World History is a full-year thematic course that aligns with the New Jersey Core Curriculum
Content Standards. This course is a comprehensive study of World History and human interaction from The Emergence of the First Global Age to the 21st Century. Students will analyze world history, geography, and cultures through in-depth analysis of the evolution of our modern world and its political and economic framework. Students are expected to read related literacy selections, evaluate primary resources, and engage in critical analyses and cultural comparisons. Research and writing skills are emphasized with an interdisciplinary approach.
The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and experience historic events virtually. By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of understanding of our global society. At the same time, their understanding of the fundamental principles and values of American democracy and citizenship provides the conceptual framework that allows them to make informed decisions about local, national, and international issues and challenges.
Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. PCTI’s vision of social studies fosters a population that: Is civic minded, globally aware, and socially responsible. Including, reinforcing fundamental values of American citizenship through active participation in local and global communities. Making informed decisions about local, state, national, and global events based on inquiry and analysis. Considering multiple perspectives, values diversity, and promoting cultural understanding. Utilizing emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions.

PCTI Curriculum Unit 1 Planner
World History
9
Global Interactions and Colonialism

NJCCCS: 6.2.12.A.1; 6.2.12.B.1a,b; 6.2.12.C.1.a,b,c,d,e; 6.2.12.D.1.a,b,c,d,e,f; 6.2.12.C.3.d,

CCSS.ELA-LITERACY.RH.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

CCSS.ELA-LITERACY.WHST.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

Career Ready Practices- CRP 1-12

Personal finical Literacy- 9.1.12.A 1-9, 9.1.12.B.1-10, 9.1.12.C. 1-12 9.1.12.D.1-15, 9.1.12.E.1-10, 9.1.12.F.1-6,
9.1.12.G.1-7

Career Awareness Exploration and Preparation- 9.2.12.C.1-9
 Government and Public Admin Career – 9.3.GV.1-6

How and why do empires rise and fall?

How did global economies impact the world?

How did varying policies and practices regarding slavery impact humanity?
 How do inventions, innovations, and ideas provide a foundation for society?
 How do religious ideas impact global interactions?

How do nationalistic ambitions change the world?

World History and Geography Modern Times, McGraw Hill

Triangular Trade Map, http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/trade_routes.htm

Robert Clive and Mie Jafar After The Battle of Plassey, 1757. www.bbc.co.uk

The Art of The Ottomans www.metmuseum.org/toah/hd/otto1/hd_otto1.htm

Opium War, DCR

Bartolome de las Casas – Native Americans https://www.gilderlehrman.org/history-by-era/americanindians/resources/bartolom%C3%A9-de-las-casas-debates-subjugation-indians-1550

A Letter to the Treasurer of Spain http://www.classzone.com/cz/books/americans05/resources/pdfs/psource/TAS03_1_27_PS_pdf

Ibn Battuta: Travels in Asia and Africa www.fordham.edu/halsall/source/1354-ibnbattuta.asp

The Slave Trade http://4thebest4etripod.com/id15.html

1750 Southeast Asia, The Trustees of the British Museum, 2004. http://www.mughalindia.co.uk/room.html

Opium War: Lin Zexu (Lin Tse-Hsu), Letter of Advice to Queen Victoria (1839) & The Treaty of Nanjing,
August 1842. http://afe.easia.columbia.edu/special/china_1750_opium.htm

Lin Zexu http://app.discoveryeducation.com/search?Ntt=lin+zexu

Ming map http://app.discoveryeducation.com/search?Ntt=ming +

Ming Primary Source, Essays on Merchants http://connected.mcgrawhill.com/ssh/syllabus.syllabusLesson.do?bookId=GBOPBD8V7SE4BQOSJPRBQQ4HJQ&syllabusId=98MGCH4
6W8GDSMC4ZLP2BWPZ41&chapterId=YGHWSX2LPBPB7BFWYPBO19Q8C1&lessonId=FZNPDO44434JG4YX

