CURRICULUM UNIT MAP Continuous Objectives

COURSE TITLE: World History GRADE: HS

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment

Continuous Objective: Assessed on every formal assessment and This objective is taught as a Define and apply appropriate Be able to understand and use content assignment and during class discussions continuous part of the World History vocabulary appropriately classroom /course vocabulary during course discussions and on all class assessments

Continuous Objective: Complete reading assignments and be able to Assessed on every formal assessment and This objective is taught as a Demonstrate understanding of social discuss the content of that assignment in class assignment and during class discussions continuous part of the World History studies content reading strategies course Continuous Objective: Competently use location, place , movement Assessed on every formal assessment and This objective is taught as a Demonstrate knowledge of the and regions to understand and relay assignment and during class discussions continuous part of the World History information elements of Geographical study and course their relationships to changes in society and environment Continuous Objective: Competently use surveys, statistics, maps and Assessed on every formal assessment and This objective is taught as a Demonstrate knowledge of the use of documents to understand and relay assignment and during class discussions continuous part of the World History information tools of social science inquiry course CURRICULUM UNIT MAP 1ST QUARTER

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Ancient Governments and Define: monarchy, theocracy, polytheism, city Chapter 2 Section Quizzes Chapter 2 Test Civilizations state, dynasty, pharaoh, hieroglyphics, hieratic script, divine right, monotheism Chapter 2 Guided Reading Worksheets WEEK 1 and 2 Objectives: Western Asia and Egypt Identify: Sumerians, Akkadians, Sargon, Constructed response on monarchical and Compare and contrast historical Hammurabi, Menes, Hyksos, Egyptians, theocratic governments forms of government Judaism Constructed response on the importance of Locate: Tigris River, Euphrates River, river valleys to early civilization Mesopotamia, Fertile Crescent, Egypt, Nile River

Explain how it is possible to have a monarchical and theocratic government at the same time

Explain the significance of rivers to the ancient Mesopotamians and Egyptians

Unit: Ancient Governments and Define: Sanskrit, raja, caste system, Hinduism, Chapter 3 Section Quizzes Chapter 3 Test Civilizations Buddhism, Silk Road, aristocracy, Mandate of Heaven, Dao, filial piety, censorate Chapter 3 Guided Reading Worksheets WEEK 2 and 3 Objectives: India and China Identify: Brahmans, Kshatriyas, Vaisyas, Constructed response on geography and the Compare and contrast historical Sudras, Untouchables, Siddhartha Gautama, isolation of ancient China forms of government Asoka, Faxian, Cunfucianism, Daoism, Legalism, Qin Shihiuangdi, Han Wudi Constructed response explaining the caste system and the organization of and Locate: Ganges River, Hindu Kush, Yellow justification for ancient Indian society River, Yangtze River, South China Sea

Explain how geography kept the people of ancient China isolated from other civilizations

Explain how the caste system organized ancient Indian society and justified the structure of power and government CURRICULUM UNIT MAP 1ST QUARTER (Cont’d) COURSE TITLE: World History GRADE: HS

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Ancient Governments and Define: epic poem, arête, polis, democracy, Chapter 4 Section Quizzes Chapter 4 Test Civilizations oligarchy, agora, acropolis, Age of Pericles, direct democracy, ostracism, oracle, Chapter 4 Guided Reading Worksheets WEEK 4 and 5 Objectives: philosophy, Socratic Method, Epicureanism, Ancient Greece Stoicism Constructed response that compares and Compare and contrast historical contrasts oligarchies and democracies forms of government Identify: Minoans, Mycenaens, Homer, King Minos, Aristotle, Solon, Darius, Xerxes, Constructed response on the roles of women Pericles, Socrates, Plato, Thucydides, in Athens and Sparta Hellenistic Era, Alexander the Great, Phillip II

Locate: Aegean Sea, Black Sea, Crete, Ionia, Athens, Sparta, Asia Minor, Delos, Thebes, Macedonia, Delphi

