El Capitan Curriculum Map

Course Title: World History Semester : 2 Academic Year: 2017 - 2018

Teacher: Linda Earl

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Age of Exploration

1/7-10

-Using maps, globes, artifacts, and pictures to analyze exploration in 1500 A.D. (C.E.) -Identifying geographic features explored by early explorers and conquistadors. -Analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present.

-The expanding economics of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.

-Why were Europeans interested in discovering new lands and markets?

-Who were some important explorers?

-The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by explaining the roles and economic motivations of explorers and conquistadors. Factors contributing to the European discovery of lands in the Western Hemisphere

-Research an explorer (Vasco da Gama, Christopher Columbus, Hernando Cortez, Francisco Pizarro, Ferdinand Magellan, Francis Drake, and Jacques Cartier) and create a poster or brochure. Write a one-page paper about the person's childhood, getting ready, journey, and discovery. Map the voyage and add a drawing or clip art of the explorer.

Computer, project paper or poster board, markers, rulers, color printer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Absolutism in Europe

1/14-17

-Identifying and comparing political boundaries during the Age of Absolutism. -Analyzing trends in cultural interaction brought about by the Scientific Revolution. -Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about the Enlightenment.

-The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments. -Who were the absolute monarchs?

-What effect did the absolute monarchs have on their countries? -The sixteenth, seventeenth, and eighteenth centuries brought many changes in the arts, literature, and political philosophy.

-The Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

-Who were some artists, philosophers, and writers of the period? -What improved technologies and institutions were important to European economies?

-The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great. -The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the Scientific Revolution and its effects.

-Create flash cards for absolutism.

-Create a cube depicting and explaining the most important concepts, people, and events of the Age of Absolutism: Louis XIV, Frederick the Great, Peter the Great.

-Create a graphic organizer. - Chapter Reviews and Assessments

Computer, project paper or poster board, markers, rulers, color printer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Revolutions 1/21-24

-Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about the English Civil War and the Glorious Revolution.

-Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Europe before and after the Congress of Vienna. -Identifying and comparing contemporary political boundaries before and after the Congress of Vienna.

Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen?

-The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.

-How did the ideas of the Enlightenment contribute to causing the French Revolution?

-The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by assessing the impacts of the English Civil War and the Glorious Revolution on democracy. -The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the French Revolution.

-Review influence of the Enlightenment (Locke, Jefferson, Declaration of Independence, Constitution of the United States and Bill of Rights). -Create a flow chart of the causes of the French Revolution.

-Create a timeline of the French Revolution. - Chapter Reviews and Assessments

Activity Sheets, articles, assessment documents

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Industrialization and Nationalism

1/28-31

-Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. -Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D -Analyze trends in human migration and cultural interaction.

-The Industrial Revolution began in England, spreading to the rest of Western Europe and the United States.

-With the Industrial Revolution, came an increased demand for raw materials from the Americas, Asia, and Africa.

-Advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed.

-Why did the Industrial Revolution originate in England?

-Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

-How did the Industrial Revolution produce changes in culture and society?

-The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

-Participate in an Industrial Revolution web quest: http://history.evansville.net/industry.html -Create a graphic organizer on improved living conditions due to the Industrial Revolution. -Chapter Reviews and Assessments

Computer, projector, compare and contrast sheet, internet

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Mass Society and Democracy

2/4-7

-Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history -Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. -Analyze trends in human migration and cultural interaction.

-Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some.

-Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism.

-What was the role of capitalism and market competition in the Industrial Revolution? -What were some theories opposed to capitalism?

-The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement. -The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism.

-Mind map the following terms: factory system, child labor, cotton gin, and slavery. -Create a five-column chart on the economic theories of Smith, Ricardo, Bentham, Mill, Marx, and Engels. -Chapter Reviews and Assessments

Computer, projector, compare and contrast sheet, internet, graphic organizer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

The Reach of Imperialism

2/11-14

-Identify and compare political boundaries during the European race for colonies in Africa and Asia. -Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Italy. -Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Germany. -Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Russia before World War I. Identifying and comparing contemporary political boundaries with the boundaries of Russia in the early 1900s.

