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School City of Hobart |
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School City of Hobart Social Studies |
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Social Studies - World History and Civilization |
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Prehistoric/Early Civilizations
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Beginnings of Human Society
The learner will be able to
examine the lives of the hunting and gathering people of the ancient world during the beginnings of human society.
| Strand |
Source |
| Community: Hunter-Gatherer |
IDOE |
| |
Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.1.1
The learner will be able to
trace the approximate chronology and territorial range of early human communities, and analyze the processes that led to their development. (Geography; Individuals, Society, and Culture).
| Strand |
Source |
| Community: Hunter-Gatherer |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.1.2
The learner will be able to
analyze and compare how peoples of West Africa, Europe, Southeast Asia, East Asia, and the Americas domesticated food plants and developed agricultural communities in response to local needs and conditions. (Geography).
| Strand |
Source |
| Community: Hunter-Gatherer |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.1.3
The learner will be able to
describe types of evidence and methods of investigation by which scholars have reconstructed the early history of domestication, agricultural settlement, and cultural development.
| Strand |
Source |
| Community: Hunter-Gatherer |
IDOE |
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.1.4
The learner will be able to
describe social, cultural, and economic characteristics of large agricultural settlements on the basis of evidence gathered by archaeologists.
Example: Catal Hayuk and Jericho. (Geography; Individuals, Society, and Culture)
.
| Strand |
Source |
| Community: Hunter-Gatherer |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Early Civilizations: 4000 to 1000 B.C.E.
The learner will be able to
examine the characteristics of early civilizations, including those of Egypt, Mesopotamia, the Indus River Valley, and China from 4000 to 1000 B.C.E.
| Strand |
Source |
| Early Civilizations |
IDOE |
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.2.1
The learner will be able to
explain the criteria that have been used to define the idea of civilization and the key differences between civilizations and other forms of social organization. (Individuals, Society, and Culture).
| Strand |
Source |
| Early Civilizations |
IDOE |
| |
Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.2.2
The learner will be able to
compare causes and conditions by which civilizations developed in Egypt, Southwest Asia and the Eastern Mediterranean region, India, and China, and explain why the emergence of these civilizations was a decisive transformation in human history. (Geography; Individuals, Society, and Culture).
| Strand |
Source |
| Early Civilizations |
IDOE |
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.2.3
The learner will be able to
differentiate hierarchies in the social structures of early civilized peoples, and explain the influence of religious belief systems upon ancient governmental systems, including analysis of the importance of Judaism. (Individuals, Society, and Culture).
| Strand |
Source |
| Early Civilizations |
IDOE |
| |
Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.2.4
The learner will be able to
construct a timeline of main events on the origin and early development of civilizations in Mesopotamia, Egypt, the Indus Valley, and China.
| Strand |
Source |
| Early Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.2.5
The learner will be able to
use multiple sources of evidence to explain relationships in early civilizations, including those in Egypt or China, between the development of state authority and the growth of aristocratic power, taxation systems, and institutions of coerced labor, including slavery. (Economics; Civics and Government).
| Strand |
Source |
| Early Civilizations |
IDOE |
| |
Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Ancient Era (1000 BCE - 300 CE)
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Classical Civilizations: Greece and Rome
The learner will be able to
examine the antecedents, origins, development, and achievements of the classical civilizations of Greece and Rome from 2000 B.C.E. to 500 C.E.
| Strand |
Source |
| Greek Civilizations |
IDOE |
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.1
The learner will be able to
trace the origins of Cretan civilization and its impact on later civilizations on the Greek mainland.
| Strand |
Source |
| Greek Civilizations |
IDOE |
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.2
The learner will be able to
describe the institutions and traditions of the Greek city-based republics, their influence on the lives of citizens and other residents, and their impact on the development of democratic and republican forms of government. (Civics and Government).
| Strand |
Source |
| Greek Civilizations |
IDOE |
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.3
The learner will be able to
identify and explain the significance of achievements of Greeks in mathematics, science, philosophy, architecture, and the arts and their impact on various peoples and places in subsequent periods of world history. (Individuals, Society, and Culture).
| Strand |
Source |
| Greek Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.4
The learner will be able to
analyze the major events of the wars between Persians and the Greeks, reasons why the Persians failed to conquer the Greeks, and consequences of the wars for Greek civilization.