Compare and contrast the governments of Athens and Sparta

Compare and contrast the roles of women in Athens and Sparta

Unit: Ancient Governments and Define: republic, patrician, plebeian, consul, Chapter 5 Section Quizzes Civilizations preator, triumvirate, dictator, imperator, paterfamilias, insulae, procurator, clergy, laity, Chapter 5 Guided Reading Worksheets WEEK 6 and 7 Objectives: plague, inflation, emperor, empire, senate Rome and the Rise of Christianity Constructed response on similarities of Compare and contrast historical Identify: Latins, Etruscans, Livy, Hannibal, modern day America and Rome forms of government Crassus, Pompey, Antony, Nero, Julius Cesar, Octavian/Augustus, Marius, Virgil, Horace, Constructed response that compares and Spartacus, Jesus, Simon Peter, Paul of Tarsus, contrasts the democracies of ancient Greece Constantine, Theodosius the Great, Diocletian, and Rome Huns, Visigoths, Vandals, Romulus Augustulus Constructed response that explains ancient Locate: Rome, Sicily, Carthage, Rubicon River, democracies and modern American Danube River, Sinai Peninsula, Judea, democracy Jerusalem, Bosporus, Byzantium

Discuss the similarities of modern day American life and Roman culture, family, education and daily life. Compare and contrast the democracies of Chapter 5 Test WEEK 6 AND 7 (Cont’d) ancient Rome and ancient Athens. Explain which government, ancient Greece or Rome, is more similar to the American form of government Unit: Ancient Governments and Define: sheikh, Qaran, Islam, hajj, caliph, Chapter 6 Section Quizzes Chapter 6 Test Civilizations Shiite, Sunni, mosque, vizier, sultan, bazaar, dowry, astrolabe, minaret, muezzin, Chapter 6 Guided Reading Worksheets WEEK 8 and 9 Objectives: arabesque Performance Event- Ancient The World of Islam Constructed response on the origins of the Civilization Presentations Compare and contrast historical Identify: Muhammad, Bedouins, Khadija, division between Shiites and Sunnis forms of government Muslims, Abu Bakr, Saladin, Harun Al-Rashid, Hussein, Abbasids, Fatimids, Ibn-Rushd, Ibn Constructed response on the impact that the Sina, Omar Khayyam division in Islam has on the modern day world

Locate: Arabian Peninsula, Makkah, Madinah, Syria, Baghdad, Damascus, Cairo Morocco, Caspian Sea, Samarra, Granada

Explain the internal power struggles in the structure of early Islam that led to a schism that has lasted until modern day (Shiites vs. Sunnis)

Explain how the split between Sunni and Shiite Muslims is still a major concern in modern day Iraq among other places CURRICULUM UNIT MAP 2nd QUARTER

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Relevance of Magna Carta to Define: wergild, ordeal, bishopric, pope, Chapter 9 Section Quizzes Chapter 9 Test U.S. Constitution monk, monasticism, missionary, nun, abbess, common law, estate, feudalism, vassal, knight, Chapter 9 Guided Reading Worksheets WEEK 1 and 2 Objectives: fief, feudal, contract, chivalry, patriarch, Emerging Europe and the Byzantine schism, Crusades, infidel Constructed response that explains how the Empire Magna Carta relates to and differs from the Explain the relevance of and the Identify: Sumerians, Clovis, Gregory I, Saint U.S. Constitution connection to constitutional Benedict, Pepin, Charlemagne, William of Normandy, Henry II, Thomas a Beckett, Constructed response on the effects to the principles in the Magna Carta Phillip II Augustus, Otto I, Alexander Nevsky, east and west from the crusades Magyars, Vikings, Eleanor, of Aquitaine, Justinian, Pope Innocent III

Locate: Pyrenees, Carolingian Empire, Paris, Hungary, Kiev, Normandy, Constantinople, Palestine, Balkans

Explain how the Magna Carta relates and differs from the principles of the U.S. Constitution