-Imperialism spread economic, political, and social philosophies of Europe throughout the world.

-Resistance to imperialism took many forms including armed conflict and intellectual movements.

-Why did European countries participate in imperialism and a race for colonies?

-What were some responses of colonized peoples to European imperialism? -Italy and Germany became nation-states long after the rest of Europe.

-What role did Otto van Bismarck play in the unification of Germany?

-The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

-Create two-column notes on imperialism - What is it? What caused it? What were the results? -Explain how Gandhi is an example of imperialism. -Complete a map showing how Italy and Germany were unified.

-Create a chart on the four major leaders in Italian unification.

-Chapter Reviews and Assessments

Activity Sheets

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Challenges in East Asia

2/18-21

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

World War I 2/25-28

-Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Russia before World War I -Identifying and comparing political boundaries before and after World War I. -Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world before and after World War I. - Identifying and comparing political boundaries before and after World War I

-World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

-What were the factors that produced World War I?

-What were the major events of the war?

-Who were the major leaders?

The student will demonstrate knowledge of the worldwide impact of World War I by citing causes and consequences of the Russian Revolution. The student will demonstrate knowledge of the worldwide impact of World War I by explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II. The student will demonstrate knowledge of the worldwide impact of World War I by explaining the outcomes and global effect of the war and the Treaty of Versailles.

-Make a flow chart of Russian leaders from Alexander I to Stalin.

-Write and illustrate a children's storybook for World War I.

-Chart: militarism, alliances, imperialism, and nationalism.

-Map Europe before and after World War I.

-Interpret cartoons on the Treaty of Versailles. -Chapter Reviews and Assessments

Computer, projector, compare and contrast sheet, internet, graphic organizer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

The West Between the Wars

3/5-8

-Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life during the 1930s depression. -Identifying and comparing contemporary political boundaries with the political boundaries before World War II.

A period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism. -Why did the world experience depression in the 1930s?

-What political changes resulted from the worldwide depression?

-The student will demonstrate knowledge of developments during the Interwar Period by describing the League of Nations -The student will demonstrate knowledge of developments during the Interwar Period by assessing the impact of worldwide depression in the 1930s. -The student will demonstrate knowledge of developments during the Interwar Period by examining events related to the rise, aggression, and human costs of dictatorial regimes and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

-Debate: The worldwide depression of the 1930s caused World War II. -Chart dictatorial governments in Germany, Italy, Japan, and USSR - reasons established, leaders, acts of aggression.

Computer, projector, compare and contrast sheet, internet, graphic organizer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Nationalism Around the World

3/12-13

-Identifying and comparing contemporary political boundaries with the political boundaries before World War II

Economic dislocations following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan.

A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union.

The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany.

Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia.

Why did dictatorial governments emerge in Germany, Italy, Japan, and the USSR after World War I?

How did these regimes affect the world following World War I?

-The student will demonstrate knowledge of developments during the Interwar Period by examining events related to the rise, aggression, and human costs of dictatorial regimes and identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo

-Chart dictatorial governments in Germany, Italy, Japan, and USSR - reasons established, leaders, acts of aggression. -Chapter Reviews and Assessments

Maps, colored pencils, Outlines, internet

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

World War II 3/19-22

-Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and at the beginning of World War II. -Identifying geographical features important to the study of world history since 1500 A.D. -Identifying and comparing contemporary political boundaries with the political boundaries before World War II.

-Many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

-What were the causes of World War II?

-What were the major events of World War II?

-Who were the major leaders of World War II? -There had been a climate of hatred against Jews in Europe and Russia for centuries.

-Various instances of genocide have occurred throughout the twentieth century.

-Why did the Holocaust occur?

-What are other examples of genocides in the twentieth century?

-The student will demonstrate knowledge of the worldwide impact of World War II by explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito. -The student will demonstrate knowledge of the worldwide impact of World War II by examining the Holocaust and other examples of genocide in the twentieth century.

-Create a PowerPoint on World War II. Identify causes, major events, and leaders.

-Create flash cards on World War II for causes, major events, and leaders.

