Page 1
Course Pacing Guide Course Code: 2109310 Course Name: World History
Unit 1 Title: Beginning to Civilization
Unit Essential Question:
What were the contributions of the foundations period to the societies that followed?
• How and why does history influence humankind?
• What skills and sciences help us to uncover the past? Semester: 1 Grading Period: 1
Concept: Prehistory-A.D. 1500
: Chapter 1 Lessons 1-2 31/2 days
Concept: Byzantine….A.D. 50-800
: Chapter 2 Lessons 1-5 71/2 days
Concept: Medieval Kingdoms…..800-1300
: Chapter 4 Lessons 1-3 41/2 days
Standard(s):
(G) Standard 2: Understand physical and cultural
characteristics of places.
SS.912.G.2.1 (WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4 (WH) Standard 2: Recognize significant events, figures,
and contributions of medieval civilizations (Byzantine
Empire, Western Europe, Japan)
SS.912.W.2 & SS.912.W.3
LA.910.1.6.1 LA.910.162 LA.910.2.2.2 LA.910.2.2.3
Standard(s):
(G) Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to
report information.
SS.912.G.1.2
(G) Standard 4: Understand the characteristics,
distribution, and migration of human populations.
SS.912.G.4.7
(WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4
(WH) Standard 2: Recognize significant events, figures,
and contributions of medieval civilizations (Byzantine
Empire, Western Europe, Japan)
SS.912.W.2.2 & SS.912.W.3.2
LA.910.1.6.1/LA.910.1.6.2/LA.910.2.2.2 LA.910.2.2.3
Standard(s):
(G) Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to
report information.
SS.912.G.1.2
(G) Standard 4: Understand the characteristics,
distribution, and migration of human populations.
SS.912.G.4.7
(WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4
(WH) Standard 2: Recognize significant events, figures,
and contributions of medieval civilizations (Byzantine
Empire, Western Europe, Japan)
SS.912.W.2.2
Lesson Essential Question:
What were the main features and achievements of Egypt's
three kingdoms?
What were the main features of Sumerian civilization?
What were the main characteristics of Aryan civilization
in India?
Lesson Essential Question:
Why did the new faith, Christianity, spread across the
Roman Empire and eventually became the official
religion?
How did the social and political upheavals led to the
decline of the Roman Empire?
Why did the Eastern Roman Empire evolve into the
Byzantine Empire, and How did they preserved and
transmit Greek and Roman culture?
Lesson Essential Question:
How did the collapse of central authority in Europe led
to the new political order known as feudalism?
How did the new farming practices under manorialism
support population growth, and revival of trade led to a
money-based economy and the rise of cities?
Why the European monarchs did began to extend their
power and build strong states between 100 and 1300?
Page 2
Course Pacing Guide Vocabulary:
Monotheism Mandate of Heaven
Oligarchy Democratic
Republic Lineage Group
Sultanate Feudalism
Crusades
Vocabulary:
Procurator Clergy
Laity Plague
Bishopric Monk
Monasticism Missionary
Nun Abbess
Wergild Ordeal
Patriarch Icon
Idolatry
Vocabulary:
Knight Vassal
Fief Feudal contact
Chivalry Carruca
Serf Patrician
Manor Bourgeoisie
Common law Magna Carta
Parliament Estate
Resources:
Use textbook provided resources
Word walls
Maps
Globes
Artifacts
Resources:
Use textbook provided resources
Word walls
Maps
Globes
Artifacts
Resources:
Use textbook provided resources
Additional Information:
Ancient Civilization for kids
http://www.kathimitchell.com/ancivil.html
Additional Information:
Thinking Skills and Activities
a. Identify and assess causes and effects for events.
b. Explain the differences between oral and written
history.
c. Construct and interpret timelines.
d. Examine the differing perspectives
of firsthand accounts and of historical revisions.
Additional Information:
Medieval Life – Feudalism
http://www.historyonthenet.com/Medieval_Life/feudalis
m.htm
Peasants, Trade, and Cities
http://www.youtube.com/watch?v=tW_91BnlbP4
http://www.glencoe.com/video_library/index_with_mods
.php?CHAPTER=9&PROGRAM=9780078745256&VID
EO=3991
Page 3
Course Pacing Guide
Course Code: 2109310 Course Name: World History
Unit 2 Title: Middle Ages Africa to Asia
Unit Essential Question:
What were the cultural, political, social, and religious attributes of the Middle Age Afro-Asiatic world? Semester: Semester 1 Grading Period: 1
Concept: Islamic……600-1400
: Chapter 3 Lessons 1-3 41/2 days
Concept: East Asia 220-1500
Chapter 5 Lessons 1-4 61/2 days
Concept: Crusades……..1000-1500
Chapter 6 Lessons 4 Days: 61/2
Standard(s):
(G) Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to report
information.