Discuss how the crusades effected medieval society in both the east and the west

Unit: European Exploration and Define: conquistador, colony, mercantilism, Chapter 13 Section Quizzes Expansion balance of trade, plantation, triangular trade, Middle Passage, mainland states, bureaucracy, Chapter 13 Guided Reading Worksheets WEEK 3 and 4 Objectives: Colombian Exchange The Age of Exploration Constructed response on how the Europeans Assess the impact of the first global Identify; Vasco De Gama, Christopher came to dominate the world age, Illustrate the Colombian Columbus, John Cabot, Amerigo Vespucci, Exchange, Define the effect of Francisco Pizarro, Ferdinand Magellan, King Create a graphic organizer that illustrates Afonso, Khmer Dutch triangular trade and how the Europeans used European arms and economic power it to dominate Asia, Africa and the Americas on the rest of the world, Identify the Locate: Portugal, Africa, Melaka, cuba, Brazil, resulting world transformations from Benin, South Africa, Mozambique, Moluccas, exploration and expansion Sumatra, Java, Philippines CURRICULUM UNIT MAP 2nd QUARTER (Cont’d)

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: European Exploration and Demonstrate a working knowledge of the Chapter 13 Test Expansion Colombian Exchange WEEK 3 and 4 Objectives (Cont’d) Explain how the combination of European Performance Event- Colombian politics, weapons and economics allowed Exchange Presentations European countries to dominate the rest of the world

Illustrate triangular trade and relate how it is the basis for European domination of Asia, Africa and the Americas Unit: European Exploration and Define: militant, armada, inflation, divine Chapter 14 Section Quizzes Chapter 14 Test Expansion rights of Kings, commonwealth, absolutism, Czar, boyar, natural rights Chapter 14 Guided Reading Worksheets WEEK 5 and 6 Objectives: Crisis and Absolutism in Europe Identify: Huguenots, Henry of Navarre, King Constructed response on monarchical and Assess the impact of the first global Phillip II, William the Silent, James I, Puritans, theocratic governments age, Illustrate the Colombian Charles I, Cavaliers,, Roundheads, Oliver Exchange, Define the effect of Cromwell, James II, Louis XIV, Cardinal Constructed response on the importance of Richelieu, Frederick William the Great Elector, river valleys to early civilization European arms and economic power Ivan IV, Michael Romanov, Peter the Great, on the rest of the world, Identify the Thomas Hobbes, John Locke resulting world transformations from exploration and expansion Locate: Netherlands, Scotland, Ireland, Holy Roman Empire, Bohemia, Prussia, Austria, St. Petersburg

Explain how European exploration and expansion led to mercantilism, European colonialism, and absolutism

Explain how religion and globalization play a role in the rise of England as a European power and the fall of Germany from the European power structure

CURRICULUM UNIT MAP 2nd QUARTER (Cont’d)

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Renaissance and Reformation Define: urban society, secular, mercenary, Chapter 12 Section Quizzes Chapter 12 Test (rapid response) WEEK 7 and 8 Objectives: dowry, humanism, fresco, Christian Humanism, salvation, indulgence, Chapter 12 Guided Reading Worksheets Renaissance and Reformation predestination, annul Analyze the developments in new Constructed response the effects of ways of thinking, art and religion Identify: Leonardo da Vinci, Francesco Sforza, philosophy and religion on the Renaissance during the Renaissance and Cosimo de Medici, Lorenzo de Medici, Niccolo Reformation and the impact of these Machiavelli, Petrarch, Dante, Michelangelo, Constructed response on the spread of Jan van Eyck, Albrecht Durer, Martin Luther, Protestantism through Europe on later developments Desiderius Erasmus, Charles V, Ulrich Zwingli, John Calvin, Henry VIII, Ignatius of Loyola

Locate: Milan, Venice, Florence, Rome, Canterbury, Flanders, Wittenburg, Bohemia, Hungary, Zurich, Geneva, Trent

Explain how the new Renaissance philosophies of secularism and humanism affected religion and subsequently changed the course of world history

Identify and describe the different forms of Protestantism that emerged in Europe oa the reformation spread

WEEK 9 Objective: Understand the cause and effect relationships Semester 1 Final Exam Final Exam Review from the course of study in the first semester

CURRICULUM UNIT MAP 3rd QUARTER

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Relevance of the Define: philosophe, separation of powers, Chapter 17 Section Quizzes Chapter 17 Test Enlightenment to the U.S. deism, laissez-faire, social contract, salon Chapter 17 Guided Reading Worksheets Constitution Identify: Thomas Hobbes, John Locke, WEEK 1 Objective: Rousseau, Montesquieu, Social Contract Constructed response on the relationship The Enlightenment Theory between enlightenment ideals and the Relevance of and connection to the framing of the U.S. Constitution constitutional principles of the Explain how the founding fathers used the ideas of the enlightenment when framing the Enlightenment writers constitution

