Peninsula Mecca Medina

SS.A.1.4.1 SSA.2.4.6 SS.B.2.4.2 SS.B.2.4.6 SS.A.1.4.1 SS.B.1.4.1 SS.C.1.4.1 SS.B.2.4.3 SS.A.2.4.6 SS.A.2.4.7 SS.A.1.4.2 SS.B.1.4.4

Islam Muslim

Revelation Sect

2. What are the origins of Islam? 3. What are the Five Pillars and main principles of Islam? 4. How are Islam, Judaism, and Christianity similar and different? 5. Describe the various sects within Islam.

Allah, Muhammad Quran, Hadith, Sharia

Hijrah Mosque

People of the Book Sunni, Shia, Sufi

Assassins

Dar al-Harb Dar al-Islam

Jihad Caliphate

6. Analyze the causes and effects of Islamic military expansion west from Arabia to the Iberian Peninsula and east to India. 7. Describe key economic and political developments in Islamic history: the rise of the caliphate, the struggle between Sunni and Shi’a Muslims, and the importance of trade in the development of Islamic civilization.

Iberia Caliph

Rightly Guided Caliphs Khalid bin Al-Waleed

Battle of al-Qadisiyyah Battle of Yarmuk Battle of Tours

Ummayyads, Abbasids Baghdad Indonesia Mughals

Dhimmitude 8. Describe the dhimmi status of Christians and Jews living in lands conquered by Muslims, and the creation of the Islamic slave trade.

Pact of Umar

Calligraphy Arabic-Hindu Numerals

9. How did the infusion of Greco-Roman, Persian and Hindu ideas impact Islamic society? 10. What were the accomplishments of the Islamic “Golden Age” and who were key individuals associated with it? 11. What impact did Muslim legalists and the Mongol invasions have on the Islamic Golden Age?

Dome of the Rock Al-Ma’mun

House of Wisdom Cairo, Cordoba

Alhambra Avicenna, Averroes

Al-Khwarzimi, Al-Hassan Maimonides Al-Ghazali Legalists

Ibn Battuta



12. What impact did the rise of the Ottoman Turks have on Islamic civilization?

Osman I Mehmet the Conqueror

Istanbul Selim I

Suleyman the Magnificent Sultan, Vizier

Janissaries




1. Textbook chapter 10 2. Create a timeline of development and expansion of Islam. 3. Primary Resource document – Muhammad (ancillary materials) 4. Ask students to describe how their daily life would change (adjustments you would have to make) if they converted to Islam. Use the Five Pillars and other Islamic customs as a resource (textbook page 267 and 273-274), as well as knowledge from Islamic students you may have in the class. 5. Taking Notes activity, p. 269 (textbook) summarizing the developments of Islam since Muhammad’s death through the Abbasid Dynasty. 6. Chart page 271, comparing basic differences between Sunni and Shi’a Muslims 7. Science and Technology, p. 274 and Analyzing Art, p. 277 (textbook) describing Islamic achievements 8. Write a letter to Muhammad describing his legacy and that of Islam today. 9. READING TOOL KIT 1. P.L.A.N. 2. Three column journal --------------------------------------------L.35 3. Summarizing ------------------------------------------------------L.35 4. You must remember this-----------------------------------------L.35 5. SQ3R---------------------------------------------------------------L.36 10. Visual Summary, p. 280, describing the empire, culture and the religion of early Muslims 11. DBQ Project Binder – The Black Death: How Different Were Christian and Muslim Responses? 12. History Alive – The Rise of Islam 1.1 Adapting to the Geography of the Arabian Peninsula 2.2 The Development of the Muslim Empire 3.1 The Contributions of Muslims to World Civilization

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive – The Rise of Islam - Culminating Project 5.1 Designing Museums Other possible activities: Analyze the chart of world religions and ethical systems comparing and contrasting Islam with Christianity and Judaism. Create a timeline showing the territorial expansion of the Muslims from the 7th through the 15th centuries. Read the ‘Pact of Umar’ regarding the rules for dhimmis and infer how effective this policy might have been for the Muslim conquerors and how beneficial or harmful it may have been for the dhimmis. Construct a map of the Islamic Empire that includes: key cities, bodies of water, and physical features. Create a foldable depicting the achievements during the Islamic Golden Age. Suggested Teacher Resource for Further Study: Islam and The West by Bernard Lewis



ORGANIZING PRINCIPLE 8: The vacuum left by the disintegration of the Western Roman Empire resulted in the development of the feudal system, new kingdoms, and a unifying role played by the Roman Catholic Church in Western Europe.


PACING: December

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Middle Ages (Medieval) Dark Age

Clergy, Sacraments Tithe, Canon Law

Feudalism Manor Economy

Chivalry Tournaments

Noble

1. On a map, label the conquests of Germanic tribes in Western Europe by AD 500. 2. Analyze the impact of the collapse of the Western Roman Empire on Europe (i.e. Dark Ages, emergence of feudalism, rise in power of the Germanic kingdoms, and the authority and influence of the Church). 3. Describe the orders of medieval social hierarchy, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization.

Vikings Magyars

Angles, Saxons Lord, Knight, Vassal, Serf

Fief Troubador

Song of Roland Beowulf

SSA.2.4.7 SSB.2.4.2 SSA.2.4.7 SSA.1.4.2 SSA.2.4.6 SSA.2.4.7 SSA.1.4.3 SSA.1.4.3 SSB.1.4.1 SSA.1.4.2 SSA.2.4.7 SSB.1.4.1 SSB.2.4.2 SSB.2.4.5

Gregorian Chant Western Notation

Illumination

4. Discuss the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power. 5. Describe the rise and achievements of Charlemagne and the Empire of the Franks.