| Strand |
Source |
| Greek Civilizations |
IDOE |
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.5
The learner will be able to
compare and contrast the daily life, social hierarchy, culture, and institutions of Athens and Sparta; describe the rivalry between Athens and Sparta, and explain the causes and consequences of the Peloponnesian War. (Geography; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Greek Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.6
The learner will be able to
describe the rise of Alexander the Great to power, the development and demise of his empire, and his legacy.
| Strand |
Source |
| Greek Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.7
The learner will be able to
trace the origins of the Etruscan civilization and its impact upon Roman civilization, as well as the influences of the Greeks upon the Romans. (Individuals, Society, and Culture).
| Strand |
Source |
| Roman Empire |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.8
The learner will be able to
describe Roman republican government and society, and trace the changes that culminated in the end of the republic and the beginning of the Roman Empire. (History; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Roman Empire |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.9
The learner will be able to
describe Roman achievement in law and technology and explain their impact on various peoples and places in subsequent periods of world history. (Individuals, Society, and Culture).
| Strand |
Source |
| Roman Empire |
IDOE |
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.10
The learner will be able to
explain the origins of Christianity, including the lives and teachings of Jesus and Paul and the relationships of early Christians with officials of the Roman Empire. (Individuals, Society, and Culture).
| Strand |
Source |
| Roman Empire |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.11
The learner will be able to
analyze the causes, conditions, and consequences of the spread of Christianity throughout the Roman Empire, including the policies of Emperor Constantine the Great. (Individuals, Society, and Culture).
| Strand |
Source |
| Roman Empire |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.3.12
The learner will be able to
explain the causes, conditions, and consequences of the decline and fall of the western part of the Roman Empire.
| Strand |
Source |
| Roman Empire |
IDOE |
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Major Civilizations: 1000 BCE to 150 CE
The learner will be able to
trace the development of major civilizations, states, and empires in different regions of Asia, Africa, and the Americas from 1000 B.C.E. to 1500 C.E.
| Strand |
Source |
| Chinese Dynasties |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.1
The learner will be able to
trace the development and major achievements of civilization in India with particular emphasis on the rise and fall of the Maurya Empire, the "golden period" of the Gupta Empire, and the reign of Emperor Ashoka. (Civics and Government).
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.2
The learner will be able to
use various primary and secondary sources to examine, interpret, and compare the main ideas of Hinduism and Buddhism, and explain their influence on civilization in India. (Individuals, Society, and Culture).
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.3
The learner will be able to
explain how Buddhism spread and influenced peoples and their cultures in Ceylon, Central Asia, and East Asia. (Individuals, Society, and Culture.
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.4
The learner will be able to
trace the development and major achievements of Chinese civilization during various key dynasties, such as the Zhou, Qin, Han, Tang, and Song. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Chinese Dynasties |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.5
The learner will be able to
describe the life of Confucius; compare the fundamental teachings of Confucianism and Taoism, and explain the influence of these ideas on Chinese civilization. (Individuals, Society, and Culture).
| Strand |
Source |
| Chinese Dynasties |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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| |
Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.6
The learner will be able to
describe the origins and development of Japanese society and the imperial state in Japan. (Civics and Government; Individuals, Society, and Culture).
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.7
The learner will be able to
describe the life of Muhammad, fundamental teachings of Islam, and connections of Islam to Judaism and Christianity. (Individuals, Society, and Culture).
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Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.8
The learner will be able to
trace the extent and consequences of Islam's spread in Asia and the Mediterranean region, including North Africa and Europe's Iberian Peninsula. (Individuals, Society, and Culture).
| |
Unit Instructional Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.9
The learner will be able to
explain how the community of Muslims (believers in Islam) became divided into Sunnis and Shi'ites and the long-term consequences of this division. (Individuals, Society, and Culture).
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Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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| |
Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.10
The learner will be able to
describe and explain the rise and expansion of the Mongol empire and its consequences for Eurasian peoples, including the achievements of Chinggis Khan in the context of Mongol society and his impact on Eurasian history.
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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Unit Assessment Resources |
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| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.11
The learner will be able to
describe the rise and fall of the ancient east African kingdoms of Kush and Axum and the development of Ethiopia.
| Strand |
Source |
| African Societies |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
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WH.4.12
The learner will be able to
describe the rise and fall of the ancient kingdom of Ghana and how it became Africa's first large empire.
| Strand |
Source |
| African Societies |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
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WH.4.13
The learner will be able to
describe the rise, development, and decline of Mali and Songhai.
| Strand |
Source |
| African Societies |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
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WH.4.14
The learner will be able to
dxplain the origins and development of the slave trade in Africa and its connections to Arabic peoples of North Africa and Southwest Asia and to Western European peoples. (Individuals, Society, and Culture).