SS.912.G.1.2
(G) Standard 4: Understand the characteristics, distribution,
and migration of human populations.
SS.912.G.4.7
(WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4
(WH) Standard 2: Recognize significant events, figures, and
contributions of medieval civilizations (Byzantine Empire,
Western Europe, Japan)
SS.912.W.2.2
Standard(s):
(G) Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to
report information.
SS.912.G.1.2
G) Standard 2: Understand physical and cultural
characteristics of places.
SS.912.G.2.1
(G) Standard 4: Understand the characteristics,
distribution, and migration of human populations.
SS.912.G.4.7
(WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4
(WH) Standard 2: Recognize significant events, figures,
and contributions of medieval civilizations (Byzantine
Empire, Western Europe, Japan)
SS.912.W.2.2
(WH) Standard 3: Recognize significant events, figures,
and contributions of Islamic, Meso and South American,
and Sub-Saharan African civilizations.
SS.912.W.1.3
Standard(s)
(G) Standard 1: Understand how to use maps and other
geographic representations, tools, and technology to
report information.
SS.912.G.1.2
(G) Standard 4: Understand the characteristics,
distribution, and migration of human populations.
SS.912.G.4.7
WH) Standard 1: Utilize historical inquiry skills and
analytical processes.
SS.912.W.1.4
(WH) Standard 2: Recognize significant events, figures,
and contributions of medieval civilizations (Byzantine
Empire, Western Europe, Japan)
SS.912.W.2.2
(WH) Standard 3: Recognize significant events, figures,
and contributions of Islamic, Meso and South American,
and Sub-Saharan African civilizations.
SS.912.W.1.3
Page 4
Course Pacing Guide Lesson Essential Question:
Who were the first muslin and what were they known for?
Why did the Arabic people choose Abu Bar as the new
leader for the Arab Empire?
What roles did philosophy, science, and history play in the
Islamic culture?
Lesson Essential Question:
How would you describe the Japan’s cultural and
economic relationship to China and Korea?
What impact did religion have on the Chinese
government?
How would you compare Japanese feudalism with
Western European feudalism during the Middle Ages?
How would the expansion of Islam into India related to
the relationship between Muslims and Hindus?
Lesson Essential Question:
What impression did popes want to make during the
Middle Ages?
Why did the Crusader kingdoms depend on Italian cities
for supplies?
Why might the church leaders during the Middle Ages
have used stained-glass windows to teach people Biblical
stories?
What might people of the day have believed about the
cause of the plague?
Vocabulary:
Sheikh Allah
Quran Muslim
Islam Hijrah
Bedouin Hajj
Five Pillars of Islam
Caliph Jihad
Shia Sunni
Vizier Sultan
Caliphate Dowry
Bazaar Astrolabe
Arabesques Minaret
Muezzin
Vocabulary:
Theravada Mahayana
samural Bushido
shogun daimyo
Shinto Zen
Archipelago khanate
porcelain dowry
neo-Confucianism
scholar-gentry
Vocabulary:
Lay investiture sacrament
Interdict relics
Heresy Crusades
Infidel theology
Scholasticism vernacular
Chanson de geste taille
Anti-Semitism new monarchy
Resources:
Use textbook provided resources
Graphic organizers
Analyzing Perspectives
Compare Contrast Summary
KWL Outlines
Resources:
Use textbook provided resources
Graphic organizers
Resources:
http://www.pptpalooza.net/
Additional Information:
Additional Information:
Additional Information:
Concept: Medieval Africa….. 500-1500
: Chapter 7 Lessons 1-2 41/2 days
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.3 LA.910.2.1
SS.912.G.4 SS.912.H.1 SS.912.H.3
Page 5
Course Pacing Guide Lesson Essential Question:
How did the geography and cultures of Africa shape the
Medieval period?
How did the growth of the great trading states in Africa
enable the kingdoms to prosper and their rulers to protect
their people?