Monastery Benedict of Nursia

Scholastica Scriptorium

Franks Carolingian Dynasty Holy Roman Empire

Pope Leo III Otto the Great

Simony Lay Investiture

Revival Reform

Religious Orders Excommunication

Romanesque Gothic Architecture

Reconquista Crusade

Inquisition

6. What impact did the revival known as The Age of Faith have on medieval Europe? 7. What were the causes and effects of the Reconquista and Crusades?

Cluniac Reforms Pope Gregory VII

Henry IV Cathedrals

Francis of Assisi Pope Urban II

Eleanor of Aquitaine Richard Lionheart

Saladin King Louis IX

Moors

Scholasticism Natural Law

Scientific Method Vernacular

8. How did contact with Muslims help lead to a revival of learning during the late Middle Ages? 9. Discuss the rise and impact of Scholasticism and the beginnings of the scientific method on European civilization.

Roger Bacon Thomas Aquinas Geoffrey Chaucer Dante Alighieri



Guild Commercial Gunpowder

Siege Cannons

10. Account for initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class. 11. What was the impact of the Chinese invention of gunpowder coming into Europe through Muslims during the late Middle Ages?

Three-Field System Horse Harness

Merchant Florence, Venice

Habeas Corpus Common Law

12. How did England and France develop strong kingdoms in the late Middle Ages? 13. Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus.

Anglo-Saxons Normans

William the Conqueror Battle of Hastings

Magna Carta Parliament Henry II

John Capetian Dynasty

Phillip II (Augustus) Estates General

Ice Age Famine

College of Cardinals

14. What were the causes and effects of the Great Famine of 1315-13-16, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe?

Little Ice Age Bubonic Plague

Longbow Battle of Agincourt

Joan of Arc Avignon

Council of Constance, 1414 15. Explain how Western civilization arose from a synthesis of classical Greco-

Roman civilization, Christianity, and the cultures of northern European peoples fostering a cultural unity in Europe.




Activities 1. Daily activities featuring textbook chapters 13 and 14, and the “skills” listed for this unit. 2. Content overview/power point presentations using the “Power Presentations” disc (ancillary materials) 3. History Alive Activities – Europe After the Fall of the Roman Empire 1.2 Traders and Invaders of the Roman Empire 3.1 Experiencing European Feudalism 3.2 The Development of Feudalism in Western Europe 4.1 The role of the church in Medieval Europe 4. “Examining the Issues” exercise, page 352 and “History in Depth”, page 362, describing life on manors 5. Complete the “Interpreting the Map” exercise on p. 351 and 359 – Teacher’s Edition in regard to invasions by the Germanic tribes and later the Vikings, Muslims and Magyars. 5. Taking Notes exercise page 353, 379, 387 and 393 concerning the chronology of Charlemagne’s kingdom, the Age of Faith, changes in medieval society, and the growth of democracy in England 6. Skillbuilder exercise on page 365 and 381– Interpreting Visual Sources – artwork depicting chivalry and gothic architecture, respectively. 7. “Analyzing Primary Resources” activity (DBQ) page 368, 386, 395 and 399 describing medieval women, the Crusades, the Magna Carta and the Plague. 8. Skillbuilder exercise on page 390 of the text – Interpreting Graphics on the Commercial Revolution 9. Skillbuilder exercise, page 397 Interpreting Charts, in reference to the chronological development of the nations of England and France 10. “Global Impact: The Spread of Epidemic Disease”, page 400 11. Literature – The Song of Roland, 12. Primary Source – The Art of Courtly Love, The Magna Carta, textbook (page 395), Entry of the Crusaders into Constantinople (transparency 31) 13. Videos - The Dark Ages: Europe after the Fall of Rome, Society for Visual Education, 1995. The Black Death, Ambrose video, 1995. History’s Ancient Legacies III: Dark Age, Ambrose video, 2001.

1. “Analyzing Primary Resources - Vikings” or “Synthesizing Information and Drawing Conclusions – Defining the Knights” from the workbook, Mastering FCAT Social Studies Content Reading Grade 10 (Amsco Publications). You could also use the FCAT Preparation and Practice Workbook (ancillary materials). 2. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 3. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. Also, DBQ 2 – “Fall of the Western Roman Empire” from the book Document Based Assessment Activities of Global History Classes (J. Weston Walch). 4. “The Black Death: How Different Were Christian and Muslim Responses?”, The DBQ Project, 2005 5. History Alive – Europe After the Fall of Rome – Culminating Project Activity 5.1 Creating an Illuminating Poem About Medieval Society Other possible activities: -Create a timeline labeling the most important events in the unification of the Germanic tribes between c. 500 and the reign of Charlemagne. -Label the routes of Viking, Muslim and Magyar invaders in Europe, c. 700-1000. -Create a graphic organizer describing the social order of the feudal system. -Compare and contrast the roles of peasant and noblewomen in medieval society. -Analyze how medieval art and literature depicts chivalry and knighthood -Compare how the structure of the Church was similar to that of the feudal system. -Write a persuasive essay supporting or contradicting Thomas Madden’s assertion that the Crusades were a defensive war, “a belated response to Muslim conquest of…the Christian world.” -Interpret a flow chart describing the growth of cities and the Commercial Revolution -Identify the steps England took to become more democratic from 1100-1400. Suggested Teacher Resources for Further Study: The Middle Ages by Morris Bishop The New Concise History of the Crusades by Thomas Madden How the Catholic Church Built Western Civilization by Thomas E. Woods Jr



ORGANIZING PRINCIPLE 9: In East and West Africa powerful empires emerged, and important trade networks were developed linking Africa to European and Asian civilizations.

