Social Studies Curriculum Map

Volusia District Social Studies Office 2015‐2016

10th Grade World History ** Power Standards are BOLD

Social Studies Curriculum Map

Volusia County Schools

World History/World History Honors

2109310/NXB 2109320/NXC



UNDERSTANDING THE CURRICULUM MAPS

Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the Organizing Principle in some way. The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created by the Department of Education. The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans, teacher hints, assessment and activities aligned to Florida Reading and Writing Literacy Standards. These are only examples of some of the items you can use to teach the unit. Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards are complementary to the NGSS standards we are expected to teach. The Florida Literacy alignment is found on the Resource Page with example activities. The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be one of the resources used. The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.

Scott Hallett

Social Studies Curriculum Specialist Volusia County Schools



Social Studies Curriculum Mapping ‐TEACHING WITH A PURPOSE IN MIND‐

Organizing Principle(Thesis)

Measurement Topic

AssessmentSummative and Formative

Curriculum Standards (NGSSS) Academic Language

Teaching Resources (Florida Literacy

Standards)

Next Generation Sunshine State Standards



HONORS COURSE ‐ Teacher and Student Expectations

Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high school. After taking Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and World History, or Pre‐IB Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are expected to participate in more rigorous coursework to include the following:

Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a textbook or other resource.

Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day. They should be visible and discussed before and after instruction.

Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note‐taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G‐SPRITE categorization tools).

Activities should include Document‐Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons and The DBQ Project Lessons).

Students should conduct research projects related to the Social Studies Fair.

Assessment should include both formative assessments and summative assessments. Questions should include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order writing on a regular basis, short and extended responses, more in‐depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework ‐ students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently where students are involved in metacognition



Standard 1: Utilize historical inquiry skills and analytical processes.

(Organizing Principle 1)

Recommended: These standards should not be taught as a separate unit, rather these skills should be integrated throughout the year as applicable.

Std 1 is to be integrated throughout the entire school year

BENCHMARK CODE (Measurement Topic)

BENCHMARK (Curriculum Standards)

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events Remarks/Examples: B. C./B.C.E. and A.D./C.E

SS.912.W.1.2 Compare time measurement systems used by different cultures. Remarks/Examples: Examples are Chinese, Gregorian, and Islamic calendars, dynastic periods, decade, century, era, Roman numerals.

SS.912.W.1.3 Interpret and evaluate primary and secondary sources. Remarks/Examples: Examples are artifacts, images, auditory, written sources, and validity of open sources (Wikipedia, etc.)

SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past. Remarks/Examples: Examples are archaeology, economics, geography, forensic chemistry, political science, physics.

SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

SS.912.W.1.6 Evaluate the role of history in shaping identity and character. Remarks/Examples: Examples are ethnic, cultural, personal, national, religious, economic



Resources Utilize historical inquiry skills and analytical processes.

Textbook Pearson/Prentice Hall: Florida World History – throughout textbook Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari

Montage products align with World History Standards.

Websites

“Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ Lesson Website: www.teacheroz.com/toc

DBQ Binder/History Alive

DBQs focused on Topic 1 standards

Teacher Hints

Consider how different interpretations of similar events are shaped by perspective and point of view.

Assessment Creating timelines Creating a debate for students to argue both sides of an issue. Evaluate Primary and Secondary sources.

CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource

Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information

SS.912.W.1.1: Lesson Plan SS.912.W.1.2: N/A SS.912.W.1.3: Lesson Plan; Unit/Lesson Sequence SS.912.W.1.4: N/A SS.912.W.1.5: N/A SS.912.W.1.6: N/A



Standard 2: Recognize significant events, figures, and contributions of

medieval civilizations (Byzantine Empire, Western Europe, Japan).

(Organizing Principle 2)

Recommended taught in three units:

Unit 1: Byzantine Empire: 1‐2 weeks

Unit 2: Western Europe: 2‐3 weeks

Unit 3: Japan: 1 week

Unit 1: Byzantine Empire BENCHMARK CODE (Measurement Topic)


SS.912.W.2.1 Locate the extent of Byzantine territory at the height of the empire. SS.912.W.2.2 Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and

his recognition of Christianity as a legal religion. SS.912.W.2.3 Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and

in what ways it was a departure. SS.912.W.2.4 Identify key figures associated with the Byzantine Empire.

Remarks/Examples: Examples are Justinian the Great, Theodora, Belisarius, John of Damascus, Anna Comnena, Cyril and Methodius.

SS.912.W.2.5 Explain the contributions of the Byzantine Empire. Remarks/Examples: Examples are Justinian's Code, the preservation of ancient Greek and Roman learning and culture, artistic and architectural achievements, the empire's impact on the development of Western Europe, Islamic civilization, and Slavic peoples.

SS.912.W.2.6 Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome.

SS.912.W.2.7 Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire.

SS.912.W.2.8 Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman Empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent.



Resources Medieval Byzantine Empire: events, figures and contributions

Textbook Pearson/Prentice Hall: Florida World History Chapters 9, 10 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites

“Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “The Fall of Rome” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ “Byzantium 1200”: http://www.byzantium1200.com/introduction.html Byzantine Empire: www.lukensocialstudies.weebly.com/beginning‐of‐the‐byzantine‐empire.html Lesson Website: www.teacheroz.com/toc


DBQ Mini‐Q: “What is the primary Reason to Study the Byzantines?”

Teacher Hints Examine various maps of the changing borders of Byzantium. Have students write persuasive arguments about the most important reasons for the changing

borders. Compare Byzantine icons, statues, and architecture.

Assessment Formative: Chapter Section Assessment Summative: Chapter Assessment Foldable comparing Byzantine and Islamic Empire


Instructions:

1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information



SS.912.W.2.1: N/A SS.912.W.2.2: N/A SS.912.W.2.3: N/A SS.912.W.2.4: N/A SS.912.W.2.5: N/A SS.912.W.2.6: N/A SS.912.W.2.7: N/A SS.912.W.2.8: N/A

Florida Standards Alignment

Activities

Reading:1,4 (LAFS.910.RH.1.1) (LAFS.910.RH.2.4)

Writing: 1, 9 (LAFS.910.WH.1.1) (LAFS.910.WH.3.9)

DBQ at end of chapter: Constantinople: The Great City (Ch 9); Muslim Trade Networks (Ch 10) Read an excerpt of Justinian’s Code and compare to excerpt of the Twelve Tables

“Writing About History” at end of chapter: Writing a Biographical Essay (Ch 9); Expository Essay/Compare

& Contrast (Ch 10)



Unit 2: Western Europe BENCHMARK

CODE (Measurement Topic)


SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on Europe. Remarks/ Examples: The rise of Germanic and Asiatic tribes; fall of Rome;

SS.912.W.2.10 Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization. Remarks/ Examples: Manor system; serfdom, vassal, clergy, tithes, parish, monarchy, fiefdom

SS.912.W.2.11 Describe the rise and achievements of significant rulers in medieval Europe. Remarks/Examples: Examples are Charles Martel, Charlemagne, Otto the Great, William the Conqueror, Norman Conquest, Bayeux Tapestry

SS.912.W.2.12 Recognize the importance of Christian monasteries and convents as centers of education, charitable and missionary activity, economic productivity, and political power. Remarks/Examples: Saint Benedict, illuminated manuscript, scriptorium, friars, monastery vs abbey

SS.912.W.2.13 Explain how Western civilization arose from a synthesis of classical Greco‐Roman civilization, Judeo‐Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe.