-Chapter Reviews and Assessments

Computers, Rubric, formatting guide, powerpoint

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

The Cold War 3/26-29

-Identifying and comparing contemporary political boundaries with boundaries established after World War II -Using maps, globes, artifacts, and pictures to assess the impact of nuclear power on patterns of conflict and cooperation since 1945. -Identifying and comparing political boundaries established after the collapse of communism in the USSR

-Competition between the United States and the USSR laid the foundation for the Cold War.

-The Cold War influenced the policies of the United States and the USSR towards other nations and conflicts around the world.

-Communism failed as an economic system in the Soviet Union and elsewhere.

-What events led to the Cold War?

-What were the causes and consequences of the collapse of the Soviet Union?

-The student will demonstrate knowledge of major events in the second half of the twentieth century by explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe

-Create flash cards on the Cold War and revolutionary movements.

-Chapter Reviews and Assessments

Computers, or paper, pencils, rulers, markers

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Independence and Nationalism Around the World

4/2-5

Identifying and comparing contemporary political boundaries with the boundaries disputed/established throughout the Cold War.

-World Leaders made major contributions to events in the second half of the twentieth century.

-What role did Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping each play in major events in the second half of the twentieth century? -The charter of the United Nations guaranteed colonial populations the right to self-determination.

-Independence movements in Africa challenged European imperialism.

-Why did independence movements in Africa gain success after World War II?

-What was Kenyatta’s leadership role in Kenya?

-What was Nelson Mandela’s leadership role in South Africa?

-The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts by describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s democracy.

-Locate India, Africa, and the Middle East on maps and globes.

-Compare India, Africa, and the Middle East.

-Create flash cards on India, Africa, and the Middle East -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Life During the Cold War

4/9-12

-Using maps, globes, artifacts, and pictures to analyze the conflicts in eastern Asia after World War II. -Identifying and comparing contemporary political boundaries with the boundaries disputed/established throughout the Cold War.

-Competition between the United States and the USSR laid the foundation for the Cold War.

-The Cold War influenced the policies of the United States and the USSR towards other nations and conflicts around the world.

-Communism failed as an economic system in the Soviet Union and elsewhere.

-What events led to the Cold War?

-What were the causes and consequences of the collapse of the Soviet Union?

-The student will demonstrate knowledge of major events in the second half of the twentieth century by assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

-Compare and Contrast paper and graphic organizer -Create flash cards on the Cold War and revolutionary movements. -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

A New Ear Begins

4/16-19

-Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Africa. -Identifying and comparing contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present

-Japanese occupation of European colonies in Asia heightened demands for independence after World War II.

-After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

-How did the Cold War influence conflicts in Eastern Asia after World War II?

-What was the policy of containment?

-World Leaders made major contributions to events in the second half of the twentieth century.

-What role did Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping each play in major events in the second half of the twentieth century?

-The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts by describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s democracy.

Graphic Organizer -Chapter Reviews and Assessments

Computer, maps, internet, graphic design program, graphic organizer

Unit/Time Frame

Standards Content Learning Objectives Assessment Resources

Contemporary Global Issues

4/23-26

-Using maps, globes, artifacts, and pictures to analyze contemporary world challenges: migration of refugees and others, ethnic and religious conflicts, impact of new technologies -Using maps, globes, artifacts, and pictures to analyze differences in developed and developing nations -Analyzing trends in human migration and cultural interaction as they apply to population growth, environmental challenges, and links between economic development and political freedom

-Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies.

-What are some challenges faced by the contemporary world?

-What new technologies have created opportunities and challenges? -Different levels of economic development, population characteristics, and social conditions characterize developed and developing nations.

-How does the developing world compare with the developed world in terms of economic, social, and population characteristics?

-Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development.

-What are the links between economic development and political freedom?

-The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies. -The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by analyzing the increasing impact of terrorism.

-Chart the developing world and developed world in the following areas: geographic location, economic conditions, social conditions, and population.

-Explain the relationship between economic and political freedom as seen in Taiwan and South Korea.

-Does economic interdependence mean worldwide boom or bust?

-Chapter Reviews and Assessments

Computer, maps, internet, graphic design program, graphic organizer