ESTIMATED # OF WEEKS: 2

PACING: January


Push-Pull Factors Migration

Bantu Languages Animism

Oral Tradition

1. How did ancient African peoples adapt to the physical environment and develop complex societies? 2. Why were griots and oral tradition important to African societies? 3. What were the causes and effects of the Bantu migrations into southern Africa?

Djenne-Djeno Congo River

Kalahari Desert Swahili Griot

SS.B.2.4.5 SS.A.2.4.8 SS.B.2.4.2 SS.A.2.4.8 SS.B.2.4.2 SS.B.2.4.5 SS.A.2.4.8 SS.A.2.4.8 SS.A.2.4.8 SS.B.2.4.2 SS.A.2.4.8

Terrace Farming 3. Describe the rise and fall of the Kingdom of Aksum. 4. How did trade affect the Kingdom of Aksum’s culture and way of life (e.g. Aksum’s relationship with Ancient Rome)?

Ethiopia Horn of Africa Gulf of Aden

Adulis Ezana

Central Government Stateless Society

Lineage Patrilineal Matrilineal

Ancestral Worship Animism

5. How were the people of central Africa able to develop societies without any central government? 6. What role did Christianity and Islam play in the history of East and North Africa?

Coptic and Ethiopian Orthodox Sahara

Maghrib Almohad Empire

Almoravid Empire Berbers

Trans-Saharan Savanna

7. Locate the African kingdoms-empires of Ghana, Mali, and Songhai on a map.

Sahel

Ghana Mansa

8. What were the characteristics of the Empire of Ghana (Wagadugu) with regard to political structure and economics and trade? 9. Who were the significant people and what were the important achievements of the Empire of Mali? 10. What were the events that led to the rise of the Empire of Songhai, and what were the achievements of the empire under Askia Muhammad?

Gold-Salt Trade Soninke al-Bakri Sundiata

Mansa Musa Timbuktu

University of Sankore Ibn Battuta

Askia Muhammad Sunni Ali



11. What was the impact of the interaction between West-Africans and Europeans? 12. What were the reasons for the decline of the Empires of Ghana, Mali, and Songhai? 13. In what ways were other West African civilizations different than the Trans-Saharan empires?

Hausa Yoruba Benin

Proverb 14. What is the meaning of the following traditional Ghanian proverb: “The ruin of a nation begins in the homes of its people.”




10. Textbook Resources (McDougal Littell) 11. History Alive – Empires and Kingdoms of Sub-Saharan Africa

1.1 Mapping the Physiographic Features of Africa 1.2 Adapting to the Climate Regions of Sub-Saharan Africa 2.1 Trading Gold for Salt in West Africa 2.2 The Empires of West Africa 2.3 Reaching West Africa 3.1 Kingdoms of Central and Southern Africa 3.2 Comparing Three African States Through Visual Discovery 3.3 Commemorating African States with Praise Songs 4.1 Understanding Proverbs of the Shona: Lessons for Life 4.2 Discovering Elements of African Art 4.3 Exploring the African influence on African-American art

12. Mastering FCAT Reading (Amsco Publications) • The Problem of Desertification in Africa

13. World History Map Activities (J. Weston Walch) 14. Knowlton-Wallbank World History Map Transparencies

(Nystrom) 15. Videos/DVD

• National Geographic – Africa 16. Computer Software

• History of the World (Dorling Kindersley) 17. Books

• Samburu • Eyewitness Books – Africa (Dorling Kindersley) • Lost Civilizations – Africa’s Glorious Legacy

(Time/Life Books)

6. Student Notebook//Portfolio 7. Quizzes 8. Unit Exam 9. Research Paper and/or Project 10. History Alive Culminating Project - 5.1 A Griot’s tale of

Africa’s Past Suggested Teacher Resources for Further Study: Africa in History by Basil Davidson



ORGANIZING PRINCIPLE 10: Major academic, artistic, economic, political, and religious changes took place in Western Europe as a result of internal conflict and interaction with the East.

ESTIMATED # OF WEEKS: 2 Weeks

PACING: January-February


Renaissance

1. How did the cities of northern Italy help create the Renaissance? 2. What were the causes, both internal and external (i.e. Byzantine influence), that sparked the Renaissance? 3. Why did Church leaders and the wealthy become patrons of the arts?

Venice Florence

Milan Martin V

Leo X Alexander VI

SS.A.3.4.1SS.A.1.4.4 SS.A.3.4.2

Humanism Vernacular Perspective

Secular Machiavellian

4. In what ways did literature and the arts change during the Renaissance? 5. How did the northern Renaissance differ from the Italian Renaissance?

Petrarch Dante

Cosimo de Medici Catherine de Medici Leonardo da Vinci

Michelangelo Donatello Raphael El Greco

Giotto William Shakespeare

Brunelleschi Machiavelli Van Eyck

Annul

Indulgence Protestantism

Mysticism Patron Utopia

Nepotism Corruption

Simony

6. What role did the printing press play in the spread of the Reformation and the spread of political ideas? 7. What specific criticisms did early reformers have of the Roman Catholic Church? 8. What political, economic, and social factors helped bring about the Reformation?

Johann Gutenberg John Wycliffe

Jan Hus Erasmus

Reformation

Predestination Theocracy Calvinism Doctrine

Salvation by faith Salvation by works

9. What were the causes of the conflict between Martin Luther and the Church? 10. In what ways did Calvinism differ from Lutheranism? 11. How did the English monarchs influence the development of the Reformation in their country?

