UnitOverviews,Units1-4:WorldHistory

UnitOne: Aug-Oct
Contributions 29-35days
Howdoesthepresentrepresentcontributionsofthepast?
ofCivilization Studentsunderstandthatthehistoryoftheworldisaninterconnectedwebofideasandeventsthatexplainthepresent.
(2017-18) Inthisunitstudentswillexplorethelastingpolitical,economic,religious,social,intellectual,andartisticcontributionsofcivilization.Studentswillusecase
studiestoidentifycontinuityandchange,causeandeffect,complexity,unityanddiversityovertime.Asstudentsexploreaculturallyinclusiveselectionof
civilizationsfromaroundtheworld,theywilldevelopanawarenessofsignificantcontributionsinworldhistory.
Clickontheprovidedlinktoaccesssupportingquestionsthatprovidefurtherunitclarity:https://goo.gl/6sTlSo
Keyconcepts:
Characteristics,event,andkeypeopleofaclassicalcivilization.
Origins,centralbeliefsandinfluencesofmajorreligious/ethicalsystemsthataroseduringaclassicalcivilization.
Examplesofart,architectureandliteraturethatcharacterizeaclassicalcivilization.
Examplesofculturalsynthesisanddiffusioninerasimpactedbyaclassicalcivilization.
Thepurposeandrolesocialstructuresservedinaclassicalcivilization.
Keypeopleandeventsinerasimpactedbyaclassicalcivilization.
Keyvocabulary:culturaldiffusion,assimilation,acculturation

UnitTwo: Oct-Dec
Empire 36-46days
Building Howdoempiresrise,fall,andleavealegacy?
Studentsunderstandthatthroughouthistoryempireshaveleftenduringpolitical,economic,religious,social,intellectual,and/orartisticlegaciesthathavebuilt
(2017-18) onthepastandinfluencethefuture.
Inthisunitstudentscompareandcontrastthecausesofwhyempiresriseandfallandinvestigatelastingcontributions.Studentsidentifytheinterconnections
ofpolitics,economics,religion,socialconditions,intellectualdominance,andartisticexpression.Studentswillexploreageographicallydiverseselectionof
worldempiresinordertobegintoformulateanappreciationofthedifferencesandsimilaritiesofvariousworldregions.Additionally,studentsshouldbeginto
understandglobalizationandtherolesempireshaveplayedthroughouthistoryindiffusingknowledgeinanincreasinglyinterconnectedworld.
Clickontheprovidedlinktoaccesssupportingquestionsthatprovidefurtherunitclarity:https://goo.gl/17U0Ly
Keyconcepts:Argumentativewriting(writingthatpersuadesorinfluencesandaudience)
Examplesofenduringempiresthatroseandfellovertime
Similaritiesanddifferencesbetweentheriseandcollapseofempires
Howscientificandtechnologicaladvancesimpactedtheriseandfallofempires
Examplesofsocialstructuresandtheirimpactonclassandgender
Political,economicandreligiousrationalefor,andtheresultsofinvasionandconquest
Keyvocabulary:centralization,decentralization,nationalism,empire,nation-state,imperialism,fundamentalism,schism,acculturation,
assimilation,monotheism,

UnitThree: Jan-Mar
Revolution 32-42days
(2017-2018) Howandwhydohumanhistoricaltrajectoriesdrasticallydivergefromthepast?
Studentsunderstandthatradicalchangestopolitical,economic,religious,social,and/orintellectualhistoricaldirectionarecomplexanduncommonevents,but
haveprofoundimpactsontheworldviewsandhistoricaltrajectoriesoflargenumbersofpeople.
Thisunitisanopportunitytolookathowtheconceptofrevolutionwas,andcontinuestobe,apowerfulideainWorldHistory.Teachersshouldconsidera
 comparativeapproachandidentifytwoorthreerevolutionsthatmeritdepthofstudy.Studentsshouldbegiventheopportunitytoexaminerevolutionsfrom
varioustimeperiodsandregionssotheycandrawconclusionsabouthistoricalcausesandeffects.Cultural,economic,politicalandsociallensesshouldbe
explored.Thisunitisnotmeanttobeacomprehensivestudyofeveryrevolution,butratherawaytolookcloselyattrendsofunityanddiversityasahistorical
concept.
Clickontheprovidedlinktoaccesssupportingquestionsthatprovidefurtherunitclarity:https://goo.gl/coJw0Q
Keyconcepts:
Strategiesforsynthesizinginformationfromdiversesources.
Typesofrevolutionandtheirstagesofdevelopment
Waysrevolutionschangepowerand/ororganizationalstructures
Keypeopleandeventsfromrevolutionsstudied
Examplesofreligiousandphilosophicalbeliefsystemsfoundationaltorevolutionarymovements
KeyVocabulary:Socialism,communism,capitalism,naturalrights,selfdetermination,nationalism,secularism

