Course: World Civilizations

Course: World Civilizations

Unit: Renaissance and Reformation

EssentialQuestions

Core Content(What do your students need toKNOW?)

Program Of Studies Assessment(How will youassess what yourstudents ALREADYKNOW, and assessWHAT THEY”VELEARNED?)

Activities(How will you

teach it?)

Resources(What materials willyou need)

1.) What is aRenaissance,and how didthischangingview of theworld impactculture,science,government,etc.?

2.) How did theRenaissanceandReformationcontribute totheemergenceof themodernworld?

3.) What werethemotivationsandconsequence

SS-HS-2.1.1Students will explain how belief systems,knowledge, technology and behaviorpatterns define cultures and help toexplain historical perspectives and eventsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-2.2.1Students will explain how various humanneeds are met through interaction in andamong social institutions (e.g., family,religion, education, government,economy) in the modern world (1500A.D. to present) and the United States(Reconstruction to present).SS-HS-2.3.1Students will explain the reasons whyconflict and competition (e.g., violence,difference of opinion, stereotypes,prejudice, discrimination, genocide) maydevelop as cultures emerge in the modernworld (1500 A.D. to present) and theUnited States (Reconstruction topresent).SS-HS-4.1.2Students will explain how mental maps,the mental image a person has of an areaincluding knowledge of features andspatial relationships, become morecomplex as experience, study and themedia bring new geographic information.

analyze and synthesize a variety ofinformation from print and non-print sources (e.g., books,documents, articles, interviews,Internet, film, media) toresearch issues, perspectives andsolutions to problems

demonstrate an understanding ofthe nature of culture:describe how belief systems,

knowledge, technology, andbehavior patterns define cultures

analyze historical perspectivesand events in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)in terms of how they have affectedand been affected by culturalissues and elements

describe and compare howvarious human needs are metthrough interactions with andamong social institutions (e.g.,family, religion, education,government, economy) in themodern world (1500 A.D. topresent) and the United States(Reconstruction to present)

explain or give examples ofhow communications betweengroups can be influenced bycultural differences; explain the

1.) Art Critique2.) Open

Response –Impact ofprintingpress onRen/Refideas

3.) ObjectiveTest

1.) Map: Italianand NorthernRenaissanceand Europe’sreligions in1600

2.) RenaissanceArt Slides

3.) Art Critique4.) Primary

SourceDocument(Ex. 95Thesis)

1.) Art Slides2.) In-Focus3.) Map

Handouts4.) Textbook5.) Handouts –

p.s.Documents

ofchallengingRomanCatholictechniquesacrossEurope?

SS-HS-4.2.1Students will interpret how places andregions serve as meaningful symbols forindividuals and societies (e.g., Jerusalem,Vietnam Memorial, Ellis Island, theAppalachian region).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.1Students will explain how humans beganto rediscover the ideas of the ClassicalAge (e.g., humanism, developments in artand architecture, literature, politicaltheories) and to question their place inthe universe during the Renaissance andReformation.

reasons why conflict andcompetition (e.g., violence,difference of opinion, stereotypes,prejudice, discrimination,genocide) developed as culturesemerged in the modern world(1500 A.D. to present) and in theUnited States (Reconstruction topresent)

describe how compromise andcooperation are characteristicsthat influence interaction (e.g.,peace studies, treaties, conflictresolution) in the modern world(1500 A.D. to present) and theUnited States (Reconstruction topresent)

compare examples of culturalelements (e.g., beliefs,customs/traditions, languages,skills, literature, the arts) ofdiverse groups today to those ofthe past, using information from avariety of print and non-printsources (e.g., autobiographies,biographies, documentaries, newsmedia, artifacts)

interpret how places and regionsserve as meaningful symbols forindividuals and societies (e.g.,Jerusalem, Vietnam Memorial,Ellis Island, the Appalachianregion)

analyze pros and cons ofphysical (e.g., climate, mountains,rivers) and human characteristics(e.g., interstate highways, urbancenters, workforce) of regions interms of human activity

evaluate reasons for stereotypes(e.g., all cities are dangerous anddirty; rural areas are poor)associated with places or regions

explain how cultural differencesand perspectives sometimes result

Boone County High School Curriculum Map: Social Studies

in conflicts in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)

demonstrate an understanding ofthe interpretative nature of historyusing a variety of tools (e.g.,primary and secondary sources,Internet, timelines, maps, data):

e examine multiple cause effectrelationships that have shapedhistory (e.g., showing how a seriesof events are connected)

explain how ideas of the ClassicalAge (e.g., humanism,developments in art andarchitecture, literature, politicaltheories, rediscovery of Greco-Roman philosophies) impactedpeople’s perspectives during theRenaissance and Reformation


Unit: Age of Exploration

EssentialQuestions




teach it?)