Martin Luther Jean Calvin Henry VIII Anglican

Presbyterian Anabaptist

Mary I Elizabeth I



Counter Reformation Catholic Reformation

12. What was the goal and response of the Catholic Church to the Protestant Reformation?

Jesuits Council of Trent Francis de Sales

Charles Borromeo Teresa of Avila

John of the Cross Ignatius of Loyola

Pope Paul IIIDepopulation 13. What were the causes and effects of the wars associated with the

Reformation, culminating with the Thirty Years’ War? 14. What lasting impact did the Renaissance and Reformation have on Western Europe?

Charles V Peace of Augsburg

St. Bartholomew’s Day Massacre Thirty Years’ War

Peace of Westphalia




-Textbook Resources (McDougal Littell) -History Alive - Europe’s Transition to the Modern World 1.1 Mapping the Land and Emerging Cities of Europe 1.2 Europe’s Transition from the Middle Ages to the Renaissance 1.3 Rediscovering the Classical Tradition Through Art 1.4 A Walking Tour of Florence 2.1 Experiencing the Power of the Press 2.3 A Renaissance Ball 2.4 Biographical Poems Celebrating the Renaissance Spirit 3.1 Purchasing Homework Indulgences 3.2 The Spread of Protestantism 3.3 Creating Spoke Diagrams on the Religions of the Reformation -Mastering FCAT Reading (Amsco Publications)

Johann Gutenberg -World History Map Activities (J. Weston Walch) -Knowlton-Wallbank World History Map Transparencies (Nystrom) -Exciting Plays for Medieval History Classes (J. Weston Walch) -Document Based Questions in World History (The DBQ Project)

What was the most important consequence of the printing press? -Videos/DVD

PBS Empires Series – The Medici PBS Empires Series – Martin Luther A&E Biography – Leonardo da Vinci

-Computer Software History of the World (Dorling Kindersley)

- Student Notebook//Portfolio - Quizzes - Unit Exam - Research Paper and/or Project - History Alive Culminating Project – 5.1 Publishing a News Magazine on Change in Europe

Suggested Teacher Resource for Further Study: The Renaissance: A Short History by Paul Johnson



ORGANIZING PRINCIPLE 11: Using new-found technological advances, Europeans pushed outwards, seeking powerful economic and religious empires.


PACING: February

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Pre-Columbian Colonization Reconquista

1. What were the motives behind early European exploration? 2. What role did the Crusades and Renaissance play in launching an “Age of Exploration?” 3. What technological breakthroughs allowed early European sailors to travel long distances? 4. What role did Portugal’s Prince Henry play in overseas exploration? 5. What countries competed for Asian trade during the Age of Exploration?

Vikings Leif Ericson

Bartolomeu Dias Prince Henry

Vasco da Gama Walter Raleigh Francis Drake

Jacques Cartier Henry Hudson

Samuel de Champlain

SS.A.3.4.3 SS.A.1.4.4 SS.A.3.4.5 SS.A.4.4.1 SS.A.4.4.2 SS.B.2.4.1 SS.B.2.4.3 SS.B.1.4.4 SS.B.2.4.2

6. What were the important characteristics of the Aztec and Incan civilizations?

Atahualpa Incas Peru

Tenochtitlan Aztecs

Montezuma Quetzacoatl

7. Why were the Spanish interested in establishing colonies in the Americas? 8. What was the legacy of Christopher Columbus? 9. What were the conquests of early Spanish explorers? 10. What was the impact of European exploration?

Treaty of Tordesillas Line of Demarcation

Portugal Spain

Christopher Columbus San Salvador

Amerigo Vespucci Ferdinand Magellan

Hernando Cortes Conquistador

Mexico Fransisco Pizarro

Mestizo Bartolomeo de las Casas

Triangular Trade

Slavery 11. How was the practice of slavery applied in Europe, Africa, and Asia? 12. Explain the process of Triangular Trade.



Middle Passage Encomienda system

13. What conditions were experienced by Africans traveling the Middle Passage? 14. How did the encomienda system lead to the use of enslaved Africans as a labor source?

Columbian Exchange

15. What was the scope and impact of the Columbian Exchange? 16. Compare and contrast the European economic and political systems established in the New World.

ACTIVITIES (Teaching Resources) ASSESSMENT 1. Textbook chapters 16.3, 16.4, 19.1, 20.1, 20.3, 20.4 2. Skillbuilder – “Interpreting Charts”, pages 458 and 463 on the rise and fall of the Aztecs and Incas. 3. Taking Notes – page 529 on the important events of European exploration of the east. 4. Science and Technology – page 531 on the tools of exploration. 5. Chapter 19 section one “Guided Reading” activity (ancillary materials) 6. Geography Skill Builder – pages 534, 555, and 568 on Europeans in the East, European Exploration of the Americas, and Triangular Trade. 7. Different Perspectives – page 560 on the Legacy of Columbus. 8. Analyzing Primary Sources – page 568 on the Middle Passage. 9. Global Impact: Food Exchange – page 572 on the Columbian Exchange. 10. Mastering FCAT Reading Grade 10 Social Studies Content, Amsco – “The Lost World’s of Ancient America”, When World’s Collide”, “An Empire Held Together by String” and “The Rise and Fall of the Incas”. 11. The DBQ Project, 2005, The Aztecs: What Should History Say?” and “What Drove the Sugar Trade?” 12. Document Based Assessment Activities for Global History Classes, Walch Publishing, “Civilizations of the Americas” 13. History Alive! , Europe’s Transition into the Modern World Activity 4.1 Charting Scientific Breakthroughs Activity 4.2 Investigating a Sunken Ship: Motives for Exploration Activity 4.3 Creating Monuments to Exploration: Two Perspectives 14. Media – The Golden Age of Exploration, Knowledge Unlimited, 1997, Christopher Columbus, Library Video Company, 1995

1. Unit Test covering the “Essential Questions” and “Skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. History Alive! , “Europe’s Transition into the Modern World” – section 5 assessment activity 3. FCAT skills assessment - Mastering FCAT Reading Grade 10 Social Studies Content, Amsco – “The Lost World’s of Ancient America”, When World’s Collide”, “An Empire Held Together by String” and “The Rise and Fall of the Incas”.