FGTP2O45T4

Excerpts from Village Ordinances: “Prohibition Ordinance” http://afe.easia.columbia.edu/ps/china/prohibition_ordinance.pdf

An Imperial Edict Restraining Officials from Evil , Hongwu Emperor (Zhu Yuanzhang) http://afe.easia.columbia.edu/ps/china/restraining_officials.pdf

U.S. Infantryman Camped in Forbidden City Beijing, Image http://app.discoveryeducation.com/search?Ntt=open+door+forbidden+city

Giorgio Vasari, Life of Leonardo Da Vinci
Fordham University Modern History Sourcebook: http://www.fordham.edu/halsall/source/vasari1.html

Chinafolio : Information. Analysis. Research. Trends. (Ming and Qing Dynasty) www.chinafolio.com

Foreign Trade in Mughal Times
 http://www.eklavya.in/pdfs/Books/SSTP/social_studies_8/history/5%20Foreign%20Trade.pdf
Video: Era of the Ming Dynasty, Discovery Education http://app.discoveryeducation.com/search?Ntt=ming +

Sources and General Resources on Latin America , Oberlin College
 http://www.oberlin.edu/faculty/svolk/latinam.htm
Fordham University Medieval Sourcebook: Christopher Columbus: Extracts from Journal www.fordham.edu/halsall/source/columbus1.asp

Columbia University, Asia for Educators : McCartney and the Emperor http://afe.easia.columbia.edu/special/china_1750_macartney.htm
 Scholastic Update , Charting the Course: A Pre-Columbian View of the World by Phil Sudo
 Ming background http://www.chinafolio.com/exploration-consolidation-isolation-ming-dynasty-1368-
1644/

Daoism http://app.discoveryeducation.com/search?Ntt=ming +

Ming founder http://app.discoveryeducation.com/search?Ntt=ming

Scholastic Update , The Real Columbus by Phil Sudo

Scholastic Update , An Ancient Hatred- Ottoman Empire

Scholastic Update , Land of Discovery
Resources (biographies) :

Francesco Petrarch Biography

Johannes Gutenberg Biography

Leonardo Da Vinci Biography
Leonardo Da Vinci


Graphic Novel, Printing Press InfoGraphic
Enlightenment Meet the Philosophes (DCR)

Students will create a Triangular Trade map and describe its importance regarding globalization.

Compare and contrast China’s geopolitical changes utilizing historical context, primary source translation, and a Qing-era painting to modern era photograph.

Essay- Contrast the depictions of secularism and humanism in renaissance art.
Resources
 Blackboard

Word Processor

Google Drive


Online Library Catalog

Online Library Databases

Web Quests
 Online Texts

Online Streaming Videos

PowerPoint

Microsoft Office Programs
One Marking Period (first)
PCTI Curriculum Unit 2 Planner
World History
9
Philosophies, New Ideas, and Revolutions

NJCCCS: 6.2.12.A.2.a,b,c; 6.2.12.B.2.a,b; 6.2.12.C.2.a; 6.2.12.D.2.a,b,c,d,e; 6.2.12.A.3.a,b,c,d; 6.2.12.C.3.d,f;
6.2.12.D.4.c; 6.2.12.D.5.a
 CCSS.ELA-LITERACY.RH.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10
 CCSS.ELA-LITERACY.WHST.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

Career Ready Practices- CRP 1-12

Personal finical Literacy- 9.1.12.A 1-9, 9.1.12.B.1-10, 9.1.12.C. 1-12 9.1.12.D.1-15, 9.1.12.E.1-10, 9.1.12.F.1-6,
9.1.12.G.1-7

Career Awareness Exploration and Preparation- 9.2.12.C.1-9

Government and Public Admin Career – 9.3.GV.1-6
 How do new ideas change the world?
 How did philosophical ideas alter ideologies throughout the world?

