Centerville High School World and Honors Teacher: Cecil Franke

Month Content and Essential Skills Lesson Examples and Questions Assessments August Beginnings of Human Society Beginnings of Human Society Beginnings of Human Society and the Development of Cultural and the Development of Cultural and the Development of Hearths Hearths Cultural Hearths

Why should we study World Students will examine the lives of Students will develop and defend History and what is it? people during the beginnings of a list of the 25 most important human society. events in World History. WH.1 WH.1.1 Students will examine the lives of Trace the approximate chronology Students will develop a timeline people during the beginnings of and territorial range of early of World History in which they human society human communities, and analyze will include their 25 most the processes that led to their important events. development. WH.1.2 Students will explore methods Describe types of evidence and used by and methods of investigation by which archaeologists by researching and scholars have reconstructed the writing about a society created by early history of domestication, random elements. agricultural settlement and cultural development. Students will describe social, WH.1.3 cultural and economic Describe social, cultural and characteristics of large economic characteristics of large agricultural settlements on the agricultural settlements on the basis of evidence gathered by basis of evidence gathered by archaeologists. They will also archaeologists. explain why these are found near rivers.

Students will define civilization and identify the key differences between and other forms of social organization. September Ancient Civilizations: 4000 B.C. Ancient Civilizations: 4000 B.C. Ancient Civilizations: 4000 /B.C.E. to 500 A.D. /C.E. /B.C.E. to 500 A.D. /C.E. B.C. /B.C.E. to 500 A.D. /C.E.

Why did early peoples live in large Students will examine the Students will create a map of the groups and how did civilizations characteristics of ancient earliest human civilizations. develop? Why did they develop civilizations, including those of where they did? North Africa, Southwest Asia, Students will explore these early WH.2 South Asia and East Asia from human civilizations and compare Students will examine the 4000 B.C. /B.C.E. to 500 A.D. and contrast them. They will characteristics of ancient /C.E. then develop a theory as to why civilizations, including those of WH.2.1 they were like they were. North Africa, Southwest Asia, Early Development of Western and South Asia and East Asia from Non-Western Civilizations: Define Students will define civilization 4000 B.C. /B.C.E. to 500 A.D. civilization and identify the key and identify the key differences /C.E. differences between civilizations between civilizations and other and other forms of social forms of social organization. organization. Defining the Idea of Civilization Students will explore early www.curriculummapper.com 1 of 15

Centerville High School WH.2.2 Development of Western and Early Development of Western and Non-Western Civilizations. They Non-Western Civilizations: will compare causes and Compare causes and conditions by conditions by which civilizations which civilizations developed in developed in North Africa, North Africa, Southwest Asia, Southwest Asia, South Asia and South Asia and East Asia, and East Asia, and explain why the explain why the emergence of emergence of these civilizations these civilizations was a decisive was a decisive transformation in transformation in . human history.

Early Civilizations That Students will write essays citing Transformed Human History historical facts that compare and WH.2.3 contrast the advancement of Early Development of Western and Greek civilization to the Non-Western Civilizations: technologically advanced nations Differentiate hierarchies in the of modern times and offer social structures of early civilized similarities or differences in the peoples and explain the influence effects on world history. of religious belief systems upon ancient governmental systems. Students will create maps Hierarchies and Religion in Early indicating trade routes and battles Civilizations that affected the expansion of WH.2.4 Greek civilization. Early Development of Western and Non-Western Civilizations: Students will work in small Explain relationships in early groups to fully explore the beliefs civilizations between the of ancient philosophers and development of state authority and present information to the rest of the growth of aristocratic power, the class, concentrating on the taxation systems and institutions of effects evident in Western coerced labor, including slavery. Civilization. WH.2.5 Greek Civilization: Identify and Students will compare and explain the significance of contrast the daily life, social achievements of Greeks in hierarchy, and institutions mathematics, science, philosophy, of Athens and Sparta; describe architecture and the arts and their the rivalry between Athens and impact on various peoples and Sparta; and explain the causes places in subsequent periods of and consequences of the world history. Peloponnesian War. Greek Achievements WH.2.6 Students will make graphic Greek Civilization: Analyze the organizers that explain the major events of the wars between relationship between Roman the Persians and the Greeks, government and religious beliefs reasons why the Persians failed to of the Eastern Mediterranean. conquer the Greeks, and consequences of the wars for Students will make graphic Greek civilization. organizers that explain the use of Wars between Persians and Greeks military force and technology to WH.2.7 conquer territory and maintain an Greek Civilization: Compare and . contrast the daily life, social hierarchy, culture and institutions Students will make posters of Athens and Sparta; describe the advertising the Roman Circus www.curriculummapper.com 2 of 15