Vocabulary:
Plateau Savanna lineage groups
Matrilineal Patrilineal subsistence farming
Diviner Griot stateless society
Resources: Use textbook provided resources
Additional Information:
African Web Directory
http://kabiza.com/African-Directory-Society-Culture.htm
The Kingdom of Mali 1200-1450
http://www.thenagain.info/webchron/africa/Mali.html
Photographic Society of South Africa
http://www.pssa.co.za/
Songhai Empire (ca. 1375-1591)
http://www.blackpast.org/?q=gah/songhai-empire-ca-1375-
1591
Page 6
Course Pacing Guide Course Code: 2109310 Course Name: World History
Unit 3 Title: Renaissance and Reformation
Unit Essential Question:
How did the renaissance period effect the reformation of Europe?
Semester: 2 Grading Period: 2
Concept: The Renaissance….1350-1600
Chapter 9 Lessons: 1 & 2 Days: 51/2
Concept: Reformation……1517-1600
Chapter 10 Lessons: 1 & 2 Days: 41/2
Concept: Exploration…..1500-1800
Chapter 11 Lessons: 1-3 Days: 61/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.4 SS.912.W.4 LA.910.2.2
SS.912.H.1 SS.912.H.3
Standard(s):
SS.912.H.1 SS.912.W.1 LA.910.1.6
SS.912.H.3 SS.912.W.4 LA.910.1.2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.3 LA.910.1.2
SS.912.G.4 SS.912.W.4
SS.912.H.3
Lesson Essential Question:
How did the Renaissance period emphasize secularism, ties
to ancient Greek and Roman, and individual abilities?
What influenced the intellectual and artistic movements of
the Renaissance?
Lesson Essential Question:
Why did the desire for reform in Northern Europe led to
the emergence of Protestantism?
Why did the different forms of Protestantism emerge in
Europe because of the Reformation spread?
Lesson Essential Question:
Why did conquest, competition, and trade cause
economic growth in several nations?
How did the European expansion, which resulted in
goods, people, and ideas, create the first global economic
system?
Why was the relationship between various people in
Latin American colonies complex?
Vocabulary:
Mercenary burgher republic
Humanism fresco vernacular
perspective
Vocabulary:
Salvation indulgence Lutheranism
Christian humanism justification
Predestination annul
ghetto
Vocabulary:
Caravel colony conquistador
Mercantilism plantations
Middle Passage peninsulare
Mestizo creole
Mulatto encomienda
mita
Resources:
Interactive:
http://www.learner.org/interactives/renaissance/resources.ht
ml
Resources:
Map, Globes, Artifacts, Pictures, Documents from World
History, United Streaming Videos, Internet Websites,
Primary & Secondary sources, Enhanced Scope &
Sequence Flanagan Materials, Posters & Art Books
Resources:
http://www.fordham.edu/academics/programs_at_fordha
m_/latin_american_and_l/the_sourcebook__on_c/index.a
sp
Colonial Latin American History Links
http://pitt.libguides.com/content.php?pid=112050&sid=8
43744
Page 7
Course Pacing Guide Additional Information:
Thinking Skills and Activities
k. Compare and contrast the development of traditions and
institutions in early civilizations. Working in cooperative
groups, each group will create a graphic organizer
demonstrating how Civilizations interact with each other.
(H)
Additional Information:
Protestant Reformation in Denmark:
http://www.bbdanish.com/free-resources-on-
denmark/protestant-reformation-in-denmark.html
Additional Information:
Concept: Absolution…..1550-1715
Chapter 12 Lessons:1-4 Days: 51/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6 SS.912.G.4
SS.912.W.4 LA.910.2.1 SS.912.W.5
SS.912.H.1
Lesson Essential Question:
Why did a religious and political conflict erupt between
Protestants and Catholics in many European nations?
How did the social, economic, and religious conflicts
challenge the established political order throughout Europe?
How did France become the best example of an absolute
monarchy, while Prussia, Austria, and Russia followed suite,
emerging as great European powers?
Why did the art and literature in the late sixteenth and
seventeenth century Europe reflect people’s spiritual
perceptions and the human conditions?
