Pitt County Schools



Pitt County Schools

40242CP Standard Paideia World History

40245C01 Honors Paideia World History

Instructional Guide

Time Frame: First Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 1 –Ancient Near East and Ancient Far East |How did the geography affect the cultural development of the river |Project—power point presentation |Text: North Carolina World History: |

|Goal 1: Historical Tools |valley civilizations? |highlighting each civilization |Human Legacy |

|The learner will recognize, use, and evaluate the methods and |Explain the origin of religion and its impact on society. |Thinking Skills and Activities | |

|tools valued by historians, compare the views of historians, |Major Concepts |identify and assess causes and effects |For additional resources, refer to the|

|and trace the themes of history. |1.01 |for events |DPI C-D for World History |

|1.01 Define history and the concepts of cause and effect, |cause and effect |explain the differences between oral and | |

|time, continuity, and perspective. |continuity |written history |The Dawn of Civilization |

|1.02 Analyze and interpret primary and secondary sources to |perspective |construct and interpret timelines |1.02 |

|compare views, trace themes, and detect bias. |time |examine the differing perspectives of |“Why Study History Through Primary |

|1.03 Relate archaeology, geography, anthropology, political |1.02 |firsthand accounts and of historical |Sources?” |

|science, sociology, and economics to the study of history. |bias |revisions |“How to Read a Primary Source” |

|1.04 Define the themes of society, technology, economics, |primary source |distinguish themes and biases in |1.03 |

|politics, and culture and relate them to the study of history. |secondary source |historical records |Time (26 October 1992) “The Iceman’s |

|1.05 Trace major themes in the development of the world from |1.03 and 1.04 |use primary sources, secondary sources, |Secrets” |

|its origins to the rise of early civilizations. |history |and economic data to develop | |

|1.06 Recognize and examine the indicators of civilization, |1.05 |generalizations | |

|including writing, labor specialization, cities, technology, |civilization |evaluate the themes of geography as | |

|trade, and political and cultural institutions. |1.06 |factors in history | |

|(On-going goals 6, 7, 8) |cultural diffusion |examine how societies address the issues | |

|GOAL 6: Patterns of Social Order |Terms |of scarcity and choice | |

|The learner will investigate social and economic organization |1.01 |demonstrate an understanding of how and | |

|in various societies throughout time in order to understand the|documents |why humans established settled | |

|shifts in power and status that have occurred. |epigraphs |communities and experimented with | |

| |history |agriculture | |

|GOAL 7: Technology and the Emerging Global Order |multiple causation | | |

|The learner will analyze the short- and long-term consequences |periodization | | |

|of the development of new technology. |1.02 | | |

| |epics | | |

|GOAL 8: Patterns of History |graphics | | |

|The learner will analyze important current global events and |literature | | |

|issues to show an understanding of the ideals, values, beliefs,|oral history | | |

|and traditions at the heart of these events and issues. |sagas | | |

| |1.03 | | |

|21st Century Themes: |anthropology | | |

|Global Awareness |archaeology | | |

|Financial, Economic, Business |artifacts | | |

|and Entrepreneurial Literacy |economics | | |

|Civic Literacy |geography (inc. 5 themes) | | |

|Environmental Literacy |political science | | |

| |sociology | | |

|21st Century Skills: |1.04 | | |

|Creativity and Innovation |5 themes of history | | |

|Critical Thinking and Problem |1.05 | | |

|Solving |agriculture | | |

|Communication and |Cro-Magnon | | |

|Collaboration |domestication | | |

|Information Literacy |Homo sapiens | | |

|Media Literacy |hunting and gathering | | |

|ICT (Information, |Ice Age | | |

|Communications and Technology) |migration | | |

|Literacy |Neanderthal | | |

|Flexibility and Adaptability |Stone Age | | |

|Initiative and Self-Direction |1.06 | | |

|Social and Cross-Cultural Skills |command economy | | |

|Productivity and Accountability |family | | |

|Leadership and Responsibility |government | | |

| |interdependence | | |

|For more information log onto: |market economy | | |

| |surplus | | |

| |traditional economy | | |

|Unit 1 –Ancient Near East and Ancient Far East |Major Concepts |Project—power point presentation |2.01 |