UnitFour: Mar-May
Globalization 39-47days
(2017-18) Whatarethemodernchallenges,threats,andopportunitiesfacingourworld?

Studentsunderstandthatmodernsocio/politicalinterconnectionofnationsandculturesoftheworldhavecreateduniquechallenges,threats,and
opportunitiesforpeople,cultures,andnations.
Thisunitisanopportunityforstudentstoevaluatepatternsofcontinuityandchangeovertimewithtopicsthatmeritdepthofstudyandcomparison.Students
couldbegiventheopportunitytolookatglobalizationfromvarioustimeperiodsandregionssothattheycandrawconclusionsaboutpatternsandtrendsin
relatedpeople,eventsandideas.Political,economic,religious,social,intellectual,and/orartisticlensesshouldbeexplored.Thisunitisintendedtogive
studentsanopportunitytoexaminethecausesandeffectsofglobalizationandtomakeintentionalconnectionsbetweenthepastandpresent.
Clickontheprovidedlinktoaccesssupportingquestionsthatprovidefurtherunitclarity:https://goo.gl/XzvLMq
Keyconcepts:Conductashortaswellasmoresustainedresearchprojecttoansweraquestion(includingaselfgeneratedquestion)and
solveaproblemrelatedtohistoricaltrendsinglobalization,narrowingorbroadeningtheinquirywhenappropriate.
Causesandconsequencesofencountersbetweengroupsofpeople
Examplesofcentersofeconomicgrowth/tradeindifferentregionsoverdifferentperiodsoftime
Examplesofdiffusionofbeliefsandphilosophicalideas.
Examplesofhowglobalizationimpactspolitical,economicandculturalstructures
Examplesofshiftsinpoliticalandeconomicpoweracrossandwithindifferentregionsovertime
Factorsthatinfluencethetransitionofalocal/regionaleconomytoagloballyinterdependenteconomy
KeyVocabulary:Nation-state,globalization,nationalism,imperialism,colonization,decolonization,terrorism

CAPsStandardsBreakdowns,byunit(standardstheyhadselected;noessentialsdefined):

StandardOne,History,GLE1:Thehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyzeand
interpretdata,anddevelopinterpretationsdefendedbyevidencefromavarietyofprimaryandsecondarysources.NeedtoKnow/NicetoKnow
UnitOne UnitTwo UnitThree UnitFour

EOa:Evaluateahistoricalsourceforpointofviewand
historicalcontext

EOb:Gatherandanalyzehistoricalinformation,including
contradictorydata,fromavarietyofprimaryandsecondary
sources,includingsourceslocatedontheinternet,tosupport
orrejecthypotheses

EOc:Constructanddefendawrittenhistoricalargumentusing
relevantprimaryandsecondarysourcesasevidence

EOd:Differentiatebetweenfactsandhistoricalinterpretations,
recognizingthatahistoriansnarrativereflectshisorherown
judgmentaboutthesignificanceofparticularfacts

StandardOne,History,GLE2:Thekeyconceptsofcontinuityandchange,causeandeffect,complexity,unityanddiversityovertime
UnitOne UnitTwo UnitThree UnitFour

EOa:Evaluatecontinuityandchangeoverthecourseof
worldhistory.

