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Unit One
Length
of Unit
ThreeFour
Weeks
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Early Modern Times (1500-1750)
Subunits: Protestant Reformation, Age of Exploration, Age of Absolutism
Core Content/POS
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Program of Studies
SS-H-GC-U-1, U-7;
SS-H-GC-S-1, S-5
SS-H-CS-U-1, U-2, U-3, U-4;
SS-H-CS-S-1, S-2, S-3, S-4,
S-5
SS-H-Ec-U-1, U-5, U-6;
SS-H-Ec-S-1, S-5, S-6
SS-H-Ge-U-1, U-2, U-3, U-5,
U-6, U-7, U-8;
SS-H-Ge-S-1, S-2, S-3, S-4
SS-H-HP-U-1, U-2, U-3, U-4,
U-WC1, U-WC2, U-WC3, UWC4;
SS-H-HP-S-1, S-4
Terms: indulgence, Martin Luther, Wittenberg, Charles V, diet,
John Calvin, predestination, Geneva, theocracy, King Henry VIII,
Edward VI, Mary I, Elizabeth I, sect, Council of Trent, Ignatius of
Loyola, heretic, Moluccas, cartographer, Vasco da Gama,
Christopher Columbus, Line of Demarcation, Treaty of
Tordesillas, Ferdinand Magellan, circumnavigate, caravel,
astrolabe, conquistador, immunity, Cortes, Moctezuma, Pizarro,
encomienda, mestizo, mulatto, triangular trade, Middle
Passage, mutiny, Columbian Exchange, inflation, capitalism,
entrepreneur, mercantilism, Commercial Revolution, tariff,
Hapsburg, Philip II, absolute monarchy, divine right, armada,
Escorial, Huguenots, Henry IV, Edict of Nantes, Cardinal
Richelieu, Louis XIV, the Fronde, intendants, levee, Versailles,
balance of power, James I, Puritans, Charles I, Oliver Cromwell,
Restoration, English Bill of Rights, constitutional monarchy,
Glorious Revolution, Peter the Great, Catherine the Great
Core Content
SS-HS-2.1.1
SS-HS-2.2.1
SS-HS-2.3.1
SS-HS-5.3.1
SS-HS-2.3.2
SS-HS-5.1.1
SS-HS-5.1.2
SS-HS-3.4.3
SS-HS-4.4.3
Map Activity: European religions
around 1600
Primary Source: Luther’s 95 Theses
Witness History Video – Ch. 3
Excerpts from Lies My Teacher
Told Me (Columbus articles)
Articles describing the Middle
Passage and Atlantic Slave Trade
History Interactive: The Columbian
Exchange
Primary Source Reading on the
Spanish Armada
SS-HS-3.3.3
SS-HS-4.2.2
SS-HS-5.3.2
SS-HS-3.1.1
SS-HS-4.3.1
SS-HS-1.1.1
SS-HS-3.4.1
SS-HS-3.3.1
SS-HS-5.3.3
Rowan County Senior High School 2010-2011
Students will
 Summarize the factors that led to the Protestant
Reformation
 Explain the beliefs and impact of leaders including
Martin Luther, John Calvin, Henry VIII, etc…
 Understand the causes and effects of the English
Reformation.
 Understand European motivations for exploration in
the 15th and 16th centuries.
 Explain the effects of European colonization on
native societies and the global economy.
 Compare absolutism with other forms of rule and
be able to describe its characteristics.
 Summarize how strong leaders like Philip II and
Louis XIV expanded their power and affected the
Group Poster Project : “Monarchy
Madness”
Word Wall – Age of Absolutism
DBQs
Film clips from Elizabeth.
Subunit exams and weekly quizzes
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countries they governed.
Analyze how clashes between the Stuart monarchs
and British Parliament led to the English Civil War
and a century of revolution.
Explain the development of England’s
constitutional monarchy.
Guiding Questions
 Why is Martin Luther considered to be the “Father” of
the Protestant Reformation?
 In what ways did Luther disagree with the Catholic
Church?