1.) What werethe primarymotivationsfor 16th

CenturyEuropeanexploration?

2.) How didEuropeanrivalry leadtoexplorationin the Westandestablishment of tradingempires?

3.) What werethe results ofexplorationon thegovernmentsandeconomiesof Europeannations?

SS-HS-2.1.1Students will explain how belief systems,knowledge, technology and behaviorpatterns define cultures and help toexplain historical perspectives and eventsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-3.1.1Students will give examples of andexplain how scarcity of resourcesnecessitates choices at both the personaland societal levels in the modern world(1500 A.D. to present) and the UnitedStates (Reconstruction to present) andexplain the impact of those choices.SS-HS-3.4.3Students will explain and give examplesof how interdependence of personal,national and international economicactivities often results in internationalissues and concerns (e.g., naturalresource dependencies, economicsanctions, environmental andhumanitarian issues) in the modernworld (1500 A.D. to present) and theUnited States (Reconstruction topresent).SS-HS-4.1.2Students will explain how mental maps,the mental image a person has of an areaincluding knowledge of features andspatial relationships, become more







1.) Quiz/Test ofexplorersandimportantterms

2.) Writing tolearnactivity(primarysourceanalysis, deLas Casas)

1.) Map Activity–World Mapand Map ofAmericas

2.) Explorationfoldableactivity

1.) Maphandouts

2.) Textbook3.) Colored

paper4.) Primary

sourcehandouts

(Columbianexchange,trade, andmercantilism)

4.) What werethe effects ofEuropeanexplorationon nativepopulations?

complex as experience, study and themedia bring new geographic information.SS-HS-4.3.1Students will describe the movement andsettlement patterns of people in variousplaces and analyze the causes of thatmovement and settlement (e.g., pushfactors such as famines or militaryconflicts; pull factors such as climate oreconomic opportunity) and the impactsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.2Students will explain and give examplesof how new ideas and technologies led toan Age of Exploration by Europeans thatbrought great wealth to the absolutemonarchies and caused significantpolitical, economic and social changes(disease, religious ideas, technologies,new plants/animals, forms ofgovernment) to the other regions of theworld.




demonstrate an understanding ofthe nature of limited resources andscarcity in the modern world (1500A.D. to present) and the UnitedStates (Reconstruction to present):

explain how governments withlimited budgets consider revenues,costs and opportunity whenplanning expenditures

compare and contrast economicsystems (e.g., traditional,command, market, mixed), andevaluate their effectiveness inachieving broad social goals (e.g.,freedom, efficiency, equity,security)

describe relationships between

and among markets (e.g., local,national, global) and exchange ofgoods and services:

explain factors that influencethe supply and demand ofproducts (e.g., supply—technology, cost of inputs, numberof sellers; demand— income,utility, price of similar products,consumers' preferences)

describe how different factors(e.g., new knowledge, technologicalchange, investments in capitalgoods and humancapital/resources) have increasedproductivity in the world

interpret patterns and developrationales for the location anddistribution of Earth's humanfeatures (e.g., availabletransportation, location ofresources and markets, individualpreference, centralization versusdispersion)

analyze the causes of movementand settlement (e.g., famines,military conflicts, climate,economic opportunity) and theirimpacts in different places and atdifferent times in history

explain how technology hasfacilitated the movement of goods,services and populations,increased economicinterdependence, and influenceddevelopment of centers ofeconomic activity (e.g., cities,interstate highways, airports,rivers, railroads, computers,telecommunications)

demonstrate an understanding ofthe interpretative nature of historyusing a variety of tools (e.g.,


primary and secondary sources,Internet, timelines, maps, data):

examine multiple cause-effectrelationships that have shapedhistory (e.g., showing how a seriesof events are connected)

analyze how new ideas andtechnologies of the Age ofExploration by Europeansbrought great wealth to theabsolute monarchies and resultedin political, economic and socialchanges (e.g., disease, religiousideas, technologies, newplants/animals, forms ofgovernment) to the other regionsof the world


Unit: Absolute Monarchs

EssentialQuestions




teach it?)


1.) What weretheeconomic,political, andsocialnecessary toestablishabsoluterule?

2.) How did theHapsburgempireimpact thegrowth ofabsolutemonarchs inEurope?

3.) What wasthe region ofBourbonslike, andhow did itcontribute tothe strugglefor power inEurope?