|GOAL 2: Emerging Civilizations |2.01 |highlighting each civilization |Rosetta Stone’s site |

|The learner will analyze the development of early civilizations|class systems |Thinking Skills and Activities |Chapter 2 |

|in Africa, Asia, Europe, and the Americas. |dynastic rule |locate the civilizations and identify the|Early River Valley Civilizations |

|2.01 Trace the development and assess the achievements of early|Judaism |influence of geography on the culture and|Chapter 4 |

|river civilizations, including but not limited to those around |Mandate of Heaven |its development |Roots of Hinduism and Buddhism |

|the Huang-He, Nile, Indus, and Tigris-Euphrates rivers. |matriarchy |trace the establishment of government and|First Empires of India |

|2.04 Examine the importance of India as a hub of world trade |patriarchy |systems of law |Trade Spread Indian Religions and |

|and as a cultural and religious center during its Golden Age. |2.04 |describe social organization, education, |Culture |

|2.05 Assess the distinctive achievements of Chinese and |Buddhism |and the role of women |Chapter 2 |

|Japanese civilizations. |castes |list accomplishments in the arts, |The Origins of Judaism |

|2.07 Describe the rise and achievements of African |Hinduism |literature, religion, and philosophy |Chapter 4 |

|civilizations, including but not limited to Axum, Ghana, Kush, |2.05 |describe technological, mathematical, and|First Age of Empires |

|Mali, Nubia, and Songhai and analyze the reasons for their |Confucianism |scientific innovations |An Empire Unifies China |

|decline. |Daoism |outline significant patterns of events in|Han Emperors in China |

|2.08 Evaluate the achievements of the major civilizations of |Shintoism |the history of the civilizations |Empires in East Asia |

|the Americas during the pre-Columbian epoch, including but not |2.07 |map and chart migrations, cultural |Chapter 3 |

|limited to the Aztecs, Incas, and Mayas. |animism |diffusion, wars, and conflicts |Nile Civilizations |

| |trade systems |identify important leaders and achievers |Societies and Empires of Africa |

|21st Century Themes: |2.08 |identify production, consumption, and |Chapter 7 |

|Global Awareness |calendar |distribution of goods, services, and |The Americas |

|Financial, Economic, Business |time |wealth in civilizations |Empires in the Americas |

|and Entrepreneurial Literacy |Terms |list causes and results of the rise and | |

|Civic Literacy |2.01 |decline of civilizations | |

| |Ashurbanipal | | |

|21st Century Skills: |Assyria | | |

|Creativity and Innovation |Babylonia | | |

|Critical Thinking and Problem |bureaucracy | | |

|Solving |cuneiform | | |

|Communication and |Fertile Crescent | | |

|Collaboration |Hammurabi | | |

|Information Literacy |hieroglyphs | | |

|Media Literacy |Mesopotamia | | |

|ICT (Information, |Monsoons | | |

|Communications and Technology) |Persians | | |

|Literacy |Phoenicians | | |

|Flexibility and Adaptability |Semitic peoples | | |

|Initiative and Self-Direction |Sumer | | |

|Social and Cross-Cultural Skills |2.04 | | |

|Productivity and Accountability |Gupta Empire | | |

|Leadership and Responsibility |Indo-Europeans | | |

| |Mauryan Empire | | |

|For more information log onto: |Siddhartha Gautama | | |

| |Silk Roads | | |

| |Vedic poetry | | |

| |2.05 | | |

| |Han dynasty | | |

| |Lao-tzu (Laozi) | | |

| |Qin dynasty | | |

| |Shang dynasty | | |

| |Zhou dynasty | | |

| |2.07 | | |

| |griot | | |

| |Nubia | | |

| |Swahili culture | | |

| |2.08 | | |

| |Mesoamerica | | |

|Unit 2—Ancient Greece and Ancient Rome |How did the political and social structure of Ancient Greece affect |Project—power point presentations on the |Chapter 5 |