SS.912.W.2.14 Describe the causes and effects of the Great Famine of 1315‐1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe.



SS.912.W.2.15 Determine the factors that contributed to the growth of a modern economy. Remarks/Examples: Examples are growth of banking, technological and agricultural improvements, commerce, towns, guilds, rise of a merchant class.

SS.912.W.2.16 Trace the growth and development of national identify in England, France, and Spain. SS.912.W.2.17 Identify key figures, artistic, and intellectual achievements of the medieval period in Western

Europe. Remarks/Examples: Examples are Anselm of Canterbury, Chaucer, Thomas Aquinas, Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Romanesque and Gothic architecture, illumination, universities, Natural Law Philosophy, Scholasticism, Saint Patrick, Saint Augustine

SS.912.W.2.18 Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures. Remarks/Examples: Examples are Magna Carta, parliament, habeas corpus, common law



Resources Medieval Western Europe: events, figures and contributions



Websites

“Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “The Dark Ages…How Dark Were They, Really?” “Crash Course in World History”: YouTube.com – “The Vikings” “Crash Course in World History”: YouTube.com – “ “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ “Middle Ages in 3 ½ minutes”: https://www.youtube.com/watch?v=6EAMqKUimr8 Lesson Website: www.teacheroz.com/toc


DBQ Project – Mini DBQ: “Samurai and Knights: Were the Similarities Greater Than the Differences?” DBQ: “The Black Death: How Different were Christian and Muslim Responses?”

Teacher Hints Pyramid Feudal System: Students will build their own feudal society pyramids Art assessment of scenes from the Bayeux Tapestry. Use of PERSIAN, G‐SPRITE, or similar analysis of society.

Assessment Formative: Chapter Section Assessment Summative: Chapter Assessment Analysis process of source material through Library of Congress website:

http://www.loc.gov/teachers/usingprimarysources/guides.html




Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.2.9: N/A SS.912.W.2.10: N/A SS.912.W.2.11: N/A SS.912.W.2.12: N/A SS.912.W.2.13: N/A SS.912.W.2.14: N/A SS.912.W.2.15: N/A SS.912.W.2.16: N/A SS.912.W.2.17: N/A SS.912.W.2.18: N/A




Activities

Reading: 1, 6 (LAFS.910.RH.1.1) (LAFS.910.RH.2.6)


DBQ at end of chapter: The Many Faces of Charlemagne (Ch 7); Richard the Lion‐heart – King and Crusader (Ch 8)

DBQ: “The Black Death: How Different Were Christian and Muslim Responses?” Foldable graphic organizer comparing religious and political hierarchies.

“Writing About History” at end of chapter: Writing a Research Paper – Middle Ages (Ch 7); Writing an Expository Essay – Cause & Effect

RAFT Writing Strategy from eyewitness perspective at major medieval events: Great Famine, Magna Carta, Black Death, etc.: http://www.readwritethink.org/professional‐development/strategy‐guides/using‐raft‐writing‐strategy‐30625.html



Unit 3: Japan BENCHMARK CODE (Measurement Topic)


SS.912.W.2.19 Describe the impact of Japan's physiography on its economic and political development.

Remarks/Examples: Islands of: Hokkaido, Honshu, Shikoku, and Kyushu, and Okinawa, archipelago, volcanic activity, Mount Fuji

SS.912.W.2.20 Summarize the major cultural, economic, political, and religious developments in medieval Japan. Remarks/Examples: Examples are Pillow Book, Tale of Genji, Shinto (tori gate, kami), and Japanese Buddhism (Siddhartha Gautama, Four Noble Truths, Eightfold Path), , the development of the shogunate,

SS.912.W.2.21 Compare Japanese feudalism with Western European feudalism during the Middle Ages.

Remarks/Examples:

the rise of feudalism, samurai, daimyo, Code of Bushido, Seppuku

SS.912.W.2.22 Describe Japan's cultural and economic relationship to China and Korea.



Resources Medieval Japan: events, figures and contributions

Textbook Pearson/Prentice Hall: Florida World History Chapter 12 (primarily Section 4) Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites

“Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “Samurai, Diamyo, Matthew Perry and Nationalism” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Anatomy of seppuku (samurai culture): http://www.history.com/topics/samurai‐and‐

bushido/videos/seppuku?m=528e394da93ae&s=undefined&f=1&free=false# Japanese History Lesson Plans: http://www.colorado.edu/cas/tea/curriculum/imaging‐japanese‐

history/medieval/lesson.html Lesson Website: www.teacheroz.com/toc


DBQ Mini‐Q: “Samurai and Knights: Were the Similarities Greater than the Differences?”

Teacher Hints

Foldable/Venn Diagram on Japanese & European Feudalism Student created higher order questions on Shintoism. Map activities on Japan

Assessment Formative: Chapter Section Assessment Summative: Chapter Assessment Foldable comparing/contrasting Japanese and European Feudalism




Instructions:


SS.912.W.2.19: N/A SS.912.W.2.20: N/A SS.912.W.2.21: N/A SS.912.W.2.22: N/A


Activities

Reading: 2, 7, 8 (LAFS.910.RH.1.2) (LAFS.910.RH.3.7) (LAFS.910.RH.3.8) Writing: 2, 10 (LAFS.910.WH.1.2) (LAFS.910.WH.4.10)

DBQ at end of chapter: Shinto: The Way of the Spirits (Ch 12) “Tale of Genji” critical analysis

http://mercury.lcs.mit.edu/~jnc/prints/genji.html Primary source analysis of the Pillow Book using Library of Congress Analysis Tool at:

http://www.loc.gov/teachers/usingprimarysources/guides.html

“Writing About History” at end of chapter: Writing an Expository Essay – Compare & Contrast (Ch 12)



Unit 1: Islamic Civilizations: BENCHMARK CODE (Measurement Topic)


SS.912.W.3.1 Discuss significant people and beliefs associated with Islam. Remarks/Examples: Prophet Muhammad, Allah, Qu’ran, caliphs, imam, Sunnis and Shi’ites, Mecca, Medina, and Jerusalem, the Pillars of Islam, Islamic sharia law

SS.912.W.3.2 Compare the major beliefs and principles of Judaism, Christianity, and Islam. Remarks/Examples: Church, synagogue, mosque, Qur’an, Bible, Torah, imam, rabbi, priest, Sharia, Halakhah, Canon Law, monotheism,

SS.912.W.3.3 Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.