SS-HS-2.3.1Students will explain the reasons whyconflict and competition (e.g., violence,difference of opinion, stereotypes,prejudice, discrimination, genocide) maydevelop as cultures emerge in the modernworld (1500 A.D. to present) and theUnited States (Reconstruction topresent).SS-HS-4.2.1Students will interpret how places andregions serve as meaningful symbols forindividuals and societies (e.g., Jerusalem,Vietnam Memorial, Ellis Island, theAppalachian region).SS-HS-4.2.2Students will explain how physical (e.g.,climate, mountains, rivers) and humancharacteristics (e.g., interstate highways,urban centers, workforce) of regionscreate advantages and disadvantages forhuman activities in a specific place.SS-HS-4.2.3Students will explain how people candevelop stereotypes about places andregions (e.g., all cities are dangerous anddirty; rural areas are poor).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economic







1.) ObjectiveTest

2.) Exit/Entrance Slips

3.) Monarchreport card

4.) OpenResponse:Identify/Describe anabsolutemonarch

1.) Compare andContrastEuropeanmonarchies

2.) Primogeniture activity

3.) Family Treesof Europeandynasties

4.) PrimarySourceActivities:Hapsburgs,Louis XIV,ect.

5.) Graphicorganizer:Sun King,EuropeanWars

6.) Map:Westphalia

1.) Primarysourcehandouts

2.) Maphandouts

3.) Textbook

4.) What wasthe ThirtyYears War?

5.) How didabsolutismand religionrelate toEuropeanconflict?

6.) How waslife/monarchy different intheRomanovdynasty thanin westernEuropeannations?

7.) Whatconflicts ledto thechanges inthe Englishpoliticalsystem?

status, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.2Students will explain and give examplesof how new ideas and technologies led toan Age of Exploration by Europeans thatbrought great wealth to the absolutemonarchies and caused significantpolitical, economic and social changes(disease, religious ideas, technologies,new plants/animals, forms ofgovernment) to the other regions of theworld.






evaluate reasons forstereotypes (e.g., all cities aredangerous and dirty; rural areasare poor) associated with places orregions

explain how cultural differences


and perspectives sometimes resultin conflicts in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)




Unit: Enlightenment and the English/Puritan Revolution

EssentialQuestions




teach it?)


1.) How didEnlightenment scientistsand thinkerschallengeold ideas andrevolutionizescience, thearts,government,and religion?

2.) What werethe mainideas ofEnlightenmentphilosophersand how didthey relate tothedemocraticrevolutionsof the 18th

Century?3.) What events

led to the

SS-HS-1.1.1Students will compare and contrast(purposes, sources of power) variousforms of government in the world (e.g.,monarchy, democracy, republic,dictatorship) and evaluate how effectivethey have been in establishing order,providing security and accomplishingcommon goals.SS-HS-1.1.2Students will explain and give examplesof how democratic governments preserveand protect the rights and liberties oftheir constituents through differentsources (e.g., U.N. Charter, Declarationof the Rights of Man, U.N. Declaration ofHuman Rights, U.S. Constitution).SS-HS-2.2.1Students will explain how various humanneeds are met through interaction in andamong social institutions (e.g., family,religion, education, government,economy) in the modern world (1500A.D. to present) and the United States(Reconstruction to present).SS-HS-3.2.1Students will compare and contrasteconomic systems (traditional, command,market, mixed) based on their abilities toachieve broad social goals such asfreedom, efficiency, equity, security andgrowth in the modern world.

demonstrate an understanding(e.g., illustrate, write, model,present, debate) of the nature ofgovernment:examine ways that democratic

governments do or do not preserveand protect the rights and libertiesof their constituents (e.g., U.N.Charter, Declaration of the Rightsof Man, U.N. Declaration ofHuman Rights, U.S. Constitution)

compare purposes and sourcesof power of various forms ofgovernment in the world, andanalyze their effectiveness inestablishing order, providingsecurity and accomplishing goals

examine conflicts within andamong different governments andanalyze their impacts on historicalor current events

explain the principles oflimited government (e.g., rule oflaw, federalism, checks andbalances, majority rule, protectionof minority rights, separation ofpowers) and how effective theseprinciples are in protectingindividual rights and promotingthe "common good”

analyze how powers ofgovernment are distributed and

1.) Enlightenment writingactivity –comparison/contrastmoderngovernments

2.) Bill ofRightswritingactivity(additionsandomission)

1.) BiographiesofEnlightenment thinkers

2.) Agree/Disagree activity(Enlightenment ideas)

3.) Writing/reflection –Enlightenment influence ondevelopmentof U.S.Constitution

4.) RelateEnlightenment values tocurrent events(Newspaper,Bill ofRights, etc.)

1.) Handouts:Biographiesofphilosophers

2.) Newspaperarticle andcurrent eventitems

3.) Primarysourcedocuments

4.) Textbook

AmericanRevolutionand whatimpact didtheEnlightenment ideas haveon Americangovernment?

SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.

shared among levels and branches,and how this distribution ofpowers works to protect the"common good" (e.g., Congresslegislates on behalf of the people,the President represents the peopleas a nation, the Supreme Courtacts on behalf of the people as awhole when it interprets theConstitution)

investigate the rights of individuals(e.g., Freedom of Information Act,free speech, civic responsibilities insolving global issues) to explainhow those rights can sometimes bein conflict with the responsibilityof the government to protect the"common good" (e.g., homelandsecurity issues, environmentalregulations, censorship, searchand seizure), the rights of others(e.g., slander, libel), and civicresponsibilities (e.g., personalbelief/responsibility versus civicresponsibility)

analyze and synthesize a variety ofinformation from print and non-print sources (e.g., books,documents, articles, interviews,Internet, film, media) to researchissues, perspectives and solutionsto problems



analyze historical perspectivesand events in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)in terms of how they have affectedand been affected by cultural

issues and elementsdescribe and compare how

various human needs are metthrough interactions with andamong social institutions (e.g.,family, religion, education,government, economy) in themodern world (1500 A.D. topresent) and the United States(Reconstruction to present)

explain or give examples ofhow communications betweengroups can be influenced bycultural differences; explain thereasons why conflict andcompetition (e.g., violence,difference of opinion, stereotypes,prejudice, discrimination,genocide) developed as culturesemerged in the modern world(1500 A.D. to present) and in theUnited States (Reconstruction topresent)



compare and contrast economicsystems (e.g., traditional,command, market, mixed), andevaluate their effectiveness in


achieving broad social goals (e.g.,freedom, efficiency, equity,security)

describe relationships betweenand among markets (e.g., local,national, global) and exchange ofgoods and services:





explain how ideas of the ClassicalAge (e.g., humanism,developments in art andarchitecture, literature, politicaltheories, rediscovery of Greco-Roman philosophies) impactedpeople’s perspectives during theRenaissance and Reformation


Unit: French & American Revolutions & the Congress of Vienna

EssentialQuestions




teach it?)


1.) Whatpolitical,economic,and socialfactors led tothe FrenchRevolution?

2.) Whatpoliticalreformsoccurred inFrance as aresult of theFrenchRevolution?

3.) What wasthe Regionof Terror?

4.) How didNapoleonrise to powerin France?

5.) How/WhydidNapoleon’sempire

SS-HS-1.1.1Students will compare and contrast(purposes, sources of power) variousforms of government in the world (e.g.,monarchy, democracy, republic,dictatorship) and evaluate how effectivethey have been in establishing order,providing security and accomplishingcommon goals.SS-HS-1.1.2Students will explain and give examplesof how democratic governments preserveand protect the rights and liberties oftheir constituents through differentsources (e.g., U.N. Charter, Declarationof the Rights of Man, U.N. Declaration ofHuman Rights, U.S. Constitution).SS-HS-4.1.2Students will explain how mental maps,the mental image a person has of an areaincluding knowledge of features andspatial relationships, become morecomplex as experience, study and themedia bring new geographic information.SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)

demonstrate an understanding (e.g.,illustrate, write, model, present,debate) of the nature ofgovernment:

examine ways that democraticgovernments do or do not preserveand protect the rights and libertiesof their constituents (e.g., U.N.Charter, Declaration of the Rightsof Man, U.N. Declaration ofHuman Rights, U.S. Constitution)



explain the principles oflimited government (e.g., rule oflaw, federalism, checks andbalances, majority rule, protectionof minority rights, separation ofpowers) and how effective theseprinciples are in protectingindividual rights and promotingthe "common good”

analyze how powers ofgovernment are distributed and

1.) ObjectiveTest/Quizzes

2.) OpenResponse:Trace thephases/changes inFrenchgovernmentfrom the OldRegime tothe directory

3.) Word sort(Categorization)

4.) Film Guide:ScarletPimpernel

1.) Evaluate thestructure ofthe OldRegime withgraphicorganizer

2.) Evaluatepoliticalcartoons(unjust socialorder)

3.) Video –TheGuillotine

4.) MapActivities:Europe at theheight ofNapoleon’spower andEurope at theCongress ofVienna

1.) Handouts:Graphicorganizers,primarysources,politicalcartoons,movie guide,map

2.) Textbook3.) Video –

Guillotine

collapse andwhat is itsrelationshipto the rise ofnationalism?

6.) What impactdid theCongress ofVienna haveon Europeanpolitics?