| Strand |
Source |
| African Societies |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.4.15
The learner will be able to
describe the origins and importance of farming in the development of pre-Columbian societies and civilizations in various regions of the Americas. (Geography; Individuals, Society, and Culture).
| Strand |
Source |
| Pre-Columbian Americas |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.4.16
The learner will be able to
compare and contrast the Maya, Aztec, and Inca civilizations in terms of their arts, religion, sciences, economy, social hierarchy, government, armed forces, and imperial expansion.
| Strand |
Source |
| Pre-Columbian Americas |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
|
Early Common Era (300 - 1450)
|
Medieval Europe, Western Civilization
The learner will be able to
examine the political, economic, social, and cultural development of Europe, which influenced the rise of Western Civilization from 500 to 1500.
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.1
The learner will be able to
describe the impact on Western Europe of the collapse of the Roman Empire.
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.2
The learner will be able to
describe the importance of Christian monasteries and convents as centers of education, political power, economic productivity, and commercial life, and describe their roles in spreading the Christian religion and civilization throughout Western and Central Europe. (Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.3
The learner will be able to
explain how Western civilization arose from a synthesis of Christianity and classical Greco-Roman civilization with the cultures of northern European peoples. (Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.4
The learner will be able to
describe the rise and achievements of Charlemagne and the Empire of the Franks, and explain how the idea of Christendom influenced the development of cultural unity in Europe. (Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.5
The learner will be able to
define feudalism and the manorial system, and explain their impact upon European civilization. (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.6
The learner will be able to
describe the technological improvements in agriculture and the growth of towns, guilds, and banking during the Middle Ages. (Economics).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.7
The learner will be able to
analyze and compare the success of the Latin and Greek churches in spreading the Christian religion and civilization to peoples of Northern and Eastern Europe. (Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.8
The learner will be able to
explain the Great Schism of 1054 and the development of Eastern and Western branches of Christianity. (Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.9
The learner will be able to
explain the causes of the Crusades and their consequences for Europe and Southwest Asia, including the growth in power of the monarchies in Europe. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| European Civilizations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
|
First Global Era (1450 - 1750)
|
WH.5.10
The learner will be able to
describe the rise, achievements, decline and demise of the Byzantine Empire, the relationships of Byzantine and Western Civilizations, the conquest of Constantinople by the Turks in 1453, and the impact on European peoples of the Turkish (Ottoman) Empire. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Ottoman Empire |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.5.11
The learner will be able to
interpret maps and timelines depicting major events in medieval Europe, which were related to the rise of Western Civilization. (History; Geography).
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
The Renaissance and Reformation
The learner will be able to
examine the antecedents, events, outcomes, and legacies for Western Civilization of the Renaissance and Reformation from 1250 to 1650.
| Strand |
Source |
| Renaissance Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.1
The learner will be able to
trace the origins and developments of the Renaissance in the Italian peninsula. Explain its diffusion throughout Western Europe and its impact on peoples and places associated with Western Civilization.
| Strand |
Source |
| Renaissance Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.2
The learner will be able to
describe the main themes and achievements of the Renaissance, including its impact on science, technology and the arts.
Example: Recognize and explain the importance of the artists of the southern and northern Renaissance, such as Michelangelo, Leonardo da Vinci, Brueghel. (Individuals, Society, and Culture)
.
| Strand |
Source |
| Renaissance Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.3
The learner will be able to
analyze the social and cultural impact of the invention of the printing press upon the Renaissance and the Protestant Reformation. (Individuals, Society, and Culture).
| Strand |
Source |
| Renaissance Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.4
The learner will be able to
analyze the discontent of Christian reformers with the Roman Catholic Church of the sixteenth century, which led to the Protestant Reformation. (Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.5
The learner will be able to
trace the spread of Protestantism across Europe and the reactions of the Catholic Church, and explain the influence of the Reformation on the development of Western civilization. (Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.6
The learner will be able to
explain the importance of various Protestant reformers, including Martin Luther, John Calvin, and Ulrich Zwingli. (Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.7
The learner will be able to
trace the origins and development of the Church of England. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.8
The learner will be able to
explain the purposes, policies, and importance of the Catholic Reformation (the Church's response to the Protestant Reformation) and its consequences, including the Council of Trent. (Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.9
The learner will be able to
explain the importance of various Catholic reformers, including Ignatius Loyola, Carlo Borromeo, and Francis de Sales. (Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.6.10
The learner will be able to
explain the causes, events, and consequences of wars associated with the Reformation, which culminated with the Thirty Years War, 1618 to 1648. (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Reformation Era |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
Worldwide Exploration: 1450 to 1750
The learner will be able to
examine the causes, events, and consequences of European worldwide exploration, conquest, and colonization: 1450 to 1750.