Standard 3: Recognize significant events, figures, and contributions of Islamic, Meso and South American, and Sub‐Saharan African civilizations. (Organizing Principle 3)


Unit 1: Islamic Civilizations: 1‐2 weeks

Unit 2: Africa: 1‐2 weeks

Unit 3: Meso and South American Civilizations: 1 week



SS.912.W.3.4 Describe the expansion of Islam into India and the relationship between Muslims and Hindus. Remarks/Examples: Mughal Empire, Babar, Aby Akbar, Taj Mahal, Urdu, Mughal architecture

SS.912.W.3.5 Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. Remarks/Examples: Examples are Al‐Ma'mun, Avicenna, Averroes, Algebra, Al‐Razi, Alhambra, The Thousand and One Nights.

SS.912.W.3.6 Describe key economic, political, and social developments in Islamic history. Remarks/Examples: Examples are growth of the caliphate, division of Sunni and Shi'a, role of trade, dhimmitude, Islamic slave trade.

SS.912.W.3.7 Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century. Remarks/Examples: Examples are Crusades, Reconquista.

SS.912.W.3.8 Identify important figures associated with the Crusades. Remarks/Examples: Examples are Alexius Comnenus, Pope Urban, Bernard of Clairvaux, Godfrey of Bouillon, Saladin, Richard the Lionheart, Baybars, Louis IX, Saracens, Holy Land, Jerusalem, martyrdom.



Resources Islamic Civilizations: events, figures, and contributions



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ see Lesson 5.2 “Afroeurasia and the Rise of Islam “Crash Course in World History”: YouTube.com – “The Crusades”; “Islam, The Quran, and the Five Pillars”;

“Mansa, Musa and Islam in Africa” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Islam Web”: http://www.islamweb.net/emainpage/ “Khan Academy”: https://www.khanacademy.org/ “Mosques of Istanbul”: http://www.airpano.ru/files/Mosques‐Istanbul‐Turkey/2‐2 British Museum: Mughal India: http://www.mughalindia.co.uk/room.html Lesson Website: www.teacheroz.com/toc


History Alive! activity on Islamic Daily Life DBQ Mini‐Q: “Mansa Musa’s Hajj – A Personal Journey” DBQ Mini‐Q: “Why did Islam Spread So Quickly?”

Teacher Hints PERSIAN or G‐SPRITE analysis of Gold‐Salt empires Read and analyze excerpt from “A Thousand and One Nights” Lesson: “Will the Real El Cid Please Stand Up?”

http://www.islamicspain.tv/For‐Teachers/12_Will%20the%20Real%20El%20Cid%20Please%20Stand%20Up.pdf



Assessment Formative: Chapter Section Assessment Summative: Chapter Assessment


Instructions:


SS.912.W.3.1: N/A SS.912.W.3.2: N/A SS.912.W.3.3: N/A SS.912.W.3.4: N/A SS.912.W.3.5: N/A SS.912.W.3.6: N/A SS.912.W.3.7: N/A SS.912.W.3.8: N/A


Activities



DBQ at end of chapter: Richard the Lion‐heart – King and Crusader (Ch 8); Muslim Trade Networks (Ch 10)

“The Quran” critical analysis http://www.pbs.org/pov/thelightinhereyes/lesson_plan.php

Analyzing Arabic Stereotypes using Disney’s “Aladdin”

“Writing About History” at end of chapter: Writing and Expository essay – Cause and Effect; Writing an Expository Essay – Compare and Contrast

Foldable comparing Islamic Empires and Byzantine Empire



Unit 2: Africa: BENCHMARK CODE (Measurement Topic)


SS.912.W.3.9 Trace the growth of major sub‐Saharan African kingdoms and empires. Remarks/Examples: Examples are Ghana, Mali, Songhai.

SS.912.W.3.10 Identify key significant economic, political, and social characteristics of Ghana. Remarks/Examples: Examples are salt and gold trade, taxation system, gold monopoly, matrilineal inheritance, griots, ancestral worship, rise of Islam, slavery.

SS.912.W.3.11 Identify key figures and significant economic, political, and social characteristics associated with Mali. Remarks/Examples: Examples are Sundiata, Epic of Sundiata, Mansa Musa, Ibn Battuta, gold mining and salt trade, slavery.

SS.912.W.3.12 Identify key figures and significant economic, political, and social characteristics associated with Songhai. Remarks/Examples: Examples are Sunni Ali, Askia Mohammad the Great, gold, salt trade, cowries as a medium of exchange, Sankore University, slavery, professional army, provincial political structure.

SS.912.W.3.13 Compare economic, political, and social developments in East, West, and South Africa.SS.912.W.3.14 Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and

Songhai. Remarks/Examples: Examples are disruption of trade, internal political struggles, Islamic invasions.



Resources Sub‐Saharan civilizations: events, figures, and contributions

Textbook Pearson/Prentice Hall: Florida World History Chapter 11

Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari Montage products align with World History Standards.

Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “Mansa Musa” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Lesson Website: www.teacheroz.com/toc

DBQ Binder/History

Alive DBQ Project – Mini DBQ: “Mansa Musa’s Hajj: A Personal Journal”

Teacher Hints G‐SPRITE analysis of Gold‐Salt Empires Art Analysis on Mali, Ghana, Songhai art

Assessment Formative: Chapter Section Assessment

Summative: Chapter Assessment




Instructions:


SS.912.W.3.9: N/A SS.912.W.3.10: N/A SS.912.W.3.11: N/A SS.912.W.3.12: N/A SS.912.W.3.13: N/A SS.912.W.3.14: N/A


Activities

Reading: 2, 5, 7 (LAFS.910.RH.1.2) (LAFS.910.RH.2.5) (LAFS.910.RH.3.7)


DBQ at end of chapter: Mansa Musa – King of Mali (Ch 11) Literature Reading: “Mirrors, Sandals and a Medicine Bag”

http://greenlanternpress.wordpress.com/2009/06/30/mirror‐sandals‐and‐a‐medicine‐bag/ Students will read, then develop their own Dilemma Table

Create a map to compare the geography of the 3 major African kingdoms. Read primary sources from Ibn Battuta and have students map and illustrate his travels in

Africa. “Writing About History” at end of chapter: Writing a Narrative (Ch 11)



Unit 3: Mesoamerica and South America:



SS.912.W.3.15 Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations.