7.) What werethe maingoals of theCongress ofVienna?

and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.3Students will analyze how an Age ofRevolution brought about changes inscience, thought, government andindustry (e.g., Newtonian physics, freetrade principles, rise of democraticprinciples, development of the modernstate) that shaped the modern world, andevaluate the long range impact of thesechanges on the modern world.

shared among levels and branches,and how this distribution ofpowers works to protect the"common good" (e.g., Congresslegislates on behalf of the people,the President represents the peopleas a nation, the Supreme Courtacts on behalf of the people as awhole when it interprets theConstitution)

investigate the rights of individuals(e.g., Freedom of Information Act,free speech, civic responsibilities insolving global issues) to explainhow those rights can sometimes bein conflict with the responsibilityof the government to protect the"common good" (e.g., homelandsecurity issues, environmentalregulations, censorship, searchand seizure), the rights of others(e.g., slander, libel), and civicresponsibilities (e.g., personalbelief/responsibility versus civicresponsibility)




analyze historical perspectivesand events in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)in terms of how they have affectedand been affected by cultural

issues and elementsdescribe and compare how

various human needs are metthrough interactions with andamong social institutions (e.g.,family, religion, education,government, economy) in themodern world (1500 A.D. topresent) and the United States(Reconstruction to present)




demonstrate an understanding ofthe interpretative nature of historyusing a variety of tools (e.g.,primary and secondary sources,


Internet, timelines, maps, data):e examine multiple cause effect

relationships that have shapedhistory (e.g., showing how a seriesof events are connected)

investigate how political, socialand cultural revolutions (e.g.,French, Industrial, Bolshevik,Chinese) brought about changes inscience, thought, government, orindustry and had long-rangeimpacts on the modern world


Unit: Industrial Revolution & its Political, Social, & Economic Responses

EssentialQuestions




teach it?)


1.) Why did theIndustrialRevolutionbegin inGreatBritain?

2.) What werethe keyinventions/improvements of theIndustrialRevolution?

3.) How didIndustrialization spreadthroughEurope andbeyond?

4.) Whateconomic,social, andpoliticalconsequenceand reformsarose for the

SS-HS-2.1.1Students will explain how belief systems,knowledge, technology and behaviorpatterns define cultures and help toexplain historical perspectives and eventsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-2.2.1Students will explain how various humanneeds are met through interaction in andamong social institutions (e.g., family,religion, education, government,economy) in the modern world (1500A.D. to present) and the United States(Reconstruction to present).SS-HS-3.1.1Students will give examples of andexplain how scarcity of resourcesnecessitates choices at both the personaland societal levels in the modern world(1500 A.D. to present) and the UnitedStates (Reconstruction to present) andexplain the impact of those choices.SS-HS-3.2.1Students will compare and contrasteconomic systems (traditional, command,market, mixed) based on their abilities toachieve broad social goals such asfreedom, efficiency, equity, security andgrowth in the modern world.SS-HS-3.2.2Students will describe economic







1.) IndustrialRevolutionwritingactivity –Impact ofindustry onsocietytoday

2.) Primarysourcereflections

3.) Perfectnationproject(More andMarx)

1.) IndustrialRevolutionVocabularyCrossword

2.) IndustrialRevolutionFoldableactivity

3.) Primarysources –textileindustry,transportation

1.) Handouts2.) Colored

paper3.) Textbook

IndustrialRevolution?

institutions such as corporations, laborunions, banks, stock markets,cooperatives and partnerships.SS-HS-3.4.3Students will explain and give examplesof how interdependence of personal,national and international economicactivities often results in internationalissues and concerns (e.g., naturalresource dependencies, economicsanctions, environmental andhumanitarian issues) in the modernworld (1500 A.D. to present) and theUnited States (Reconstruction topresent).SS-HS-4.2.3Students will explain how people candevelop stereotypes about places andregions (e.g., all cities are dangerous anddirty; rural areas are poor).SS-HS-4.3.1Students will describe the movement andsettlement patterns of people in variousplaces and analyze the causes of thatmovement and settlement (e.g., pushfactors such as famines or militaryconflicts; pull factors such as climate oreconomic opportunity) and the impactsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-4.4.1Students will explain how humansdevelop strategies (e.g., transportation,communication, technology) to overcomelimits of their physical environment.SS-HS-4.4.3\Students will explain how group andindividual perspectives impact the use ofnatural resources (e.g., mineralextraction, land reclamation).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,




demonstrate an understanding ofthe nature of limited resources andscarcity in the modern world (1500A.D. to present) and the UnitedStates (Reconstruction to present):

explain how governments withlimited budgets consider revenues,costs and opportunity whenplanning expenditures


describe relationships

ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.

between and among markets (e.g.,local, national, global) andexchange of goods and services:



analyze how economies of nationsaround the world (e.g., China,India, Japan) affect and areaffected by American economicpolicies

interpret patterns and developrationales for the location anddistribution of Earth's humanfeatures (e.g., availabletransportation, location ofresources and markets, individualpreference, centralization versusdispersion)

analyze the causes ofmovement and settlement (e.g.,famines, military conflicts, climate,economic opportunity) and theirimpacts in different places and atdifferent times in history

explain how technology hasfacilitated the movement of goods,services and populations,increased economicinterdependence, and influenceddevelopment of centers ofeconomic activity (e.g., cities,interstate highways, airports,


rivers, railroads, computers,telecommunications)




Unit: Rise of Nationalism/German & Italian Unification

EssentialQuestions




teach it?)