Centerville High School rivalry between Athens and Sparta; and Bread. They will discuss the and explain the causes and type of entertainment offered to consequences of the Peloponnesian the public during the decline of War. the Roman Empire or by Athens, Sparta, and the identifying a modern version of Peloponnesian War Circus and Bread' WH.2.8 Greek Civilization: Describe the Students will describe the role of role of Alexander the Great in the Alexander the Great in the spread spread of Hellenism in Southwest of Hellenism in Southwest and and South Asia, North Africa; and South Asia, North Africa; and parts of Europe. parts of Europe by showing his Alexander the Great effects today. WH.2.9 Roman Civilization: Describe Students will describe Roman Roman Republican government Republican government and and society and trace the changes society and trace the changes that that culminated in the end of the culminated in the end of the Republic and the beginning of the Republic and the beginning of the Roman Empire. Roman Empire in a graphic From Republic to Empire display. WH.2.10 Roman Civilization: Describe Students will describe Roman Roman achievement in law and achievement in law and technology and explain their technology and explain their impact on various peoples and impact on various peoples and places in subsequent periods of places in subsequent periods of world history. world history by creating a poster Roman Law and Technology on which they will support the WH.2.11 idea of "The Greatest Idea of the Roman Civilization: Explain the Roman Empire." origins of Christianity, including the lives and teachings of Jesus Students will explain the origins and Paul, and the relationships of of Christianity, including the early Christians with officials of lives and teachings of Jesus and the Roman Empire. Paul, and the relationships of The Origins of Christianity early Christians with officials of WH.2.12 the Roman Empire. Roman Civilization: Analyze the causes, conditions and Students will analyze the causes, consequences of the spread of conditions and consequences of Christianity throughout the Roman the spread of Christianity Empire, including the policies of throughout the Roman Empire, Emperor Constantine the Great. including the policies of Emperor The Spread of Christianity Constantine the Great. WH.2.13 Roman Civilization: Explain the Students will explain the causes, causes, conditions and conditions and consequences of consequences of the decline and the decline and fall of the western fall of the western part of the part of the Roman Empire. Roman Empire

October Civilizations and in Civilizations and Empires in Civilizations and Empires in Asia, Africa and the Americas: Asia, Africa and the Americas: Asia, Africa and the Americas: 1000 B.C. /B.C.E. to 1500 A.D. 1000 B.C. /B.C.E. to 1500 A.D. 1000 B.C. /B.C.E. to 1500 A.D. /C.E. /C.E. /C.E. www.curriculummapper.com 3 of 15