SS.912.W.3.16 Locate major civilizations of Mesoamerica and Andean South America. Remarks/Examples: Examples are Maya, Aztec, Inca.

SS.912.W.3.17 Describe the roles of people in the Maya, Inca, and Aztec societies. Remarks/Examples: Examples are class structure, family life, warfare, religious beliefs and practices, slavery.

SS.912.W.3.18 Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America. Remarks/Examples: Examples are agriculture, architecture, astronomy, literature, mathematics, trade networks, government, Mayan hieroglyphics,

SS.912.W.3.19 Determine the impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac.



Resources Meso and South American civilizations: events, figures, and contributions

Textbook Pearson/Prentice Hall: Florida World History Chapter 15 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “The Spanish Empire, Silver and Runaway Inflation” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ ”Meso America: Teacher Resources”: http://resourcesforteachingabouttheborder.wordpress.com/ancient‐mesoamerica/ “Khan Academy”: https://www.khanacademy.org/ Anatomy of Aztec sacrifice: http://www.history.com/topics/aztecs/videos/aztec‐sacrifice Lesson Website: www.teacheroz.com/toc


DBQ Project: “The Aztecs: What Should History Say” DBQ Project – Mini DBQ: “The May: What Was Their Most Remarkable Achievement?”

Teacher Hints Read/discuss: “Interview with a Potato”; http://www.farmradio.org/radio‐resource‐packs/package‐60‐local‐knowledge‐for‐local‐radio/interview‐with‐the‐potato/





Instructions:


SS.912.W.3.15: N/A SS.912.W.3.16: N/A SS.912.W.3.17: Text Resource SS.912.W.3.18: N/A SS.912.W.3.19: N/A


Activities


DBQ at end of chapter: The Impact of Piracy (Ch 15) Read/discuss/write: “The Sad Night: The Story of an Aztec Victory and a Spanish Loss” by Sally Schofer

Mathews

“Writing About History” at end of chapter: Writing a Compare & Contrast Essay Write a travel brochure for someone visiting a Mayan, Incan, or Aztec culture. Map your imaginary

travels. Create a foldable about the Americas and the different characteristics of those cultures.



Standard 4: Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration. (Organizing Principle 4)

Recommended taught in four units:

Unit 1: Renaissance: 1 week

Unit 2: Reformation: 1 week

Unit 3: Age of Exploration: 1 week Unit 4: Scientific Revolution: 1 week, or taught as a part of the Enlightenment in Standard 5

Unit 1: Renaissance: BENCHMARK



SS.912.W.4.1 Identify the economic and political causes for the rise of the Italian city‐states (Florence, Milan, Naples, Rome, Venice).

SS.912.W.4.2 Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European).

SS.912.W.4.3 Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. Remarks/Examples: Examples are Petrarch, Brunelleschi, Giotto, the Medici Family, Michelangelo, Leonardo da Vinci, Erasmus, Thomas More, Machiavelli, Shakespeare, Gutenberg, El Greco, Artemisia Gentileschi, Van Eyck, sfumato, chiaroscuro, cangiante, perspective, classicism, Raphael, Botticelli, Titian, Donatello, Peter Brueghel, Hieronymus Bosch, Albrecht Durer, Northern Renaissance, Cervantes,

SS.912.W.4.4 Identify characteristics of Renaissance humanism in works of art. Remarks/Examples: Examples are Influence of classics (School of Athens), comparison of medieval vs. Renaissance art, realism, Masaccio,



Resources Renaissance: causes, events and effects



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “The Renaissance, Was It A Thing?” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Renaissance”: http://www.learner.org/interactives/renaissance/ “Khan Academy”: https://www.khanacademy.org/ Renaissance (analysis of School of Athens): https://www.khanacademy.org/humanities/renaissance‐

reformation/high‐ren‐florence‐rome/high‐renaissance1/v/raphael‐school‐of‐athens 360 degrees Sistine Chapel: http://www.vatican.va/various/cappelle/sistina_vr/index.html Flying over Florence: http://www.airpano.com/360Degree‐VirtualTour.php?3D=Florence‐Italy Lesson Website: www.teacheroz.com/toc Magellan website: https://www.youtube.com/watch?v=pM‐

igYjn6E4&index=2&list=PLZDJN5z2VUc2NnVZL5seHpRKOxbeCYrIv Renaissance Website: http://www.besthistorysites.net/index.php/early‐modern‐europe/renaissance


DBQ Project: “What Was the Most Important Consequence of the Printing Press?” DBQ Project – Mini DBQ: “How did the Renaissance Change Man’s View of Man?”

Teacher Hints Art Analysis of Renaissance art Renaissance stations activity (see K‐12 Social Studies Moodle) Leonardo da Vinci program: http://legacy.mos.org/leonardo/




CPALMS Resources

URL: http://www.cpalms.org/Public/search/Resource

Instructions:


SS.912.W.4.1: N/A SS.912.W.4.2: N/A SS.912.W.4.3: N/A SS.912.W.4.4: N/A


Activities

Reading: 1, 5, 9 (LAFS.910.RH.1.1) (LAFS.910.RH.2.5) (LAFS.910.RH.3.9) Writing: 2 (LAFS.910.WH.1.2)

DBQ at end of chapter: The Impact of the Printing Press (Ch 13) The Ultimate Renaissance Man Webquest:

http://teacherweb.com/CA/TorchMiddleSchool/TheUltimateRenaissanceMan “I am a Renaissance Person!” Webquest:

http://questgarden.com/126/80/1/110519161554/index.htm “Writing About History” at end of chapter: Writing a Persuasive Essay (Ch 13)



Unit 2: Reformation: BENCHMARK



SS.912.W.4.7 Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers.

SS.912.W.4.8 Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. Remarks/Examples: Examples are Catholic and Counter Reformation, political and religious fragmentation, military conflict, expansion of capitalism, 95 Theses, indulgences, Diet of Worms, Protestantism.

SS.912.W.4.9 Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation. Remarks/Examples: Examples are Council of Trent, Thomas More, Ignatius of Loyola and the Jesuits, Teresa of Avila, Charles V.

SS.912.W.4.10 Identify the major contributions of individuals associated with the Scientific Revolution. Remarks/Examples: Examples are Francis Bacon, Nicholaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, Isaac Newton, Blaise Pascal, Vesalius.