|Goals 6, 7, 8 |its societal development? |Greek/Roman gods and goddesses |Seafaring Traders Extend Boundaries |

|2.02 Identify the roots of Greek civilization and recognize its|What is the influence of Ancient Greece political ideas on the modern| |Classical Greece |

|achievements from the Minoan era through the Hellenistic |world? | |Chapter 6 |

|period. |What influence did the Roman Empire have on the modern world? | |Ancient Rome and Early Christianity |

|2.03 Describe the developments and achievements of Roman |How did the main institutions of the Roman Republic lead to its rise | |Ancient Rome and Early Christianity |

|civilization and analyze the significance of the fall of Rome. |and fall? | |2.02 |

| |Major Concepts | |everyday life in Ancient Greece |

|21st Century Themes: |2.02 | |Alexander defeats the Persians |

|Global Awareness |aristocracy | |2.03 |

|Civic Literacy |democracy | |Tacitus on the burning of Rome |

| |monarchy | |Pliny on the destruction of Pompeii |

|21st Century Skills: |monotheism | | |

|Creativity and Innovation |oligarchy | | |

|Critical Thinking and Problem |polytheism | | |

|Solving |2.03 | | |

|Communication and |Christianity | | |

|Collaboration |Republic | | |

|Information Literacy |Terms | | |

|Media Literacy |2.02 | | |

|ICT (Information, |Alexander the Great | | |

|Communications and Technology) |Aristotle | | |

|Literacy |Athens | | |

|Flexibility and Adaptability |Draco | | |

|Initiative and Self-Direction |Homer | | |

|Social and Cross-Cultural Skills |Macedonia | | |

|Productivity and Accountability |Pericles | | |

|Leadership and Responsibility |phalanx | | |

| |philosophical schools | | |

|For more information log onto: |Plato | | |

| |polis | | |

| |Socrates | | |

| |Sparta | | |

| |tyranny | | |

| |2.03 | | |

| |Augustus Caesar | | |

| |consul | | |

| |Etruscans | | |

| |Julius Caesar | | |

| |Patrician | | |

| |Pax Romana | | |

| |plebeian | | |

| |senate | | |

|Unit 3—Middle Ages/Rise of Islam/Renaissance |How did the journey of Muhammad lead to Islam and its influence on |Project—identify major empires on map |Chapter 9 |

|Goals 6, 7, 8 |the modern world? |Project—biography projects |The Muslim World |

|2.06 Describe the rise and achievements of the Byzantine and |How did the economic/political system of the Middle Ages influence | |Byzantines, Russians, and Turks |

|Islamic civilizations. |its societal development of Europe? | |Interact |

| |What conditions gave rise to the Renaissance in Europe? | |Chapter 11.2 |

|GOAL 3: Monarchies and Empires - The learner will investigate |What are the major characteristics of the Renaissance? | |Mongol Invasion, |

|significant events, people, and conditions in the growth of |Explain the impact of the Renaissance on the | |Chapters 13 & 14 |

|monarchical and imperial systems of government. |social/political/economic development. | |European Middle Ages |

|3.01 Trace the political and social development of monarchies|Major Concepts | |Chapter 9 |

|and empires, including but not limited to the Ming and Manchu |2.06 | |The Muslim World Expands |

|dynasties, the Mongol Empire, the Ottoman Empire, and the |Islam | |Chapter 11 & 17 |