Unit: The Scientific Revolution Define: Ptolemaic System, rationalism, Chapter 17 Section Quizzes Chapter 17 Test WEEK 2 Objective: scientific method Chapter 17 Guided Reading Worksheets The Scientific Revolution Identify: Ptolemy, Copernicus, Kepler, Galileo, Analyze and explain the Scientific Newton, Boyle, Vesallius, Cavendish, Bacon Constructed response on the impact on world Revolution, what led up to it and its history of a discovery, a person, or a group of impact on the world Explain the impact of the scientific revolution people from the Scientific Revolution on Europe and the rest of the world as a basis for change in thought Unit: Political Revolutions Define: estates, bourgeoisie, sans-culottes, Chapter 18 Section Quizzes Chapter 18 Test Week 3 and 4 Objective: faction, elector, coup d’etat, consulate, nationalism Chapter 18 Guided Reading Worksheets The French Revolution and Napoleon Analyze how Enlightenment Identify: Louis XVI, Tennis Court Oath, Olympe Constructed response on the principle beliefs principles led to political revolutions, de Gouges, Georges Danton, Jean-Paul Marat, of the enlightenment as a precursor to the Jacobins, Committee of Public Safety, American Revolution Explain how social inequality and Maximillian Robespierre, Reign of Terror, Civil economic problems led to the French Code Constructed response on how Enlightenment Revolution ideas, social inequality, and economic Connect the principle beliefs of the problems contributed to the French revolution enlightenment to the revolt of the American colonies against the British

Explain how social inequality, economic problems, and Enlightenment principles contributed to the French Revolution CURRICULUM UNIT MAP 3rd QUARTER (Cont’d) COURSE TITLE: World History GRADE: HS

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: Industrial Revolution Define: cottage industry, spinning jenny, Chapter 19 and 20 Section Quizzes Industrial Revolution and Mass WEEK 5, 6 and 7 Objectives: steam engine, puddling, capital, venture Society Test capitalists Chapter 19 and 20 Guided Reading Industrialism, Nationalism, and Mass Worksheets Society Identify: James Hargreaves, James Watt, Explain how advances in technology Henry Cort, Eli Whitney, Andrew Carnegie, JD Graphic organizer of farming techniques and led to the Industrial Revolution, Rockefeller crop introduction leading to an industrial Evaluate how the Industrial revolution Explain how farming techniques and new Revolution led to the creation of crops during the 1700’s led to an industrial Constructed response on the shift from a rural “Mass Society, Explain the benefits revolution to a mass society as a result of the Industrial and consequences of the new mass revolution society Explain the shift form a agrarian/ rural society to an industrial/urban society as a result of the Performance event- design a graphic organizer Industrial Revolution outlining the good and bad changes that resulted from the Industrial Revolution Discuss both problems and advantages created by the mass society and the idea of nationalism from the industrial revolution

Unit: Globalization and Imperialism Define: militarism, Kaiser, plebiscite, Chapter 21 Section Quizzes Imperialism and Globalization Test WEEK 8 and 9 Objectives: emancipation, abolitionism, secede, colony, mercantilism, trade, imperialism, nationalism, Chapter 21 Guided Reading Worksheets The Height of Imperialism globalization Explain the cause and effect Performance Event- with small group, relationship between the Industrial Identify: Giuseppe Garibaldi, Otto von represent your assigned country in a trade Revolution, mass society, and Bismarck, Queen Victoria, Czar Alexander talks debate with the countries involved in the globalization and imperialism; Spanish-American War Illustrate the cause and effect cycle of Identify the economic causes of industrialization, mass society, globalization Constructed response on the cycle of Globalization and Imperialism; and imperialism industrialization, mass society, globalization, Explain how Globalization, imperialism Imperialism and Nationalism Explain how globalism, imperialism and nationalism worked in combination to be a combines to create global conflict major cause of the Spanish-American War CURRICULUM UNIT MAP 4th QUARTER