SS.912.W.4.5 Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. SS.912.W.4.6 Describe how scientific theories and methods of the Scientific Revolution challenged those of the

early classical and medieval periods. Remarks/Examples Heliocentric theory



Resources Reformation & Scientific Revolution: causes, events and effects



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ Review Reformation Lesson 6.7 Review Scientific Revolutions Lesson 6.6 “Crash Course in World History”: YouTube.com – “Luther and the Protestant Reformation” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Teaching the Scientific Revolution”: http://www.clas.ufl.edu/users/ufhatch/pages/03‐Sci‐Rev/SCI‐REV‐Teaching/index.htm “Khan Academy”: https://www.khanacademy.org/ “Elizabeth I”: http://www.elizabethi.org/contents/ Lesson Website: www.teacheroz.com/toc Lesson Website: http://www.calvin.edu/meeter/educational‐resources/high‐school‐lesson‐plans.htm Lesson Website: http://www.calvin.edu/meeter/educational‐resources/high‐school‐lesson‐plans.htm


DBQ Project – Mini DBQ: “Exploration or Reformation: Which Was the More Important Consequence of the Printing Press?”

DBQ Mini‐Q: “Exploration and Reformation: Consequences of the Renaissance” Teacher Hints Discuss changes in Catholic domination of Europe.

“Using Art to Define the Renaissance” http://www.teachersfirst.com/lessons/art‐ren/ Collaborate with your Science Department to coordinate efforts in teaching about the Scientific

Revolution.





Instructions:


SS.912.W.4.5: N/A SS.912.W.4.6: N/A SS.912.W.4.7: N/A SS.912.W.4.8: N/A SS.912.W.4.9: N/A SS.912.W.4.10: N/A


Activities

Reading: 2, 6 (LAFS.910.RH.1.2) (LAFS.910.RH.2.6) Writing: 4 (LAFS.910.WH.2.4)

DBQ at end of chapter: The Impact of the Printing Press (Ch 13) Primary Source Reading: Martin Luther’s “95 Theses” Primary Source Reading: “Adages” translated by Erasmus: Students will determine the figurative and

literal meanings of several adages and determine how they apply to the Renaissance.

“Writing About History” at end of chapter: Writing a Persuasive Essay (Ch 13)



Unit 3: Age of Exploration: BENCHMARK CODE (Measurement Topic)


SS.912.W.4.11 Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. Examples/remarks. Columbus, Da Gama, Magella, Balboa, Cartier, Calbot;

SS.912.W.4.12 Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the

Americas.

SS.912.W.4.13 Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.

SS.912.W.4.14 Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.

SS.912.W.4.15 Explain the origins, developments, and impact of the trans‐Atlantic slave trade between West Africa and the Americas. Examples/ remarks: Middle Passage, triangular trade



Resources Age of Exploration: causes, events and effects



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ “Crash Course in World History”: YouTube.com – “15th Century Mariners”; “The Columbian Exchange” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Lesson Website: www.teacheroz.com/toc Explorers website: http://mrnussbaum.com/explorers/explorerprofiles/ Exploration Video: https://www.flocabulary.com/age‐of‐exploration/


DBQ Project: “What Drove the Sugar Trade?” DBQ Project – Mini DBQ: “April 27, 1521: Was Magellan Worth Defending?” DBQ Project – Mini‐Q: “Should We Celebrate the Voyages of Zheng He?”

Teacher Hints Compare explorations of Zheng He, Columbus, and Magellan

Map explorers routes and claims. Review lessons at www.slavevoyages.org





Instructions:


SS.912.W.4.11: N/A SS.912.W.4.12: N/A SS.912.W.4.13: N/A SS.912.W.4.14: N/A SS.912.W.4.15: N/A


Activities

Reading: 8, 10 (LAFS.910.RH.3.8) (LAFS.910.RH.4.10) Writing: 5, 7 (LAFS.910.WH.2.5) (LAFS.910.WH.3.7)

DBQ at end of chapter: Why Did Europeans Explore the Seas? (Ch 14); The Impact of Piracy (Ch 15) Create a Columbian Exchange collage Primary Source Review: the slave narrative of Venture Smith

http://www.pbs.org/wgbh/aia/part2/2h5t.html Lessons: www.slavevoyages.org

Create “I Am” poems based on Scientific thinkers “Writing About History” at end of chapter: Writing a Biographical Essay (Ch 14): Writing a Compare &

Contrast Essay Develop/present period consistent menus with regards to Columbian Exchange



Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions. (Organizing Principle 5)

Recommended taught in one unit: 2‐3 weeks



SS.912.W.5.1 Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia. Remarks/Examples: Phillip II (Spain), Louis XIV, Edict of Nantes, Absolutism, absolute vs. constitutional monarchy, Charles II, Oliver Cromwell, Cavaliers vs. Roundheads, English Bill of Rights, English Habeas Corpus, divine rights of kings, mercantilism, Louis XIV, Colbert, Richelieu, Edict of Fontainbleau, Peter the Great, Catherine the Great, Frederick the Great, creation of Austria and Prussia, Maria Theresa, tsar, Saint Petersburg, Versailles

SS.912.W.5.2 Identify major causes of the Enlightenment. Remarks/Examples: Examples are ideas from the Renaissance, Scientific Revolution, Reformation, and resistance to absolutism.

SS.912.W.5.3 Summarize the major ideas of Enlightenment philosophers. Examples/ remarks: Rousseau,Voltaire,Bacon,Descartes,Spinoza,Hume,Kant,Montesquieu,Hobbes,andLocke,philosophes;

SS.912.W.5.4 Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world.

SS.912.W.5.5 Analyze the extent to which the Enlightenment impacted the American and French Revolutions. Remarks/ examples: Freedom of speech, separation of powers, laws protect freedom, natural rights



SS.912.W.5.6 Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. Remarks/examples: Old Regime, Louis XVI, Marie Antoinette, Tennis Court Oath, Storming the Bastille, Declaration of Rights of Man and Citizen, bread riots, three estates, guillotine, Estate General, Versailles, National Assembly, tri‐color flag, Sans Culottes, Jacobins, Reign of Terror, Marat, Robespierre, Napoleon, Napoleonic coup d’etat, Napoleonic Code.

SS.912.W.5.7 Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. Remarks/examples: Fr. Hildago, Jose Morales



Resources Enlightenment & Age of Revolutions: causes, events and effects

Textbook Pearson/Prentice Hall: Florida World History Chapters 17, 18, 20 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ Scientific Revolution Lesson 6.6 “Crash Course in World History”: YouTube.com – “The French Revolution”; “Haitian Revolutions”;

“American Revolution” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Coroner’s report Guillotine: http://www.history.com/topics/french‐revolution/videos/coroners‐report‐

guillotine Primary documents on bread riots in France ( French Revolution):

http://www.ccscambridge.org/sites/default/files/ctracyfiles/U1R1%20‐%20Causes%20of%20the%20French%20Revolution%20‐‐%20accomm%20version.pdf

Versailles (computer reconstruction) : https://www.youtube.com/watch?v=X235vpOToVU Lesson Website: www.teacheroz.com/toc Enlightenment website: http://www.learner.org/courses/amerhistory/pdf/Enlightenment_LOne.pdf Enlightenment Lesson Plan: http://tinyurl.com/qd5xntm


DBQ Project – Mini DBQ: “The Enlightenment Philosophers: What Was Their Main Idea?” DBQ Project – Mini DBQ: “The Reign of Terror: Was It Justified?” DBQ Project – Mini DBQ: “How Should We Remember Toussaint L’overtoure?” DBQ Project – Mini DBQ: “Latin American Independence: Why Did the Creoles Lead the Fight?”