EOb:Investigatecausesandeffectsofsignificanteventsin
worldhistory

EOc:Analyzethecomplexityofeventsinworldhistory

EOd:Examineandevaluateissuesofunityanddiversityin
worldhistory

EOe:Analyzecontinuityandchangeinerasoverthecourse
ofUnitedStateshistory.
 EOf:Investigatecausesandeffectsofsignificanteventsin
UnitedStateshistory.Topicstoincludebutnotlimitedto
WWI,GreatDepression,ColdWar

EOg:AnalyzethecomplexityofeventsinUnitedStates
history.Topicstoincludebutnotlimitedtothesuffrage
movementandtheCivilRightsMovement

EOh:Examineandevaluateissuesofunityanddiversity
fromReconstructiontopresent.Topicstoincludebutnot
limitedtotheriseandfallofJimCrow,roleofpatriotism,and
theroleofreligion

StandardOne,History,GLE3:Thesignificanceofideasaspowerfulforcesthroughouthistory.
UnitOne UnitTwo UnitThree UnitFour

EOa:Discussthehistoricaldevelopmentandimpactofmajor
worldreligionsandphilosophies.Topicstoincludebutnot
limitedtotheEnlightenmentandmodernchangesin
Christianity,Islam,Judaism,BuddhismandHinduism

EOb:Investigatethehistoricaldevelopmentofandimpactof
majorscientificandtechnologicalinnovations.Topicstoinclude
butnotlimitedtotheIndustrialRevolution

EOc:Evaluatethehistoricaldevelopmentandimpactof
politicalthought,theoryandactions

EOd:Analyzetheoriginsoffundamentalpoliticaldebatesand
howconflict,compromise,andcooperationhaveshaped
nationalunityanddiversity.Topicstoincludebutnotlimitedto
suffrage,CivilRightsandtheroleofgovernment

EOe:AnalyzeideascriticaltotheunderstandingofAmerican
history.Topicstoincludebutnotlimitedtopopulism,
progressivism,isolationism,imperialism,anti-communism,
environmentalism,liberalism,fundamentalism,and
conservatism
 EOf:Describeandanalyzethehistoricaldevelopmentand
impactoftheartsandliteratureonthecultureoftheUnited
States

ReadingStandardFive,GLE1:
UnitOne UnitTwo UnitThree UnitFour

EOa:Citespecifictextualevidencetosupportanalysisof
primaryandsecondarysources,attendingtosuchfeaturesas
thedateandoriginoftheinformation

EOb:Determinethecentralideasorinformationofaprimaryor
secondarysource;provideanaccuratesummaryofhowkey
eventsorideasdevelopoverthecourseofthetext

EOc:Analyzeindetailaseriesofeventsdescribedinatext,
determinewhetherearliereventscausedlateronesorsimply
precededthem

EOd:Determinethemeaningofwordsandphrasesastheyare
usedinatext,includingvocabularydescribingpolitical,social,
oreconomicaspectsofhistory/socialscience

EOe:Analyzehowatextusesstructuretoemphasizekey
pointsoradvanceanexplanationoranalysis

EOf:Comparethepointofviewoftwoormoreauthorsforhow
theytreatthesameorsimilartopics,includingwhichdetails
theyincludeandemphasizeintheirrespectiveaccounts

EOg:Integratequantitativeortechnicalanalysis(e.g.,charts,
researchdata)withqualitativeanalysisinprintordigitaltext

EOh:Assesstheextenttowhichthereasoningandevidencein
atextsupporttheauthorsclaims

EOi:Compareandcontrasttreatmentsofthesametopicin
severalprimaryandsecondarysources
 EOj:Bytheendofgrade12,readandcomprehend
history/socialstudiestextsinthegrades9-10textcomplexity
bandindependentlyandproficiently

ReadingStandardFive,GLE2:
UnitOne UnitTwo UnitThree UnitFour

EOf:AnalyzeseminalU.S.documentsofhistoricalandliterary
significance(e.g.,WashingtonsFarewellAddress,theGettysburg
Address,RooseveltsFourFreedomsspeech,KingsLetterfrom
BirminghamJail),includinghowtheyaddressrelatedthemesand
concepts(CCSS:RI.9-10.9)

WritingStandardSeven,GLE1:
UnitOne UnitTwo UnitThree UnitFour

EOa:Writeargumentsfocusedondiscipline-specificcontent

EOai:Introducepreciseclaim(s),distinguishtheclaim(s)from
alternateandopposingclaims,andcreateanorganizationthat
establishesclearrelationshipsamongtheclaim(s),counterclaims,
reasons,andevidence