|Moghul Empire. |3.01 | |China Rejects European Outreach, |

| |dynasty | | |

|21st Century Themes: |empire | | |

|Global Awareness |monarchy | | |

|Financial, Economic, Business |Zen Buddhism | | |

|and Entrepreneurial Literacy |Terms | | |

|Civic Literacy |2.06 | | |

| |Bedouins | | |

|21st Century Skills: |Justinian | | |

|Creativity and Innovation |Shi’ites | | |

|Critical Thinking and Problem |Sufites | | |

|Solving |Sunnites | | |

|Communication and |3.01 | | |

|Collaboration |Genghis Khan | | |

|Information Literacy |Kublai Khan | | |

|Media Literacy |Shogunate | | |

|ICT (Information, | | | |

|Communications and Technology) | | | |

|Literacy | | | |

|Flexibility and Adaptability | | | |

|Initiative and Self-Direction | | | |

|Social and Cross-Cultural Skills | | | |

|Productivity and Accountability | | | |

|Leadership and Responsibility | | | |

| | | | |

|For more information log onto: | | | |

| | | | |

Time Frame: Second Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 4: Reformation/Rise of Nation-States/ Age of Exploration |Explain the conflicts in the Catholic Church that led to the protests|Map major European religions. |Chapter 15 |

|Goals 6,7 8 |of Martin Luther. |Chart the achievements of explorers. |The Formation of Western Europe |

| |What were the differences in Protestant and Catholic belief as a |Write an essay explaining the Divine |European Renaissance and Reformation, |

|3.02 Describe events in Western Europe from the fall of Rome |result of Protestant Reformation? |Right Theory. |Absolute Monarchs in Europe |

|to the emergence of nation-states and analyze the impact of |What were the political, social and economic effects? |Map European nations in the Age of |Chapter 16 |

|these events on economic, political, and social life in |How did the theory of absolutism lead to the development of nation |Absolutism |Europeans Explore the East, The |

|medieval Europe. |states? |List the attributes of major English |Atlantic World |

|3.03 Trace social, political, economic, and cultural changes |Explain the rise of Constitutionalism in England. |documents. |Japan Limits Western Contacts |

|associated with the Renaissance, Reformation, the rise of |Why did the rise of Nation-states lead to exploration? |Thinking Skills and Activities |The Atlantic World |

|nation-states, and absolutism. |What impact did exploration have on the social, economic, and |explain how the feudal and manorial |3.02 |

|3.04 Examine European exploration and analyze the forces that|political development of Africa, Europe, and the Americas? |systems provided a foundation for |Chapters 13-16 |

|caused and allowed the acquisition of colonial possessions and |Major Concepts: |political and social relationships in |Norman Conquest portrayed by the Bayeux|

|trading privileges in Africa, Asia, and the Americas. |3.02 |Europe |Tapestry |

|3.05 Cite the effects of European expansion on Africans, |chivalry |analyze the extent to which religion |Magna Carta |

|pre-Columbian Americans, Asians, and Europeans. |feudal relationships |affected society in medieval Europe |Middle Ages exhibit |

|3.06 Compare the influence of religion, social structure, and|money economy |(e.g., the Crusades, Moors, the arts) |Black Plague |

|colonial export economies on North and South American |nation states |identify the roots and impacts of |3.03 |

|societies. |rise of the middle class |developing philosophies in medieval and|Crusaders capture Jerusalem |

|3.07 Evaluate the effects of colonialism on Africa, the |scholasticism |Renaissance Europe |Ninety-five Theses |

|Americas, Asia, and Europe |3.03 |analyze major changes in the agrarian |3.05 |

| |absolutism |and commercial economies of Europe in |African Voices |

|21st Century Themes: |humanism |the context of drastic population |Aboard a Slave Ship |

|Global Awareness |Reformation |decline |3.06 |

|Financial, Economic, Business |Renaissance |identify important leaders and |Bartolomé de Las Casas |

|and Entrepreneurial Literacy |3.04 |achievers | |

|Civic Literacy |colonialism |cite the importance of scientific and | |

|Environmental Literacy |exploration |technological developments | |

| |3.05 |map European expansion | |

|21st Century Skills: |triangular trade |assess the impact of the Columbian | |

|Creativity and Innovation |3.06 |Exchange | |

|Critical Thinking and Problem |Spanish colonial social system |describe the benefits of mercantilism | |