Teacher Hints Make connections between Enlightenment thinkers, Age of Exploration and Scientific Revolution





Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.5.1: N/A SS.912.W.5.2: Lesson Plan SS.912.W.5.3: N/A SS.912.W.5.4: N/A SS.912.W.5.5: Lesson Plans SS.912.W.5.6: Lesson Plans SS.912.W.5.7: N/A


Activities


DBQ at end of chapter: Enlightenment Thought (Ch 17); Storming the Bastille (Ch 18); The Revolutions of 1848 – The Aftermath (Ch 20)

“Declaration of the Rights of Man and Citizen” critical analysis http://michaelkmilton.com/2012/08/22/primary‐documents‐ss‐c‐the‐declaration‐of‐the‐rights‐of‐man‐and‐citizen/

Write fictional letters between Enlightenment thinkers and the leaders of the Catholic Church Create “facebook” pages for Enlightenment thinkers. “Writing About History” at end of chapter: Writing for Assessment – Expository (Ch 17); Expository

Essay: Cause and Effect (Ch 18); Writing a Persuasive Essay (Ch 20)



Standard 6: Understand the development of Western and non‐Western nationalism, industrialization and imperialism, and the significant processes and consequences of each. (Organizing Principle 6)

Recommended taught in two units: development of Western and non‐Western nationalism should be addressed throughout both units.

Unit 1: industrialization: 1 week

Unit 2: imperialism: 2 weeks

Unit 1: industrialization:


BENCHMARKS (Curriculum Standards)

SS.912.W.6.1 Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. Remarks/Examples Seed drill, 4‐field system, steam engine, railroad/canal system, thrashing machine, power looms

SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. Remarks/Examples: Examples are urbanization, increased productivity and wealth, rise of the middle class, conditions faced by workers, rise of labor unions, expansion of colonialism.

SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx.

SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. Remarks/Examples: Examples are Meiji Reforms, abolition of slavery in the British Empire, expansion of women's rights, labor laws.



SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. Remarks/Examples: Otto von Bismarck, Garibaldi, Franco‐Prussian War

Unit 2: Imperialism:


BENCHMARKS

(Curriculum Standards)

SS.912.W.6.6 Analyze the causes and effects of imperialism. Remarks/Examples: Examples are social impact on indigenous peoples, the Crimean War, development of the Suez Canal, Spheres of Influence, Scramble for Africa

SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism. Remarks/Examples: Examples are Western incursions, Opium Wars, Taiping and Boxer Rebellions, nationalist revolution.



Resources Nationalism, Industrial Revolution & Imperialism: causes, events and effects

Textbook Pearson/Prentice Hall: Florida World History Chapters 21, 22, 24 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “World History for Us All”” http://worldhistoryforusall.sdsu.edu/ Review Industrial Revolution Lesson 7.1 “Crash Course in World History”: YouTube.com – “Railroads”; “Population”; “Coal, Steam and the

Industrial Revolution”; “Capitalism and Socialism”; “Imperialism” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ “The Children Who Built Victorian England:”

https://www.youtube.com/playlist?list=PL37A7C0985535C01A Lesson Website: www.teacheroz.com/toc Industrial Revolution website: http://www.prometheanplanet.com/en‐

us/Search/resources/language/english/?Keywords=Industrial+Revolution&SortField=relevance Imperialism website: http://legacy.fordham.edu/halsall/mod/modsbook34.asp


DBQ Project: “How Did Colonialism Affect Kenya?” DBQ Project: “Female Mill Workers in England and Japan: How Similar Were Their Experiences?” DBQ Project – Mini DBQ: “Female Mill Workers in Japanese Silk Factories: Did the Benefits Outweigh

the Costs?” DBQ Project – Mini DBQ: “What Was the Driving Force Behind European Imperialism in Africa?”

Teacher Hints Use Frayer Model to introduce concepts/terms/people/places: http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf





Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.6.1: N/A SS.912.W.6.2: N/A SS.912.W.6.3: N/A SS.912.W.6.4: N/A SS.912.W.6.5: N/A SS.912.W.6.6: Lesson Plan SS.912.W.6.7: N/A


Activities


DBQ at end of chapter: Birth of the Modern City (Ch 21); On the Crimean Front (Ch 22); The Forgotten Genocide (Ch 24)

Rudyard Kipling, “White Man’s Burden” and “The Jungle Book” critical analysis. http://betterlesson.com/lesson/16219/imperialism‐and‐the‐white‐man‐s‐burden

Comparison/Contrast of global maps before and after European imperialism

“Writing About History” at end of chapter: Writing a Problem‐Solutions Essay (Ch 21); Writing a Persuasive Essay (Ch 22); Writing a Persuasive Essay (Ch 24)



Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power. (Organizing Principle 7)


Unit 1: Great War: week

Unit 2: In Between Years, 1919‐1939: weeks Unit 3: World War II: weeks

Unit 1: Great War:



SS.912.W.7.1 Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.

SS.912.W.7.2 Describe the changing nature of warfare during World War I. Remarks/Examples: Examples are the impact of industrialization, use of total war, trench warfare, chemical warfare, mechanized warfare, destruction of the physical landscape and human life.

SS.912.W.7.3 Summarize significant effects of World War I. Remarks/Examples: Examples are collapse of the Romanov dynasty, creation of the Weimar Republic, dissolution of the German, Russian, Austro‐Hungarian and Ottoman empires, Armenian Genocide, Balfour Declaration, Treaty of Versailles, beginning of world‐wide depression



Resources World War I: Causes, warfare, effects, German economic crisis, global depression & Great Depression



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “Crash Course in World History”: YouTube.com – “How World War I Started” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “National World War I Museum”: http://www.theworldwar.org/s/110/new/index_community.aspx “Khan Academy”: https://www.khanacademy.org/ WW 1 Lessons: www.methaction/org/cms/lib/PA01000176/centricity/domain/1026/world‐war‐1‐

beginning.pdf Lesson Website: www.teacheroz.com/toc Great War website: http://www.greatwar.co.uk/research/education/teacher‐ww1‐resources.htm Between Wars: http://www.causeeffect.org/articles/historypart2.pdf


DBQ Project: “What Were the Underlying Causes of World War I?” DBQ Project – Mini DBQ: “What Was the Underlying Cause of World War I?” History Alive! Weapons of World War I

Teacher Hints Make connection between transition to modern warfare practices and loss of war as a distinguished and glorified event.





