Social Studies Pacing Guide

World History General Knowledge, Processes, & Skills Social Studies Pacing Guide Reached throughout Year

General Social Science Knowledge – embedded in World History standards and expectations and used throughout the course of study

General Knowledge – embedded in World History and Geography standards and expectations. K1.1 Know the defining characteristics of the disciplines of history and geography. K1.2 Know that each discipline is subject to criticisms and limitations; be aware of the primary criticisms of history and geography. K1.3 Understand and analyze temporal and spatial relationships and patterns. K1.4 Understand historical and geographical perspectives. K1.5 Understand the diversity of human beings and human cultures. K1.6 Analyze events and circumstances from the vantage point of others. K1.7 Understand social problems, social structures, institutions, class, groups, and interaction. K1.8 Apply social studies concepts to better understand major current local, national, and world events, issues, and problems. K1.9 Integrate concepts from at least two different social studies disciplines. K1.10 Understand significant concepts, generalizations, principles, and theories of history and geography as disciplines.

Social Studies Procedures and Skills – embedded in World History and Geography standards and expectations P1 Reading and Communication – read and communicate effectively. P1.1 Use close and critical reading strategies to read and analyze complex texts pertaining to social science; attend to nuance, make connections to prior knowledge, draw inferences, and determine main idea and supporting details. P1.2 Analyze point of view, context, and bias to interpret primary and secondary source documents. P1.3 Understand that diversity of interpretation arises from frame of reference. P1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose. P1.5 Present a coherent thesis when making an argument, support with evidence, articulate and answer possible objections, and present a concise, clear closing.

P2 Inquiry, Research, and Analysis – critically examine evidence, thoughtfully consider conflicting claims, and carefully weigh facts and hypotheses. P2.1 Understand the scientific method of inquiry to investigate social scientific and historical problems. P2.2 Read and interpret data in tables and graphs. P2.3 Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively. P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to the social studies discipline being studied. P2.5 Use deductive and inductive problem-solving skills as appropriate to the problem being studied.

Social Studies Pacing Guide – World History 1 P3 Public Discourse and Decision Making – engage in reasoned and informed decision making that should characterize each citizen’s participation in American society. P3.1 Clearly state an issue as a question of public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate possible alternative resolutions. P3.2 Deeply examine policy issues in group discussions and debates (clarify issues, consider opposing views, apply democratic values or constitutional principles, anticipate consequences) to make reasoned and informed decisions. P3.3 Write persuasive/argumentative essays expressing and justifying decisions on public policy issues.

P4 Citizen Involvement P4.1 Act out of respect for the rule of law and hold others accountable to the same standard. P4.2 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. P4.3 Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

Disciplinary Knowledge – embedded in World History and Geography standards and expectations

Historical and Geographical Knowledge and Perspective – Know significant periods and events in world history; social, religious, and political movements; and major historical figures who influenced such movements. Identify and define specific factual information, themes, movements, and general principles operating in world history and geography to deduce meaning and comprehend patterns.

Historical and Geographical Analysis and Interpretation – Distinguish value judgments in historical and geographical information, weigh evidence, synthesize information, apply knowledge, make judgments, formulate generalizations, and draw conclusions.

Global Analysis of World History Eras 4 – 8

Social Studies Pacing Guide – World History 2 World History Month: September – 2 Weeks Social Studies Pacing Guide Unit 1: Ancient Civilizations Review

Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold

F1 World Historical and Geographical “Habits of How did regional Culminating presentation that alliance www.Worldhistoryforusall.sdsu.edu Mind” and Central Concepts – Explain and use key interactions impact the compares and contrasts multiple apostle conceptual devices world historians/ geographers use growth of world religion and ancient civilizations. Groups could assassination School Textbook to organize the past including periodization schemes system of human present a paper, 2 visuals, and data. assimilate (e.g., major turning points, different cultural and organization throughout barter National Geographic religious calendars), and different spatial frames (e.g., ancient civilizations? Persuasive essay on how religion bureaucracy global, interregional, and regional) (National and geography impacted the growth caste www.mel.org Geography Standard 2, p. 186) of ancient civilizations’ government, census economy, and culture. citizen www.loc.gov F2 Systems of Human Organizations – Use the city-state examples listed below to explain the basic features Geographical recognition; students civilization Google images and earth and differences between hunter-gatherer societies, use maps, handouts, or internet, to clergy pastoral nomads, civilizations, and empires, focusing recognize and locate ancient colony upon the differences in their political, economic and civilizations and utilizing the 5 decipher social systems, and their changing interactions with themes of geography. delta the environment. (National Geography Standard 14, democracy p. 212) dictator  Changes brought on by the dowry Agricultural Revolution, including the drama environmental impact of settlements dynasty  TWO ancient river civilizations, such economy as those that formed around the Nile, Indus, empire Tigris-Euphrates, or Yangtze epic  Classical China or India (Han China ethics or Gupta empires) fertile crescent  Classical Mediterranean (Greece and fresco Rome) golden age heliocentric F3 Growth and Development of World Religions – heresy

Social Studies Pacing Guide – World History 3 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Explain the way that the world religions or belief hierarchy systems of Hinduism, Judaism, Confucianism, hieroglyphics Buddhism, Christianity, and Islam grew, including imperialism  spatial representations of that growth infrastructure  interactions with culturally diverse legislature peoples messiah  responses to the challenges offered by missionary contact with different faiths monopoly  ways they influenced people’s monotheistic perceptions of the world. (National Geography monsoon Standard 6, p. 195) mummification Nile F4 Regional Interactions – Identify the location and oligarchy causes of frontier interactions and conflicts, and pharaoh internal disputes between cultural, social and/or philosophy religious groups in classical China, the Mediterranean Pope world, and south Asia (India) prior to 300 C.E. prophet (National Geography Standards 3 and 13A, pp. 188 reincarnation and 210 republic Rosetta Stone 4.1 Cross-temporal or Global Expectations – satirize Analyze important hemispheric interactions and sect temporal developments during an era of increasing shrine regional power, religious expansion, and the collapse subcontinent of some empires veto vizier 4.1.3 Trade Networks and Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including  land-based routes across the Sahara, Eurasia and Europe  water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Social Studies Pacing Guide – World History 4 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Mediterranean Seas (National Geography Standard 11, p. 206)

4.3 Regional Expectations – Analyze important regional developments and cultural changes, including the growth of states, towns, and trade in Africa south of the Sahara, Europe, the Americas, and China.