 What were the 95 Theses?
 What were the major causes of the Protestant
Reformation?
 How did a new branch of Christianity form?
 Who were the key figures in England’s Reformation and
how did each shape religion and society?
 How was the English Reformation different from the one
started by Luther?
 Who was John Calvin and what were his teachings?
 How did the Protestant and Catholic Reformations affect
political and religious unity in Europe?
 What were the 3G’s as they relate to Exploration?
 What was the significance of Magellan’s exploration?
 What were the effects of Spanish colonization in the
Americas?
 How did competition for land and resources in North
America lead to war and affect the native population and
settlement patterns?
 What was the triangular trade network?
 How did the Atlantic Slave trade result from the Age of
Exploration and what were its effects?
 How did Henry IV lay the foundation for absolute power
in France?
 Who was Cardinal Richelieu and how did he expand
absolute central power?
 How was Versailles a symbol of absolute power?
Rowan County Senior High School 2010-2011
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Unit Two
Length of
Unit
Three
Weeks
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What was Louis XIV’s legacy as leader of France?
Identify the causes, outcome, and effects of the Spanish
Armada.
What were the major events, successes, and failures of
Queen Elizabeth’s life and reign?
Why did the Stuart monarchs clash with Parliament in
England?
What was England like under the rule of Oliver
Cromwell?
What was the Restoration?
What was the Glorious Revolution?
Enlightenment and Revolution (1700-1850)
Subunits: Scientific Revolution, Enlightenment, French Revolution, Napoleon
Core Content/POS
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Program of Studies
SS-H-GC-U-1;
SS-H-GC-S-1, S-3, S-5,
SS-H-Ec-U-1, U-5;
SS-H-Ec-S-1
SS-H-HP-U-1, U-2, U-3,
U-4, U-WC1, U-WC2,
U-WC3, U-WC4;
SS-H-HP-S-1, S-4
Core Content
SS-HS-1.1.1, 2.1.1,
3.1.1, 3.2.1, 5.3.3,
2.2.1, 2.3.2
1.1.2, 2.3.1
Terms: Nicolaus Copernicus, heliocentric, Galileo, Bacon,
Descartes, scientific method, hypothesis, Isaac Newton, gravity,
heresy, natural law, Hobbes, Locke, social contract, natural
right, philosophe, Montesquieu, Voltaire, Diderot, Rousseau,
Mary Wollstonecraft, laissez faire, Adam Smith, Leviathan, Two
Treatises of Government, the Encyclopedia, censorship, salons,
baroque, rococo, enlightened despot, Old Regime, estate,
bourgeoisie, deficit spending, Louis XVI, Marie Antoinette,
Estates-General, Bastille, Tennis Court Oath, clergy, nobles,
faction, émigré, sans-culotte, republic, Jacobins, Robespierre,
Reign of Terror, guillotine, Napoleon, Josephine, Corsica, Elba,
St. Helena, plebiscite, Napoleonic Code, annex, Continental
System, Rosetta Stone, lycee, Trafalgar, scorched-earth policy,
abdicate, Leipzig, Waterloo, Hundred Days, Congress of Vienna
Witness History Video - Ch. 5
Defense Paper – Human Nature –
Comparing Locke and Hobbes
Political Cartoon – The French
Plague (pg. 220)
Excerpt from Declaration of the
Rights of Man
Witness History Video – Ch. 6
A&E Biography: Napoleon
Bonaparte
Map- Napoleon’s Empire, 1812
Students will
 Identify the major changes described as the
Rowan County Senior High School 2010-2011
Infographic – The Guillotine
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Scientific Revolution.
Explain how the Scientific Revolution led to the
Enlightenment.
Compare the ideas of Hobbes and Locke.
Identify the beliefs and contributions of the best
known philosophes.
Explain the impact the Enlightenment had on
government, religion, and society.
Analyze the causes of the French Revolution.
Describe the major events and effects of the French
Revolution.
Explain Napoleon’s rise to power and factors
leading to his downfall.
