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Outline for World History2016 – 2017UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 1:Early CivilizationsAug 8 – 1910Develop knowledge of the origins and societies of early civilizationsGPS 1 a, c, d, eSSWH1 Analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. A. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code. D. Describe early trading networks in the Eastern Mediterranean; include the impact of the Phoenicians E. Explain the development and importance of writing; include cuneiform, and the Phoenician alphabet. Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 1August 8-12Introductions for 1st day including roll, syllabus, notebook organization, parent letter, rules, questions, Introduce Unit Vocabulary and Expectations - TEXTBOOKSWhere? Map for Eastern Mediterranean for identification of key placesWhat? What is Civilization – Tree Map for components of CivilizationSoup Can Civilization – Groups – find components of Civilization Notes for Mesopotamia and Hammurabi – Quiz for Civilization and VocabWeek 2August 15-19Discuss trade–look at clothing; where do things come from; map wallNotes on Phoenician Trade – what, why, impactGeography – Atlas – the Phoenicians and trade (imbed with notes)Development of Writing – Cuneiform & Alphabet – write your name! CISM 1: Development of WritingUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 2:Development of Major ReligionsAugust 22-265Identify and describe the development of the major religions and the relationship between Judaism, Christianity and IslamGPS 1 C, 3 D, 5 A, FSSWH1- Analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. C. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.SSWH3-examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world. SSWH5-trace the origins and expansion of the Islamic World between 600CE and 1300 CE. a. Explain the origins of Islam and the growth of the Islamic Empire. f. Analyze the relationship between Judaism, Christianity, and Islam.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 3August 22-26Vocab for 3 major religionsMini-introduction of Greek & Roman Religions for comparison purposesNotes with video and maps embedded for place of origin, why it came about, founder, tenets of belief, holy books and how they are connectedUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 4:Classical GreeceAugust 29-September 25Identify and describe the contributions of Classical GreeceGPS 3 A,B,CSSWH3 examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. A. Identify the origins and structure of the Greek polis B. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great C. Analyze the contributions of Hellenistic; include law, gender, and science. Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 4August 29-September 2Short Key VocabGeography – Identify and label Classical Greece and Mediterranean Region – also use for Alexander’s conquestsNotes for Greece polis, philosophers, contributions of Greece to include Sparta, Athens and famous battles (like Thermopylae) Short Discussion of Alexander the Great and his conquests using map and BC timeline (difficult)UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 5: Ancient RomeSeptember 5-169Identify and describe the contributions of Ancient RomeGPS 3 A, B, C, ESSWH3 examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. A. Identify the origins and structure of the Roman Republic, and the Roman Empire. B. Identify the ideas and impact of important individuals; Julius and Augustus Caesar. C. Analyze the contributions Roman culture; include law, gender, and science. E. Analyze the factors that led to the collapse of the Western Roman Empire.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 5September 5-9Key VocabGeography – Map of Rome with color as a republic and as an empireNotes with video embedded for origin of republic, the Roman Table, transition from Republic to Empire including roles of Caesar and Augustus (and a little Cleopatra for fun), trade, Romanization, the Roman Soldier and conquests and ultimate collapseProject for Rome…*Sept 5 is Labor Day: NO SCHOOLWeek 6September 12-16Continue and complete project for Rome UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 6:Byzantium & Early RussiaSeptember 19-235Understand the immediate impact of the fall of the Western Roman Empire; how the Eastern Roman Empire flourished and its effect on Early Russia GPS 4 a, bSSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE. A. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west. B. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 7September 19-23Key VocabularyQuick notes embedded with video and map for Justinian, Theodora, Byzantine Art, Hagia Sophia, his recapture of the West and the Code. Also the effect of Byzantium on Russia with importance to the Cyrillic AlphabetAtlas – Byzantium Map Analysis: Constantinople/ByzantiumUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 7:Middle AgesSeptember 26 – October 710Understand feudalism and its social structure; identify the role of religion and the impact of the Crusades; understand how towns/cities developedGPS 7 A, C, DSSWH7 Analyze European medieval society with regard to culture, politics, society, and economics. a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne. c. Explain the role of the church in medieval society. d. Describe how increasing trade led to the growth of towns and cities.