EOaii:Developclaim(s)andcounterclaimsfairly,supplyingdata
andevidenceforeachwhilepointingoutthestrengthsand
limitationsofbothclaim(s)andcounterclaimsina
discipline-appropriateformandinamannerthatanticipatesthe
audiencesknowledgelevelandconcerns

EOaiii:Usewords,phrases,andclausestolinkthemajorsections
ofthetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,and
betweenclaim(s)andcounterclaims

EOaiv:Establishandmaintainaformalstyleandobjectivetone
whileattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting
EOav:Provideaconcludingstatementorsectionthatfollowsfrom
orsupportstheargumentpresented

EOb:Writeinformative,explanatorytexts,includingthenarration
ofhistoricalevents,scientificprocedures/experiments,ortechnical
processes

EObi:Introduceatopicandorganizeideas,concepts,and
informationtomakeimportantconnectionsanddistinctions;
includeformatting(e.g.,headings),graphics(e.g.,figures,tables),
andmultimediawhenusefultoaidingcomprehension

EObii:Developthetopicwithwell-chosen,relevant,andsufficient
facts,extendeddefinitions,concretedetails,quotations,orother
informationandexamplesappropriatetotheaudiences
knowledgeofthetopic

EObiii:Usevariedtransitionsandsentencestructurestolinkthe
majorsectionsofthetext,createcohesion,andclarifythe
relationshipsamongideasandconcepts

EObiv:Usepreciselanguageanddomain-specificvocabularyto
managethecomplexityofthetopicandconveyastyle
appropriatetothedisciplineandcontextaswellastothe
expertiseoflikelyreaders

EObv:Establishandmaintainaformalstyleandobjectivetone
whileattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting

EObvi:Provideaconcludingstatementorsectionthatfollows
fromandsupportstheinformationorexplanationpresented(e.g.,
articulatingimplicationsorthesignificanceofthethetopic)

EOc:

EOd:Produceclearandcoherentwritinginwhichthe
development,organization,andstyleareappropriatetotask,
purpose,andaudience
 EOe:Developandstrengthenwritingasneededbyplanning,
revising,editing,rewriting,ortryinganewapproach,focusingon
addressingwhatismostsignificantforaspecificpurposeand
audience

EOf:Usetechnology,includingtheinternet,toproduce,publish,
andupdateindividualorsharedwritingproducts,taking
advantageoftechnologyscapacitytolinktootherinformation
andtodisplayinformationflexiblyanddynamically

EOg:Conductshortaswellasmoresustainedresearchprojects
toansweraquestion(includingaself-generatedquestion)orsolve
aproblem;narroworbroadentheinquirywhenappropriate;
synthesizemultiplesourcesonthesubject,demonstrating
understandingofthesubjectunderinvestigation

EOh:Gatherrelevantinformationfrommultipleauthoritativeprint
anddigitalsources,usingadvancedsearcheseffectively;assess
theusefulnessofeachsourceinansweringtheresearchquestion;
integrateinformationintothetextselectivelytomaintaintheflow
ofideas,avoidingplagiarismandfollowingastandardformatfor
citation

EOi:Drawevidencefrominformationaltextstosupportanalysis,
reflection,andresearch

EOj:Writeroutinelyoverextendedtimeframes(timeforreflection
andrevision)andshortertimeframes(asinglesittingoradayor
two)forarangeofdiscipline-specifictasks,purposes,and
audiences

MySelectionsforessentials&underlyingreasoning:

StandardOne,History,GLE1:Thehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondarysources,criticallyanalyzeand
interpretdata,anddevelopinterpretationsdefendedbyevidencefromavarietyofprimaryandsecondarysources.NeedtoKnow/NicetoKnow
UnitOne UnitTwo UnitThree UnitFour

EOa:Evaluateahistoricalsourceforpointofviewand ES
historicalcontext

EOb:Gatherandanalyzehistoricalinformation,including Practice Practice ES

contradictorydata,fromavarietyofprimaryandsecondary
sources,includingsourceslocatedontheinternet,tosupport
orrejecthypotheses