ORGANIZING PRINCIPLE 12: With the decline of feudalism and the power of the Church, stronger kingdoms emerged under the control of absolute rulers.


PACING: February

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Absolutism

Divine Right Totalitarianism

State Hood Monarchy

1. How did Phillip II create a powerful empire? 2. What were the achievements of the Spanish Golden Age, and what led to Spain’s eventual decline? 3. What ideas and events led to the development of absolute rulers in Europe?

Philip II Don Quixote

Cervantes Absolute Monarchs

SS.A.3.4.3 SS.A.1.4.2 SS.A.3.4.1 SS.A.3.4.6 SS.A.1.4.4 SS.A.1.4.1 SS.B.2.4.5

4. Explain the rise in power of Louis XIV. 5. How did the palace of Versailles reflect the power and strength of Louis XIV? 6. What was the legacy of Louis XIV?

Louis XIV Intendant

Jean Baptiste Colbert Cardinal Richelieu

War of Spanish Succession Palace at Versailles

Edict of Nantes

7. How did Austria and Prussia gain strength in the 1600’s? Maria Theresa Frederick the Great Seven Years War

Westernization

8. How did monarchs such as Ivan III, Ivan IV, and Peter the Great come to power in Russia? 9. How did the reforms of Peter the Great impact Russia?

Golden Horde Ivan III

Ivan the Terrible Boyar

Peter the Great St .Petersburg

Rights Habeas Corpus

Civil War Constitutional Monarchy

10. What caused the English Civil War and what were the results? 11. What were the results of the Restoration and Glorious Revolution?

Charles I English Civil War Oliver Cromwell

Restoration Glorious Revolution William and Mary




1. Textbook – Chapter 21 2. Examining the Issues – absolute rulers, p. 588 3. Critical Thinking Questions – absolute rulers, Spain’s Golden Age, TE pp. 589 and 591 4. Taking Notes – conditions leading to absolute rule, p. 589 5. Analyzing Key Concepts – absolutism, p. 594 6. Guided Reading 21.2 - “The Reign of Louis XIV” 7. Primary Sources –Two views of Versailles, p. 600 8. Literature Reading – “The Cat and the King” (Louis XIV) 9. Geography Application – Old Empires and New Empires 10. Geography Skillbuilder “Europe After the Thirty Years’ War”, p. 604 11. Taking Notes – comparing Maria Theresa and Frederick the Great, p. 603 12. Skillbuilder Practice 21. 4 – “Evaluating Decisions” 13. Guided Reading/Reading Study guide 21.5 – “Parliament Limits the English Monarchy” 14. Primary Source 21.5 0 “English Bill of Rights” 15. Differentiating Instruction – “The Life and Death of William of Orange”, TE p. 616 16. Connect to Today – “U.S. Democracy”, p. 617 17. Visual Summary – “Absolute Monarchs in Europe”, p. 618 18. History Alive: Europe’s Transition to the Modern World 1.1 Mapping the Land and Emerging Cities of Europe Western Europe in the Modern World 19. Mastering FCAT Social Studies Content, Amsco – “Spanish Aramada Defeated by English”, p. 195 20. Videos – The Baroque, Society for Visual Education, 1992, The Spanish Armada, Ambrose Video, 1997, Cromwell

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities.



ORGANIZING PRINCIPLE 13: The ideals of the Scientific Revolution and Age of Enlightenment provided Western Civilization with a new vision in science, politics and philosophy.


PACING: February-March

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Romanticism

Scientific Method

Revolution

1. How did the Renaissance set the stage for the Scientific Revolution? 2. How did scientist’s theories and methods during the Scientific Revolution differ from early classical and medieval scholars? 3. What were major achievements of the Scientific Revolution?

Geocentric Theory Scientific Revolution Heliocentric Theory Nicolaus Copernicus

Galileo Galilei Francis Bacon Rene Descartes Isaac Newton

Kepler Vesalius

SS.A.3.4.5 SS.A.3.4.6 SS.A.4.4.3

Enlightenment Natural law

4. How did the Scientific Revolution set the stage for the Enlightenment? 5. What were the political beliefs of Thomas Hobbes, John Locke and “philosophes” of the Enlightenment? 6. What legacy was achieved by the Enlightenment?

Social Contract Thomas Hobbes

John Locke Philosophe

Voltaire Baron de Montesquieu Jean Jacques Rousseau Mary Wollstonecraft

Diderot Salons

Baroque Neoclassical

Enlightened Despots

7. How did the ideas of the Enlightenment spread, especially as it applies to the arts and “enlightened despots?” 8. In what ways did the Enlightenment ideals impact the political, economic, and religious structures in Europe?

Catherine the Great Joseph II

Frederick the Great

9. How were the ideas of the Enlightenment used to justify American independence? 10. What were the causes and effects of the Latin American and Caribbean independence movements?