4.3.1 Africa to 1500 – Describe the diverse characteristics of early African societies and the significant changes in African society by  comparing and contrasting at least two of the major states/civilizations of East, South, and West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures (National Geography Standard 12, p. 208)  using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language (National Geography Standard 9, p. 201)  analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade (National Geography Standard 9, p. 201)  analyzing the development of an organized slave trade within and beyond Africa (National Geography Standard 4, p. 190)

Social Studies Pacing Guide – World History 5 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold  analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity (National Geography Standard 10, p. 203)

4.3.2 The Americas to 1500 – Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects (government, religion, interactions with the environment, economy, and social life) of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo, and/or Eastern Woodland peoples. (National Geography Standard 10, p. 203)

4.3.3 China to 1500 – Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation. (National Geography Standard 4, p. 190)

Social Studies Pacing Guide – World History 6 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold

Social Studies Pacing Guide – World History 7 World History Month: September/October – 2 Weeks Social Studies Pacing Guide Unit 2: Destruction of Ancient Civilizations and Rise of World Religions

4.1 Cross-temporal or Global Expectations – Analyze and explain the Group Project: Groups analyze a alliance www.Worldhistoryforusall.sdsu.edu Analyze important hemispheric interactions and causes and consequences to specific ancient civilizations fall and apostle temporal developments during an era of increasing the collapse of classical the world religion that took over the assassination School Textbook regional power, religious expansion, and the collapse empires. region? assimilate of some empires. barter National Geographic How did world religions Geographic perspective: Student bureaucracy 4.1.1 Crisis in the Classical World –Explain the spread during this era? created map to show the spread of caste www.mel.org responses to common forces of change that led to the world religions. census ultimate collapse of classical empires and discuss the What were the major citizen www.loc.gov consequences of their collapse. (See 4.3.3; 4.3.4; differences between religious Compare and contrast essay on one city-state 4.3.5) groups? of the 6 major world religions of the civilization Google images and earth era. clergy 4.1.2 World Religions – Using historical and modern colony maps and other documents, analyze the continuing decipher spread of major world religions during this era and delta describe encounters between religious groups democracy including dictator  Islam and Christianity (Roman dowry Catholic and Orthodox) – increased trade and the drama Crusades dynasty  Islam and Hinduism in South Asia economy (See 5.3.3) continuing tensions between Catholic empire and Orthodox Christianity(National Geography epic Standard 10, p. 203) ethics fertile crescent 4.1.3 Trade Networks and Contacts – Analyze the fresco development, interdependence, specialization, and golden age importance of interregional trading systems both heliocentric within and between societies including heresy  land-based routes across the Sahara, Social Studies Pacing Guide – World History 8 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Eurasia and Europe hierarchy  water-based routes across Indian hieroglyphics Ocean, Persian Gulf, South China Sea, Red and imperialism Mediterranean Seas (National Geography infrastructure Standard 11, p. 206) legislature messiah 4.2.1 Growth of Islam and Dar al-Islam – [A missionary country, territory, land, or abode where Muslim monopoly sovereignty monotheistic prevails] – Identify and explain the origins and monsoon expansion of Islam and the creation of the Islamic mummification Empire Nile including oligarchy  The founding geographic extent of pharaoh Muslim empires and the artistic, scientific, philosophy technological, and economic features of Muslim Pope society prophet  diverse religious traditions of Islam — reincarnation Sunni, Shi’a/Shi’ite, Sufi republic  role of Dar al-Islam as a cultural, Rosetta Stone political, and economic force in Afro-Eurasia satirize  the caliphate as both a religious and sect political institution, and the persistence of other shrine traditions in the Arab World including subcontinent Christianity (National Geography Standard 10, veto p. 203) vizier

4.2.2 Unification of Eurasia under the Mongols – Using historical and modern maps, locate and describe the geographic patterns of Mongol conquest and expansion and describe the characteristics of the Pax Mongolica (particularly revival of long-distance trading networks between China and the Mediterranean world). (National Geography Social Studies Pacing Guide – World History 9 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Standard 11, p. 206)

4.2.3 The Plague – Using historical and modern maps and other evidence, explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic. (See 4.3.5) (National Geography Standard 15, p. 215)

4.3.1 Africa to 1500 – Describe the diverse characteristics of early African societies and the significant changes in African society by  comparing and contrasting at least two of the major states/civilizations of East, South, and West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures (National Geography Standard 12, p. 208)  using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language (National Geography Standard 9, p. 201)  analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade (National Geography Standard 11, p. 206)  analyzing the development of an organized slave trade within and beyond Africa (National Geography Standard 4, p. 190)  analyzing the influence of Islam and Christianity on African culture and the blending Social Studies Pacing Guide – World History 10 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold of traditional African beliefs with new ideas from Islam and Christianity (National Geography Standard 10, p. 203)

4.3.2 The Americas to 1500 – Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects (government, religion, interactions with the environment, economy, and social life) of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo, and/or Eastern Woodland peoples. (National Geography Standard 10, p. 203)

4.3.3 China to 1500 – Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation. (National Geography Standard 4, p. 190)

Social Studies Pacing Guide – World History 12 World History Month: October – 1-2 Weeks Social Studies Pacing Guide Unit 3: Europe 500-1500 AD

4.1 Cross-temporal or Global Expectations – How was the Roman Empire Geographic perspective: use charts apprentice www.Worldhistoryforusall.sdsu.edu Analyze important hemispheric interactions and split between east and west and graphs to demonstrate the Canon Law temporal developments during an era of increasing and why did the east become development of European nation capital School Textbook regional power, religious expansion, and the collapse the Byzantine Empire? states during the Middle Ages. charter of some empires. contract National Geographic How did feudalism, Compare and contrast 2 of the corruption 4.1.1 Crisis in the Classical World – Explain the manoralism, and the growth following 3 devastations to ex-communication www.mel.org responses to common forces of change that led to the of centralized monarchies European development: the Bubonic feudalism ultimate collapse of classical empires and discuss the and city states effect Western Plague, the Crusades, and the 100 fief www.loc.gov consequences of their collapse. (See 4.3.3; 4.3.4; Europe? Years War. friar 4.3.5) Germanic Google images and earth What role did the Crusades, Create a story board to show the guild 4.1.2 World Religions – Using historical and modern 100 Years War, and Bubonic changes from feudalism to absolute interdict maps and other documents, analyze the continuing Plague have on the monarchies. journeyman spread of major world religions during this era and development of European knight describe encounters between religious groups nation states? manor including Medieval  Islam and Christianity (Roman middle class Catholic and Orthodox) – increased trade and the monastery Crusades partnership  Islam and Hinduism in South Asia Pope (See 5.3.3) reform  continuing tensions between Catholic sacrament and Orthodox Christianity (National Geography secular Standard 10, p. 203) serf Tenant Farmer 4.1.3 Trade Networks and Contacts –Analyze the vassal development, interdependence, specialization, and importance of interregional trading systems both Black Death within and between societies including Social Studies Pacing Guide – World History 13 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold  land-based routes across the Sahara, commercial Eurasia and Europe Common Law  water-based routes across Indian crusade Ocean, Persian Gulf, South China Sea, Red and due process Mediterranean Seas (National Geography epidemic Standard 11, p. 206) Gothic Holy Land 4.3.4 The Eastern European System and the inflation Byzantine Empire to 1500 – Analyze restructuring of inquisition the Eastern European system including jury  the rise and decline of the Byzantine Lay Investiture Empire Reconquista  the region’s unique spatial location revolution  the region’s political, economic, and scholasticism religious transformations vernacular  emerging tensions between East and West (National Geography Standard 3, p. 188)

4.3.5 Western Europe to 1500 – Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe including  the role and political impact of the Roman Catholic Church in European medieval society  how agricultural innovation and increasing trade led to the growth of towns and cities (National Geography Standard 14, p. 212)  the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states (See 4.2.3)  the cultural and social impact of the Renaissance on Western and Northern Europe Social Studies Pacing Guide – World History 14 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold

Social Studies Pacing Guide – World History 15 World History Month: October – 1-2 Weeks Social Studies Pacing Guide Unit 4: Russia and Ottoman Empire through the 18th Century