Analyze the major accomplishments and failures of
Napoleon’s reign, and how his reign affected the
world.
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DBQs
Subunit exams and weekly quizzes
Guiding Questions
 How did Copernicus’s heliocentric theory change
people’s view of the universe and the Church?
 What impact did Galileo have on the Scientific
Revolution?
 What are some of the major breakthroughs in medicine
and science during this time period?
 Who were Hobbes and Locke and what were their ideas
about human nature and government?
 Which philosopher had the most impact on American
government?
 How do the ideas of the philosophes relate to American
constitutional principles?
 How were Enlightenment ideas spread?
 How was French society organized prior to the French
Revolution? (Who made up each estate?)
 Why were the bourgeoisie especially resentful of the Old
Order?
 How did Louis XVI’s weak leadership compound
France’s financial problems?
 Why did foreign countries go to war against France
Rowan County Senior High School 2010-2011
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Unit Three
Length of
Unit
Two Weeks
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during the Revolution?
What were the various phases the Revolution went
through in its duration? (liberal to conservative)
What was the Reign of Terror?
Why was the guillotine invented?
Why was Napoleon so popular?
What is “Napoleon Complex?”
What were some of Napoleon’s most important
domestic reforms?
What was the purpose of the Continental System?
What was Napoleon’s greatest downfall, and how did
this lead to his eventual decline?
Industrialism and a New Global Age (1800-1914)
Subunits: Industrial Revolution, The New Imperialism
Core Content/POS
Key Concepts/Skills/Guiding Questions
Program of Studies
SS-H-CS-U-1,2,3,4,5,6
SS-H-CS-S-1,2,3,4,5
SS-H-Ec-U1,2,3,4,5,7,8;
SS-H-Ec-S-1,3,4,5,6
SS-H-Ge-U-1,3,5,6,7,8;
SS-H-Ge-S-1,2,3,4
SS-H-HP-U-1, U-2, U-3,
U-4, U-WC1, U-WC2,
U-WC3, U-WC4;
SS-H-HP-S-1, S-4
Core Content
Rowan County Senior High School 2010-2011
Terms: industrialized, enclosure, James Watt, Agricultural
Revolution, capital, entrepreneur, putting-out (domestic) system,
urbanization, tenement, labor union, utilitarianism, socialism,
Karl Marx, communism, Henry Bessemer, Alfred Nobel, Thomas
Edison, interchangeable parts, assembly line, Wright Brothers,
Marconi, corporation, romanticism, impressionism, imperialism,
colony, protectorate, sphere of influence, Social Darwinism,
humanitarian, favorable balance of trade, exploit, sati
Activities/Assessments/
Resources
Witness History Video – Ch. 7, 9,
12
Research Project – Life-Changing
Inventions
Rudyard Kipling’s “The White Man’s
Burden”
Comparing Viewpoints- European
Conquest of Africa (pg 390)
Students will
 Summarize the events that helped bring about the
Industrial Revolution.
Map- The Partition of Africa to 1914
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2.1.1, 3.1.1, 3.2.1,
3.3.1, 5.3.3, 4.3.2,
2.2.1, 3.4.1, 3.4.2,
3.2.3, 1.1.3, 2.3.1, 2.3.2
5.3.4, 2.3.1
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Identify the major changes in transportation and
communication that revolutionized the way people
live.
Explain what caused urbanization and what life was
like in the new industrial cities.
Analyze the benefits and challenges of
industrialization.
Explain how industrialization paved the way for the
Age of New Imperialism.
Analyze the causes and effects of the Age of New
Imperialism.
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Exam, Quizzes
Guiding Questions
 What agricultural improvements in the 17th and 18th
centuries helped lead to an Industrial Revolution?
 What new technologies helped trigger the Industrial
Revolution?
 Why was Great Britain the starting point for the
Industrial Revolution?
 In which industry did the first factories appear?
 How did the factory system and mines change the way
people worked?
 What types of changes were made to labor laws as a
result of the Industrial Revolution?
 What were the typical living conditions of the new
industrial cities that resulted from rapid urbanization?