Thomas Jefferson George Washington Benjamin Franklin

John Adams Simon Bolivar

Jose de San Martin Toussaint L’Ouverture




1. Textbook chapter 22 2. Reading Study Guide 22.1 – “The Scientific Revolution” 3. Literature Selection 22.1 – “The Recantation of Galileo Galilei” 4. Interpreting the Chart – “Major Steps in the Scientific Revolution”, p. 626 5. Analyzing Primary Resources – p. 631 ((Rousseau and Montesquieu) 6. Primary Source 22.3, “A Vindication of the Rights of Woman” 7. Reading Study Guide Chapter 22.3 – “The Enlightenment Spreads” 8. Researching Enlightenment Arts – TE, p. 637 9. Guided Reading 22.4 – American Revolution 10. Visual Summary, p. 646 11. Reading Toolkit Binder - L.81 Preview map,L.81 Read Aloud/Think Aloud, L.81 Bias Detector, L.82 Three Column Journal, L.82 Collaborative Rereading, L.80 Definition Mapping, L.80 Listening and Reading Guide, L.80 Summarizing 12. Videos – The Enlightenment: Keeping the Fire Burning, Films for the Humanities and Sciences, 2003, Galileo’s Dialogue, Films for the Humanities and Sciences, 1997

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities.



ORGANIZING PRINCIPLE 14: Inspired by the ideas of the American Revolution, the French established a new political order that was further impacted by Napoleon.


PACING: March

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Revolution Social Class Nationalism

1. Explain the political, social, and economic factors which led to the French Revolution. Old Regime Estate

Louis XVI Marie Antoinette Estates General

SS.A.3.4.6 SS.D.2.4.3 SS.A.1.4.1 SS.C.2.4.5 SS.A.1.4.4 SS.A.3.4.7 SS.C.1.4.1 SS.C.1.4.2

Liberty Equality

Fraternity

2. To what extent did Enlightenment ideas influence the principle behind of the French Revolution? 3. Evaluate the following statement: “the French Revolutionary principles of “liberty, equality, and fraternity” led to chaos while the American Revolutionary principles of “order, justice, and liberty” led to a stable democracy.” 4. What political reforms developed in France in response to the Revolution?

National Assembly Tennis Court Oath

Great Fear Bastille

Legislative Assembly Sans-culotte

Jacobin Declaration of the Rights of Man

Terror 5. Explain the rise and collapse of political movements during the Reign of Terror. Guillotine

Maximilien Robespierre Reign of Terror

Émigré

Empire Coup d’etat

6. How was Napoleon able to rise and seize power?

Napoleon Bonaparte Plebiscite Concordat

Napoleonic Code

Guerrilla

7. What events led to the downfall of Napoleon?

Scorched Earth policy Waterloo

Hundred Days Duke of Wellington Battle of Trafalgar

Blockade Continental System

Alliances

Legitimacy Balance of power

8. Describe the influences of the Congress of Vienna.9. How did the unifications of Germany and Italy affect the balance of power in Europe?

Congress of Vienna Klemens von Metternich

Holy Alliance Concert of Europe Otto von Bismarck

Cavour Victor Emmanuel

Garibaldi



ACTIVITIES (Teaching Resources) ASSESSMENT 1. Textbook chapter 23 2. Three Estates chart p. 652 3. History Makers, p. 653 – Louis XVI and Marie Antoinette 4. Taking Notes , p. 656 – Recognizing effects following the creation of the Constitution of 1791 5. Science and Technology p. 659 on the guillotine 6. Reading Tool Kit L84 – L88 7. Different Perspectives p.662 – 3 primary resources on the French Revolution 8. Visual Summary - cause and effect on the French Revolution and Napolean, p. 676 9. Critical Thinking Exercise, p. 676 describing the reign of Napoleon 10. Literature – A Tale of Two Cities, Les Miserables 11. History Alive - Western Europe in the Modern World 1.2 Debating the Ideal Form of Government: A Meeting of Minds 1.3 Experiencing the Fervor of the French Revolution 12. Primary Sources – Declaration of the Rights of Man, Execution of Louis XVI 13. Mastering FCAT – Social Studies Content, p. 121 “Napoleon and Europe”

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. History Alive - Western Europe in the Modern World 1.4 Creating a Storybook About the French Revolution



ORGANIZING PRINCIPLE 15: Innovations in technology led to the Industrial Revolution and set the stage for the growth of cities and a change in the economic structure of Europe.


PACING: March-April

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Industrialization

Revolution Technology Social Class Corporation

Laissez-Faire Capitalism

Middle Class

1. Which factors allowed for the Industrial Revolution to begin in England? 2. Describe the key inventions and improvements that evolved during the Industrial Revolution. 3. How did transportation impact British Industry?

Industrial Revolution Enclosures

Crop Rotation Factors of production Factory entrepreneur Stock Corporation

Robert Fulton London

Manchester Liverpool

SS.A.1.4.3 SS.A.3.4.5 SS.A.1.4.2 SS.A.5.4.1 SS.A.3.4.8 SS.A.1.4.1 SS.B.2.4.3 SS.B.1.4.4 SS.C.2.4.6 SS.C.2.4.5 SS.C.1.4.4 SS.D.1.4.1

Unionization Urbanization

4. Evaluate the positive and negative effects of the Industrial Revolution on society?

Union Strike

5. How did the Industrial Revolution in Great Britain affect agricultural and technological innovations in Europe, the Americas, and Japan?

Socialism Communism Utilitarianism

Suffrage Labor laws

Chartist Movement

6. What economic, social, and political reforms arose from the Industrial Revolution in Europe, Japan, and the United States? 7. What are the differences in the political and economic philosophies associated with capitalism and communism?