|Solving |3.07 |in theory and in practice and explain | |

|Communication and |Mercantilism |its decline | |

|Collaboration |Terms: | | |

|Information Literacy |Bayeux Tapestry | | |

|Media Literacy |Black Death | | |

|ICT (Information, |Charlemagne | | |

|Communications and Technology) |Crusades | | |

|Literacy |guilds | | |

|Flexibility and Adaptability |Hundred Years’ War | | |

|Initiative and Self-Direction |Joan of Arc | | |

|Social and Cross-Cultural Skills |Magna Carta | | |

|Productivity and Accountability |Norman conquest | | |

|Leadership and Responsibility |Romanesque and Gothic architecture | | |

| |serfs | | |

|For more information log onto: |troubadours | | |

| |Vikings | | |

| |3.03 | | |

| |Anabaptists | | |

| |Babylonian Captivity | | |

| |John Calvin | | |

| |Church of England | | |

| |Council of Trent | | |

| |Counter Reformation | | |

| |English Renaissance | | |

| |Erasmus | | |

| |French Renaissance | | |

| |Great Schism | | |

| |Henry VIII | | |

| |Holy Roman Empire | | |

| |Jan Hus | | |

| |Inquisition | | |

| |Italian Renaissance | | |

| |John Knox | | |

| |Martin Luther | | |

| |Medicis | | |

| |Northern Renaissance | | |

| |printing press | | |

| |John Wycliffe | | |

| |Terms | | |

| |3.04 | | |

| |Conquistadors | | |

| |Dutch India Companies | | |

| |Line of Demarcation | | |

| |Northwest Passage | | |

| |Prince Henry of Portugal | | |

| |Treaty of Tordesillas | | |

| |3.05 | | |

| |Middle Passage | | |

| |Silk Road | | |

| |3.06 | | |

| |Jesuits | | |

| |encomienda | | |

| |Bartolomé de Las Casas | | |

| |Spanish hierarchy | | |

| |Spanish missions | | |

| |3.07 | | |

| |Columbian exchange | | |

| |Commercial Revolution | | |

|Unit 5: Age of Revolutions |Explain how the Scientific Revolution gave Europeans a new way to |Contract between the teacher and |Chapters 18-20 |

|Goals 6, 7, 8 |view human kind? |student relationship. |Parliament Limits the English Monarchy |

|GOAL 4: Revolution and Nationalism - The learner will assess |How did the ideas of 18th Century intellectuals help bring about the |Thinking map characteristics of the |Enlightenment and Revolution |

|the causes and effects of movements seeking change, and will |Enlightenment? |American Revolution. |The French Revolution and Napoleon |

|evaluate the sources and consequences of nationalism. |How did liberalism and nationalism challenge the old order in Europe?|Write a newspaper article on the |Self-Rule for British Colonies |

|4.01 Analyze the causes and assess the influence of seventeenth|Explain the causes, development and effect of the French Revolution |execution of a king. |Chapter 25 |

|to nineteenth century political revolutions in England, North |on Europe and world? |Relate revolutions of the 1800s with |The Age of Imperialism |

|America, and France on individuals, governing bodies, |What factors led to industrialization? |volatile areas of today. |Transformations Around the Globe |

|church-state relations, and diplomacy. |What was the social impact of industrialization on women and |List major inventions, innovations, and|Chapter 23 |

|4.02 Describe the changes in economies and political control in|children? |concepts of the time. |Revolutions Disrupt Europe |

|nineteenth century Africa, Asia, Europe, and the Americas. |What new philosophies arose out of the Industrial Revolution and | |Chapters 24 and 25 |

|4.03 Evaluate the growth of nationalism as a contributor to |French Revolution? | |Nationalism: Italy and Germany |

|nineteenth century European revolutions (e.g., in the Balkans, |Major Concepts | |Revolutions in Russia and |

|France, Germany, and Italy). |4.01 | |Totalitarianism |

|4.04 Examine the causes and effects of the Russian Revolution |balance of power | |Latin American Peoples Win Independence|

|for Russia and the world. |constitutional monarchy | |British Imperialism in India |

|4.05 Evaluate the causes and effects of nineteenth and |Enlightenment | |Collapse of Chinese Imperial Rule |