EOc:Constructanddefendawrittenhistoricalargumentusing Practice Practice ES

relevantprimaryandsecondarysourcesasevidence

EOd:Differentiatebetweenfactsandhistoricalinterpretations, Practice ES
recognizingthatahistoriansnarrativereflectshisorherown
judgmentaboutthesignificanceofparticularfacts

StandardOne,History,GLE2:Thekeyconceptsofcontinuityandchange,causeandeffect,complexity,unityanddiversityovertime
UnitOne UnitTwo UnitThree UnitFour

EOa:Evaluatecontinuityandchangeoverthecourseof
worldhistory.

EOb:Investigatecausesandeffectsofsignificanteventsin
worldhistory

EOc:Analyzethecomplexityofeventsinworldhistory

EOd:Examineandevaluateissuesofunityanddiversityin
worldhistory

EOe:Analyzecontinuityandchangeinerasoverthecourse
ofUnitedStateshistory.
 EOf:Investigatecausesandeffectsofsignificanteventsin
UnitedStateshistory.Topicstoincludebutnotlimitedto
WWI,GreatDepression,ColdWar

EOg:AnalyzethecomplexityofeventsinUnitedStates
history.Topicstoincludebutnotlimitedtothesuffrage
movementandtheCivilRightsMovement

EOh:Examineandevaluateissuesofunityanddiversity
fromReconstructiontopresent.Topicstoincludebutnot
limitedtotheriseandfallofJimCrow,roleofpatriotism,and
theroleofreligion

StandardOne,History,GLE3:Thesignificanceofideasaspowerfulforcesthroughouthistory.
UnitOne UnitTwo UnitThree UnitFour

EOa:Discussthehistoricaldevelopmentandimpactofmajor
worldreligionsandphilosophies.Topicstoincludebutnot
limitedtotheEnlightenmentandmodernchangesin
Christianity,Islam,Judaism,BuddhismandHinduism

EOb:Investigatethehistoricaldevelopmentofandimpactof
majorscientificandtechnologicalinnovations.Topicsto
includebutnotlimitedtotheIndustrialRevolution

EOc:Evaluatethehistoricaldevelopmentandimpactof
politicalthought,theoryandactions

EOd:Analyzetheoriginsoffundamentalpoliticaldebatesand
howconflict,compromise,andcooperationhaveshaped
nationalunityanddiversity.Topicstoincludebutnotlimitedto
suffrage,CivilRightsandtheroleofgovernment

EOe:AnalyzeideascriticaltotheunderstandingofAmerican
history.Topicstoincludebutnotlimitedtopopulism,
progressivism,isolationism,imperialism,anti-communism,
environmentalism,liberalism,fundamentalism,and
conservatism
 EOf:Describeandanalyzethehistoricaldevelopmentand
impactoftheartsandliteratureonthecultureoftheUnited
States

ReadingStandardFive,GLE1:
UnitOne UnitTwo UnitThree UnitFour

EOa:Citespecifictextualevidencetosupportanalysisof
primaryandsecondarysources,attendingtosuchfeaturesas
thedateandoriginoftheinformation

EOb:Determinethecentralideasorinformationofaprimaryor
secondarysource;provideanaccuratesummaryofhowkey
eventsorideasdevelopoverthecourseofthetext

EOc:Analyzeindetailaseriesofeventsdescribedinatext,
determinewhetherearliereventscausedlateronesorsimply
precededthem

EOd:Determinethemeaningofwordsandphrasesastheyare
usedinatext,includingvocabularydescribingpolitical,social,
oreconomicaspectsofhistory/socialscience

EOe:Analyzehowatextusesstructuretoemphasizekey
pointsoradvanceanexplanationoranalysis

EOf:Comparethepointofviewoftwoormoreauthorsforhow
theytreatthesameorsimilartopics,includingwhichdetails
theyincludeandemphasizeintheirrespectiveaccounts

EOg:Integratequantitativeortechnicalanalysis(e.g.,charts,
researchdata)withqualitativeanalysisinprintordigitaltext