 How were transportation, communication, and other
parts of daily life transformed as a result of the Industrial
Revolution?
 Why did European powers colonize less developed
areas in the late 1800s?
 What factors made the Age of New Imperialism
possible? (What factors allowed Europeans to colonize
areas they hadn’t before?)
 What is Social Darwinism and how were these ideas
used to justify imperialism in the 1800s?
 What were the postive and negative outcomes of
imperialism in the 1800s?
Rowan County Senior High School 2010-2011
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Unit Four
Length of
Unit
Three
Weeks
World Wars and Revolutions (1914-1945)
World War I, Russian Revolution, World War II
Core Content/POS
Key Concepts/Skills/Guiding Questions
Program of Studies
SS-H-GC-S-1,5
SS-H-CS-U-1,2,3,4,5,6
SS-H-CS-S-1,2,3,4,5
SS-H-Ge-U-2;
SS-H-Ge-S-1,2,3,4
SS-H-HP-U-1, U-2, U-3,
U-4, U-WC1, U-WC2,
U-WC3, U-WC4;
SS-H-HP-S-1, S-4
Core Content
2.3.1, 4.2.2, 5.3.4,
4.4.1, 3.1.1, 2.3.2,
1.1.1, 2.1.1, 5.2.4,
3.3.1, 3.2.1, 4.1.3,
5.1.1, 5.1.2, 1.3.3,
1.1.2, 5.2.7, 5.3.5
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Terms: militarism, alliances, nationalism, Triple Alliance, Triple
Entente, Alsace and Lorraine, powder keg, Black Hand,
ultimatum, blank check, mobilize, neutrality, Allies, Central
Powers, Schlieffen Plan, trench warfare, stalemate, no-man’s
land, zeppelins, U-boats, convoy, Dardanelles, Gallipoli, total
war, conscription, Lusitania, propaganda, Zimmerman
Telegram, Fourteen Points, self-determination, disarmament,
armistice, reparations, Paris Peace Conference, League of
Nations, Treaty of Versailles, Maginot Line, Kellogg-Briand Pact,
Fascism, Black Shirts, totalitarianism, command economy,
collectives, kulaks, Gulag, chancellor, Nazi Party, Mein Kampf,
lebensraum, Third Reich, Gestapo, appeasement, Neutrality
Acts, Axis Powers, Anschluss, Sudetenland, Munich
Conference, Nazi-Soviet Pact, blitzkrieg, Luftwaffe, Dunkirk,
Vichy France, the blitz, Lend-Lease Act, Atlantic Charter, Rosie
the Riveter, D-Day, Yalta Conference, V-E Day, Bataan Death
March, island hopping, kamikaze, Manhattan Project, United
Nations, Cold War, Truman Doctrine, Marshall Plan, NATO,
Warsaw Pact
Activities/Assessments/
Resources
Clips from WWI and WWII
documentaries
Maps of Europe for comparison of
pre-war and post-war boundaries
Excerpt from All Quiet on the
Western Front
Woodrow Wilson’s Fourteen Points
Witness History Video – Ch. 14 and
17
DBQs
Propaganda Posters
Defense Paper – Was the U.S.
justified in its use of the atomic
bomb?
Students will
 Understand the underlying causes of World War I.
(militarism, alliances, imperialism, nationalism)
 Describe the events that triggered WWI.
 Explain how technology made WWI different from
earlier wars.
 Analyze the causes and effects of American entry
into the war.
 Analyze the effects and costs of WWI.
Rowan County Senior High School 2010-2011
Subunit exams and quizzes
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Explain how the Treaty of Versailles was flawed and
helped lead to World War II.
Describe the characteristics of fascism and
totalitarian rule.
Explain Hitler’s rise to power.
Analyze the causes of WWII, and the democratic
world’s response to these threats.
Describe the role of the US before and after joining
WWII.
Summarize the major events, battles, and turning
points of WWII.
Analyze the strategies used by the Allies to end the
war and the overall costs and effects of the war.