Meiji Karl Marx

Communist Manifesto Adam Smith

The Wealth of Nations Reform Bill of 1832




1. McDougal World History textbook – Chapter 25 2. Reading Study Guide, chapter 25, section 1 – “The Beginnings of Industrialization” 3. In-Depth Resources – Unit 6 – “The Opening of the Liverpool Manchester Railway”, chapter 25 section 1 and “Industrialization Case Study: Manchester”, chapter 25 section 2 3. Primary Source 25 – “Testimony on Child Labor” (ancillary materials), “The Day of a Child Laborer” and Primary Source Elizabeth Gaskel, p. 724 (textbook) 4. Interacting with History – “What are Fair Working Conditions?” p. 716 (textbook) 5. Analyzing Key Concepts – “Industrialization” p. 727 5. Different Perspectives – “Industrialization” pg 741 (textbook) 6. Taking Notes – “Comparing” (Industrialization in the U.S. and Europe) p. 729 (textbook) 7. Analyzing Key Concepts – “Capitalism v. Communism” p. 737 (textbook) 8. Visual summary – “The Industrial Revolution” (effects of) p. 742 9. History Alive Activities: Western Europe in the Modern World 2.1 The Rise of Industrialism 2.2 Investigating the Effects of the Industrial Revolution 2.3 Painting, Music, and Literature of the Industrial Era 10. DBQ Project Binder – Female Mill Workers in England and Japan: How Similar Were Their Experiences? 11. Video – The Industrial Revolution, Library Video Company, 2000

1. Unit Test covering the “essential questions” and “skills” for this unit, using the “Test Generator” disc (ancillary materials) 2. Document –Based Questions Strategies and Practice Book (ancillary materials) provides reading and writing assessment activities. 3. “The Industrial Revolution in Europe” Practice Test, Mastering FCAT Social Studies Content, Amsco p.248



ORGANIZING PRINCIPLE 16: Western nations colonized large areas of Africa and Asia leading to major political and cultural changes in these regions.


PACING: April

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Imperialism

Racism Social Darwinism

White Man’s Burden Paternalism Assimilation Geopolitics Annexation

1. What factors motivated Europeans to colonize African, Asia, and Oceana?2. How did Europeans use Social Darwinism to justify empire building? 3. Which forms of imperialistic control did Europeans use in Africa? 4. Why did Africans resist imperialism despite the superiority of European military strength? 5. How did colonial rule cause a breakdown in traditional African culture? 6. Why did the Russian, British, and French all want control of Ottoman territories?

Berlin Conference Shaka Boer

Boer War Menelik II

Crimean War Suez Canal

SS.A.3.4.3SS.A.1.4.2 SS.A.2.4.3 SS.B.2.4.2 SS.A.3.4.7 SS.B.2.4.6

“Jewel in the Crown”

7. How were the reactions of African and Middle Eastern rulers to imperialism similar and different? 8. Why did Britain consider India its most valuable colony? 9. Why didn’t Indians unite against the British in the Sepoy Mutiny?

Sepoy Sepoy Mutiny

Raj East India Company

10. What changes took place in Southeast Asia as a result of colonial control?11. What economic, political, and social conditions encouraged the growth of imperialism in Africa, Asia, and Oceana?

Indochina King Mongkut

Emilio Aguinaldo Pacific Rim

Queen Liliuokalani

12. In what ways did the Chinese attempt to resist Western Imperialism? Opium Wars Taiping Rebellion Boxer Rebellion

13. Assess the legacy of 19th and early 20th century imperialism?



ACTIVITIES (Teaching Resources) ASSESSMENT 24. Textbook Resources (McDougal Littell) 25. History Alive - Western Europe in the Modern World 3.1 The Scramble for Territory 3.2 The Quest for Empire: Analyzing European Motives - Modern Africa 2.2 Facing Colonialism: How Would You Respond? 3.1 Understanding the System of Apartheid 3.2 Discovering the Roots of Apartheid in South African History 26. Mastering FCAT Reading (Amsco Publications)

Gandhi: A Memoir Empire Building in the 19th Century

27. World History Map Activities (J. Weston Walch) 28. Knowlton-Wallbank World History Map Transparencies (Nystrom) 6. Document Based Questions in World History (The DBQ Project)

How did Colonialism Affect Kenya? 9. Videos/DVD

National Geographic – Africa Gandhi

10. Computer Software History of the World (Dorling Kindersley)

11. Books a. Things Fall Apart (McGraw-Hill)

16. Student Notebook//Portfolio 17. Quizzes 18. Unit Exam 19. Research Paper and/or Project



ORGANIZING PRINCIPLE 17: The global conflicts of the twentieth century had far-reaching political, economic, religious, and cultural effects.

ESTIMATED # OF WEEKS: 3-4

PACING: May

Concepts Essential Questions / Learning Targets People, Places, Events Benchmark(s) Nationalism Imperialism Militarism

Appeasement Containment

Trench Warfare

1. How did the alliance system, imperialism, and nationalism, lead to the outbreak of World War I? 2. What were both the immediate and long-term effects of World War I?

Central Powers Allied Powers

Treaty of Versailles Reparations

League of Nations Russian Revolution Weimar Republic

SSA.3.4.7 SSA.3.4.9 SSA.3.4.10 SSA.5.4.3 SSA.5.4.4 SSA.5.4.5 SSA.5.4.6

Capitalism

Welfare State

3. What the causes and effects of The Great Depression? 4. How industrial governments around the world respond to the Great Depression?