5.1 Cross-temporal or Global Expectations – What was the relationship Culminating presentation that absolute power www.Worldhistoryforusall.sdsu.edu Analyze the global impact and significant between the followers of compares and contrasts Islam and autocrat developments caused by transoceanic travel and the Islam and the followers of Christianity. Groups could present a Balkan School Textbook linking of all the major areas of the world by the 18th Christianity and how it paper, 2 visuals, and data. Byzantium century. impacted major political, Constantinople National Geographic religious, economic, and Persuasive essay on how oceanic diet 5.1.1 Emerging Global System – Analyze the impact cultural transformations in travel impacted the development of ethnic group www.mel.org of increased oceanic travel including changes in the Russia and the Ottoman Afro-Eurasia’s government, Hajj global system of trade, migration, and political power Empire? economy, and culture. icon www.loc.gov as compared to the previous era. (See 4.1.3; 5.3.6) Isfahan (National Geography Standard 11d, p. 207) What was the impact of Geographical recognition; students Islam Google images and earth increased oceanic travel use maps, handouts, or internet, to Istanbul 5.1.2 World Religions – Use historical and modern including changes in the recognize and locate places in Janissary maps to analyze major territorial transformations and global system of trade, Afroeuroasia relative to Russia and Jihad movements of world religions including the expulsion migration, and political the Ottoman Empire. Kaaba of Muslims and Jews from Spain, Christianity to the power? migration Americas, and Islam to Southeast Asia, and evaluate Mosque the impact of these transformations/ movements on Ottoman the respective human systems. (See 4.1.2) (National Patriarch Geography Standard 9d, pg. 202) Quran Safavid 5.3 Regional Content Expectations –Analyze the schism important regional developments and cultural Shah changes in Asia, Russia, Europe and the Americas. Shiite steppe 5.3.1 Ottoman Empire through the 18th Century – Sultan Analyze the major political, religious, economic, and Sunni cultural transformations in the Ottoman Empire by Tehran  using historical and modern maps to Tsar

Social Studies Pacing Guide – World History 16 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold describe the empire’s origins (Turkic Turks migrations), geographic expansion, and contraction (National Geography Standard 13, p. 210)  analyzing the impact of the Ottoman rule

5.3.4 Russia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in Russia including  Russian imperial expansion and top-down westernization/modernization (National Geography Standard 13, p. 210)  the impact of its unique location relative to Europe and Asia (National Geography Standard 3, p. 188)  the political and cultural influence (e.g., written language) of Byzantine Empire, Mongol Empire, and Orthodox Christianity (National Geography Standard 10, p. 203)

Social Studies Pacing Guide – World History 17 Social Studies Pacing Guide – World History 18 World History Month: October/November – 1-2 Weeks Social Studies Pacing Guide Unit 5: East Asia through the 18th Century

5.1 Cross-temporal or Global Expectations – What are the major political, Culminating presentation that Archipelago www.Worldhistoryforusall.sdsu.edu Analyze the global impact and significant religious, economic and compares and contrasts multiple Celadon developments caused by transoceanic travel and the cultural transformations of East Asian civilizations. Groups Choson School Textbook linking of all the major areas of the world by the 18th Chinese Society under the could present a paper, 2 visuals, and Dynasty century. Ming and Qing Dynasties data. Khan National Geographic and Japan under the Koryo 5.1.1 Emerging Global System – Analyze the impact Tokugawa Shoguns? Persuasive essay on how China Matrilineal www.mel.org of increased oceanic travel including changes in the impacted the growth of Japan and Ming global system of trade, migration, and political power How did China influence other East Asian civilizations Mongols www.loc.gov as compared to the previous era. (See 4.1.3; 5.3.6) Japan up to the 18th century? government, economy, and culture. Paddy (National Geography Standard 11d, p. 207) Peninsula Google images and earth What was the impact of Geographical recognition; students Qing 5.1.2 World Religions – Use historical and modern increased oceanic travel use maps, handouts, or internet, to Samurai maps to analyze major territorial transformations and including changes in the recognize and locate differing East Shinto movements of world religions including the expulsion global system of trade, Asian civilizations, and utilizing the Silla of Muslims and Jews from Spain, Christianity to the migration, and political 5 themes of geography. Steppe Americas, and Islam to Southeast Asia, and evaluate power? Stupa the impact of these transformations/movements on Tsunami the respective human systems. (See 4.1.2) (National Zen Geography Standard 9d, pg. 202)

5.3 Regional Content Expectations –Analyze the important regional developments and cultural changes in Asia, Russia, Europe and the Americas.

5.3.2 East Asia through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in East Asia by  analyzing the major reasons for the

Social Studies Pacing Guide – World History 19 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration (See 4.3.3) (National Geography Standard 5, p. 192)  analyzing the changes in Japanese society by describing the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the influence of China on Japanese society (National Geography Standard 4, p. 190)

Social Studies Pacing Guide – World History 20 World History Month: November – 2 Weeks Social Studies Pacing Guide Unit 6: Southeast Asia and India through the 18th Century

5.1 Cross-temporal or Global Expectations – Analyze What was the impact of Culminating presentation on the Archipelago www.Worldhistoryforusall.sdsu.edu the global impact and significant developments caused increased oceanic travel expulsion of religious groups and Babur by transoceanic travel and the linking of all the major including changes in the the impact of these transformations Cartographer School Textbook areas of the world by the 18th century. global system of trade, to Europe. Celadon migration, and political Choson National Geographic 5.1.1 Emerging Global System – Analyze the impact of power? Create a documentary on the Circumnavigate increased oceanic travel including changes in the global European impact on India OR the Delhi www.mel.org system of trade, migration, and political power as What are the major political, transformations of the Mughal Goa compared to the previous era. (See 4.1.3; 5.3.6) religious, economic and Empire in India. Koryo www.loc.gov (National Geography Standard 11d, p. 207) cultural transformations of Line of Demarcation the Mughal Empire in India Geographical recognition; students Malacca Google images and earth 5.1.2 World Religions – Use historical and modern and the European impact on trace oceanic travel and the global Manchus maps to analyze major territorial transformations and India? system of trade and migration. Matrilineal movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Moluccas Americas, and Islam to Southeast Asia, and evaluate the Mughal impact of these transformations/movements on the Paddy respective human systems. (See 4.1.2) (National Peninsula Geography Standard 9d, pg. 202) Rajah Samurai 5.3 Regional Content Expectations –Analyze the Sepoys important regional developments and cultural changes Shinto in Asia, Russia, Europe and the Americas. Sikhism Silla 5.3.3 South Asia/India through the 18th Century – Sovereign Analyze the global economic significance of India and Stupa the role of foreign influence in the political, religious, Taj Mahal cultural, and economic transformations in India and Tsunami South Asia including the Mughal Empire and the Zen beginnings of European contact. (See 4.1.2) (National Geography Standard 4, p. 190) Social Studies Pacing Guide – World History 21 World History Month: November/December – 2 Weeks Social Studies Pacing Guide Unit 7: Europe through the 18th Century