|twentieth century nationalistic movements that challenged |4.02 | |Nationalism in India and Southwest Asia|

|European domination in Africa, Asia, and Latin America. |capitalism | |Communists Triumph in China The |

| |conservatism | |Colonies Become New Nations |

|21st Century Themes: |imperialism | |Resources |

|Global Awareness |laissez-faire | |4.01 |

|Financial, Economic, Business |liberalism | |English Bill of Rights |

|and Entrepreneurial Literacy |radicalism | |Locke, A Letter Concerning Toleration |

|Civic Literacy |socialism | |Locke, Two Treatises of Government |

| |utilitarianism | |Montesquieu, The Spirit of the Laws |

|21st Century Skills: |4.03 | |Rousseau, The Social Contract |

|Creativity and Innovation |discrimination | |Smith, The Wealth of Nations |

|Critical Thinking and Problem |nationalism | |Declaration of Independence |

|Solving |realpolitik | |Tennis Court Oath |

|Communication and |Social Darwinism | |Declaration of the Rights of Man |

|Collaboration |sphere of influence | |Execution of Louis XVI |

|Information Literacy |4.04 | |4.02 |

|Media Literacy |provisional government | |Boer War |

|ICT (Information, |soviet | |White Man’s Burden |

|Communications and Technology) |4.05 | |4.04 |

|Literacy |liberation theology | |George Orwell, Animal Farm |

|Flexibility and Adaptability |nonunification | |4.05 |

|Initiative and Self-Direction |passive resistance | |Balfour Declaration |

|Social and Cross-Cultural Skills |Terms | |Gandhi, Indian home rule |

|Productivity and Accountability |4.01 | | |

|Leadership and Responsibility |cabinet | | |

| |Congress of Vienna | | |

|For more information log onto: |Continental System | | |

| |English Bill of Rights | | |

| |Glorious Revolution | | |

| |Great Fear | | |

| |Metternich | | |

| |Napoleon | | |

| |National Assembly | | |

| |Old Regime | | |

| |power, legitimacy and authority | | |

| |Puritan commonwealth | | |

| |Reign of Terror | | |

| |Restoration | | |

| |separation of powers | | |

| |Seven Years’ War | | |

| |social contract | | |

| |4.02 | | |

| |British Empire | | |

| |Mexican independence | | |

| |Monroe Doctrine | | |

| |4.03 | | |

| |Austro-Prussian War | | |

| |Berlin Conference | | |

| |Otto von Bismarck | | |

| |Boxer Rebellion | | |

| |Camillo di Cavour | | |

| |Crimean War | | |

| |Franco-Prussian War | | |

| |Frederick Wilhelm | | |

| |Giuseppe Garibaldi | | |

| |Napoleon III | | |

| |Pan-Slavism | | |

| |pogroms | | |

| |Suez Canal | | |

| |Treaty of Frankfurt | | |

| |Victor Emmanuel II | | |

|Unit 6: World War I |What conditions paid the paved the way for German and Italian |Write an essay relating the lives of |Chapter 26 |

|Goals 6, 7, 8 |unification? |Balkan nationalism problems in Eastern |The Great War |

|GOAL 5: Global Wars - The learner will analyze the causes and |How did nationalism threaten old empires? |Europe today. |Chapter 27 |

|results of twentieth century conflicts among nations. |How did industrialization, imperialism, and nationalism contribute to|Map of Italian and German unification |Years of Crisis |

|5.01 Analyze the causes and course of World War I and assess |WWI? |by years. |Years of Crisis |

|its consequences. |What was the impact of new technology during WWI? |Map of the European Alliance system. |Chapter 28 |

|5.02 Assess the significance of the war experience on global |What were the consequences of WWI with reference to the Versailles |Biographies of the leading monarchs of |World War II |

|foreign and domestic policies of the 1920s and 1930s. |Treaty, League of Nations, and continuing conflicts between nations? |Europe. |Chapters 29 & 30 |

|5.05 Examine governmental policies and the role of | |Analyze problems associated with war |Two Superpowers Face Off |