Great Depression New Deal

Franklin Roosevelt

Genocide Totalitarianism

Fascism Nazism

Communism Socialism Marxism Total War Deterrence

5. What caused the rise of totalitarianism in the Soviet Union, Italy, Germany, Spain, and Japan? 6. What were the causes and effect of World War II? 7. Trace the causes and key events of WWII. 8. What were the causes and effects of mass terror in the Soviet Union and the Holocaust in Germany? 9. What was the war-time strategy and post war plans of Allied leaders? (Roosevelt, Truman, Churchill, Stalin) 10. What was Truman’s reasoning for, and the effects of, dropping the atomic bomb on Japan?

Holocaust Benito Mussolini

Adolf Hitler Axis Powers

Allied Powers Pearl Harbor

Hiroshima and Nagasaki Winston Churchill Francisco Franco

Hirohito Tojo

Joseph Stalin Truman

Roosevelt Battle of Britain

Pearl Harbor El Alamein

Midway Stalingrad

D-Day Battle of the Bulge

Iwo Jima Potsdam

Yalta Casablanca



Zionism Fundamentalism

Terrorism

11. How did the establishment of the modern state of Israel result in military and political conflicts between the Arab and Israeli world? 12. In what ways has Islamic fundamentalism affected the development of politics and events in the Middle East?

Balfour Declaration Six Day War Suez Crisis

PLO Iranian Revolution

Ayatollah Khomeini Mujahideen Gulf War al-Qaeda

Communism Socialism Fascism

Social Darwinism Cold War

Brinkmanship Détente Glasnost

Perestroika Coalition

Iron Curtain

13. What new political/economic structures resulted in a Cold War between The United States and the Soviet Union? 14. In what ways did post-WWII political conflict lead to the Korean War and the Vietnam Conflict? 15. What caused the expansion of Soviet Rule after World War II and what eventually led to the breakup of the Soviet Union?

United Nations Marshall Plan

Truman Doctrine NATO

Warsaw Pact Berlin Airlift Ho Chi Minh

Diem Bien Phu Ngo Dinh Diem

38th parallel Macarthur

Ronald Reagan Mikhail Gorbachev Pope John Paul II

Prague Spring Solidarity Movement

Josef Stalin Five Year Plan

Berlin Wall Soviet Invasion of Afghanistan

Decolonization 16. What were the causes and effects of independence movements in Africa and the effects

of decolonization? 17. What major political developments occurred in Latin America, the Middle East and China in the 20th century? 18. How did India gain independence from Britain in the 20th century?

Afrikaners Apartheid

Fidel Castro Cuban Missile Crisis

Sandinistas Alliance for Progress

Government of India Act Mohandas Gandhi

Mao Zedong Great Leap Forward Cultural Revolution

Red Guard Tiananmen Square Geneva Conference



Free Trade Global Economy

19. In what ways have technological breakthroughs of the 20th and 21st centuries have affected our lives? 20. How has the global economy changed since World War II?

NAFTA European Union

Internet DNA

Albert Einstein Microchip

Atomic energy Poverty

Overpopulation 3rd World Country Ethnic Cleansing

21. What social and economic issues continue to challenge the nations of the world today? 22. What are the causes of the various reoccurrences of modern day genocide movements in the world?

HIV Balkans Darfur

Khmer Rouge Rwanda

Northern Ireland Tibet

Kashmir




1. For identifying people, places events and for completing the skills activities, use textbook chapters 29-35 (see number three below for specific pages and topics) 2. History Alive – Western Europe in the Modern World Section 4 - Challenges to Modernization: The World Wars Activity 4.3 – Recounting Stories of Resistance from the Holocaust Activity 4.4 – Artistic Reactions to War and the Modern War The Rise and Fall of the Soviet Union Section 3 – The Cold War Activity 3.1 – The Roots of the Cold War Activity 3.2 – Exploring Events of the Cold War in Europe Modern Latin America Section 5 - Culminating Project – Creating an Annotated Mural of Modern Latin America Modern Africa Section 5 - Culminating Project – A Book About Africa: What Everyone Should Know The Modern Middle East Section 2 - State Formation in the Middle East Activity 2.2 Key Events in the Formation of States Section 5 – Culminating Project – Creating a Visual Metaphor on the Modern Middle East 3. These activities might aid in completing the skills activities on this chart: Visual Summary - World War I – p. 862 Visual Summary - Revolutionary Leaders (Lenin, Stalin, etc) – p.892 Analyzing Key Concepts – Capitalism v. Socialism – p. 737, Fascism – p.911 Visual Summary - Great Depression – p. 920 Taking Notes Activity - Great Depression - p.904 Taking Notes Activity – Early Events World War II, p. 925 Expansion of Genocide (Holocaust) – DBQ, p. 957 Taking Notes Activity – Europe and Japan in Ruins, p. 948 Taking Notes Activity – Cold War, p. 965 Taking Notes Activity – Cold War, p. 982 History in Depth – Cold War, p. 983 Visual Summary – Cold War, p. 992 The Cold War Thaws, Reading Study Guide chapter 33 section 5 Taking Notes – Vietnam and Korean Conflicts, p. 967 Tracking Independence Movements, p. 1001 (India) Taking Notes Activity – African Independence, p. 1012 Israeli-Palestinian Conflict – p. 1021 Visual Summary – The Struggle for Independence, p. 1028 Taking Notes – Latin American Democracy, p. 1033 Taking Notes Activity – Collapse of the Soviet Union, p. 1046 Mao’s Attempt at Change – page 1059 Visual Summary – 18 Years of Democratic Struggles, p. 1066 4. Videos – Twentieth Century Warfare (7 part series)

1. Unit test covering the skills and essential questions. 2. Culminating group projects as mentioned in the Activities section of this chart 3. Analysis of videos related to the 20th century

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