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 8September 26-30Key Vocabulary Map of Medieval Western EuropeNotes embedded with video/graphs for effect from fall of Western Roman Empire on Western Europe, rise of feudalism, structure. Role play for medieval society structure (peasants, serfs, knight, lord, lady, priest) Create drawing of manorial systemWeek 9October 3-7Short notes and video for Bubonic Plague (analysis of children’s nursery rhyme related to plague)Notes for crusades with art analysis of bias (crusaders, women, religion)UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 8:Renaissance/ ReformationOctober 10 - 2115Understand the changes in religion, politics and society in Western EuropeGPS 9 A, B, D, E, F, GSSWH9 Analyze change and continuity in the Renaissance and Reformation. A. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. B. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo. D. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. E. Describe the Counter Reformation at the Council of Trent and the role of the Jesuits. F. Describe the English Reformation and the role of Henry VIII and Elizabeth I. G. Explain the importance of Gutenberg and the invention of the printing press.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 10October 10-14Key VocabNotes for Renaissance (what it means, where, Machiavelli, changes to include impact of writing)Atlas – RenaissanceArt of Renaissance – Michelangelo and da VinciScavenger Hunt – art of the RenaissanceCISM #2 – Machiavelli’s The PrinceWeek 11October 17-21Choose – carve like Michelangelo or Paint like da Vinci CISM – Machiavelli Oct 17-Planning Day: No School!Week 12October 24-28Notes for Reformations – Protestant, Catholic and English - include Martin Luther, John Calvin, Henry VIII and Elizabeth IHow to read a genealogy chart – the TudorsUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 9:Mesoamerica and ExplorationsOctober 31 – November 11 10Identify key people of Mesoamerica and Exploration; understand the impact of exploration and the Columbian Exchange on the old and new worlds.GPS 6 B, C & 8 A, & GPS 10 A, B, CSSWH6 Describe the diverse characteristics of early African societies before 1800 CE. B. Describe the development and decline of the Sudanic kingdoms (Mali); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca. C. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves. SSWH8 Demonstrate an understanding of the development of societies in Central and South America. A. Explain the rise and fall of the Mayan, Aztec, and Inca empires. SSWH10 Analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia. A. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain. B. Define the Columbian Exchange and its global economic and cultural impact. C. Explain the role of improved technology in European exploration; include the astrolabeWeek(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 13October 31 -November 4Key VocabGeography – Africa, South & Central AmericaNotes with video for Ancient Africa (pre-exploration) to include impact of geography and tradeNotes with video for Maya, Aztec and Inca (pre-exploration) to include art, religion, math and science and impact of ExplorationWeek 14November 7 - November 11Key VocabFoldable for Explorers with map for routesNotes for Explorers and Columbian Exchange Quick project – using basic recipes – discover if food is old or new worldNov 11 –Veteran’s Day. No School!UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 10:Enlightenment & Scientific RevolutionNovember 14 - 185Explain the development of the Scientific Revolution and those who contributed and explain the impact of Enlightenment ideasGPS 13 A, BSSWH13 Examine the intellectual, political, social, and economic factors that changed the world view of Europeans. A. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view. B. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 15November 14-18Foldable for Scientific Revolution - 2 sides – geo and helioNote cards for important people and their philosophy/discoveryNotes for Enlightenment and Scientific RevolutionRole play – Who am I?Week 16November 21-25THANKSGIVING BREAK!No SchoolUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 11: Revolutions!November 28 – December 2017Examine the concept of absolutism; how revolutions changed the world and Napoleons rise and defeatGPS 14 A, B, CSSWH14 The student will analyze the Age of Revolutions and Rebellions. a. Examine absolutism through the rule of Louis XIV and Tsar Peter the Great b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825). c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for EuropeWeek(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 17November 28-December 2Key VocabularyNotes for absolutism including video – Louis XIV and Peter the GreatComparison Bubble Map – Louis and PeterWeek 18December5 - 9Geography – World Map with Key revolutionary countries identified, capitals and water bodies includedNotes for Revolutions - broken down – England and US; France; Haiti and LABegin creation of foldable for revolutionsWeek 19December 12-16Napoleon Notes – rise and fallAtlas for Napoleon & Battle of WaterlooWeek 20December 19-20Kahoot or Bingo or another type of review*Mon & Tues onlyWeeks 21-22December 21-Jan 10CHRISTMAS BREAK! NO SCHOOL!UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 12: Industrialization and ISMsJanuary 11 - 2712Understand the impact of the Industrial Revolution and the ISMs that followGPS 15 A, B, DSSWH15 Describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. A. Analyze the process and impact of industrialization in England; movements for political reform, the writings of Adam Smith and Karl Marx B. Compare and contrast the rise of the nation state in Germany and Italy. d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 23January 11-13Begin creation of ISM bookNotes for isms with correct definitions and illustration of what it means and where can be found and how controlledWeek 24January 16-20Notes for unification of Germany and ItalyNotes for Industrialization; Smith & Marx with Key Vocabulary – Matching activity Urban Game (abbreviated version)No School! Jan 16 MLK HolidayWeek 25January 23-27Finish Urban GameUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 13:Ism’s and World War IJanuary 30 – February 1715Analyze the cause and effect of World War I; identify the role of geography and invention of war weapons; identify goals for Treaty of VersaillesGPS 16 A, B, C, DSSWH16 Demonstrate an understanding of long-term causes of World War I and its global impact. A. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism. B. Describe conditions on the war front for soldiers; include the Battle of Verdun. C. Explain the major decisions made in the Versailles Treaty; include German reparations D. Analyze the destabilization of Europe.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 26January 30 – February 3Key Vocab for World War INotes for World War I – cause, war weapons, key battles, alliances, the front, treatyWeek 27February 6 - 10Create an interactive timelineChart of newly developed war weapons Analysis of propaganda (posters)Week 28February 13-17Analyze the Battle of Verdun (CISM)CISM #3 (Battle of Verdun)UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 14:The World Between the WarsFebruary 20 – March 1014Identify people and events that shaped the world between WWI & WWIIGPS 17 B, C, ESSWH17 Identify the major political and economic factors that shaped world societies between World War I and World War II. B. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. C. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan. e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments. f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Rape of Nanjing in China, and the German annexation of the Sudetenland.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 29February 20-24Key vocabularyNotes for Russian Revolution with videoNo School Feb 20 President’s DayWeek 30February 27- March 3Introduction to the dictators on the rise (Mussolini, Hitler and Hirohito)Analyze psychological profile of Hitler and MussoliniWeek 31March 6 - 10Aggression of dictators in events leading up to WWIIAtlas for analysisUnitDates# of days for UnitUnit Content AnalysisStandardsUnit 15:Nazi IdeologyMarch 13 – April 715Understand the major conflicts of WWII, analyze Nazi ideology and the negotiations to end the warGPS 18 A, B, CSSWH18 Demonstrate an understanding of the global political, economic, and social impact of World War II. A. Describe the major conflicts and outcomes; include Pearl Harbor, Stalingrad, D-Day, Guadalcanal, and the end of the war in Europe and Asia. B. Identify Nazi ideology, policies, and consequences that led to the Holocaust. C. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe. d. Explain allied Post-World War II policies; include formation of the United NationsWeek(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 32March 13 - 17Key VocabularyNotes for major battles to include video clips of battlesPropaganda analysis through posters and cartoonsWeek 33March 20-24NO SCHOOL--SPRING BREAK!Week 34March 27-31Notes for Nazi Ideology (Holocaust)Boy in the Striped Pajamas Video with follow up letter to Bruno outlining Nazi IdeologyNotes for ending the war Week 35April 3 - 7Notes for ending the war and creation of United NationsCISM #4 – Churchill’s speech (?)UnitDates# of days for UnitUnit Content AnalysisStandardsUnit 16:The Cold WarApril 10-145Identify the political impact of the Cold War GPS 19 B,C, ESSWH19 Demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. B. Describe the formation of the state of Israel and the importance of geography in its development. C. Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972). E. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall.Week(s)DatesTeaching & Learning OutlineSpecial to NoteWeek 36April 10-14Notes with key terms about how the formation of Israel, the Cold War and the arms race between the US vs USSR and 3rd World NationsChart Nuclear WeaponsInternet Scavenger Hunt for freedom efforts in South Africa, China and Eastern GermanyUnitDates# of days for UnitUnit Content AnalysisStandardsSLO REVIEWApril 17-2810*Test 1st week of May*All Standards – Review for SLO using study guides, games, foldablesPOST SLO – SENIOR DAYSMay 1 - 2620*Student Driven Projects*Students will create a project of their choice with teacher outline ................
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