|organizations established to maintain peace and judge their |Major Concepts |treaties. |United Nations, Nations Pursue |

|continuing effectiveness (including but not limited to the |5.01 |Map of Post WWI Europe. |Collective Security |

|Kellogg-Briand Pact, the League of Nations, and the United |militarism |Thinking Skills and Activities |Resources |

|Nations). |alliances |investigate the military strategies |5.01 |

| |imperialism |employed during World War I and World |Assassination of the Archduke |

|21st Century Themes: |nationalism |War II and the impact of technology on |“Blank Check” |

|Global Awareness |5.02 |them |U-boat attack |

|Civic Literacy |existentialism |map European boundaries and compare the|Gas attack |

| |fascism |changes that resulted from World War I |Lawrence of Arabia |

|21st Century Skills: |totalitarianism |and World War II |Fourteen Points |

|Creativity and Innovation |Terms |analyze the rise of totalitarian |1919 Treaty of Versailles |

|Critical Thinking and Problem |5.01 |governments |5.05 |

|Solving |Archduke Franz Ferdinand |identify important leaders and |Universal Declaration of Human Rights |

|Communication and |propaganda |achievers | |

|Collaboration |Treaty of Versailles | | |

|Information Literacy |trench warfare | | |

|Media Literacy |Triple Alliance | | |

|ICT (Information, |Triple Entente | | |

|Communications and Technology) |5.02 | | |

|Literacy |Great Depression | | |

|Flexibility and Adaptability |Adolf Hitler | | |

|Initiative and Self-Direction |Benito Mussolini | | |

|Social and Cross-Cultural Skills |Joseph Stalin | | |

|Productivity and Accountability |Weimar Republic | | |

|Leadership and Responsibility | | | |

| | | | |

|For more information log onto: | | | |

| | | | |

Time Frame: Third Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 7: World War II |How did the Treaty of Versailles lead to the outbreak of World War | “We interrupt this broadcast…” – |Years of Crisis |

|Goals 6, 7, 8 |II? |student generated news program related |World War II |

|5.03 Analyze the causes and course of World War II and evaluate|What social, economic, and political factors led to the rise of |to assigned topic from World War II. |United Nations |

|it as the end of one era and the beginning of another. |totalitarianism? |Thinking Skills and Activities |Nations Pursue Collective Security |

|5.05 Examine governmental policies and the role of |What role did the United States play in the events leading to World |investigate the military strategies |5.03 |

|organizations established to maintain peace and judge their |War II? |employed during World War I and World |Nazi occupation of Poland |

|continuing effectiveness (including but not limited to the |Why were German strategies/tactics successful 1935 – 1942? |War II and the impact of technology on |Blitzkrieg |

|Kellogg-Briand Pact, the League of Nations, and the United |Why were Japanese strategies/tactics successful 1931 – 1942? |them |Fall of Berlin |

|Nations). |Explain the major turning points in Europe and Asia. |map European boundaries and compare the| |

| |Explain the success of the Allies in Europe and Asia 1942 – 1945. |changes that resulted from World War I | |

|21st Century Themes: |What were the major results of World War II? |and World War II | |

|Global Awareness |Explain the causes, development and impact of the Holocaust. |analyze the rise of totalitarian | |

|Financial, Economic, Business |Major Concepts: |governments | |

|and Entrepreneurial Literacy |5.03 |identify important leaders and | |

|Civic Literacy |isolationism |achievers | |

| |5.05 | | |

|21st Century Skills: |peacekeeping missions | | |

|Creativity and Innovation |Terms: | | |

|Critical Thinking and Problem |5.03 | | |

|Solving |appeasement | | |

|Communication and |5.05 | | |

|Collaboration |Kellogg-Briand Pact | | |

|Information Literacy |League of Nations | | |

|Media Literacy |United Nations | | |

|ICT (Information, | | | |

|Communications and Technology) | | | |

|Literacy | | | |

|Flexibility and Adaptability | | | |

|Initiative and Self-Direction | | | |

|Social and Cross-Cultural Skills | | | |

|Productivity and Accountability | | | |

|Leadership and Responsibility | | | |

| | | | |

|For more information log onto: | | | |

| | | | |

|Unit 8: Cold War |What caused the breakdown of relationships between Allies and led to | “Sources of Soviet Conduct” – George |Two Superpowers Face Off |