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.1
The learner will be able to
explain the causes and conditions of worldwide voyages of exploration and discovery by expeditions from Portugal, Spain, France, England, and the Netherlands.
| Strand |
Source |
| European Expansion: Portugal |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.2
The learner will be able to
explain the origins, developments, main events, and consequences of European overseas expansion through conquest and colonization.
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.3
The learner will be able to
explain the origins, developments, and consequences of the transatlantic slave trade between Africa and the Americas. (Economics; Geography; Individuals, Society, and Culture).
| Strand |
Source |
| African Slave Trade |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.4
The learner will be able to
explain the encounters between Europeans and peoples of sub-Saharan Africa, Asia, and the Americas and the consequences for the various peoples involved in these global interactions. (Economics; Geography; Individuals, Society, and Culture).
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.5
The learner will be able to
describe the worldwide exchange of flora, fauna, and pathogens brought about by transoceanic voyages of exploration and the consequences for the various peoples involved in these encounters. (Economics; Individuals, Society, and Culture).
| Strand |
Source |
| Cultural Interactions |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.6
The learner will be able to
identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to European voyages of exploration, conquest, and colonization. (Economics; Individuals, Society, and Culture).
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.7
The learner will be able to
construct and interpret timelines about main events of the European voyages of exploration and discovery and encounters of the Spanish with the Aztec and Inca civilizations.
| Strand |
Source |
| European Expansion |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.7.8
The learner will be able to
analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas from 1450 to 1750. (Economics; Individuals, Society, and Culture).
| Strand |
Source |
| African Slave Trade |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
|
Era of Revolutions (1750 - 1914)
|
Industrial Revolutions: 1500 to 1900
The learner will be able to
examine the causes, events, and global consequences of the scientific, political, and industrial revolutions that originated in Western Europe and profoundly influenced the world from 1500 to 1900.
| Strand |
Source |
| Industrial Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.1
The learner will be able to
explain the modern scientific method, which exemplified the Scientific Revolution, and distinguish modern science from science in preceding periods of world history. (Individuals, Society, and Culture).
| Strand |
Source |
| Scientific Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.2
The learner will be able to
describe new theories of the universe and the natural world, which were associated with the Scientific Revolution. (Individuals, Society, and Culture).
| Strand |
Source |
| Scientific Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.3
The learner will be able to
analyze the impact of science upon technology, government, economy, and society in Europe, and explain the global importance of the Scientific Revolution. (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Scientific Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.4
The learner will be able to
trace the origins and consequences of the English Civil War on the government and society of England, and explain the significance of the Glorious Revolution of 1688 for the development of popular government and liberty in England and its colonies in North America. (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Glorious Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.5
The learner will be able to
explain the concept of "the Enlightenment" in European history, and describe its impact upon political thought and government in Europe, North America, and other regions of the world. (Economics; Civics and Government).
| Strand |
Source |
| The Enlightenment |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.6
The learner will be able to
compare and contrast the causes and events of the American and French Revolutions of the late eighteenth century and their consequences for the growth of liberty, equality, and democracy in Europe, North America, and other parts of the world. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| French Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.7
The learner will be able to
describe the causes, events, and outcomes of the Latin American independence movements of the nineteenth century. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Latin America |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.8
The learner will be able to
describe the causes and conditions of the Industrial Revolution in England, Europe, and the United States, and explain the global consequences. (Economics; Individuals, Society, and Culture).
| Strand |
Source |
| Industrial Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.9
The learner will be able to
explain the rise of socialism and communism in the context of the political and industrial revolutions. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Industrial Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.8.10
The learner will be able to
analyze and evaluate the influence of Christianity, Enlightenment-era philosophy, and democratic revolutions and ideas in abolishing the slave trade, in emancipating slaves in the Americas, and in achieving social reforms in various regions of the world. (Individuals, Society, and Culture).
| Strand |
Source |
| Trans-Atlantic Slave Trade |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
Global Imperialism: 1750 to 1900
The learner will be able to
examine the origins, major events, and consequences of worldwide imperialism from 1750 to 1900.
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.1
The learner will be able to
discuss the rise of nation-states and nationalism in Europe, North America, and Asia. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.2
The learner will be able to
define and explain the causes, main events, and global consequences of nineteenth-century imperialism.