Vocabulary:
Heretic inflation armada
Puritans Cavaliers Roundheads
Natural rights divine rights of kings
Absolutism boyar czar
Mannerism baroque
Resources:
Acquisition Lesson
Analyzing Perspectives
Cause and Effect
Compare Contrast Summary
Constructing Support
Extending Thinking Lesson
Additional Information:
Page 8
Course Pacing Guide
Course Code: 2109310 Course Name: World History
Unit 4 Title: Early Modern Europe
Unit Essential Question:
What were the significant shifts in religious, cultural and social aspects of the European world?
Semester: 2 Grading Period: 2
Concept: The Muslims…….1450-1800
Chapter 13 Lessons: 1-3 Days:41/2
Concept: East Asia…..1400-1800
Chapter 14 Lessons: 1-3 Days: 41/2
Concept: East Asia/China……1800-1914
Chapter 20 Lessons: 1-3 Days: 51/2
Standard(s):
SS.912.G.2 SS.912.W.1 LA.910.1.6
SS.912.H.1 SS.912.W.2 LA.910.2.1
SS.912.H.3 SS.912.W.3
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.2 LA.910.2.1
SS.912.G.4 SS.912.H.1 SS.912.H.3
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.6 MA.912.A.1
SS.912.G.4 SS.912.H.1 SS.912.H.3
Lesson Essential Question:
What were the causes and effects that contributed to the
growth of the Ottoman Empire? (Analyzing Perspective,
Constructing Support)
What role did religion play in the Ottoman Empire?
Lesson Essential Question:
What factors help unify a kingdom or dynasty?
How can external forces a kingdom or dynasty?
Lesson Essential Question:
What caused the Qing dynasty to decline?
What reforms led to a revolution in China and why did
the arrival of Westerns bring changes to China’s culture
and economy?
What intervention did Japan have that open them to
trade?
Vocabulary:
Janissary sultan grand vizier
Harem pasha ulema
Shah orthodoxy anarchy
Zamindars suttee
Gunpowder empire
Vocabulary:
Queue clan porcelain
Daimyo hans eta
Hostage system isolationist
Mainland states bureaucracy
Vocabulary:
Extraterritoriality self-strengthening
Spheres of influence indemnity
Open Door policy provincial
Commodities concessions
prefecture
Resources:
http://www.pptpalooza.net/
Resources:
Maps, Globes, Artifacts, Documents from World History,
United Streaming Videos, Internet Websites, Assigned
Readings, Primary & Secondary sources, Enhanced
Scope & Sequence, Flanagan Materials, Newpapers.
Resources: Chinese Art History Resources: Qing
Dynasty (1644 - 1911):
http://www.art-and-
archaeology.com/timelines/china/qing.html
Video Library:
http://www.glencoe.com/video_library/index_with_mods
.php?PROGRAM=9780078745256&VIDEO=4039&CH
APTER=22
Additional Information:
Additional Information: Additional Information:
Page 9
Course Pacing Guide
Course Code: 2109310 Course Name: World History
Unit 5 Title: Age of Revolutions
Unit Essential Question:
How did the Age of Absolutism inspire societies in Europe and Latin America to revolt against the established
political, social, and economic orders? Semester: 2 Grading Period: 2
Concept: Scientific......1550-1800
Chapter 15 Lessons: 1-4 Days: 71/2
Concept: French Revolution……1789-1815
Chapter 16 Lessons: 1-5 Days: 71/2
Concept: Industrialization…..1800-1870
Chapter 17 Lessons: 1-5 Days: 91/2
Standard(s):
SS.912.G.2 SS.912.W.1 LA.910.1.6
SS.912.H.1 SS.912.W.4 LA.910.2.1
SS.912.W.5 SS.912.W.6
Standard(s):
SS.912.G.2 SS.912.W.1 LA.910.1.6
SS.912.W.5 LA.910.2.1
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.5 LA.910.2.1
SS.912.G.4 SS.912.W.6 SS.912.H.1
SS.912.H.3
Lesson Essential Question:
What were the major accomplishments achieved during
the Scientific Revolution? (A)
SS.912.W.4.5 SS.912.W.4.6 SS.912.W.5.2
SS.912.W.4.10
How did 18th century intellectuals use the ideas of the
Scientific Revolution to reexamine all aspects of
life? (Analyzing Perspectives) (ET)
SS.912.W.5.2 SS.912.W.5.3 SS.912.W.5.4
Lesson Essential Question:
How was the French population divided into three
estates?