|Goals 6, 7, 8 |the beginning of the Cold War? |F. Kennan |War in Korea and Vietnam |

|5.04 Trace the course of the Cold War and judge its impact on |What major Cold War engagements occurred in Europe and their outcome?|Gary Francis Powers, Bay of Pigs, |The Cold War Thaws |

|the global community (including but not limited to the Korean |What major Cold War engagements occurred in Asia and their outcome? |Vietnam – simulations of Presidential |5.04 |

|War, the satellite nations of Eastern Europe, and the Vietnam |What were the major Cold War engagements in the Middle East and their|Decisions |Cold War (British) |

|War). |outcome? |Guest speakers and student response in | |

|5.05 Examine governmental policies and the role of |What were the major Cold War engagements in the Americas and their |written form | |

|organizations established to maintain peace and judge their |outcome? |evaluate the importance of economic | |

|continuing effectiveness (including but not limited to the |Major Concepts: |competition in the Cold War era | |

|Kellogg-Briand Pact, the League of Nations, and the United |5.04 | | |

|Nations). |Cold War | | |

| |containment | | |

|21st Century Themes: |Iron Curtain | | |

|Global Awareness |superpower | | |

|Financial, Economic, Business |Terms: | | |

|and Entrepreneurial Literacy |5.04 | | |

|Civic Literacy |brinkmanship | | |

| |deterrent | | |

|21st Century Skills: |domino theory | | |

|Creativity and Innovation |NATO | | |

|Critical Thinking and Problem |satellite nations | | |

|Solving |Warsaw Pact | | |

|Communication and | | | |

|Collaboration | | | |

|Information Literacy | | | |

|Media Literacy | | | |

|ICT (Information, | | | |

|Communications and Technology) | | | |

|Literacy | | | |

|Flexibility and Adaptability | | | |

|Initiative and Self-Direction | | | |

|Social and Cross-Cultural Skills | | | |

|Productivity and Accountability | | | |

|Leadership and Responsibility | | | |

| | | | |

|For more information log onto: | | | |

| | | | |

|Unit 9: Modern Issues in the World |What conflicts/issues arose from de-colonization of Africa? |Project – divide class into groups and |United Nations |

|Goals, 6, 7, 8 |Explain the origins and developments of conflicts in Middle East |assign each group one region of the |Chapter 33 |

|5.05 Examine governmental policies and the role of |since WWII. |world to trace major themes since 1960.|Nations Pursue Collective Security |

|organizations established to maintain peace and judge their |What factors contributed to the Arms Race and its impact on world | |The War on Terrorism |

|continuing effectiveness (including but not limited to the |superpowers? | | |

|Kellogg-Briand Pact, the League of Nations, and the United |What factors contributed to the current crisis in the Middle East? | | |

|Nations). |Major Concepts: | | |

| |5.05 | | |

|21st Century Themes: |peacekeeping missions | | |

|Global Awareness |Terms: | | |

|Civic Literacy |5.05 | | |

| |Kellogg-Briand Pact | | |

|21st Century Skills: |League of Nations | | |

|Creativity and Innovation |United Nations | | |

|Critical Thinking and Problem | | | |

|Solving | | | |

|Communication and | | | |

|Collaboration | | | |

|Information Literacy | | | |

|Media Literacy | | | |

|ICT (Information, | | | |

|Communications and Technology) | | | |

|Literacy | | | |

|Flexibility and Adaptability | | | |

|Initiative and Self-Direction | | | |

|Social and Cross-Cultural Skills | | | |

|Productivity and Accountability | | | |

|Leadership and Responsibility | | | |

| | | | |

|For more information log onto: | | | |

| | | | |

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