Centerville High School

How did different civilizations Students will compare and contrast Students will create timelines for develop and in what ways are they the Maya, Aztec and Inca each continent demonstrating the alike and different? civilizations in terms of their arts, rise of civilizations. WH.3 religion, sciences, economy, social Students will work in small Students will trace the hierarchy, government, armed groups to create maps of ancient development of major civilizations forces and imperial expansion. civilizations. and empires in different regions of Students will trace the Asia, Africa and the Americas development of major civilizations Students will work in small from 1000 B.C. /B.C.E. to 1500 and empires in different regions of groups to choose an ancient A.D. /C.E. Asia, Africa and the Americas civilization of Asia, Africa, or from 1000 B.C. /B.C.E. to 1500 America and explain the culture A.D. /C.E. and religion to the class in a WH.3.1 presentation and compare it to Asia: Trace the development and that of Western society. major achievements of civilization in India with particular emphasis Students will identify geography on the rise and fall of the Maurya and cultural differences of Asian, Empire, the "golden period" of the African, and American Gupta Empire, and the reign of civilizations. Emperor Ashoka. WH.3.2 Students will explain differences Asia: Examine, interpret and between Western and compare the main ideas of non-Western civilization during Hinduism and Buddhism and the time period. explain their influence on civilization in India. Students will trace the WH.3.3 development and major Asia: Explain how Buddhism achievements of civilization in spread and influenced peoples and India with particular emphasis on their throughout South the rise and fall of the Maurya Asia, Central Asia and East Asia. Empire, the "golden period" of The Spread of Buddhism the Gupta Empire, and the reign WH.3.4 of Emperor Ashoka. Asia: Trace the development and major achievements of Chinese Students will examine, interpret and East Asian civilizations during and compare the main ideas of various key dynasties, such as the Hinduism and Buddhism and Shang, Zhou, Qin, Han, Tang and explain their influence on Song. civilization in India. Chinese Dynasties WH.3.5 Students will trace the Asia: Describe the life of development and major Confucius, compare and contrast achievements of Chinese and the fundamental teachings of East Asian civilizations during Confucianism and Daoism various key dynasties. (Taoism), and explain the influence of these ideas on Chinese Students will describe the life of and East Asian civilizations. Confucius, compare and contrast Confucius and Confucianism the fundamental teachings of WH.3.6 Confucianism and Daoism Asia: Describe the origins and (Taoism), and explain the development of Japanese society influence of these ideas on and the imperial state in Japan. Chinese and East Asian Origins of Japanese Society civilizations. WH.3.7 www.curriculummapper.com 4 of 15

Centerville High School Asia: Describe the life of Students will describe the origins Muhammad, fundamental and development of Japanese teachings of Islam, and society and the imperial state in connections of Islam to Judaism Japan. and Christianity. Students will describe the life of Muhammad and Islam Muhammad, fundamental WH.3.8 teachings of Islam, and Asia: Trace the extent and connections of Islam to Judaism consequences of Islam's spread in and Christianity. Asia, the Mediterranean region and southern Europe. Students will trace the extent and The Spread of Islam consequences of Islam's spread in WH.3.9 Asia, the Mediterranean region Asia: Explain how the community and southern Europe. They will of Muslims became divided into explain how the community of Sunnis and Shiites and the Muslims became divided into long-term consequences of this Sunnis and Shiites and the division. long-term consequences of this Sunnis and Shi'ites division. WH.3.10 Asia: Describe and explain the rise Students will describe and and expansion of the Mongol explain the rise and expansion of empire and its consequences for the Mongol empire and its Eurasian peoples, including the consequences for Eurasian achievements of the great Khan in peoples, including the the context of Mongol society and achievements of the great Khan his impact on history. in the context of Mongol society The Mongol Empire and Chinggis and his impact on history. Khan WH.3.11 Students will describe the rise Africa: Analyze and explain the and fall of the ancient kingdoms rise and fall of the ancient Eastern of Africa. and Southern African kingdoms of Kush and Axum, Abyssinia, and Students will analyze and explain Zimbabwe. the origins and development of Kush, Axum, and Ethiopia the slave trade in Africa and its WH.3.12 connections to Arabic peoples of Africa: Describe the rise and fall of North Africa and Southwest Asia the ancient kingdom of Ghana and and to Western European explain how it became Africa's peoples. first large empire. Ghana WH.3.13 Africa: Explain the rise, development and decline of Mali and Songhai. Mali and Songhai WH.3.14 Africa: Analyze and explain the origins and development of the slave trade in Africa and its connections to Arabic peoples of North Africa and Southwest Asia and to Western European peoples. The Origins of the Slave Trade WH.3.15 www.curriculummapper.com 5 of 15

Centerville High School The Americas: Identify the origins and explain the importance of farming in the development of pre-Columbian societies and civilizations in various regions of the Americas. WH.3.16 The Americas: Compare and contrast the Maya, Aztec and Inca civilizations in terms of their arts, religion, sciences, economy, social hierarchy, government, armed forces and imperial expansion. November Medieval Europe and the Rise Medieval Europe and the Rise Medieval Europe and the Rise and Development of Western and Development of Western and Development of Western Civilization: 500 to 1650 Civilization: 500 to 1650 Civilization: 500 to 1650

What causes Europe to develop Students will examine the political, Students will create graphic into an economic powerhouse? economic, social and cultural organizers of advances made Why did the occur in development of Europe, which during the Middle Ages and Europe? influenced the rise of Western debate the progress of Western Civilization, particularly the civilization during the time WH.4 Renaissance and Reformation from period. Students will examine the political, 500 to 1650. economic, social and cultural WH.4.1 Students will write diary entries development of Europe, which Describe the impact of Christian as a person living in a Medieval influenced the rise of Western monasteries and convents on European village. Civilization, particularly the Europe, and explain how Renaissance and Reformation from Christianity and classical Students will work in small 500 to 1650. Greco-Roman civilization groups to explain what segments influenced Europe after the of our society could best adapt to collapse of the Roman Empire. feudalism and the manorial WH.4.2 system and offer reasons that Describe the impact on Western other segments would be less Europe of the collapse of the suitable. Roman Empire. WH.4.3 Students will create charts or Describe the rise and achievements graphic organizers that explain of Charlemagne and the Empire of feudalism and the manorial the Franks. system. WH.4.4 Explain how the idea of Students will compare and Christendom influenced the contrast guilds and modern development of cultural unity in unions by creating side-by-side Europe. charts of hierarchy and goals. WH.4.5 Describe how technological Students will write a newspaper improvements in agriculture, the article as a reporter covering the growth of towns, the creation of split in the Church. guilds, and the development of banking during the Middle Ages, Students will create maps of as well as the institutions of areas loyal to the Eastern and feudalism and the manorial system Western Church. influenced European civilization. WH.4.6 Students will work in small Analyze and compare the success groups to create time lines and www.curriculummapper.com 6 of 15

Centerville High School of the Roman and Orthodox maps that document the crusades. churches in spreading the Christian religion and civilization to peoples Students will compare and of Northern and Eastern Europe. contrast in class discussions and WH.4.7 essays the Crusades and the holy Explain the Great Schism of 1054 wars that have occurred in recent and the development of Eastern times. (How long have people and Western branches of been killed in the name of Christianity. religion?) WH.4.8 Explain the causes of the Crusades Students will identify and explain and their consequences for Europe each of the Crusades and areas and Southwest Asia, including the affected. growth in power of the monarchies in Europe. Students will explain why many WH.4.9 believe that the middle ages were Describe the rise, achievements, detrimental to the progress of decline and demise of the Western civilization in Byzantine Empire; the comparison to preceding and relationships of Byzantine and proceeding time periods. Western Civilizations; the conquest of Constantinople by the Students will explain the Turks in 1453; and the impact on importance of Christianity in European peoples living in the Medieval society and compare it Turkish (Ottoman) Empire. to the same in our society. WH.4.10 Trace the origins and Students will identify leaders, developments of the Northern both political and religious, who Renaissance and the Italian impacted the history of Western Renaissance. Explain Renaissance civilization during the time diffusion throughout Western period. Europe and its impact on peoples and places associated with western Students will identify the reason civilization. for the rise of the manorial WH.4.11 system and feudalism and their Describe the main themes and role in maintaining order. achievements of the Protestant Reformation, including its impact Students will explain the role of on science, technology and the guilds and economic system of arts. the Medieval period. WH.4.12 Analyze the factors that led to the Students will identify the reasons rise and spread of the Protestant for the split of the Church and the Reformation as well as the reaction areas associated with each side of of the Catholic Church. Discuss the schism. the consequences of these actions on the development of western civilization. WH.4.13 Explain the causes, events and consequences of wars associated with the Protestant Reformation, which culminated with the Thirty Years War, 1618 to 1648. December Worldwide Exploration, Worldwide Exploration, Worldwide Exploration, Conquest and Colonization: Conquest and Colonization: Conquest and Colonization: www.curriculummapper.com 7 of 15

Centerville High School 1450 to 1750 1450 to 1750 1450 to 1750

What caused the exploration and Students will examine the causes, Students will create maps colonization in the 14th and 15th events and consequences of illustrating the nations centuries? How did that change the worldwide exploration, conquest sponsoring exploration and world? and colonization from 1450 to routes taken by explorers and 1750. present in Power Point WH.5 WH.5.1 presentations or poster. Students will examine the causes, Explain the causes and conditions events and consequences of of worldwide voyages of Students will create graphic worldwide exploration, conquest exploration and discovery by organizers illustrating the and colonization from 1450 to expeditions from China, Portugal, motivations and results of 1750. Spain, France, England and the exploration. Netherlands. WH.5.2 Students will create timelines that Explain the origins, developments illustrate the important events of and consequences of the illustration, including major transatlantic slave trade between figures and nations involved. Africa and the Americas. Analyze and compare the ways that slavery Students will create packing lists and other forms of coerced labor or of items they would take if sent social bondage were practiced in to colonize a new territory. East Africa, West Africa, Southwest Asia, Europe and the Students will create posters Americas from 1450 to 1750. enlisting citizens for colonization WH.5.3 efforts. Explain the origins, developments, main events and consequences of Students will write journal entries European overseas expansion as colonial subjects. through conquest and colonization in Africa, Asia and the Americas. WH.5.4 Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to voyages of exploration, conquest and colonization. January Worldwide Exploration, Worldwide Exploration, Worldwide Exploration, Conquest and Colonization: Conquest and Colonization: Conquest and Colonization: 1450 to 1750 cont. 1450 to 1750 cont. 1450 to 1750 cont. ​ ​ ​

Students will examine the causes, Students will gather and present events and consequences of information about assigned worldwide exploration, conquest nations and their role in and colonization from 1450 to exploration and colonization in 1750. which the student will demonstrate mastery of themes and patterns of interaction between nations and colonies.

Students will create a poster focusing on one explorer and a technology element that was a major impact on the exploration www.curriculummapper.com 8 of 15

Centerville High School by one part of the world of another.

Students will explain the goals of early explorers and discuss the success of their efforts.

Students will identify nations involved in explorations and their motivations.

Students will identify the effects of exploration and colonization on the nations that participated in such activities.

Students will identify individuals and specific dates to explain the progress of exploration. February Scientific, Political, Cultural and Scientific, Political, Cultural and Scientific, Political, Cultural Industrial Revolutions: Industrial Revolutions: and Industrial Revolutions: 1500 to 1900 1500 to 1900 1500 to 1900

How did the modern industrial Students will examine the causes, Students will copy pages from a world come about? What were the events and global consequences of book of reference to stress the keys that made it possible? the scientific, political, cultural and importance of the printing press industrial revolutions that and understand the scarcity of WH.6 originated in Western Europe and books that existed before its Students will examine the causes, profoundly influenced the world invention. events and global consequences of from 1500 to 1900. the scientific, political, cultural and WH.6.1 Students will explain the effects industrial revolutions that Examine how the Scientific of the printing press on religion originated in Western Europe and Revolution, as well as and the challenges to the profoundly influenced the world technological changes and new traditional role of the Church and from 1500 to 1900. forms of energy, brought about reactions to such challenges. massive social, economic, and cultural change. Students will create maps WH.6.2 illustrating the advance of the Trace the origins and plague. consequences of the English Civil War on the government and Students will write journal entries society of England, and explain the as an educated person living in significance of the Glorious Europe during the outbreak of the Revolution of 1688 for the plague. development of government and liberty in England and its colonies Students will work in small in North America. groups to research Italian WH.6.3 City-States and predict the role Explain the concept of "the they would play in the unification Enlightenment" in European of Italy later. history and describe its impact upon political thought and Students will create graphic government in Europe, North organizers that illustrate the America and other regions of the different divisions of the Church world. during the Reformation. WH.6.4 www.curriculummapper.com 9 of 15

Centerville High School Compare and contrast the causes Students will choose an invention and events of the American and of the period and sketch the idea French Revolutions of the late as if presenting it to a scientific eighteenth century and explain society. They will also create a their consequences for the growth poster advocating this invention of liberty, equality and democracy as the most significant of this in Europe, the Americas and other time period. parts of the world. WH.6.5 Students will compare and Describe the causes, events and contrast the plague with more outcomes of the Latin American recent outbreaks of deadly independence movements of the diseases in class discussion. nineteenth century.) WH.6.6 Students will list the numerous Describe the causes and conditions denominations of Christianity of the Industrial Revolution in active locally and discuss the England, Europe and the United reasons for the divisions that States, and explain the global exist. consequences. WH.6.7 Students will research prominent Analyze and evaluate the influence figures of the Reformation and of Christianity, the Enlightenment work in small groups to explain and democratic revolutions and how they would react to the ideas in various regions of the direction of our society today in world. class discussion or presentations.

Students will analyze and evaluate the influence of Christianity, the Enlightenment and democratic revolutions and ideas in various regions of the world.

Students will identify advances in the arts and sciences as well as the people responsible for such developments.

Students will identify the causes of the outbreak of the plague and effects on Western Civilization.

Students will complete tests, quizzes, timelines, guided readings, map exercises, graphic organizers, presentations, and essays to demonstrate progress. March Global Imperialism: Global Imperialism: Global Imperialism: 1500 to the Present 1500 to the Present 1500 to the Present

How did some nations come to Students will examine the origins, Students will create maps control others in the world? major events and consequences of illustrating imperial powers and worldwide imperialism from 1500 areas subjected to imperialism. WH.7 to the present. Students will examine the origins, WH.7.1 Students will create time major events and consequences of Discuss the rise of nation-states Students will identify the www.curriculummapper.com 10 of 15

Centerville High School worldwide imperialism from 1500 and nationalism in Europe, North changing political maps of the to the present. America and Asia and explain the world during the time period. causes, main events and global consequences of imperialism from Students will identify nations that these areas. exercised imperialism and offer WH.7.2 respective motivations and Analyze the causes and results. consequences of European imperialism upon the indigenous Students will explain the impact peoples of Africa, Asia and of imperialism on non-Western Oceania. Civilizations.

Example: The partition of Africa Students will create charts or and the economic and political graphic organizers illustrating the domination of China and India imperial activities of assigned nations and make PowerPoint WH.7.3 presentations to present to the Analyze Japanese responses to class. challenges by Western imperial powers and the impact of these Students will work in small responses on Japan's subsequent groups to present positives and development as an industrial, negatives of imperialism during military and imperial power. the time period and debate conclusions in class.

Students will choose an area targeted by imperial nations and write a 3-5-page paper about the events, people, and effects of the imperial relationships of imperial expansion illustrating the nations and people involved. April An Era of Global Conflicts, An Era of Global Conflicts, An Era of Global Conflicts, Challenges, Controversies and Challenges, Controversies and Challenges, Controversies and Changes: 1900 to the Present Changes: 1900 to the Present Changes: 1900 to the Present

How did the world wars come Students will analyze and explain Students will create timelines of about? How have they and other trends and events of global events in Russia preceding the 20th century events shaped our significance, such as world wars Bolshevik Revolution. world today? and international controversies and challenges, and cross-cultural Students will write journal entries WH.8 changes that have connected as a peasant watching events in Students will analyze and explain once-separated regions into an Russia during the revolution. trends and events of global incipient global community. significance, such as world wars WH.8.1 Students will create charts of and international controversies and Trace and explain the causes, what peasants were promised challenges, and cross-cultural major events and global before the revolution and what changes that have connected consequences of I. actually happened afterwards. once-separated regions into an WH.8.2 incipient global community. Explain causes of the February and Students will create graphic October Revolutions of 1917 in organizers illustrating events that Russia, their effects on the led to World War I. outcome of World War I, and the success of the Bolsheviks Students will examine footage of (Communists) in their recreated World War I battles and establishment of the Union of discuss why casualties were www.curriculummapper.com 11 of 15