Why did the Reign of Terror occur?
How did the Enlightenment principles inspire French
revolutionaries to break from the Old Regime?
(Analyzing Perspectives)
How was Napoleon able to seize and maintain power in
post-Revolutionary France?
What were the factors surrounding the collapse of
Napoleon's vast empire?
How did the Napoleonic Code preserve the political and
social gains achieved by the French
Revolution? (Analyzing Perspectives)
Lesson Essential Question:
What were the conditions that pre-established agricultural
and technological innovations in Britain, Europe, the
United States, and Japan?
What were the social responses to the economic changes
brought on by the Industrial Revolution? (Analyzing
Perspectives)
What are the similarities and differences between the
20th century concepts of capitalism, socialism, and
communism? (Compare/Contrast
What were the causes, key events, and effects of the
unification of Italy and Germany?
Page 10
Course Pacing Guide Vocabulary:
Geocentric heliocentric Rationalism
Philosophe Deism laissez-faire
social-contract Rococo salon
Scientific method
Separation of powers
University law of gravitation
Inductive reasoning
Vocabulary:
Estate bourgeoisie
Sans-culottes electors
Coup d’etat consulate
Nationalism conservatism
Liberalism principle of intervention
taille
Vocabulary:
Capital entrepreneur puddling
Socialism cottage industry militarism
Industrial capitalism Kaiser
Universal male suffrage plebiscite
Multinational empire emancipation
Abolitionism creole
Mestizo caudillo
Peninsulare cash crop
Romanticism secularization
Natural selection Realism
Resources:
Isaac Newton, (1642-1727)
http://scienceworld.wolfram.com/biography/Newton.html
The View of Nature of the Scientific Revolution
http://www.anselm.edu/homepage/dbanach/sci.htm
Resources:
French Revolution
http://faculty.ucc.edu/egh-
damerow/french_revolution.htm
Napoleon Bonaparte (1769 - 1821)
http://www.bbc.co.uk/history/historic_figures/bonaparte_
napoleon.shtml
Resources:
http://www.pptpalooza.net/
Additional Information: Additional Information: Additional Information:
Concept: Democracy……1870-1914
Chapter 18 Lessons: 1-4 Days: 51/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.2.1
SS.912.G.4 SS.912.W.6
SS.912.W.7 SS.912.W.8
SS.912.W.9 SS.912.H.4
Lesson Essential Question:
How did the industrialization led to new social
movements?
How did the second industrial revolution result in an
increased urban population and a growing working class?
How did the international rivalries set the stage for war?
Page 11
Course Pacing Guide Vocabulary:
Assembly line mass production
Bourgeoisie proletariat
Revisionists feminism
Suffrage Duma
Modernism pogroms
Psychoanalysis Social Darwinism
Zionism
Ministerial responsibility
Resources:
http://www.pptpalooza.net/
Additional Information:
Course Code: 2109310 Course Name: World History
Unit 6 Title: World Wars
Unit Essential Question: What were the major political, social, and economic events that occurred from World
War I through World War II?
Semester: 3 Grading Period: 3
Concept: Imperialism…….1800-1914
Chapter 19 Lessons: 1-4 Days: 51/2
Concept: World War I
Chapter 21 Lessons: 1-4 Days: 61/2
Concept: Between Wars
Chapter 22 Lesson: 1-3 Days: 61/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.5 LA.910.2.1
SS.912.H.3 SS.912.W.6
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.2.1
SS.912.G.2 SS.912.W.7 LA.910.3.1
SS.912.G.4 SS.912.W.9 MA.912.A.2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.3.1
SS.912.G.2 SS.912.W.7
SS.912.G.4 SS.912.W.9 MA.912.A.2
SS.912.H.1 SS.912.H.3
Lesson Essential Question:
What were the causes and effects of imperialism in the
19th century?
What events led to the foundation of the Chinese
republic?
Lesson Essential Question:
What were the causes of WWI including the formation of
European alliances and the roles of imperialism,
nationalism, and militarism?
How did the development of weapons change the nature
of warfare during the early-20th century? (Analyzing
Perspectives)
Lesson Essential Question:
What are the similarities and differences between
Nazism, fascism, and communism? (Compare/Contrast)
How did governments respond to the global economic
crisis of the 1920s and the global depression of the
1930s?