How did new ideas influence subsequent revolutions throughout the world?
 World History and Geography Modern Times, McGraw Hill
Anchor Text Resources

Adam Smith, The Wealth of Nations

Jean Jacques Rousseau, The Social Contract

John Locke, Second Treatise of Civil Government
 Martin Luther, 95 Theses
American Revolution

What Caused the American Revolution DBQ (DCR)

Thomas Jefferson- Declaration of Independence
French Revolution

Percy B. St. John- The French Revolution Excerpt in 1848 http://www.fofweb.com/activelink2.asp?ItemID=WE53&iPin=ewh4d10&SingleRecord=True

DBQ French Revolution (DCR)
Haitian Revolution


The Haitian Revolution DBQ (DCR)

Jefferson on the French and Haitian Revolutions , 1792 Letter to Marquis de Lafayette, Gilder Lehrman
Collection
Latin American Revolutions

Simon Bolivar Speech Excerpt (DCR)

Francisco Madero: The Plan of San Luis Potosi, November 1910, Fordham University Modern History
Sourcebook http://www.fordham.edu/halsall/mod/1910potosi.html
Russian Revolution

Fundamental Law of land Socialization

Petition Prepared for Nicholas II Jan 1905 “Bloody Sunday”
Chinese Revolution

Mao Zedong, Little Red Book (DCR)

Sun Yatsen “Three People’s Principle” (DCR)
Indian Revolution

Mahatmas Gandhi “Quit India” speeches 1942 (DCR)
 Mahatmas Gandhi “My Spiritual Message” 1931 (DCR)
Cuban Revolution
 Facts on File, Excerpts from: Castro, Fidel. "History Will Absolve Me." Fidel Castro History Archive. http://www.fofweb.com/activelink2.asp?ItemID=WE53&iPin=SIWH0143&SingleRecord=True
American Revolution

Could the American Revolution Have Happened without the Enlightenment (DCR)
 Revolutions Across Time Comparison Chart (DCR)
French Revolution

Revolutions of 1848 Political Cartoon Analysis (DCR)
Haitian Revolution


The Fire Last Time, Scholastic Article (DCR)
“Haiti Tomorrow” poem by Jean Claude Martineau
Latin American Revolutions

El Libertador-Simon Bolivar Junior Scholastic (DCR)

The Americas Reading and Map Worksheet (DCR)
Russian Revolution

”All that can be told of Russian Revolution”, New York Times 1923
 ”The Russian Revolution”, education portal (Video)
Chinese Revolution

A Life in Revolution Scholastic Article (DCR)
Cuban Revolution


1959: The Cuban Revolution NYT Upfront (DCR)
Castro’s Revolution NYT Upfront (DCR)
 The Cuban Revolution NYT Upfront (DCR)

Enlightenment and Philosophers Simulations: Produce and perform a skit illustrating the views of the philosophers. Compare and contrast viewpoints and teachings.

Interview: Interview a revolutionary figure of your choice, formulating questions that summarize their rise to power, the creation of a new government, and their maintaining of power.


Blackboard

Word Processor

Google Drive
 Online Library Catalog

Online Library Databases

Web Quests

Online Texts

Online Streaming Videos

PowerPoint

Microsoft Office Programs
One Marking Period (second)
PCTI Curriculum Unit 3 Planner
World History
Global Industrialization and Conflict
Grade: 9

NJCCS: 6.2.12.A.3.e,f,g; 6.2.12.B.3.a,b,c; 6.2.12.C.3.a,b,c,e; 6.2.12.D.a,b,c,d,e; 6.2.12.A.4.a,b,c;
6.2.12.B.4.a,b,c,d; 6.2.12.C.4.a,b,c,d; 6.2.12.D.4.a,b,d,e,f,g,h,j,k,l; 6.2.12.C.5.a,b,d

CCSS.ELA-LITERACY.RH.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

CCSS.ELA-LITERACY.WHST.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

Career Ready Practices- CRP 1-12
 Personal finical Literacy- 9.1.12.A 1-9, 9.1.12.B.1-10, 9.1.12.C. 1-12 9.1.12.D.1-15, 9.1.12.E.1-10, 9.1.12.F.1-6,
9.1.12.G.1-7
 Career Awareness Exploration and Preparation- 9.2.12.C.1-9

Government and Public Admin Career – 9.3.GV.1-6

How did industrialization and urbanization affect society?