5.1 Cross-temporal or Global Expectations – What was the impact of Culminating presentation: on the Absolute Monarch Analyze the global impact and significant increased oceanic travel political, social, and economic Armada developments caused by transoceanic travel and the including changes in the impact of the triangular trade system Autocratic linking of all the major areas of the world by the 18th global system of trade, in the Americas, Europe, and Africa. Balance of Power century. migration, and political Baroque power? Persuasive essay on which European Boers 5.1.1 Emerging Global System – Analyze the impact change transformed society the most Boyar of increased oceanic travel including changes in the What are the major political, (renaissance, reformation, scientific Cabinet global system of trade, migration, and political power religious, economic, military, revolution, and enlightenment). Calculus as compared to the previous era. (See 4.1.3; 5.3.6) and cultural consequences of Canonize (National Geography Standard 11d, p. 207) European overseas expansion Geographical recognition; student Cartographer in Asia and the Americas? created maps on major areas of Censorship 5.1.2 World Religions – Use historical and modern scientific revolution during the 17th Circumnavigate maps to analyze major territorial transformations and How did the European and 18th century and its impact on Compromise movements of world religions including the expulsion renaissance, reformation, the environment today. Constitutional of Muslims and Jews from Spain, Christianity to the scientific revolution, and Government Americas, and Islam to Southeast Asia, and evaluate enlightenment transform Depopulation the impact of these transformations/movements on European Society and impact Dissenter the respective human systems. (See 4.1.2) (National a new interdependent Divine Right Geography Standard 9d, pg. 202) society? Edict of Nantes Elector 5.2 Interregional or Comparative Expectations – Enlightened Despot Analyze the impact of oceanic travel on interregional Ghetto interactions. Gravity 5.2.2 Trans-African and Trans-Atlantic Slave Hapsburg Empire Systems – Analyze the emerging trans-Atlantic slave Heliocentric system and compare it to other systems of labor Huguenots existing during this era by Humanism  using historical and modern maps and Humanities Social Studies Pacing Guide – World History 22 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold other data to analyze the causes and development Hypothesis of the Atlantic trade system, including economic Indulgences exchanges, the diffusion of Africans in the Inquisition Americas (including the Caribbean and South Intendant America), and the Middle Passage Limited Monarchy  comparing and contrasting the trans- Line of Demarcation Atlantic slave system with the African slave Lutheran system and another system of labor existing Mercenary during this era (e.g., serfdom, indentured Missionary servitude, corvee labor, wage labor) (See 5.3.5; Monopoly 5.3.6) (See 4.3.1) Natural Law Natural Right 5.3 Regional Content Expectations – Analyze the Navigation important regional developments and cultural Novel changes in Asia, Russia, Europe and the Americas. Oligarchy Partition 5.3.5 Europe through the 18th Century – Analyze the Patron major political, religious, cultural and economic Persecution transformations in Europe by Perspective  explaining the origins, growth, and Philosophy consequences of European overseas expansion, Plantation including the development and impact of Predestination maritime power in Asia and land control in the Protestant Americas (See 5.2.1) (National Geography Puritans Standard 13, p. 210) Realism  analyzing transformations in Europe’s Reformation state structure, including the rising military, Renaissance bureaucratic, and nationalist power of European Revolution states including absolutism Rococo  analyzing how the Renaissance, Salons Reformation, Scientific Revolution, and the Scientific Method Enlightenment contributed to transformations in Scientific revolution European society Sect  analyzing the transformation of the Social Class

Social Studies Pacing Guide – World History 23 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold European economies including mercantilism, Social Contract capitalism, and wage labor (See 5.2.2) Theocracy Utopian Versailles Warm-water port Westernization Witch Hunts

Social Studies Pacing Guide – World History 24 World History Month: December/January – 1-2 Weeks Social Studies Pacing Guide Unit 8: Latin America through the 18th Century

5.1 Cross-temporal or Global Expectations – How did colonial Culminating presentation on a Alliance Analyze the global impact and significant transformation in Latin specific Indian Nation’s fall due to Capitalism developments caused by transoceanic travel and the America lead to the near European colonization. Civil War linking of all the major areas of the world by the 18th elimination of American Colonies century. Indian Civilizations? Informational speech on a specific Columbian Exchange system of trade, migration, political Compact 5.1.1 Emerging Global System – Analyze the impact What was the impact of power, or technological process in Conquistador of increased oceanic travel including changes in the increased Oceanic travel South America. Creole global system of trade, migration, and political power including changes in the Encomienda as compared to the previous era. (See 4.1.3; 5.3.6) global system of trade, Student created charts and graphs Entrepreneur (National Geography Standard 11d, p. 207) migration, political power, showing by decade the change in the Immunity technological progress in economies of AfroEuroAsia due to Inflation 5.1.2 World Religions – Use historical and modern South America? the acquisition of natural resources Mercantilism maps to analyze major territorial transformations and from South America Mestizo movements of world religions including the expulsion How did the natural Middle Passage of Muslims and Jews from Spain, Christianity to the resources of South America Mulatto Americas, and Islam to Southeast Asia, and evaluate impact the economy of Mutiny the impact of these transformations/movements on AfroEuroAsia? Peninsular the respective human systems. (See 4.1.2) (National Peon Geography Standard 9d, pg. 202) Pilgrims Privateer 5.2 Interregional or Comparative Expectations – Revenue Analyze the impact of oceanic travel on interregional Slavery interactions. Tariff Triangular trade 5.2.1 European Exploration/Conquest and Columbian Viceroy Exchange – Analyze the demographic, environmental, and political consequences of European oceanic travel and conquest and of the

Social Studies Pacing Guide – World History 25 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Columbian Exchange in the late 15th and 16th centuries by  describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the late 15th and the 16th centuries  explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies (See 5.3.5) (National Geography Standard 14d, p. 212)

5.2.2 Trans-African and Trans-Atlantic Slave Systems – Analyze the emerging trans-Atlantic slave system and compare it to other systems of labor existing during this era by  using historical and modern maps and other data to analyze the causes and development of the Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas (including the Caribbean and South America), and the Middle Passage  comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era (e.g., serfdom, indentured servitude, corvee labor, wage labor) (See 5.3.5; 5.3.6) (See 4.3.1)

5.3 Regional Content Expectations –Analyze the

Social Studies Pacing Guide – World History 26 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold important regional developments and cultural changes in Asia, Russia, Europe and the Americas.

5.3.6 Latin America through the 18th Century – Analyze colonial transformations in Latin America, including  the near-elimination of American Indian civilizations and peoples  social stratifications of the population (e.g., peninsulares, creoles, mestizos)  the regional and global role of silver and sugar  resource extraction and the emerging system of labor (e.g., mita, slavery) (See 5.1.1, 5.2.2) (National Geography Standard 12, p. 208)

Social Studies Pacing Guide – World History 28 World History Month: January – 2-3 Weeks Social Studies Pacing Guide Unit 9: Revolutions, Global and Industrial

6.1 Global or Cross-temporal Expectations – How did different views of Create a timeline of the impact of Abdicate www.Worldhistoryforusall.sdsu.edu Evaluate the causes, characteristics, and nationalism lead to the the ideals of enlightenment and its Ancient Regime consequences of revolutions of the intellectual, creation of various forms of spread through countries in Anesthetic School Textbook political and economic structures in an era of government and economic Americas, Europe, and Asia. Annex increasing global trade and consolidations of power. systems? Assembly National Geographic Compare and Contrast essay: Assembly Line 6.1.1 Global Revolutions – Analyze the causes and Why did enlightenment Compare two different types of Autonomy www.mel.org global consequences of major political and industrial ideals lead to wide spread government and their economic Bourgeoisie revolutions focusing on changes in relative political revolution among various systems. Cahier www.loc.gov and military power, economic production, and countries in the Americas, Capital commerce. (See 6.2.1; 6.2.3; 6.3.1) (National Europe, and Asia? Geographical recognition; track a Cartel Google images and earth Geography Standard 13, p. 210) resource on a student created map. Communism What are the similarities and Map should show the origin of Constitution 6.2 Interregional or Comparative Expectations – differences between the resource, oceanic travel/trade, Corporation Analyze and compare the interregional patterns of various types of governments country of purchase, and final Cottage Industry nationalism, state-building, and social reform and and economic systems product. Dynamo imperialism. (capitalism, command Émigré market, communism, Enterprise 6.2.1 Political Revolutions – Analyze the Age of socialism, and democracy)? Entrepreneur Revolutions by comparing and contrasting the Estate political, economic, and social causes and What was the impact of the Estates-General consequences of at least three political and/or industrial revolution on the Faction nationalistic revolutions (American, French, Haitian, environment? Federal Republic Mexican or other Latin American, or Chinese Global Power Revolutions) (National Geography Standard 13, p. Guerrilla Warfare 210) Guillotine Ideology 6.2.2 Growth of Nationalism and Nation-states – Impressionism Compare and contrast the rise of the nation-states in a Industrialization