Page 12
Course Pacing Guide Vocabulary:
Imperialism racism protectorate
Indirect rule direct rule annex
Indigenous sepoys viceroys
Dollar diplomacy
Vocabulary:
Conscription mobilization propaganda
Trench warfare total war war of attrition
Soviet abdicate armistice
Reparation mandate war
communism Planned economies
Vocabulary:
Depression surrealism fascism
Deflect spending collectivization
Nazi Aryan
Concentration camp
Collective bargaining
Uncertainty principle
Totalitarian state
Resources:
Acquisition Lesson
Analyzing Perspectives
Cause and Effect
Compare Contrast Summary
Constructing Support
Extending Thinking Lesson
KWL Outlines
Resources:
Acquisition Lesson
Analyzing Perspectives
Cause and Effect
Compare Contrast Summary
Constructing Support
Extending Thinking Lesson
KWL Outlines
Resources:
http://www.pptpalooza.net/
Additional Information:
Additional Information: Additional Information:
Concept: World War II……1939-1945
Chapter 24 Lessons: 1-5 Days:81/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.7 LA.910.2.2
SS.912.G.4 SS.912.W.8 LA.910.6.3
Lesson Essential Question:
What was the origin and key tenet of WWII?
SS.912.W.7.7 SS.912.W.7.11
How did Allied powers develop varying wartime
strategies and what were their plans for the post-war
world? (Analyzing Perspectives)
SS.912.W.7.9
What led to President Truman's decision to drop the
atomic bomb on Japan?
Page 13
Course Pacing Guide Vocabulary:
Demilitarized appeasement
Sanctions blitzkrieg
Isolationism neutrality
Mobilization kamikaze
Blitz genocide
Collaborator
Resources:
World War II in Europe:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10
005137&WT.srch=1&WT.mc_id=10002&gclid=CI_Qm
KfL87ACFQKEnQodCD1P8Q
World War II ppt.
http://www.pccua.edu/nbagley/western
Additional Information
Page 14
Course Pacing Guide
Course Code: 2109310 Course Name: World History
Unit 7 Title: Post World War II & The Cold War
Unit Essential Question: What significant effects on the world occurred due to the alignment of nations with
either the Soviet Union or the United States? Semester: 4 Grading Period: 4
Concept: Cold War…….1945-1989
Chapter 25 Lessons:1-3 Days: 71/2
Concept: Spread of the Cold War…..1945-1989
Chapter 27 Lessons: 1-3 Day: 41/2
Concept: New Beginnings…..1989-Present
Chapter 28 Lessons: 1-3 Days: 6
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.7 LA.910.2.2
SS.912.G.4 SS.912.W.8
SS.912.H.3 SS.912.W.9
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.2.2
SS.912.G.2 SS.912.W.7 MA.912.A.2
SS.912.H.1 SS.912.W.8
SS.912.H.3
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.2.2
SS.912.G.4 SS.912.W.8 MA.912.A.2
SS.912.H.1 SS.912.W.9
SS.912.H.3
Lesson Essential Question:
What events lead towards political hostility between the
United States and the Soviet Union?
SS.912.W.8.2
Who was justified between the United States and the
Soviet Union in their position regarding the post-war
world? (Analyzing Perspectives, Constructing Support)
SS.912.W.8
Lesson Essential Question:
How did the spread of the Cold War lead to the creation
of military alliances?
What are the changes the Communist takeover brought to
China?SS.912.W.8.3
What are the causes and effects of the arms race?
(Compare/Contrast)SS.912.W.8.4
Why did the United States assume global responsibility
for containing communism? (Analyzing Perspectives,
Constructing Support)
SS.912.W.8.1 SS.912.W.8.8
Lesson Essential Question:
What are the results of the transition from a socialist to a
free-market economy?SS.912.W.8.5 SS.912.W.9.2
How would you classify the emergence of the economic
spectrum resulting from the political and social remnants
of the post-communist world? (Classifying/Categorizing)
SS.912
Vocabulary:
Satellite state arms race deterrence
Policy of containment commune
Permanent revolution proxy war
Domino theory
Vocabulary:
Bloc welfare state real wages
Movement détente dissidents
Heavy industry Occupied
De-Stalinization Women’s liberation
Consumer society State capitalism
Vocabulary:
Perestroika glasnost
Ethic cleansing autonomous
Budget deficit postmodernism
Popular culture cultural imperialism
Per capita one-child policy
Page 15
Course Pacing Guide Resources:
Cold War
http://www.history.com/topics/cold-war/videos
Cold War for Kids
http://www.neok12.com/Cold-War.htm
Resources:
The Seven Phases Of The Cold War:
http://teachertube.com/viewVideo.php?title=The_Seven_
Phases_Of_The_Cold_War&video_id=80375
Resources:
The History and Rise of China
http://www.watchmojo.com/index.php?id=10024
Additional Information:
Additional Information:
Additional Information:
Page 16
Course Pacing Guide Course Code: 2109310 Course Name: World History
Unit 8 Title: Into the 21st Century
Unit Essential Question:
Have humans adopted a cooperative global vision to address political, social, and economic issues of the 21st
century?