Instructions:


SS.912.W.7.1: Lesson Plans; Unit/Lesson Sequence SS.912.W.7.2: N/A SS.912.W.7.3: Unit/Lesson Sequence


Activities


DBQ at end of chapter: The United States Enters the War (Ch 26); A Fistful of Salt (Ch 27) Primary Source Review: Franz Ferdinand and Bloody Sunday Literature Review and analysis: “All Quiet on the Western Front” Literature Review and Analysis: “Dulce Decorum Est” by Wilfred Own

The War Poetry Website: http://www.warpoetry.co.uk/index.html Propaganda Analysis of World War I war posters

“Writing About History” at end of chapter: Writing a Cause & Effect Essay (Ch 26); Writing a Persuasive

Essay (Ch 27)



Unit 2: In Between Years,1919‐

1939: BENCHMARK CODE (Measurement Topic)


SS.912.W.7.4 Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression. Remarks/Examples Rise of the Nazi Party, Rise of the Communist,

SS.912.W.7.5 Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco.

SS.912.W.7.6 Analyze the restriction of individual rights and the use of mass terror against populations in the Soviet Union, Nazi Germany, and occupied territories. Remarks/Examples Schutzstaffel, NKVD, Soviet purges, Gulag,



Unit 3: World War II: BENCHMARK



SS.912.W.7.7 Trace the causes and key events related to World War II. Remarks/Examples: Sudetenland, Treaty of Versailles, appeasement, Rhineland, Anschluss

SS.912.W.7.8 Explain the causes, events, and effects of the Holocaust (1933‐1945) including its roots in the long tradition of anti‐Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.

SS.912.W.7.9 Identify the wartime strategy and post‐war plans of the Allied leaders.

Remarks/Examples: Examples are Churchill, Roosevelt, Stalin.

SS.912.W.7.10 Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan.

SS.912.W.7.11 Describe the effects of World War II.

Remarks/Examples: Examples are human toll, financial cost, physical destruction, emergence of the United States and Soviet Union as superpowers, creation of the United Nations.



Resources World War II: Causes, effects, Authoritarian governments, Holocaust, war strategy



Websites “National WW II Museum”: http://www.ddaymuseum.org/ “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “Crash Course in World History”: YouTube.com – “World War II” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “World History for Us All” Landscape Unit 9.3 and 9.5 “Khan Academy”: https://www.khanacademy.org/ National WW 2 Museum: www.nationalww2museum.org/learn/education/index Lesson Website: www.teacheroz.com/toc World War Two: http://www.nationalww2museum.org/learn/education/for‐students/ww2‐history/


DBQ Project – Mini DBQ: “How Did the Versailles Treaty Help Cause World War II?”

Teacher Hints Search for Holocaust lesson trunks Video from ABC: ’45‐‘85 Create foldable comparing fascism, communism, and democracy.





Instructions:

1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.7.4: N/A SS.912.W.7.5: N/A SS.912.W.7.6: N/A SS.912.W.7.7: N/A SS.912.W.7.8: N/A SS.912.W.7.9: N/A SS.912.W.7.10: N/A SS.912.W.7.11: N/A


Activities

Reading: 9, 10 (LAFS.910.RH.3.9) (LAFS.910.RH.4.10) Writing: 1,6 (LAFS.910.WH.1.1) (LAFS.910.WH.2.6)

DBQ at end of chapter: Hitler’s Rise to Power (Ch 28); The Decision to Use the Atomic Bomb (Ch 29) Literature Review and Analysis: “Night” by Elie Wiesel Literature Review and Analysis: “Man’s Search for Meaning” by Viktor Frankl Literature Review and Analysis: “The Hangman” by Maurice Ogden

Poem: http://edhelper.com/poetry/The_Hangman_by_Maurice_Ogden.htm Study Guide: http://www.beaconlearningcenter.com/documents/835_01.pdf

Propaganda Analysis of World War II war posters

“Would You Drop the Bomb?” http://www.eastconn.org/tah/WouldYouDropTheBomb.pdf “Writing About History” at end of chapter: Writing a Compare & Contrast Essay (Ch 28); Writing a

Research Report (Ch 29)



Standard 8 and Standard 9 overlap due to the complex trends of the 20th century. As a result, three units are recommended that overlap. Standard 8: Recognize significant events and people from the post World War II and Cold War eras. (Organizing Principle 8) Standard 9: Identify major economic, political, social, and technological trends beginning in the 20th century. (Organizing Principle 9)


Unit 1: Cold War: week

Unit 2: Major Economic and Technological Trends: weeks Unit 3: Decolonization: weeks

Unit 1: Cold War: BENCHMARK CODE (Measurement Topic)


SS.912.W.8.1 Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. Remarks/Examples: Examples are NATO, Warsaw Pact.

SS.912.W.8.2 Describe characteristics of the early Cold War.

Remarks/Examples: Examples are containment policy, Truman Doctrine, Marshall Plan, Iron Curtain, Berlin Airlift.

SS.912.W.8.3 Summarize key developments in post‐war China.

Remarks/Examples: Examples are Chinese Civil War, Mao Zedong, Great Leap Forward, Cultural Revolution, China's subsequent rise as a world power, Chiang Kai Shek, Taiwan



SS.912.W.8.4 Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East Remarks/Examples: Examples are: Vietnam, Cuban Missle Crisis, Nicaragua, Uganda, Rwanda

SS.912.W.8.5 Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe.

Remarks/Examples: Examples are the arms race, Soviet invasion of Afghanistan, growing internal resistance to communism, perestroika and glasnost, United States influence, space race



Resources Post WW II & Cold War, part 1: Communism, arms race



Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “Crash Course in World History”: YouTube.com – “Cold War” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Lesson Website: www.teacheroz.com/toc


DBQ Project: Mini‐Q: “The Soviet Union: What Should Textbooks Emphasize?”

Teacher Hints Create foldable with the causes/effects of the arms race.



Instructions:

1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.8.1: Unit/Lesson Sequence SS.912.W.8.2: Unit/Lesson Sequence SS.912.W.8.3: N/A SS.912.W.8.4: N/A SS.912.W.8.5: N/A




Activities


DBQ at end of chapter: The Decision to Use the Atomic Bomb (Ch 29); Cold War Chills (Ch 30) Literature Review and Analysis: “Butter Battle Book” by Dr. Seuss (about the Berlin Wall and the Arms

Race) Literature Review and Analysis: Excerpts from “A Mountain of Crumbs” by Elena Gorokhova

“Writing About History” at end of each chapter: Writing a Research Report (Ch 29); Writing a Problem‐

Solution Essay (Ch 30)



Unit 2: Major Economic and

Technological Trends: BENCHMARK CODE

(Measurement Topic)


SS.912.W.9.1 Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. Remarks/Examples: Examples are Marie Curie, Albert Einstein, Enrico Fermi, Sigmund Freud, Wright Brothers, Charles R. Drew, mass vaccination, atomic energy, transistor, microchip, space exploration, Internet, discovery of DNA, Human Genome Project.