EOh:Assesstheextenttowhichthereasoningandevidencein
atextsupporttheauthorsclaims

EOi:Compareandcontrasttreatmentsofthesametopicin
severalprimaryandsecondarysources
 EOj:Bytheendofgrade12,readandcomprehend
history/socialstudiestextsinthegrades9-10textcomplexity
bandindependentlyandproficiently

WritingStandardSeven,GLE1:
UnitOne UnitTwo UnitThree UnitFour

EOa:Writeargumentsfocusedondiscipline-specificcontent

EOai:Introducepreciseclaim(s),distinguishtheclaim(s)from
alternateandopposingclaims,andcreateanorganizationthat
establishesclearrelationshipsamongtheclaim(s),counterclaims,
reasons,andevidence

EOaii:Developclaim(s)andcounterclaimsfairly,supplyingdata
andevidenceforeachwhilepointingoutthestrengthsand
limitationsofbothclaim(s)andcounterclaimsina
discipline-appropriateformandinamannerthatanticipatesthe
audiencesknowledgelevelandconcerns

EOaiii:Usewords,phrases,andclausestolinkthemajorsections
ofthetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,and
betweenclaim(s)andcounterclaims

EOaiv:Establishandmaintainaformalstyleandobjectivetone
whileattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting

EOav:Provideaconcludingstatementorsectionthatfollowsfrom
orsupportstheargumentpresented

EOb:Writeinformative,explanatorytexts,includingthenarration
ofhistoricalevents,scientificprocedures/experiments,ortechnical
processes

EObi:Introduceatopicandorganizeideas,concepts,and
informationtomakeimportantconnectionsanddistinctions;
includeformatting(e.g.,headings),graphics(e.g.,figures,tables),
andmultimediawhenusefultoaidingcomprehension

EObii:Developthetopicwithwell-chosen,relevant,andsufficient
facts,extendeddefinitions,concretedetails,quotations,orother
informationandexamplesappropriatetotheaudiences
knowledgeofthetopic

EObiii:Usevariedtransitionsandsentencestructurestolinkthe
majorsectionsofthetext,createcohesion,andclarifythe
relationshipsamongideasandconcepts

EObiv:Usepreciselanguageanddomain-specificvocabularyto
managethecomplexityofthetopicandconveyastyle
appropriatetothedisciplineandcontextaswellastothe
expertiseoflikelyreaders

EObv:Establishandmaintainaformalstyleandobjectivetone
whileattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting

EObvi:Provideaconcludingstatementorsectionthatfollows
fromandsupportstheinformationorexplanationpresented(e.g.,
articulatingimplicationsorthesignificanceofthethetopic)

EOc:

EOd:Produceclearandcoherentwritinginwhichthe
development,organization,andstyleareappropriatetotask,
purpose,andaudience

EOe:Developandstrengthenwritingasneededbyplanning,
revising,editing,rewriting,ortryinganewapproach,focusingon
addressingwhatismostsignificantforaspecificpurposeand
audience

EOf:Usetechnology,includingtheinternet,toproduce,publish,
andupdateindividualorsharedwritingproducts,taking
advantageoftechnologyscapacitytolinktootherinformation
andtodisplayinformationflexiblyanddynamically
 EOg:Conductshortaswellasmoresustainedresearchprojects
toansweraquestion(includingaself-generatedquestion)orsolve
aproblem;narroworbroadentheinquirywhenappropriate;
synthesizemultiplesourcesonthesubject,demonstrating
understandingofthesubjectunderinvestigation

EOh:Gatherrelevantinformationfrommultipleauthoritativeprint
anddigitalsources,usingadvancedsearcheseffectively;assess
theusefulnessofeachsourceinansweringtheresearchquestion;
integrateinformationintothetextselectivelytomaintaintheflow
ofideas,avoidingplagiarismandfollowingastandardformatfor
citation

EOi:Drawevidencefrominformationaltextstosupportanalysis,
reflection,andresearch

EOj:Writeroutinelyoverextendedtimeframes(timeforreflection
andrevision)andshortertimeframes(asinglesittingoradayor
two)forarangeofdiscipline-specifictasks,purposes,and
audiences

Padlet,OrganizingtheAboveStandards:https://padlet.com/cshapiro/WHstrategy