Social Studies Pacing Guide – World History 29 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold western context (e.g., Germany, Italy) and non- Jacobin western context (e.g., Meiji Japan). (See 6.1.1; 6.3.1; Labor Union 6.3.2) (National Geography Standard 13, p. 203) Legitimacy Market Economy 6.2.3 Industrialization – Analyze the origins, Marxism characteristics and consequences of industrialization Means of Production across the world by Nationalism  comparing and contrasting the process Plebiscite and impact of industrialization in Russia, Japan, Popular Sovereignty and one of the following: Britain, Germany, Proletariat United States, or France Racism  describing the social and economic Radicals impacts of industrialization, particularly its effect Realism on women and children, and the rise of organized Recession labor movements (National Geography Standard Reign of Terror 11, p. 206) Republic  describing the environmental impacts Romanticism of industrialization and urbanization (National Sans-Culotte Geography Standard 14, p. 212) Scorched-Earth Smelt 6.3 Regional Content Expectations –Analyze the Socialism important regional developments and political, Socialist economic, and social transformations in Europe, Stamp Act Japan, China, and Africa. Standard of Living Stock 6.3.1 Europe – Analyze the economic, political, and Suffrage social transformations in Europe by Technology  analyzing and explaining the impact of Tenement economic development on European society Urban (National Geography Standard 11, p. 206) Urban Renewal  explaining how democratic ideas and Urbanization revolutionary conflicts influenced European Utilitarianism society, noting particularly their influence on Utopia religious institutions, education, family life, and Working Class Social Studies Pacing Guide – World History 30 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold the legal and political position of women  using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase) (National Geography Standard 13, p. 210)

Social Studies Pacing Guide – World History 31 Social Studies Pacing Guide – World History 32 World History Month: February – 2-3 Weeks Social Studies Pacing Guide Unit 10: Imperialism and Political Change

6.1 Global or Cross-temporal Expectations – What were the political, Create a parallel timeline of Anarchist www.Worldhistoryforusall.sdsu.edu Evaluate the causes, characteristics, and economic, and social imperialism and economic changes Annex consequences of revolutions of the intellectual, consequences of Imperialism through the 19th Century. Chancellor School Textbook political and economic structures in an era of (Russian-Japanese War, Duel Monarchy increasing global trade and consolidations of power. Opium Wars, division on Essay: Analyze the consequences of Duma National Geographic Africa)? European Imperialism. Students Emancipation 6.1.3 Increasing Global Interconnections – Describe should select one event each to Emigration www.mel.org increasing global interconnections between societies, How did the economic and analyze. Immigration through the emergence and spread of ideas, political systems of Era 6 Kaiser www.loc.gov innovations, and commodities including compare to those of previous Create an economic chart comparing Realpolitik  constitutionalism, communism and eras? the economies of different political Refugees Google images and earth socialism, republicanism, nationalism, systems or countries through the end Reich capitalism, human rights, and secularization What effect did Nationalism of the 19th Century. Social Welfare (National Geography Standard 10, p. 203) have on the spread of Unification  the global spread of major Imperialism throughout innovations, technologies, and commodities via Europe? new global networks (National Geography Standard 11, p. 206) Why were countries in Western Europe able to 6.1.4 Changes in Economic and Political Systems – colonize most of the rest of Compare the emerging economic and political the World? systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism). (See 5.3.5)

6.2 Interregional or Comparative Expectations – Analyze and compare the interregional patterns of nationalism, state-building, and social reform and imperialism.

6.2.4 Imperialism – Analyze the political, economic, and social causes and consequences of imperialism by  using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia (National Geography Standard 16, p. 216)  describing the connection between imperialism and racism, including the social construction of race  comparing British policies in South Africa and India, French polices in Indochina, and Japanese policies in Asia (See 7.3.3) (National Geography Standard 13, p. 212)  analyze the responses to imperialism by African and Asian peoples (See 6.6.3) Note: Teachers might also include the expansion of the United States in studying Imperialism (See for example, U.S. History and Geography expectation 6.2.1)

6.3 Regional Content Expectations – Analyze the important regional developments and political, economic, and social transformations in Europe, Japan, China, and Africa.

6.3.3 Africa – Evaluate the different experiences of African societies north and south of the Sahara with imperialism (e.g., Egypt, Ethiopia and the Congo). (National Geography Standard 16, p. 216)

Social Studies Pacing Guide – World History 35 World History Month: February/March – 1 Week Social Studies Pacing Guide Unit 11: Population Shifts and Growing Power

6.1 Global or Cross-temporal Expectations – Geographical recognition; create www.Worldhistoryforusall.sdsu.edu Evaluate the causes, characteristics, and PowerPoint using maps, charts, and Abolition Movement consequences of revolutions of the intellectual, graphs to indicate population shifts Absentee Landlord School Textbook political and economic structures in an era of in the world and its’ consequences. Autonomy increasing global trade and consolidations of power. Coalition National Geographic Students create a story board to Communism 6.1.2 World-wide Migrations and Population interpret Europe’s increasing global Cottage Industry www.mel.org Changes – Analyze the causes and consequences of power between 1500 and 1900, Electorate shifts in world population and major patterns of long- renaissance to the reformation, rise Entrepreneur www.loc.gov distance migrations of Europeans, Africans, and and fall of government systems. Expansionism Asians during this era, including the impact of Famine Google images and earth industrialism, imperialism, changing diets, and Analyze the devastation of one East Free Trade scientific advances on worldwide demographic Asian conflict. Home Rule trends. (National Geography Standard 9, p. 201) Ideology Impressionism 6.1.5 Interpreting Europe’s Increasing Global Power Industrialization – Describe Europe’s increasing global power between Labor Union 1500 and 1900, and evaluate the merits of the Libel argument that this rise was caused by factors internal Manifest Destiny to Europe (e.g., Renaissance, Reformation, Market Economy demographic, economic, and social changes) or Marxism factors external to Europe (e.g., decline of Mughal Means of Production and Ottoman empires and the decreasing engagement Parliamentary of China and Japan in global interactions). (See 6.3.1; democracy 6.3.2; 5.3.2) (National Geography Standard 13, p. Penal Colony 210) Premier Proletariat 6.3 Regional Content Expectations – Analyze the Provisional important regional developments and political, Racism

Social Studies Pacing Guide – World History 36 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold economic, and social transformations in Europe, Realism Japan, China, and Africa. Recession Repeal 6.3.2 East Asia – Analyze the political, economic, Romanticism and social transformations in East Asia by Secede  explaining key events in the Secret Ballot modernization of Japan (Meiji Restoration) and Segregation the impact of the Russo-Japanese War (National Social Reform Geography Standard 13, p. 210) Socialism  describing key events in the decline of Socialist Qing China, including the Opium Wars and the Standard of Living Taiping and Boxer Rebellions Tenement Urban Urban Renewal Urbanization Utilitarianism Utopia Working Class Zionism