SS.912.W.9.2 Describe the causes and effects of post‐World War II economic and demographic changes. Remarks/Examples: Examples are medical and technological advances, free market economics, increased consumption of natural resources and goods, rise in expectations for standards of living.

SS.912.W.9.5 Assess the social and economic impact of pandemics on a global scale. Remarks/Examples: Examples are SARS, Avian Flu, Spanish Flu, HIV/AIDS, Ebola,

SS.912.W.9.6 Analyze the rise of regional trade blocs such as the European Union and NAFTA. Remarks/Examples: Examples to also include BRIC, World Trade Organization, Free Trade Area of the Americas (FTAA)



Unit 3: Decolonization:



SS.912.W.8.6 Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab‐Muslim world.

SS.912.W.8.7 Compare post‐war independence movements in African, Asian, and Caribbean countries. SS.912.W.8.8 Describe the rise and goals of nationalist leaders in the post‐war era and the impact of their rule

on their societies. Remarks/Examples: Examples are Mahatma Ghandi, Fidel Castro, Gamal Abdel Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal Nehru.

SS.912.W.8.9 Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America.

SS.912.W.8.10 Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades. Remarks/Examples: Examples are Iranian Revolution, Mujahideen in Afghanistan, Persian Gulf War.

SS.912.W.9.3 Explain cultural, historical, and economic factors and governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non‐governmental responses to them. Remarks/Examples: Examples are prejudice, racism, stereotyping, economic competition.

SS.912.W.9.4 Describe the causes and effects of twentieth century nationalist conflicts. Remarks/Examples: Examples are Cyprus, Kashmir, Tibet, Northern Ireland.

SS.912.W.9.7 Describe the impact of and global response to international terrorism. Remarks/Examples: Examples are: Al Qaida, ISIS, war on Terror, 9/11, Hamas, Somalia, Boko Haram,



Resources Trends of the 20th century, part 1

Textbook Pearson/Prentice Hall: Florida World History Ch 32 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “Crash Course in World History”: YouTube.com – “Conflict in Israel and Palestine”; “Islam and Politics” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Lesson Website: www.teacheroz.com/toc


DBQ Project: “Gandhi, King and Mandela: What Made Non‐Violence Work?” DBQ Project – Mini DBQ: “The Soviet Union: What Should Textbooks Emphasize?” DBQ Project – Mini DBQ: “What Made Gandhi’s Nonviolent Movement Work?”

Teacher Hints Use newspapers from around the world to demonstrate how similar events are reported from different perspectives.




CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information SS.912.W.8.6: N/A SS.912.W.8.7: Lesson Plan; Unit/Lesson Sequence SS.912.W.8.8: Lesson Plan SS.912.W.8.9: Lesson Plan SS.912.W.8.10: N/A SS.912.W.9.1: N/A SS.912.W.9.2: Unit/Lesson Sequence SS.912.W.9.3: N/A SS.912.W.9.4: Unit/Lesson Sequence SS.912.W.9.7: N/A


Activities



DBQ at end of chapter: The Palestinian Question (Ch 32) Analyze/Interpret primary source documents: Nelson Mandela, “Statement at the Rivonia Trial” (1964);

Andrei Sakharov, “Peace, Progress, and Human Rights” speech (1975); Lech Walesa – Nobel Peace Prize Lecture (1983); Salman Rusdhie, “In Good Faith” essay (1989)

Analyze/interpret: “Half Spoon of Rice: A Survival Story of the Cambodian Genocide” by Icy Smith Compare accounts of Israeli‐Palestinian conflicts: http://vispo.com/PRIME/leohn1.pdf Read refugee accounts from Darfur: http://www.oxfam.org.uk/education/resources/darfur/

“Writing About History” at end of each chapter: Writing a Research Report (Ch 32)



Resources Trends of the 20th century, part 2

Textbook Pearson/Prentice Hall: Florida World History Ch 33, 34 Safari Montage Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari


Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/ “Victorian Web”: http://www.victorianweb.org/ “Crash Course in World History”: YouTube.com – “The Colonization and Nationalism Triumphant” “World History Teacher’s Blog”: http://worldhistoryeducatorsblog.blogspot.com/ “Khan Academy”: https://www.khanacademy.org/ Lesson Website: www.teacheroz.com/toc


DBQ Project – Mini DBQ: “China’s One Child Policy: Was It a Good Idea?” DBQ Project – Mini DBQ: “Should the United States Drill for Oil in Alaska’s Wilderness?” DBQ – Human Rights:

http://www.lakelandschools.org/webpages/modonnell/news.cfm?subpage=16106 Teacher Hints Use “Taking Sides: World Politics” to engage students in debate.

Globalization Unit: http://www.globalization101.org/uploads/File/NewportHighUnit.pdf Globalization lesson: Students will list 10‐15 products in their home and where they were made.



Instructions:





Activities


Writing: 4, 6, 10 (LAFS.910.WH.2.4) (LAFS.910.WH.2.6) (LAFS.910.WH.4.10)

DBQ at end of chapter: China’s Economy (Ch 33); The Use of Alternative Energy (Ch 34) Analyze/Interpret primary source documents: George W. Bush – Speech to US Congress on the 9/11

attacks (2001); Barack Obama – “Remarks by the President in the State of the Union Address” (02/12/2013); Thomas Friedman and Robert Kaplan – “Is Globalization likely to Create a Better World”; Vandana Shiva, “Stolen Harvest” (2000)

Chart the food production and consumption in select countries between 1970‐present. Analyze/interpret excerpt from Khaled Hosseini’s, “Kite Runner” 9/11 Oral Interviews (Where were you when. . . ?”

“Writing About History” at end of chapter: Writing a Research Report (Ch 33); Writing a Persuasive

Essay (Ch 34)

Safari Montage Resources are continually being updated. When utilizing Safari Montage, login then click on the STANDARDS tab and

follow the prompts to locate titles suitable for particular standards. The Safari Montage STANDARDS for high school World History website address may be copy/pasted from below: http://safari4.volusia.k12.fl.us/SAFARI/montage/standardsirp.php?stddocument=NextGenerationSunshineStateStandards&standardparentid=AF720376‐CCB8‐11DD‐A7C8‐69619DFF4B22&standardid=B8D25062‐C801‐11DD‐B8FEF90E9DFF4B22&frompage=&cskeyindex=‐1&state=10&fromgrade=9&tograde=12&title=B8D35264‐C801‐11DD‐B8FE‐F90E9DFF4B22

Social Studies Curriculum Map

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