Unit Title and Objectives List CLTs for Each Objective Brief Description of End-of-Unit Benchmark or Formative Assessment(s) Performance Assessment Unit: 20th Century Wrs Define: militarism, conscription, propaganda, Chapter 23 Section Quizzes Chapter 23 Test WEEK 1 and 2 Objectives: trench warfare, war of attrition, total war, planned economies, soviets, war communism, Chapter 23 Guided Reading Worksheets World War I armistice, reparation, mandate Explain the causes, consequences Constructed response on the effects of and peace efforts of World War I Identify: Archduke Francis Ferdinand, Gavrilo military tactics and technologies on the people Princip, Emperor William II, Czar Nicholas II, of WW I General von Schlieffen, Lawrence of Arabia, Admiral Holtzendorff, Woodrow Wilson, V.I. Constructed response on the causes of WW I Lenin, Bolsheviks, Leon Trotsky, Friedrich Ebert, Georges Clemenceau, David Loyd George

Explain how soldiers and civilians were affected by the new military tactics and technologies of WW I

Explain how militarism, secret alliances, nationalism and internal conflict combined to cause WW I

Unit: 20th Century Wars Define: depression, collective bargaining, Chapter 24 Section Quizzes Chapter 24 Test WEEK 3 and 4 Objectives: deficit spending, totalitarian state, fascism, New Economic Policy, Politburo, Chapter 24 Guided Reading Worksheets The West Between the Wars collectivization, Reichstag, anti-Semitism, Explain how the shortcomings of the concentration camp Constructed response on geography and the Treaty of Versailles and a worldwide isolation of ancient China economic recession combined to Identify: John Maynard Keynes, Franklin create the rise of dictatorial powers Delano Roosevelt, Benito Mussolini, Joseph Constructed response explaining the caste Stalin, Francisco Franco, Adolf Hitler, Heinrich system and the organization of and Himmler justification for ancient Indian society

Explain how nationalism, shortcomings of the Treaty of Versailles, and economic depression contribute in the rise of Adolf Hitler and other European dictators Unit: 20th Century Wars Define: demilitarized, appeasement, sanction, Chapter 26 Section Quizzes Chapter 26 Test Week 5 and 6 Objectives: blitzkrieg, partisan, genocide, collaborator, kamikaze, Chapter 26 Guided Reading Worksheets World War II Examine the causes consequences Identify: Adolf Hitler, Benito Mussolini, Joseph Constructed response on how Japan and and peace efforts of World War II Stalin, FDR, Douglas MacArthur, Winston Germany paved the way to WW II Churchill, Harry S. Truman, Heirich Himmler, Reinhard Heydrich, Alberto Speer, General Constructed response explaining the Tojo similarities and differences of the German treatment of the Jews and the Japanese Explain how the actions and ambitions of treatment of defeated native peoples Japan and Germany paved the way to WW II Performance event- create a graphic organizer Compare and contrast the German treatment to be completed by another student in order of the Jews with that of the Japanese war to show the new problems between the USSR machine and its treatment of defeated native and the West after WWII peoples

Explain the new problems that were created when the West came into contact with the Soviet Union at the end of WW II Unit: 20th Century Wars Define: satellite state, policy of containment, Chapter 27 Section Quizzes Chapter 27 Test Week 7 and 8 Objectives: arms race, domino theory, heavy industry, de- Stalinization, welfare state, bloc, real wages, Chapter 27 Guided Reading Worksheets The Cold War Examine the causes, consequences Identify: Dean Acheson, Nikita Kruschev, Constructed response on Kruschev’s rise to and peace efforts of the Cold War Alexander Solzhenitsyn, Tito, Imre Nagy, power in the USSR Alexander Dubcek, Charles de Gaulle, JFK, MLK Jr., Simone de Beauvoir Constructed response on the consequences of the US policy of containment on communism Locate: Berlin, Federal Republic of Germany, German Democratic Republic, Soviet Union, Albania, Yugoslavia, Poland, Hungary, Czechoslovakia, France, West Germany

Explain how the policy of de-Stalinization helped Kruschev gain and maintain power in the Soviet Union

Explain the results of the U.S.’s policy of containment against communism WEEK 9 Objective: Understand the cause and effect relationships Semester 2 Final Exam Final Exam Review from the course of study in the first semester