How did advancements in agriculture, science, and technology impact the world?

How does global competition foster the expansion of imperialist practices?

Why does nationalism and global power often lead to conflict?

How did the social and political aspirations of nations lead to the growth and development of nationalism?
 How do economic systems differ?

World History and Geography Modern Times, McGraw Hill

BCC England, “25 points of Nazi Party” by Anton Drexler and Gottfried Feder and Dietrich Eckhart
Departmental Created Resources (Blackboard)

WWI- Science and Military Tech

Total War and the Role of Women

Treaty of Versailles DBQ

Industrialization DBQ

Global Nationalism DBQ

Effects of Imperialism

Scientific Revolution DBQ


Agricultural Revolution DBQ

WWII Causes DBQ

WWII Outbreak DBQ

Armenian Genocide
World History and Modern Time Resource Kit

Child Labor in England DBQ

Parliamentary Speech of France
 Unification of Italy and Germany Map

Great Purge of Russia

United Streaming, Discovery Learning, The Holocaust Teenager Experience

Junior Scholastic , “Stolen Chilodhoods” Play by Mack Lewis

Junior Scholastic , “The Muckrakers” by Danett Steffens

Daily Mail, “Child Labor in England” Article by Annabel Venning

Junior Scholastic , “The Great Depression” by Suzanne McCabe

Junior Scholastic , “The Great War” by Carolina Aguilera

New York Times , “The Truce of Christmas” 1914 by Thomas Vinciguerra
 New York Times Upfront, 5 Things You Need to Know About World War I by Gabriel Vejas Liulevicius
 New York Times Upfront , World War I Why it Still Matters by Craig Whitney
 New York Times Upfront , How the Middle East Got That Way by Sam Roberts

Junior Scholastic , World War II Letters Home

Junior Scholastic , Pearl Harbor by Sean Price

Junior Scholastic , War Stories, Ordinary Men and Women Remember WWII by Jim Adams

Scholastic Update , Anatomy of the Holocaust

Scholastic Update , The Legacy of the Holocaust

New York Times Upfront , 1948 The Birth of Israel by Sam Roberts

Students will create a brochure on Industrial Revolution Inventions.


(WHST.6)
Jig Saw- Global Imperialism by continent explain its effects and draw a political boundaries map of each and show how it is divided.

Essay; Compare and Contrast the responses of various nations to the Great Depression and how many led to the rise of Dictatorships

Blackboard

Word Processor

Google Drive

Online Library Catalog

Online Library Databases

Web Quests
 Online Texts
 Online Streaming Videos
 PowerPoint

Microsoft Office Programs
One Marking Period (Third)

PCTI Curriculum Unit 4 Planner
World History
Modern World Challenges
9

NJCCCS: 6.2.12.A.4.d; 6.2.12.D.4.i; 6.2.12.A.5.a,b,,c,d,e; 6.2.12.B.5.a,b,c,d,e; 6.2.12.C.5.c,d,e,f,g;
6.2.12.D.5.b,c,d; 6.2.12.A.6.a,b,c,d; 6.2.12.B.6.a; 6.2.12.C.6.a,b,c,d; 6.2.12.D.6.a; 6.3.12.A.1; 6.3.12.A 2;
6.3.12.A.2; 6.3.12.B.1; 6.3.12.C.1; 6.3.12.D.1; 6.3.12.D.2

CCSS.ELA-LITERACY.RH.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

CCSS.ELA-LITERACY.WHST.9-10.1
, 2, 3, 4, 5, 6, 7, 8, 9, 10

Career Ready Practices- CRP 1-12

Personal finical Literacy- 9.1.12.A 1-9, 9.1.12.B.1-10, 9.1.12.C. 1-12 9.1.12.D.1-15, 9.1.12.E.1-10, 9.1.12.F.1-
6, 9.1.12.G.1-7

Career Awareness Exploration and Preparation- 9.2.12.C.1-9

Government and Public Admin Career – 9.3.GV.1-6

How does conflict promote social change?
 How did the attempts at resolution shape the modern world?
 How have global forces redefined both individual and group identities?

What impact did technological advances have on mass media?

What is global interdependence?

How has mankind’s footprint impacted the environment?

World History and Geography Modern Times, McGraw Hill

Six Day War Maps, Jewish Virtual Library http://www.jewishvirtuallibrary.org/jsource/History/67map1.html

United Nations Charter http://www.un.org/en/documents/charter/

Genocide Rwanda Archive http://www.genocidearchiverwanda.org.rw/index.php/Welcome_to_Genocide_Archive_Rwanda

Cold War- Churchill's Sinews of Peace Speech (Iron Curtain Excerpt) http://www.wyzant.com/resources/lessons/history/hpol/churchill/peace

North American Free Trade Agreement (NAFTA): U.S., Canada, Mexico 1992-1993 http://icah.infobaselearning.com/pdocument.aspx?ID=110105&ArticleID=107355

The Universal Declaration of Human Rights- http://www.un.org/en/documents/udhr
 The Balfour Declaration (and related information), Jewish Virtual Library http://www.jewishvirtuallibrary.org

Organization of the Petroleum Exporting Countries (OPEC) http://www.opec.org/opec_web/en/about_us/24.htm
 Russian Archives, Cuban Missile Crisis: Khrushchev Letter to President Kennedy (translated) http://www.loc.gov/exhibits/archives/x2jfk.html

Boris Yeltsin resignation speech, BBC News http://news.bbc.co.uk/1/hi/world/europe/6584973.stm

Nelson Mandela on Democracy. Statement from the dock at the opening of the defense case in the

Rivonia Trial, Africa National Congress http://www.anc.org.za/show.php?id=3430

Tiananmen Square 1989 – Declassified Documents, National Security Archive, George Washington
University http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB16/

International Monetary Fund (IMF), World Outlook Reports http://www.imf.org/external/ns/cs.aspx?id=29

The Harvard Project on the Soviet Social System, https://hcl.harvard.edu:8001/collections/hpsss/index.html

“Formation of the United Nations”, Cicero
 Cold War Student Map Creation http://cardinalscholar.bsu.edu/bitstream/123456789/193994/1/Cold_War.pdf

Time Magazine , “Tiananmen Square Massacre: 25 Years later”
 PBS New Hour Extra , “Remembering Nelson Mandela” (video)

National Geographic , “The Conflict Zone” (Video)

Sierra Club , “History of the Modern Global Economy”

Time Magazine, “Brief History of OPEC”, 2010

NewsELA ,” Two Decades later, Rwanda rises from the Ashes of Genocide”

NewsELA , “For many of the Worlds’ Poor drinking water can be Deadly”


New York Times Upfront , Is America an Empire? by Bill Berkeley

Scholastic Update , One Land, two People- Arab-Israeli Conflict
New York Times Upfront , 1989 Tiananmen Square Massacre by Merrill Perlman

Web quest on comparing and contrasting Capitalist and Communist propaganda during the Cold War Era

Research and Present- War Crimes or modern violations of human rights and genocide and try them as criminals as if in front of UN

Blackboard

Word Processor
 Google Drive
 Online Library Catalog

Online Library Databases

Web Quests

Online Texts

Online Streaming Videos

PowerPoint

Microsoft Office Programs
One Marking Period (Fourth)

III.
IV.

Tests – objective and essay

Quizzes- objective and essay

Classroom projects and activities – oral and written o Formal Essay Response (persuasive) o Written reports o Oral presentations, debates and role playing o Daily notes o Maps, charts, and graphs DBQ (Data Based Questions) o Internet DBQ (Data Based Questions) presentations / essays o Cooperative based group activities o Basic technology application – word processing, power point, and internet o Prezi, Popplet, Glogster, Blogs, Wikis…and any additional multi-media presentation options available o Technological applications (blogs, online meetings, online posts, online journals, etc.)