Semester: 4 Grading Period: 4
Concept: Nationalism……1919-1939
Chapter 23 Lessons: 1-4 Days: 51/2
Concept: Nationalism in Africa…..1945-1993
Chapter 26 Lessons: 1-4 Days: 51/2
Concept: Into the 21st Century
Chapter 29 Lessons: 1-4 Days: 61/2
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.6 LA.910.2.2
SS.912.G.4 SS.912.W.7
SS.912.W.8 SS.912.H.1 SS.912.H.3
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.2.2
SS.912.G.4 SS.912.W.8 MA.912.A.2
SS.912.H.1 SS.912.W.9
SS.912.H.3
Standard(s):
SS.912.G.1 SS.912.W.1 LA.910.1.6
SS.912.G.2 SS.912.W.6 LA.910.2.2
SS.912.G.4 SS.912.W.7
SS.912.W.8 SS.912.H.1 SS.912.H.3
Lesson Essential Question:
What were the causes, key events, and effects of the
unification of Italy and Germany?
SS.912.W.6.5
How did Africa, Asia, Europe, and the societies of the
Americas react to the political and social reforms of the
19th and early-20th centuries? (Analyzing Perspectives)
Lesson Essential Question:
How have the political, social, and economic tensions
impacted post-colonial Africa?
SS.912.W.9.2 SS.912.W.9.3 SS.912.W.8.9
SS.912.W.8.7
Why the idea of Pan-Africanism was never realized?
(Analyzing Perspectives) (ET)
SS.912.W.9.4 SS.912.W.9.6
Lesson Essential Question:
What challenges face the world in the 21st
century?SS.912.W.8.10 SS.912.W.9.5
How are the contributions of the arts and sciences
reflected in the many cultures of the
world?SS.912.W.9.1
What has caused terrorist acts to become more frequent
in the second half of the 20th century?
What are the similarities and differences in the recent acts
of terrorism and have they each accomplished their
goals? (Compare/Contrast)
SS.912.W.9.7
Vocabulary:
Genocide caliphate ethnic cleansing
Zaibatsu oligarchy pan-Africanism
Civil disobedience
Guerrilla tactics
Redistribution of wealth
Vocabulary:
Principle of nonalignment
Trade embargo
Magic realism
Discrimination Pan-Arabism Intifada
Apartheid HIV/AIDS Pan-Africanism
Privatization cartels megacity
Vocabulary:
Peacekeeping forces
Nuclear proliferation
Multinational corporation
Collateralized debt obligation Bioterrorism
Pandemic Nongovernmental
Organization subprime investments
Page 17
Course Pacing Guide Resources:
Ottoman Decline
http://www.fsmitha.com/h3/h21-ot.html
A Green Revolution - Southeast Asia:
http://www.berkshirepublishing.com/rvw/015/015smpl2.
htm
Nationalism vs Communism in China:
jspivey.wikispaces.com/file/view/Nationalism+vs+Com
munism.ppt
Resources:
Origins and principles of Non-Aligned Movement:
http://news.egypt.com/en/origins-and-principles-of-non-
aligned-movement.html
Resources:
Federal court upholds EPA's global warming rules:
http://www.denverpost.com/breakingnews/ci_20960957/f
ederal-court-upholds-epas-greenhouse-gas-rules
United Nations Peacekeeping Forces:
http://www.un.org/en/peacekeeping/
Additional Information:
Additional Information:
The DBQ Project World History activity "Gandhi, King,
and Mandela: What Made Non-Violence Work?" is
appropriate for this unit.
Additional Information: