World Civilization Map

Grading Period	Unit	Core Content for Assessment 4.1	Essential Questions	Critical Vocabulary	Instructional Strategies & Resources	Assessment
On-going throughout year		SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3	Compare and contrast the development of the city-state into monarchy. Evaluate the effectiveness of each in establishing order, providing security, and accomplishing goals. Explain the differences between a monarchy and a dictatorship. Give two examples of each in today’s world. Use names of people and countries. There are various types of democracies and republics. Describe each. Compare and contrast the strengths and weaknesses of each. Evaluate the pruposes and sources of power in the various forms of government throughout the world. Give an example and description of at least four different forms.			Open-Response Questions Multiple Choice Question Test and Quizzes Short Answer Tests and Quizzes Essays Projects: brochures, PowerPoint presentations, Research papers Portfolio Writing Teacher observations Group work Games
		SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2	What were the two models for the Declaration of the Rights of Man and the Citizen? How was the development of each different? Compare and contrast the results of each.
		SS-HS-1.1.3 Students will evaluate how the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties).
		SS-HS-1.2.1 Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3
		SS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2
		SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2	Justify how modern technology changed our beliefs about the world in which we live.		ORQ: A society’s beliefs shape its actions. Technology often causes change in beliefs. Describe the changes in technology and beliefs which led to world exploration. ORQ: Analyze the beliefs which led to colonization and imperialism. How was each justified by the Europeans.
		SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).	What is a social institution and what purposes does it serve?		ORQ: Compare and contrast the family before and after the Industrial Revolution. ORQ: The Reformation was a form of revolution. Describe the changes which occurred in beliefs and government as a result of the Reformation.
		SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3
		SS-HS-4.1.2 Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study and the media bring new geographic information.
		SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.
		SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2
		SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).
		SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).	How did the European view of the world push them to expand to other areas? What was the Asian view of the West which caused conflict?
		SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3	What population movement was caused during the Industrial Revolution and why?
		SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2	Discuss the development of technology and its role in the world economy.
		SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2
		SS-HS-4.4.3 Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).
		SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3
		SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3
1^st Six Weeks	Renaissance & Reformation	SS-HS-5.3.1 Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation. DOK 2	Explain how the Renaissance began and how it differed from Middle Ages? Why is the Renaissance considered to be the beginning of the modern era?	Renaissance, Reformation, humanism, patron, perspective, city-states, humanities, vernacular, utopian, indulgence, recant, predestination, theocracy, excommunicate, annul persecution, heliocentric, hypothesis, theses, Jesuits, Catholic, Protestant	Text History Alive Videos: Luther Anne of the Thousand Days, The Medicio Godfathers of the Renaissance Power Point presentations Discussion notes Graphic Organizers Group work Outlining Frayer Model Vocabulary Development Open-Response Questions Transparencies
2^nd Six Weeks	Exploration	SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2	How did the Age of Exploration bring about changes in Europe and around the globe? What changes occurred in Europe which caused the Age of Exploration?	Cartographers, Astrolabe, Caravel, Scurvy, Circumnavigate, Matrilineal, Conquistadors, Immunity, Outpost Sepoy, Line of demarcation, Tenochtitlan, Alliances, Civil war, Viceroy, Plantation, Encomienda, Peon, Peninsular, Creole, Mestizo, Mulatto, Privateer, Mayflower Compact, Treaty of Paris, Compact, Revenue, Inflation, Capitalism, Tarriff, Entrepreneur, Mercantilism, Absolute monarch, Divine right, Armada, Intendants, Levee, Huguenots, Versailles, Balance of power, Dissenter, Habeas corpus, Limited monarchy, Parliament, Round heads, Cavaliers, Puritan, Commonwealth, Petition of right, Westernization, Boyar, Partition, Mercenary	Text History Alive Outlines Groups Notes Graphic Organizers Power Point presentations Discussions Frayer Model Open-Response Questions Transparencies Videos: Columbus, Roots
3^rd Six Weeks	Age of Revolution	SS-HS-5.3.3 Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3	How have the changes brought about by the Age of Revolution shaped the modern world? Analyze how changes in scientific thought, government and industry created the Age of Revolution.	Natural law, social contract, natural right, philosophe, physiocrat, laissez faire, censorship, enlightened despot, Tories, Whigs, constitutional government, cabinet, prime minister, oligarchy, Continental Congress, Treaty of Paris, Bill of Rights, popular sovereignty, loyalist, federal republic, National Assembly, Bastille, bourgeoisie, deficit spending, tyranny, republic, faction, émigré, suffrage, nationalism, secular, plebiscite, annex, blockade, alliance, abdicate, legitimacy, capital, urbanization, utilitarianism, proletariate, socialism, ideologies, conservatives, liberals, nationalist, autonomy, recession	Same as above Videos: Versailles guided tour, Tale of Two Cities
4^th Six Weeks	World War/ISMs	SS-HS-5.3.4 Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). DOK 3	How did nationalism lead to WWI? How did imperialism affect the continent of Africa? What role did militarism play in the Bolshevik Revolution?	Real politik, Reich, anarchist, chancellor, Kaiser, social welfare, emancipation, zemstro, pogram, Duma, imperialism, protectorate, genocide, indemnity, extraterritoriality, diet, zaibatsu, homogeneous society, indigenous, confederation, militarism, entente, ultimatum, mobilize, neutrality, propaganda, atrocity, armistice, reparations, mandate, fascism	Same as above. Videos: Nicholas and Alexandra, Great events of the 20^th century, Assassination of Archduke Ferdinand, All Quiet on the Western Front, A Christmas Truce, Life in the Camps
5^th Six Weeks	Cold War	SS-HS-5.3.5 Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3	What led to the development of the Cold War? What new nations formed in Africa, Asia, eastern Europe, and the Middle East following WWII? Why? What are nationalism, militarism, and imperialism? How do communism and capitalism differ?	Soviet, commissar, collective, totalitarian state, atheism, socialist realism, nationalization, apartheid, civil disobedience, repudiate, disarmament, sanction, appeasement, pacifism, collaborator, containment, modernization, super power, interdependence, fundamentalist	Same as above. Videos: Great events of the 20^th century (1939-1947), The Berlin Air Lift, Gandhi	ORQ: Evaluate how the creation of new nations following WWII has affected the world.
6^th Six Weeks	2^nd Half of the Twentieth Century	SS-HS-5.3.6 Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. DOK 2	What social, political, and economic changes happened during the second half of the 20^th century? What new challenges did each of these rapid changes create? What led to the population growth and diminishing resources following the end of WWII?	Recession, euro, coalition, surplus, separatism, dissident, glasnost, ethnic cleansing, zaibatsu, gross domestic product, trade deficit, collectivization, commune, domino theory, deforestation, debt service, Kibbutz, desalinization, theocracy, intifada, mixed economy, desertification, import substitution, liberation theology, embargo, squatter	Same as above. Videos: Hotel Rwanda, The Killing Fields	ORQ: Describe the steps that have been taken toward human rights issues for women and minorities by the U.N. to end abuses throughout the world. ORQ: Describe the scientific advances that have changed the way people live in the world today. ORQ: Explain how political alliances have changed since the fall of the Soviet Union. ORQ: Explain the ways that nations are dependent on each other for financial security.

SS-HS-1.1.1

Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

DOK 3

SS-HS-1.1.2

Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution).

DOK 2

SS-HS-1.1.3

SS-HS-1.2.1

DOK 3

SS-HS-1.3.1

Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another.

DOK 2

SS-HS-2.1.1

Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

DOK 2

SS-HS-2.2.1

Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).