Homework o Maps, charts, and graphs DBQ (Data Based Questions) o Internet DBQ (Data Based Questions) presentations / essays o Written reports
 Participation- class discussions, attitude and attendance

McGraw-Hill: World History and Geography Modern Times, Spievogel, 2013

McGraw-Hill: World History and Geography Modern Times, Resource Kit Books o Suggested Activities, Guided Reading, Enrichment, Re-teaching, Geography and Map,
Performance Assessment, and Cooperative Learning

Primary Source: Newspaper, Journals, workbooks, and Internet

Passaic County Technical Institute Video Library

Passaic County Technical Institute Media Center o Suggested, Cicero, Sheppard Software, Discovery History, and Glencoe Online

Passaic County Technical Institute Computer Technology o Suggested, Microsoft Word, Excel, and Power Point

Readings in World History, Holt, Rinehart and Winston

Mastering Social Studies Skills, Second Edition, Gerard Pelisson

McDougal Littell: Writing for Social Studies

Social Studies School Service Internet Document-Based Activities DBQ’s o Suggested, World History Primary Source Series
V.
Various teaching methods are utilized in this course. Meaningful instruction will be given using primarily primary source documents and informational texts. This will be supplemented by relevant outside resources and teacher-generated exercise. Cooperative learning activities as well as individual and group research projects will be required. Debating exercises will be implemented in order to install a respect for opposing viewpoints. Including, role play activities which allows the students to identify multiple perspectives. Finally, use of specific audio/video and other visual materials will supplement classroom instruction and activities. Including computer based lessons utilizing the classroom projector, internet, online student based activities.

SKILLS TO BE LEARNED
Global Interactions and Colonialism
I = Introduce
D = Develop
R= Reinforce
M = Master
9 Weeks
Identify how early European society would shape future movement across the globe
IDR
Analyze how the Crusades lead to future social movements, technological breakthroughs and global expansion
IDR
Formulate the reasons for European global expansion
Analyze the decline of Qing Dynasty
Identify the early economic systems of globalization and the importance the
Columbian Exchange
Measure the effects of the colonization of Latin America
IDR
IDR
IDR
IDR
Describe the social and economic climate of the Middle Eastern empires
Describe the social and economic structure of the East Asian empire
IDR
IDR
Philosophies, New Ideas, and Revolutions
Assess the importance of the Italian city states to the Renaissance
Identify key people, inventions and ideas that came arose during the era
Analyze the events why the Reformation occurred
Identify the reasons for the spread of Protestantism
Identify the contributions of the Scientific Revolution
Illustrate the importance of the Enlightenment movement on the world
Identify the concept of Industrial property and its impact
IDR
IDR
IDR
IDR
9 weeks
IDR
IDR
IDR

Describe the idea of Mass Society during the era
Compare National state and democracy in Europe
Identify modern ideas that arose during the era.
Judge the importance of the Industrial revolution
Support the need for Nationalism and its impact on the world
IDR
IDR
Identify the political revolutions that occurred and how is effected the structure of Europe
Summarize the events of the revolutions in Latin America
IDR
IDR
IDR
IDR
IDR
Analyze the importance of Romanticism and realism
Describe the European crisis of economics versus religion
Identify causes, events and outcomes of English Revolution
Describe Absolutism and the effects on Europe
Identify the lasting effects of the Renaissance on European Culture
Analyze how power was balanced in Europe
Describe how the American Revolution is a product of the these social, technological and economic movements
Identify how and why the French revolution began
IDR
IDR
IDR
IDR
IDR
IDR
IDR
IDR
Describe how the French Revolution changed Europe
Global Industrialization and Conflict
Summarize how Napoleon came to power and dominated Europe political landscape
Analyze why Napoleon fell from power
Explain how industrialization and urbanization affected class structure, family life, the daily lives of men, women, and children, and the environment.
IDR
IDR
9 Weeks
IDR
IDR