Social Studies Pacing Guide – World History 37 World History Month: March – 2 Weeks Social Studies Pacing Guide Unit 12: Independence and Revolution

7.1 Global or Cross-temporal Expectations – How did military, political, Webquest following the military, Ahimsa www.Worldhistoryforusall.sdsu.edu Analyze changes in global balances of military, economic, and technological political, economic, and Apartheid political, economic, and technological power and changes lead to revolutions? technological changes that lead to Bolsheviks School Textbook influence in the first half of the 20th century. revolutions. Boycott Explain the need for Cheka National Geographic 7.1.1 Increasing Government and Political Power – increasing government and Civil Disobedience Explain the expanding role of state power in political power during the 1st Persuasive essay: Why was powerful Collective Security www.mel.org managing economies, transportation systems, and half the 20th Century? more centralized government needed Commissar technologies, and other social environments, in the 1st half of the 20th Century? Cultural nationalism www.loc.gov including its impact of the daily lives of their citizens. What was the role of Dictator (See 7.3.2) Nationalism and Imperialism Student created charts on genocide Economic nationalism Google images and earth as the cause of Revolutions? in specific areas of the world. Good Neighbor policy 7.1.2 Comparative Global Power – Use historical and Guomindang modern maps and other sources to analyze and What was the cause of mass Long march explain the changes in the global balance of military, genocide in different areas of Mandate political, and economic power between 1900 and the world? Nationalization 1945 (including the changing role of the United Negritude movement States and those resisting foreign domination). Pan-Africanism (National Geography Standard 13, p. 210) Pan-Arabism Proletariat 7.1.3 Twentieth Century Genocide – Use various Radicals sources including works of journalists, journals, oral Self-Determination histories, films, interviews, and writings of Soviet participants to analyze the causes and consequences Ultranationalist of the genocides of Armenians, Romas (Gypsies), and Untouchables Jews, and the mass exterminations of Ukrainians and Vanguard Chinese.(See 7.2.3)

Social Studies Pacing Guide – World History 38 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold 7.1.4 Global Technology – Describe significant technological innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity. (National Geography Standard 11, p. 206)

7.2 Interregional or Comparative Expectations – Assess the interregional causes and consequences of the global wars and revolutionary movements during this era.

7.2.4 Revolutionary and/or Independence Movements – Compare two revolutionary and/or Independence movements of this era (Latin America, India, China, the Arab World, and Africa) with at least one from the previous era. (See 6.2.1). (National Geography Standard 13, p. 210)

7.3 Regional Content Expectations – Explain regional continuity and change in Russia, Asia, the Americas, the Middle East, and Africa.

7.3.1 Russian Revolution – Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five-year plans, collectivization of agriculture, and military purges.

7.3.2 Europe and Rise of Fascism and Totalitarian States – Compare the ideologies, policies, and governing methods of at least two 20th-century dictatorial regimes (Germany, Italy, Spain, and the Soviet Union) with those absolutist states in earlier eras. (See 5.3.5; 7.2.3)

Social Studies Pacing Guide – World History 39 World History Month: April – 1-2 Weeks Social Studies Pacing Guide Unit 13: World War I

7.1 Global or Cross-temporal Expectations – What were the causes, Create a political cartoon the shows Alliance www.Worldhistoryforusall.sdsu.edu Analyze changes in global balances of military, characteristics, and long term how the Treaty of Versailles led to Armistice political, economic, and technological power and consequences of World War World War II. Atrocity School Textbook influence in the first half of the 20th century. I? Conscription Students analyze through essay the Contraband National Geographic 7.1.1 Increasing Government and Political Power – What were the political creation of the Western front and the Convoy Explain the expanding role of state power in consequences of the Treaty trench warfare system. Entente www.mel.org managing economies, transportation systems, and of Versailles and how did Militarism technologies, and other social environments, they lead to World War II? Geographical recognition; students Mobilize www.loc.gov including its impact of the daily lives of their citizens. use charts, to compare and contrast Neutrality (See 7.3.2) How were the technological the environmental impact of WW I Propaganda Google images and earth advancements used militarily and Industrialization. The first map Refugees 7.1.2 Comparative Global Power – Use historical and during World War I should be before 1900 and the 2nd Stalemate modern maps and other sources to analyze and compared to previous non- map should be 1918. Tank explain the changes in the global balance of military, industrialized era wars? Total War political, and economic power between 1900 and Trench 1945 (including the changing role of the United Explain the changes in the U-boat States and those resisting foreign domination). global balance of military, Ultimatum (National Geography Standard 13, p. 210) political, and economic Zeppelin power between 1900 and 7.1.3 Twentieth Century Genocide – Use various 1918? sources including works of journalists, journals, oral histories, films, interviews, and writings of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass exterminations of Ukrainians and Chinese. (See 7.2.3)

7.1.5 Total War – Compare and contrast modern warfare and its resolution with warfare in the previous eras; include analysis of the role of technology and civilians. (See 7.2.1; 7.2.3) (National Geography Standard 13, p. 210)

7.2 Interregional or Comparative Expectations – Assess the interregional causes and consequences of the global wars and revolutionary movements during this era.

7.2.1 World War I – Analyze the causes, characteristics, and long-term consequences of World War I by  analyzing the causes of the war including nationalism, industrialization, disputes over territory, systems of alliances, imperialism, and militarism  analyzing the distinctive characteristics and impacts of the war on the soldiers and people at home (See 7.1.5)  explaining the major decisions made in the Versailles Treaty and analyzing its spatial and political consequences, including the mandate system, reparations, and national self- determination around the globe (National Geography Standard 13, p. 210)

7.3.3 Asia – Analyze the political, economic, and social transformations that occurred in this era, including (National Geography Standard 13, p. 210)  Japanese imperialism  Chinese nationalism, the emergence of communism, and civil war (See 7.2.2)  Indian independence struggle

7.3.4 The Americas – Analyze the political, economic and social transformations that occurred in this era, including  economic imperialism (e.g., dollar diplomacy)  foreign military intervention and political revolutions in Central and South America  nationalization of foreign investments

7.3.5 Middle East – Analyze the political, economic, and social transformations that occurred in this era, including  the decline of the Ottoman Empire  changes in the Arab world including the growth of Arab nationalism, rise of Arab nation- states, and the increasing complexity (e.g., political, geographic, economic, and religious) of Arab peoples  the role of the Mandate system  the discovery of petroleum resources

Social Studies Pacing Guide – World History 43 World History Month: April – 1-2 Weeks Social Studies Pacing Guide Unit 14: Inter War Period