1.) How didnationalismencouragetheunificationof a modernItalian andGermanNationState?

2.) How didNapoleoninfluenceEuropeannationalism?

3.) How are theMachiavellian attitudesevident inthe rise ofthe modernItalian andGermannation-states?

SS-HS-1.1.1Students will compare and contrast(purposes, sources of power) variousforms of government in the world (e.g.,monarchy, democracy, republic,dictatorship) and evaluate how effectivethey have been in establishing order,providing security and accomplishingcommon goals.SS-HS-4.2.4Students will explain how people fromdifferent cultures with differentperspectives view regions (e.g., MiddleEast, Balkans) in different ways,sometimes resulting in conflict in themodern world (1500 A.D. to present) andUnited States (Reconstruction topresent).SS-HS-4.3.1Students will describe the movement andsettlement patterns of people in variousplaces and analyze the causes of thatmovement and settlement (e.g., pushfactors such as famines or militaryconflicts; pull factors such as climate oreconomic opportunity) and the impactsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions and

demonstrate an understanding (e.g.,illustrate, write, model, present,debate) of the nature ofgovernment:examine ways that democratic






1.) Analysis ofprimarysources (i.e.,Machiavelli/Garibaldi/Bismark)

2.) ObjectiveTest

3.) Quizzes4.) Film Guide

1.) Maps:Unification ofGermany,Unification ofItaly

2.) Film:Germany –Blood andIron

3.) Compare/Contrast rise ofnationalismin Germanyand Italy

1.) Maphandouts,film guide

2.) Textbook3.) Video –

Blood/Iron

perspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.4Students will analyze how nationalism,militarism and imperialism led to worldconflicts and the rise of totalitariangovernments (e.g., European imperialismin Africa, World War I, the BolshevikRevolution, Nazism, World War II).






compare examples of culturalelements (e.g., beliefs,customs/traditions, languages,skills, literature, the arts) ofdiverse groups today to those ofthe past, using information from avariety of print and non-print

sources (e.g., autobiographies,biographies, documentaries, newsmedia, artifacts)




explain how cultural differencesand perspectives sometimes resultin conflicts in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)



demonstrate an understanding ofthe interpretative nature of historyusing a variety of tools (e.g.,


primary and secondary sources,Internet, timelines, maps, data):


investigate how political, socialand cultural revolutions (e.g.,French, Industrial, Bolshevik,Chinese) brought about changes inscience, thought, government, orindustry and had long-rangeimpacts on the modern world


Unit: World War I/Russian Revolution

EssentialQuestions




teach it?)


1.) What are thefour causesof WWI?

2.) What are thecauses andconsequenceof trenchwarfare?

3.) What wasthe centralconflictamongst theBig Four innegotiatingthe PeaceTreatyendingWWI?

4.) How did theVersaillesTreatypunishGermany?

5.) How doesVersaillesTreaty relate

SS-HS-2.3.2Students will explain and give examplesof how compromise and cooperation arecharacteristics that influence interaction(e.g., peace studies, treaties, conflictresolution) in the modern world (1500A.D. to present) and the United States(Reconstruction to present).SS-HS-3.2.1Students will compare and contrasteconomic systems (traditional, command,market, mixed) based on their abilities toachieve broad social goals such asfreedom, efficiency, equity, security andgrowth in the modern world.SS-HS-4.1.2Students will explain how mental maps,the mental image a person has of an areaincluding knowledge of features andspatial relationships, become morecomplex as experience, study and themedia bring new geographic information.SS-HS-4.2.2Students will explain how physical (e.g.,climate, mountains, rivers) and humancharacteristics (e.g., interstate highways,urban centers, workforce) of regionscreate advantages and disadvantages forhuman activities in a specific place.SS-HS-4.2.4Students will explain how people fromdifferent cultures with differentperspectives view regions (e.g., Middle







1.) ObjectiveTest

2.) OpenResponse

3.) Maps4.) Quizzes5.) Political

cartoonanalysis

1.) Maps: Europebefore andafter WWI

2.) WWIfoldable

3.) Evaluation oftrenchwarfare andnewtechnology

4.) WWIpoetry/literature

5.) Primarysources(visual)

1.) Handouts:Map/poetry

2.) Coloredpaper

3.) WWI images4.) Textbook

to WWII?6.) How did the

Big Fourrespond toWilson’sidealismmadeevident inthe 14Points?

7.) How didRussia’sexperiencein WWIrelate to theBolshevikRevolution?

East, Balkans) in different ways,sometimes resulting in conflict in themodern world (1500 A.D. to present) andUnited States (Reconstruction topresent).SS-HS-4.4.1Students will explain how humansdevelop strategies (e.g., transportation,communication, technology) to overcomelimits of their physical environment.SS-HS-4.4.3\Students will explain how group andindividual perspectives impact the use ofnatural resources (e.g., mineralextraction, land reclamation).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.4Students will analyze how nationalism,militarism and imperialism led to worldconflicts and the rise of totalitariangovernments (e.g., European imperialismin Africa, World War I, the BolshevikRevolution, Nazism, World War II).












analyze how the United Statesparticipates with the globalcommunity to maintain andrestore world peace (e.g., Leagueof Nations, United Nations, ColdWar politics, Persian Gulf War),and evaluate the impact of theseefforts

examine how nationalism,militarism, expansionism andimperialism led to conflicts (e.g.,World War I, Japanese aggressionin China and the Pacific,European imperialism in Africa,World War II) and the rise oftotalitarian governments (e.g.,Communism in Russia, Fascism inItaly, Nazism in Germany)


Unit: Totalitarianism

EssentialQuestions




teach it?)


1.) What istotalitarianism?

2.) BetweenWWI andWWII, whatwere thetypes oftotalitarianism and inwhich sevennations didtheyemerge?

3.) How dideconomicsand politicalchaos relateto the rise oftotalitarianstates?

4.) How didtotalitarianism stateslimit civilrights?

SS-HS-1.1.1Students will compare and contrast(purposes, sources of power) variousforms of government in the world (e.g.,monarchy, democracy, republic,dictatorship) and evaluate how effectivethey have been in establishing order,providing security and accomplishingcommon goals.SS-HS-2.3.1Students will explain the reasons whyconflict and competition (e.g., violence,difference of opinion, stereotypes,prejudice, discrimination, genocide) maydevelop as cultures emerge in the modernworld (1500 A.D. to present) and theUnited States (Reconstruction topresent).SS-HS-3.1.2Students will explain how governmentshave limited budgets, so they mustcompare revenues to costs and consideropportunity cost when planning publicprojects.SS-HS-3.2.1Students will compare and contrasteconomic systems (traditional, command,market, mixed) based on their abilities toachieve broad social goals such asfreedom, efficiency, equity, security andgrowth in the modern world.SS-HS-3.2.2Students will describe economic

demonstrate an understanding(e.g., illustrate, write, model,present, debate) of the nature ofgovernment:examine ways that democratic






1.) ObjectiveTest

2.) Quiz3.) Open

Response

1.) Compare/ContrastMussoliniand Hitler’srise of power

2.) Discussion ofNurembergLaws

3.) Primarysourcedocuments(MeinKampf, Nightof the BrokenGlass, ThirdReich)

1.) Primarysourcehandout

2.) Textbook

institutions such as corporations, laborunions, banks, stock markets,cooperatives and partnerships.SS-HS-4.2.1Students will interpret how places andregions serve as meaningful symbols forindividuals and societies (e.g., Jerusalem,Vietnam Memorial, Ellis Island, theAppalachian region).SS-HS-4.2.3Students will explain how people candevelop stereotypes about places andregions (e.g., all cities are dangerous anddirty; rural areas are poor).SS-HS-4.2.4Students will explain how people fromdifferent cultures with differentperspectives view regions (e.g., MiddleEast, Balkans) in different ways,sometimes resulting in conflict in themodern world (1500 A.D. to present) andUnited States (Reconstruction topresent).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.






compare examples of culturalelements (e.g., beliefs,customs/traditions, languages,skills, literature, the arts) ofdiverse groups today to those ofthe past, using information from avariety of print and non-print

sources (e.g., autobiographies,biographies, documentaries, newsmedia, artifacts)


describe relationships betweenand among markets (e.g., local,national, global) and exchange ofgoods and services:






explain how cultural differences


and perspectives sometimes resultin conflicts in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)




analyze the impact of the rise ofboth the United States and theSoviet Union to superpower statusfollowing World War II,development of the Cold War, andthe formation of new nations inAfrica, Asia, Eastern Europe, andthe Middle East


Unit: World War II

EssentialQuestions




teach it?)


1.) What werethe fourcauses ofWWII?

2.) What wasalliedstrategy foreliminatingAxis victorywithin thethree majortheatres ofWWII(Pacific,Europe, andNorthAmerica)?

3.) What wastheHolocaust?

4.) How did theworldaddress“crimesagainsthumanity”

SS-HS-2.3.2Students will explain and give examplesof how compromise and cooperation arecharacteristics that influence interaction(e.g., peace studies, treaties, conflictresolution) in the modern world (1500A.D. to present) and the United States(Reconstruction to present).SS-HS-4.2.4Students will explain how people fromdifferent cultures with differentperspectives view regions (e.g., MiddleEast, Balkans) in different ways,sometimes resulting in conflict in themodern world (1500 A.D. to present) andUnited States (Reconstruction topresent).SS-HS-4.3.1Students will describe the movement andsettlement patterns of people in variousplaces and analyze the causes of thatmovement and settlement (e.g., pushfactors such as famines or militaryconflicts; pull factors such as climate oreconomic opportunity) and the impactsin the modern world (1500 A.D. topresent) and United States(Reconstruction to present).SS-HS-4.4.1Students will explain how humansdevelop strategies (e.g., transportation,communication, technology) to overcomelimits of their physical environment.







1.) ObjectiveTest

2.) Map3.) Quiz4.) Film Guide

1.) Vocabulary2.) Connection to

WWI3.) Political

cartoons:Appeasement, Cold War

4.) Mapactivities:Europebefore andafter the war

5.) Primarysourcedocuments

1.) Handouts:p.s., cartoons

2.) Maps3.) Textbook

committedduringWWII?

5.) How did therevolution ofthe war inEurope leadto Cold Wartensionsbetween theU.S. andSovietUnion?

SS-HS-4.4.3\Students will explain how group andindividual perspectives impact the use ofnatural resources (e.g., mineralextraction, land reclamation).SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.4Students will analyze how nationalism,militarism and imperialism led to worldconflicts and the rise of totalitariangovernments (e.g., European imperialismin Africa, World War I, the BolshevikRevolution, Nazism, World War II).SS-HS-5.3.5Students will explain the rise of both theUnited States and the Soviet Union tosuperpower status following World WarII, the subsequent development of theCold War, and the formation of newnations in Africa, Asia, Eastern Europeand the Middle East, and evaluate theimpact of these events on the globalcommunity.




analyze how economies of nationsaround the world (e.g., China,India, Japan) affect and areaffected by American economicpolicies




explain how cultural differencesand perspectives sometimes resultin conflicts in the modern world(1500 A.D. to present) and UnitedStates (Reconstruction to present)










Unit: Post World War II: Cold War Issues

EssentialQuestions




teach it?)


1.) Who werethe emergingsuperpowersof WWIIand whatwere theirdifferences(i.e.,political,economic,cultural)

2.) How areincreasingCold Wartensionsmadeevident post-WWIIconferences?

3.) What wasNATO andthe WarsawPact andhow did theyaffect othernations?

SS-HS-4.2.2Students will explain how physical (e.g.,climate, mountains, rivers) and humancharacteristics (e.g., interstate highways,urban centers, workforce) of regionscreate advantages and disadvantages forhuman activities in a specific place.SS-HS-5.1.1Students will use a variety of tools (e.g.,primary and secondary sources, data,artifacts) to analyze perceptions andperspectives (e.g., gender, race, region,ethnic group, nationality, age, economicstatus, religion, politics, geographicfactors) of people and historical events inthe modern world (1500 A.D. to present)and United States History(Reconstruction to present).SS-HS-5.1.2Students will analyze how history is aseries of connected events shaped bymultiple cause and effect relationships,tying past to present.SS-HS-5.3.5Students will explain the rise of both theUnited States and the Soviet Union tosuperpower status following World WarII, the subsequent development of theCold War, and the formation of newnations in Africa, Asia, Eastern Europeand the Middle East, and evaluate theimpact of these events on the globalcommunity.







1.) ObjectiveTest

2.) OpenResponse

3.) Quizzes4.) Crossword

1.) Map (Korea,Vietnam,NATO,WARSAW,PACT,SEATO)

2.) Films3.) Vocabulary4.) Primary

sources5.) Quote

analysis

1.) Handouts:Maps, p.s.

2.) Textbook

4.) What wasthe UN andwhat wastheir role inaddressinginternationalconflictduring theCold War?

5.) What impactdid USpolicy ofcontainmenthave on theworld(TrumanDoctrine,MarshalPlan, Korea,andVietnam)?














examine how countries around theworld have addressed thechallenges of rapid social, politicaland economic changes during thesecond half of the 20th century(e.g., population growth,diminishing natural resources,environmental concerns, humanrights issues, technological andscientific advances, shiftingpolitical alliances, globalization ofthe economy)