Describe British rule in India
Analyze the causes and effects of imperialism in Latin America
IDR
IDR
Compare the impact of imperialism on economic development in Africa, Asia, and Latin America regarding barriers or opportunities for future development and political independence.
Identify the reason that WWI started
IDR
IDR
Summarize the events of WWI IDR
Illustrate how and why the Russian Revolution occurred
Analyze the reasons for the end of WWI
Describe the rise of Nationalism in the Middle east
Identify the importance of Nationalism in Africa and Asia
Analyze the Revolution in China and its lasting impact
Describe how Nationalism brought Latin America to the modern world
Assess the cultural impact of World War I, the Great Depression, and World
War II by analyzing the values and social ideas in the arts.
Describe the cause of WWII
IDR
IDR
IDR
IDR
IDR
IDR
IDR
IDR
Summarize the events of WWII
Illustrate life on the home front during WWII
Modern World Challenges
Analyze the New Order and the Holocaust and its impact on future events
Identify the reasons that WWII ended and the outcomes of the war
Identify the reasons for the Cold War
Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia.
IDR
IDR
IDR
IDR
IDR
9 Weeks
IDR

Describe the change in China during the Era
Summarize the Cold War conflicts that occurred
Compare and Contrast life in the Western World versus the Eastern World
Describe life in the Asian Rim during the Cold War IDR
Identity how different countries in Asia, Middle east, Africa and Latin America gained Independence
Formulate how the end of the Cold War Era lead to modern Countries and a rise of nationalism
Analyze the reason for the fall of USSR and its impact on the world
IDR
IDR
IDR
IDR
IDR
IDR
Describe the political changes In the modern world
Identify the Social challenges in the modern world
IDR
IDR
Identify the different economic systems of the world
Participate in a simulated meeting, research evidence from multiple sources about an economic problem and develop a plan of action.
Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/ privacy.
Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.
Summarize the recent changes in science technology and environment in the world
IDR
IDR
IDR
IDR
IDR

VIII. STUDENT HANDOUT/PROFICIENCIES
PASSAIC COUNTY TECHNICAL INSTITUTE
STUDENTS PROFICIENCIES HANDOUT
WORLD HISTORY
COURSE DESCRIPTION
This course is a comprehensive study of world history and human interaction from the early modern world to present day. Using a thematic approach, students will analyze world history, geography, and cultures through indepth analyses of the evolution of our modern world and its political and economic framework. Students are expected to read related literacy selections, evaluate primary resources, and engage in critical analyses and cultural comparison while making connections to present day. Research and writing skills are emphasized with an interdisciplinary approach that addresses the core content standards and in social studies and language arts.
PROFICIENCIES
Upon successful completion of the requirements for this course, students will able to:
A. Identify, locate, and describe physical and cultural characteristics of world regions.
B. Assess the impact of change: social, technological, political, and economic and on our world.
C. Effectively refine social studies skills through the completion of maps, diagrams, debates, charts, reading and research projects.
D. Apply computer technology in the social studies realm by conducting research.
E. Analyze, interpret, create, and use resources and materials, which include but are not limited to maps, charts, graphs, political cartoons, art, artifacts, media, and primary source documents.
F. Apply decision-making and problem-solving techniques orally and in writing to historic, contemporary, and controversial world issues. This includes but is not limited to examining, understanding, and evaluating conflicting policy viewpoints, and applying conflict resolution skills.
G. Demonstrate an understanding of the impact of political and economic forces, geography, social structures and culture on the history of the world.