7.1 Global or Cross-temporal Expectations – What were the economic Culminating presentation on Abstract www.Worldhistoryforusall.sdsu.edu Analyze changes in global balances of military, consequences of World War individual countries and how they Anschluss political, economic, and technological power and I and how did it lead to were impacted by the Great Appeasement School Textbook influence in the first half of the 20th century. World Depression? Depression. Atheism Authoritarian Rule National Geographic 7.1.1 Increasing Government and Political Power – What political propaganda Persuasive essay: Should World War Axis Explain the expanding role of state power in techniques were used by I and World War II be considered as Black Shirts www.mel.org managing economies, transportation systems, and governments that lead to the single conflict. Censorship technologies, and other social environments, genocide of specific ethnic Collectives www.loc.gov including its impact of the daily lives of their citizens. groups (Armenians, Jews, Geographical recognition; students Comintern (See 7.3.2) Chinese, Ukrainians, Romas create a map of Eurasia that shows Command Economy Google images and earth or Gypsies)? the spread of communism. Dada 7.1.2 Comparative Global Power – Use historical and Disarmament modern maps and other sources to analyze and Explain the changes in the Elite explain the changes in the global balance of military, global balance of military, Fascism political, and economic power between 1900 and political, and economic Federal Reserve 1945 (including the changing role of the United power between 1919 and Finance States and those resisting foreign domination). 1938? Foreign Policy (National Geography Standard 13, p. 210) General Strike How did the transformation Gestapo 7.2 Interregional or Comparative Expectations – of society between World Great Depression Assess the interregional causes and consequences of War I and World War II lead Gulag the global wars and revolutionary movements during to the rise of Fascism, Harlem Renaissance this era. Communism, and Japanese Inflation Imperialism? Kulaks 7.3 Regional Content Expectations – Explain Maginot Line regional continuity and change in Russia, Asia, the Nazi’s Americas, the Middle East, and Africa. Neutrality Acts New Deal

Social Studies Pacing Guide – World History 44 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold 7.3.1 Russian Revolution – Determine the causes and Nuremberg Laws results of the Russian Revolution from the rise of Overproduction Bolsheviks through the conclusion of World War II, Pacifism including the five-year plans, collectivization of Pandemic agriculture, and military purges. Prohibition Psychoanalysis 7.3.2 Europe and Rise of Fascism and Totalitarian Purge States – Compare the ideologies, policies, and Red Scare governing methods of at least two 20th-century Reparations dictatorial regimes (Germany, Italy, Spain, and the Russification Soviet Union) with those absolutist states in earlier Socialist Realism eras. (See 5.3.5; 7.2.3) Speakeasies Stock market crash 7.3.3 Asia – Analyze the political, economic, and Sudetenland social transformations that occurred in this era, Surrealism including (National Geography Standard 13, p. 210) Third Reich  Japanese imperialism Totalitarian State  Chinese nationalism, the emergence of communism, and civil war (See 7.2.2)  Indian independence struggle

7.3.5 Middle East – Analyze the political, economic, and social transformations that occurred in this era, including Social Studies Pacing Guide – World History 45 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold  the decline of the Ottoman Empire  changes in the Arab world including the growth of Arab nationalism, rise of Arab nation- states, and the increasing complexity (e.g., political, geographic, economic, and religious) of Arab peoples  the role of the Mandate system  the discovery of petroleum resources

Social Studies Pacing Guide – World History 47 World History Month: April – 1-2 Weeks Social Studies Pacing Guide Unit 15: World War II

7.1 Global or Cross-temporal Expectations – Explain the multiple causes Culminating presentation on the Aircraft Carrier www.Worldhistoryforusall.sdsu.edu Analyze changes in global balances of military, of World War II and how it factors that led to World War II. Atomic Bomb political, economic, and technological power and became such a large scale Bataan Death March School Textbook influence in the first half of the 20th century. conflict caused by Persuasive essay: What contributed Blitzkrieg aggression, appeasement, to the higher loss of life in World Concentration Camps National Geographic 7.1.1 Increasing Government and Political Power – Versailles Treaty, and the War II compared to World War I? D-Day Explain the expanding role of state power in disregard for the League of Hiroshima www.mel.org managing economies, transportation systems, and Nations by Italy, Germany, Geographical recognition: use maps Holocaust technologies, and other social environments, and Japan? to explain major turning points in Island Hopping www.loc.gov including its impact of the daily lives of their citizens. the war and how this led to Allied Kamikaze (See 7.3.2) Explain the Nazi ideology victory. Lend-Lease Act Google images and earth and policies that led to the Luftwaffe 7.1.2 Comparative Global Power – Use historical and consequences of the Group Project: Groups select a Manhattan Project modern maps and other sources to analyze and Holocaust. major WW II power and analyze Marshall Plan Genocide explain the changes in the global balance of military, strengths and weaknesses of that Midway political, and economic power between 1900 and Analyze and explain major country and how they contributed to Nagasaki 1945 (including the changing role of the United turning points in the war that the win or loss of the Allied or Axis NATO States and those resisting foreign domination). led to Allied Forces victory powers. Nuremberg Trials (National Geography Standard 13, p. 210) (Battle of Britain, Stalingrad, Occupation Midway, and Alamein)? Webquest on how propaganda of the Radar 7.1.3 Twentieth Century Genocide – Use various Nazi ideology led to the creation of Siege sources including works of journalists, journals, oral the final solution. Stalingrad histories, films, interviews, and writings of Submarine participants to analyze the causes and consequences United Nations of the genocides of Armenians, Romas (Gypsies), and V-E Day Jews, and the mass exterminations of Ukrainians and Vichy Chinese. (See 7.2.3) V-J Day Warsaw Pact Yalta Conference

7.1.5 Total War – Compare and contrast modern warfare and its resolution with warfare in the previous eras; include analysis of the role of technology and civilians. (See 7.2.1; 7.2.3) (National Geography Standard 13, p. 210)

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by  explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria & Sudetenland)  explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (See 7.3.2) (National Geography Standard 10, p. 203)  analyzing the major turning points and unique characteristics of the war (See 7.1.5) (National Geography Standard 17, p. 219)  explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world (See 8.1.4)  analyzing the immediate consequences of the war’s end including the devastation, Social Studies Pacing Guide – World History 49 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold effects on population, dawn of the atomic age, the occupation of Germany and Japan (See 7.1.5; 8.1) (National Geography Standard 6, p.154)  describing the emergence of the United States and the Soviet Union as global superpowers (See 7.1.5; 8.1) (National Geography Standard 6, p. 154)

7.3 Regional Content Expectations –Explain regional continuity and change in Russia, Asia, the Americas, the Middle East, and Africa.

7.3.1 Russian Revolution – Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five-year plans, collectivization of agriculture, and military purges.

7.3.2 Europe and Rise of Fascism and Totalitarian States – Compare the ideologies, policies, and governing methods of at least two 20th-century dictatorial regimes (Germany, Italy, Spain, and the Soviet Union) with those absolutist states in earlier eras. (See 5.3.5; 7.2.3)

7.3.3 Asia – Analyze the political, economic, and social transformations that occurred in this era, including (National Geography Standard 13, p. 210)  Japanese imperialism  Chinese nationalism, the emergence of communism, and civil war (See 7.2.2)  Indian independence struggle

7.3.5 Middle East – Analyze the political, economic, and social transformations that occurred in this era, including  the decline of the Ottoman Empire  changes in the Arab world including the growth of Arab nationalism, rise of Arab nation- states, and the increasing complexity (e.g., political, geographic, economic, and religious) of Arab peoples  the role of the Mandate system  the discovery of petroleum resources

Social Studies Pacing Guide – World History 52 World History Month: May – 1 Week Social Studies Pacing Guide Unit 16: Origins of the Cold War