Centerville High School Soviet Socialist Republics. higher than in previous wars. WH.8.3 Compare the totalitarian Students will write letters as ideologies, institutions and leaders soldiers or family members of the Union of Soviet Socialist during World War I. Republics, Germany and Italy in the 1920s, 1930s and 1940s. Students will create maps WH.8.4 illustrating military campaigns Identify and analyze the causes, and key battles. events and consequences of World War II. Students will create propaganda WH.8.5 posters typical of World War I. Explain the origins and purposes of international alliances in the Students will read the treaty of context of World War I and World Versailles, creating amendments War II. and explaining how such WH.8.6 amendments may have prevented Explain the causes and World War II. consequences of the Cold War. WH.8.7 Students will work in small Identify new post-war nations in groups to write profiles of leaders South and Southeast Asia and involved in World War II. Africa that were created from former colonies, and describe the Have students create graphic reconfiguration of the African organizers that explain the continent. outbreak of World War II. WH.8.8 Describe and explain the origins of Students will create maps the modern state of Israel and the illustrating Europe and Asia reactions of the peoples and states before and after World War II. in southwest Asia. WH.8.9 Students will write essays about Describe ethnic or nationalistic causes of genocide and how to conflicts and violence in various prevent it from happening in our parts of the world, including society, comparing it to more Southeastern Europe, Southwest recent events such as ethnic and Central Asia, and sub-Saharan cleansing. Africa. WH.8.10 Students will work in small Describe and analyze the global groups to create maps, timelines, expansion of democracy since the and graphic organizers explaining 1970s and the successes or failures the creation of Israel for of democratic reform movements presentation to the class. (Power in challenging authoritarian or Point) despotic regimes in Africa, Asia, Eastern Europe and Latin America. Students will write a 5-7-page research paper about displaced persons, the difficulties they face, and the results of resettlement.

Students will create maps and write summaries of events that have resulted in recent cases of genocide.

Students will work in small www.curriculummapper.com 12 of 15

Centerville High School groups to research a company with international holdings, making presentations about the functions, products, and profits of the corporation.

Students will explain the causes for the Russian Revolutions and the response of the Western powers.

Students will identify factors, groups and individuals responsible for the establishment of Communism in the newly created Soviet Union.

Students will examine the society of the Soviet Union and explain the reasons for the rise and fall of Communism.

Students will explain the people and events involved in beginning World War I.

Students will describe the military doctrine adopted by belligerent nations during World War I.

Students will examine the results of the Treaty of Versailles and identify key areas that kept peace fragile.

Students will identify events in Europe that led to the rise of Adolf Hitler and enabled him to mobilize Germany for war.

After viewing footage from the Holocaust and interviews with survivors, students will identify reasons for genocide.

Students will identify the nations and people responsible for the creation of Israel.

Students will explain the diplomatic difficulties in sustaining a Jewish state in an Arab region and the military campaigns that resulted. www.curriculummapper.com 13 of 15

Centerville High School Students will explain recent conflicts in Africa and Eastern Europe and identify nations that have attempted to aid people suffering as a result of civil wars.

Students will identify economies and corporations that transcend international boundaries. May Historical Thinking Historical Thinking Historical Thinking

How does history get to be the Students will conduct historical Students will read two history we know? research that incorporates "historical" books and write and information literacy skills such as essay or create a Powerpoint WH.9 forming appropriate research presentation for each book. Students will conduct historical questions; evaluating information Within their presentation the research that incorporates by determining accuracy, students will discuss the information literacy skills such as relevance and comprehensiveness; relevance and accuracy of the forming appropriate research interpreting a variety of primary information. They will also questions; evaluating information and secondary sources; and compare and contrast the by determining accuracy, presenting their findings with information to the class textbook. relevance and comprehensiveness; documentation. They will identify and discuss the interpreting a variety of primary WH.9.1 importance of the point of view and secondary sources; and Identify patterns of historical of the author. presenting their findings with change and duration and construct documentation. a representation that illustrates They will identify patterns of continuity and change. historical change and duration WH.9.2 and construct a representation Locate and analyze primary that illustrates continuity and sources and secondary sources change of the subject matter of related to an event or issue of the the book. Each student will past. formulate and present a position WH.9.3 or course of action(s) on an Investigate and interpret multiple issue(s) presented in the book. causation in analyzing historical They will do this by examining actions, and analyze the underlying factors cause-and-effect relationships. contributing to that issue. They WH.9.4 will discuss alternatives that Explain issues and problems of the might have happened. past by analyzing the interests and viewpoints of those involved. WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events. WH.9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue. ______Additional digital resources: www.tiki-tok.com Mr. Franke’s Online Classroom www.curriculummapper.com 14 of 15

Centerville High School https://sites.google.com/a/centerv ille.k12.in.us/us-history/world-hist ory-honors

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