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.3
The learner will be able to
analyze the causes and consequences of the partition of Africa by European imperialists. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.4
The learner will be able to
analyze the causes and consequences of domination in China by European powers. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.5
The learner will be able to
analyze the causes and consequences of British and French imperialism in India. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.6
The learner will be able to
analyze the causes and consequences of Russian imperialism on central Asia and Siberia. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.7
The learner will be able to
explain the impact of imperialism upon indigenous peoples and cultures in Africa and Asia with particular emphasis on Japanese responses to challenges by Western imperial powers, which influenced Japan to become an industrial, military, and imperial power.
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.9.8
The learner will be able to
use a variety of information resources to describe advances in transportation, weapons technology, and industrial development in Europe during the nineteenth century. Describe the relationship of these factors to the success of imperial expansion. (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Imperialism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
1900 to the Present
The learner will be able to
analyze and explain twentieth century trends and events of global significance, such as world wars, international controversies and challenges, and cross-cultural changes that have connected once separated regions into an incipient global community.
| Strand |
Source |
| 20th Century Wars |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.1
The learner will be able to
trace and explain the antecedents, causes, major events, and global consequences of World War I.
| Strand |
Source |
| World War I |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.2
The learner will be able to
explain causes of the February and October Revolutions of 1917 in Russia, their effects on the outcome of World War I, and the success of the Bolsheviks (Communists) in their establishment of the Soviet Union (the Union of Soviet Socialist Republics). (Economics; Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Russian Revolution |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.3
The learner will be able to
compare the totalitarian ideologies, institutions, and leaders of the Soviet Union and Nazi Germany. Describe acts of oppression, including extermination by the Nazis and Soviet Communists against particular inhabitants within their countries, and acts of aggression against other countries during the 1930s by the Soviet Union and Nazi Germany. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Nazism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.4
The learner will be able to
trace and explain the antecedents, causes, major events, and global consequences of World War II, including the Holocaust. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| World War II |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.5
The learner will be able to
explain the origins and purposes of the United Nations in the context of World War I and World War II.
| Strand |
Source |
| United Nations |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.6
The learner will be able to
trace and explain the antecedents, causes, major events, and global consequences of the Cold War. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Cold War |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.7
The learner will be able to
explain the decline and demise of the Soviet Union and the political and economic changes in former communist countries of Central and Eastern Europe. (Economics).
| Strand |
Source |
| Communism |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.8
The learner will be able to
analyze and explain why some African and Asian countries achieved independence peacefully through legal means and others as a consequence of armed struggles or wars. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| 20th Century Wars |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.9
The learner will be able to
explain the origins of the modern state of Israel, the reactions of Arabic peoples and states, and the conflicts between Israel and other states in its region. (Civics and Government; Individuals, Society, and Culture).
| Strand |
Source |
| Israel |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.10
The learner will be able to
define "post-industrial society," and use this concept to differentiate global economic and global technological development during the latter half of the twentieth century from that of the period 1800 to 1950.
| Strand |
Source |
| Post-Industrial Society |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.11
The learner will be able to
describe ethnic or nationalistic conflicts and violence in various parts of the world, including Southeastern Europe, Southwest and Central Asia, and Central Africa. (Individuals, Society, and Culture).
| Strand |
Source |
| 20th Century Wars |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.10.12
The learner will be able to
analyze and evaluate the global expansion of liberty and democracy since the 1970s and the successes or failures of democratic reform movements in challenging authoritarian or despotic regimes in Africa, Asia, Eastern Europe, and Latin America.
| Strand |
Source |
| Governmental Systems |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
Historical Research
The learner will be able to
conduct historical research that includes forming research questions, developing a thesis, investigating a variety of primary and secondary sources and presenting their findings with documentation.
| Strand |
Source |
| Historical Analysis |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.11.1
The learner will be able to
locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past.
Example: Primary and secondary sources should include a balance of electronic and print sources, such as autobiographies, diaries, maps, photographs, letters, newspapers, and government documents.
.
| Strand |
Source |
| Historical Analysis |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
WH.11.2
The learner will be able to
locate and use sources found at local and state libraries, archival collections, museums, historic sites, and electronic sites.
| Strand |
Source |
| Historical Analysis |
IDOE |
| |
Unit Instructional Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
| |
Unit Assessment Resources |
| |
| · |
World History, Glencoe/McGraw-Hill, World History Adoption [Textbook]. |
|
|
|