8.1 Global and Cross-temporal Expectations – Describe the political, Compare and contrast the Anti-Ballistic Missiles www.Worldhistoryforusall.sdsu.edu Analyze the global reconfigurations and restructuring economic, and military ideological differences of the Soviet Arms Control of political and economic relationships in the Post- ideological differences that Union and the United States and Berlin Wall School Textbook World War II era. contributed to the Cold War? how they contributed to the Cold Cold War War. Containment National Geographic 8.1.1 Origins of the Cold War – Describe the factors What was the legacy of European Community that contributed to the Cold War including the imperialism on Africa, Persuasive essay on how revisionist Free Markets www.mel.org differences in ideologies and policies of the Soviet Southeast Asia, and Latin history has changed how we look at GDP bloc and the West; political, economic, and military America during and after the the Cold War in present day. Ideology www.loc.gov struggles in the 1940s and 1950s; and development of Cold War including the McCarthyism Communism in China. (See 723) exploitation of human and NATO Google images and earth natural resources? Nuclear Weapons 8.2 Interregional or Comparative Expectations – Recession Assess and compare the regional struggles for and What were the interregional Superpowers against independence, decolonization, and democracy conflicts in the Middle East Warsaw Pact across the world. and how have they led to the Welfare State nature of the continuing 8.2.1 The Legacy of Imperialism – Analyze the conflict in this region? complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural). (National Geography Standards 11 and 16, pp. 206 and 216)

8.2.2 Independence, Decolonization, and Democratization Movements – Compare the independence movements and formation of new

Social Studies Pacing Guide – World History 53 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold nations in the Indian Subcontinent, Africa, Eastern Europe, and Southeast Asia during and after the Cold War. (National Geography Standards 13 and 17, pp. 210 and 219)

8.2.3 Middle East – Analyze the interregional causes and consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the Suez crisis, and the nature of the continuing conflict. (National Geography Standards 13 and 17, pp. 210 and 219)

Social Studies Pacing Guide – World History 54 World History Month: May – 1 Week Social Studies Pacing Guide Unit 17: Cold War Conflicts

8.1 Global and Cross-temporal Expectations – Describe the major areas of Compare and Contrast 2 Cold War 38th Parallel www.Worldhistoryforusall.sdsu.edu Analyze the global reconfigurations and restructuring conflict between the Soviet conflicts. Collectivization of political and economic relationships in the Post- Bloc and the Western Cultural Revolution School Textbook World War II era. political powers such as Culminating presentation on Demilitarized Zone Korea, Vietnam, Berlin, technological advances on the space Dienbienphu National Geographic 8.1.2 Cold War Conflicts – Describe the major Africa, or Latin America? and arms race. Domino Theory arenas of conflict, including Guerrillas www.mel.org  the ways the Soviet Union and the Peace Movement United States attempted to expand power and How did the arms race Geographical recognition; students Pusan Perimeter www.loc.gov influence in Korea and Vietnam between the Soviets and use world maps to identify allies of Tet Offensive  ideological and military competition in United States lead to the the United States and the Soviet Viet Cong Google images and earth THREE of the following areas: Congo, Cuba, space race? Union. Vietnam War Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin  the arms and space race (National Geography Standard 13, p. 210)

8.2 Interregional or Comparative Expectations – Assess and compare the regional struggles for and against independence, decolonization, and democracy across the world.

8.2.1 The Legacy of Imperialism – Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural). (National Geography Standards 11 and 16, pp. 206 and 216) Social Studies Pacing Guide – World History 55 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold

8.2.2 Independence, Decolonization, and Democratization Movements – Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern Europe, and Southeast Asia during and after the Cold War. (National Geography Standards 13 and 17, pp. 210 and 219)

Social Studies Pacing Guide – World History 56 World History Month: May – 1 Week Social Studies Pacing Guide Unit 18: End of the Cold War

8.1 Global and Cross-temporal Expectations – What was the evolution of Persuasive Essay on what led to the Command Economy www.Worldhistoryforusall.sdsu.edu Analyze the global reconfigurations and restructuring the bi-polar superpowers to a end of the Cold War. Glasnost of political and economic relationships in the Post- multi-powered world stage Mujahedin School Textbook World War II era. after the Cold War? Use Venn Diagram to compare and Perestroika contrast the administrations of Repression National Geographic 8.1.3 End of the Cold War – Develop an argument to Did the relationship between Gorbachev and Reagan. Solidarity explain the end of the Cold War and its significance Reagan and Gorbachev lead www.mel.org as a 20th-century event, and the subsequent to the end of the Cold War? Geographical recognition; students transitions from bi-polar to multi-polar center(s) of us a before and after map of the www.loc.gov power. (National Geography Standard 13, p. 210) Did the ideology of the Cold War to demonstrate the change Soviet Union and arms race of dominance with world powers. Google images and earth 8.2 Interregional or Comparative Expectations – lead to their demise? Assess and compare the regional struggles for and against independence, decolonization, and democracy across the world.

8.2.1 The Legacy of Imperialism – Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature of exploitation of resources (human and natural). (National Geography Standards 11 and 16, pp. 206 and 216)

8.2.2 Independence, Decolonization, and Democratization Movements – Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern

Social Studies Pacing Guide – World History 57 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Europe, and Southeast Asia during and after the Cold War. (National Geography Standards 13 and 17, pp. 210 and 219)

Social Studies Pacing Guide – World History 58 World History Month: May/June – 1-2 Weeks Social Studies Pacing Guide Unit 19: Mapping the 20th Century

8.1 Global and Cross-temporal Expectations – Analyze 2 main 20th century Culminating presentation: students www.Worldhistoryforusall.sdsu.edu Analyze the global reconfigurations and restructuring events and how they have led work in pairs each concentrating on Acid Rain of political and economic relationships in the Post- to the political and economic one specific 20th Century event and African National Congress School Textbook World War II era. state of the world today? then presenting the information to Agribusiness the class in comparative form. Al Qaeda National Geographic 8.1.4 Mapping the 20th Century – Using post-WWI, How have political Artificial Satellite post-WWII, height of Cold War, and current world boundaries changed over the Students define all elements of the Autocratic www.mel.org political maps, explain the changing configuration of last 100 years? Billy Joel song “We Didn’t Start the Bangladesh political boundaries in the world caused by the World Fire.” Biafra www.loc.gov Wars, the Cold War, and the growth of nationalist Biotechnology sovereign states (including Israel, Jordan, Palestine). Geographical recognition: students Bloc Google images and earth create a flip book of maps that show Chechnya Contra 8.2.3 Middle East – Analyze the interregional causes the changes of political boundaries Coup d’etat and consequences of conflicts in the Middle East, from the beginning of the 20th Dalits including the development of the state of Israel, Century to present day. Darfur Arab-Israeli disputes, Palestine, the Suez crisis, and Deficit the nature of the continuing conflict. (National Deforestation Geography Standards 13 and 17, pp. 210 and 219) Desertification Developing World Discrimination East Timor Endangered Species Epidemic Erosion Ethnic Cleansing Ethnic Conflict Euro European Union Famine Fundamentalists Social Studies Pacing Guide – World History 59 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Genetics Global Warming Globalization Good Friday Agreement Green Revolution Hejab Hutus Import Substitution Indigenous Insurgent Interdependence International Space Station Internet Intifada IRA Islamist Kashmir Katanga Kibbutz Kosovo Laser Liberation Theology Literacy Militia Multiethnic Multinational corporation No-Fly Zone Nonalignment Northern Ireland Occupied Territories One-Child Policy Organization of American States Outsourcing Pacific Rim Partition Social Studies Pacing Guide – World History 60 Code & Content Expectations Essential Assessment Vocabulary Resources (Disciplinary Knowledge) Questions/Scaffold Personal Computer Political Systems Protectionism Punjab Racism Refugee Religious Diversity Sandinista Savannas Secular Segregation Shantytowns Sharpeville Sikhs Surplus Sustainability Sustainable Development Taliban Terrorism Theocracy Tiananmen Square Traditional Economies Tsunami Tutsis WMD World Trade Organization

Social Studies Pacing Guide – World History 61