Guiding Questions
 What are the underlying causes of WWI?
 Who made up the Triple Alliance and Triple Entente and
why were these alliances formed?
 Why was Franz Ferdinand assassinated and how did
this trigger WWI?
 Why were the Balkans called the powder keg of
Europe?
 What was each participating country’s reason for
entering the war?
 Why did WWI quickly turn into a stalemate?
 What were the characteristics of trench warfare?
 What new weapons characterized the way WWI was
fought?
 What was the goal of the Allied attack at Gallipoli and
was it successful?
 Why did both sides use propaganda during the war?
 What does All Quiet on the Western Front reflect about
the realities of WWI?
 What factors brought the US into WWI?
 How did WWI come to an end?
 How the Treaty of Versailles lead to problems for
Germany after WWI and lead up to WWII?
 What were the goals and ideals of the NAZI Party and
Rowan County Senior High School 2010-2011
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Unit Five
Length of
Unit
1 WEEK
why was it popular among Germans?
How did Hitler’s actions as chancellor of Germany lead
up to war?
Why did democratic leaders at first follow a policy of
appeasement and why was this ineffective?
How did WWII begin and how was Hitler able to conquer
much of Europe?
Why did the Japanese bomb Pearl Harbor?
What was the outcome of D-Day?
Why did the US use the atomic bomb against Japan?
How did the WWII come to an end and what were its
overall costs and effects?
The World Since 1945 (1945-present)
Subunits: The Cold War, The Middle East, The World Today
Core Content/POS
Key Concepts/Skills/Guiding Questions
Program of Studies
SS-H-GC-U-1,8;
SS-H-GC-S-1,5
SS-H-CS-U-1,2,3,4,5,6
SS-H-CS-S-1,2,3,4,5
SS-H-Ec-U1,2,3,4,5,7,8;
SS-H-Ec-S-1,3,4,5,6
SS-H-Ge-U-1,3,5,6,7,8;
SS-H-Ge-S-1,2,3,4
SS-H-HP-U-1, U-2, U-3,
U-4, U-WC1, U-WC2,
U-WC3, U-WC4;
SS-H-HP-S-1, S-4
Core Content
5.2.5, 5.3.4, 5.3.5,
1.1.1, 2.1.1, 5.2.6,
5.1.1, 5.1.2, 2.3.1,
Rowan County Senior High School 2010-2011
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Terms: superpowers, anti-ballistic missiles (ABMs), détente,
containment, Nuclear Non-Proliferation Treaty, Bay of Pigs,
Cuban Missile Crisis, 38th Parallel, demilitarized zone (DMZ),
guerilla warfare, domino theory, Viet Cong, Gulf of Tonkin, Tet
Offensive, Khmer Rouge, Sputnik, glasnost, perestroika,
apartheid, weapons of mass destruction (WMDs), European
Union (EU), interdependence, outsourcing, GATT, WTO
Activities/Assessments/
Resources
Current events article from Upfront
magazine on the Middle East today.
Video clips on the Korean and
Vietnam Wars
Map Activities
Quizzes
Students will
 Understand how two sides faced off in Europe
during the Cold War.
 Learn how nuclear weapons threatened the world.
 Understand how the Cold War spread globally.
 Explain how war came to Korea and how the two
Koreas followed different paths.
 Understand the causes, major events, and effects of
the Vietnam War.
 Analyze the diversity of the Middle East and the
Research Projects
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2.3.2, 5.3.6, 3.2.1
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political challenges it has faced.
Understand modern conflicts in Africa and the
Middle East.
Guiding Questions
 What were the causes of the Cold War?
 How and why, in spite of the Cold War, did western
Europe recover so successfully from the ravages of war
and Nazism?
 How did political crisis strike many countries from the
late 1960s on?
 How did the policy of containment characterize
America’s role in the Cold War?
 What was America’s role in the Korean War?
 How did the domino theory lead the U.S. to send troops
to Vietnam?
 What are the main reasons for conflict in the Middle
East today?
Rowan County Senior High School 2010-2011
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