Plan of Study
World History
Course Description: This course is a study of world history from the rise and fall of the Roman Empire
in Europe, and from after 1550 throughout the rest of the world. A high level of critical thinking,
personal responsibility, and academic focus are expected. A mastery of basic concepts is also expected.
This is necessary in order to think critically about the periods and ideas we will study. Critical thinking
will be evaluated through the essay section of each chapter test and/or through projects/presentations.
Grading scale:
100 - 93% = A
92 - 86% = B
85 - 78% = C
70 – 77% = D
69 – 0 % = F
Chapter 5 (pg 144-180) Rome and the Rise of Christianity 600BC – AD 500
Standards:
Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and
religions.
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.

provide evidence to explain the relationships
of historical events as they impacted
subsequent events;

critique a leader’s actions during a significant
historical event from the perspective of the
leader;
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 12 (pg 394 – 426) Renaissance and Reformation 1350-1600
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology
9-12.W.1.1. Students are able to explain the cause-effect relationships and legacy that
distinguish significant historical periods from the Renaissance to the present.

Describe developments in Italy and Northern
Europe during the Renaissance period.
 Explain the causes and impact of the
Reformation
 critique a leader’s actions during a significant
historical event from the perspective of the
leader;
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 14 ( 452-480) Crisis and Absolutism in Europe 1550-1715
Standards:
Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and
Religions.
9-12.W.2.1A. Students are able to describe the emergence, rise, impact, and role of
significant cultural, economic, and political events and philosphies.
 Rise of absolutism and constitutionalism and
their impact on European nations
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 17 (536-572) Revolution and Enlightenment 1550-1800
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology.
9-12.W.1.1. Students are able to explain the cause-effect relationships and legacy that
distinguish significant historical periods from the Renaissance to the present.

Identify significant ideas and achievements of
the Scientific Revolution and the Age of
Enlightenment.
 Provide evidence to explain the cause-effect
relationships of historical events from the
Renaissance to the present.
Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and
religions.
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.

Mercantilism and imperialism
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 18 (574-605)
The French Revolution and Napoleon 1789-1815
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology.


Describe the impact of the French Revolution
on Europe.
Critique a leader’s actions during a significant
historical event from the perspective of the
leader.
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 19 (610-645) Industrialization and Nationalism 1800-1870
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology.

Describe the development of the Industrial
Revolution and its impact on economics,
social structure, urbanization, and politics of
the global society.
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.

define the key distinguishing features of
mercantilism, imperialism, absolutism,
constitutionalism, nationalism, militarism, civil
war, terrorism, modern democracies, and
dictatorships.
9-12.E.1.2. Students are able to explain how scarcity and surplus affect the basic questions
of what, how, how much, and for whom to produce.

Identify negative and positive aspects of economic growth
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 21 (684-720) The Height of Imperialism 1800-1914
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and cause/effect
relationships in reference to chronology.

Critique government policies and actions
related to significant historical events.
Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and
religions.


Mercantilism and imperialism
Nationalism and imperialism as forces of
global transformation
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 23 (754-784) War and Revolution 1914-1919
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology.

Explain the causes and consequences of
World War I and World War II.

critique government policies and actions
related to significant historical events.
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 24 (788-818) The West between the Wars 1919-1939
Standards:
Indicator 1: Analyze historical eras of world history to determine connections and
cause/effect relationships in reference to chronology.

Explain the causes and consequences of
World War I and World War II.
9-12.E.1.3. Students are able to explain the role of money and the structure of the banking
system of the U.S.
* Describe economic stabilization policies of the
U.S.
9-12.E.1.5. Students are able to use graphs to illustrate changes in economic trends.

Supply and demand and their effects on price
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 26 (854-895) World War 2 1939-1945
Standards:
Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and
religions.

Explain the causes and consequences of
World War I and World War II.
9-12.W.2.1A. Students are able to describe the emergence, rise, impact, and role of
significant cultural, economic, and political events and philosophies.
Indicator 1: Analyze the economic impact of the availability and utilization of various
resources on societies.
9-12.E.1.5. Students are able to use graphs to illustrate changes in economic trends.
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 27 (896-926) Cold War and Postwar Changes 1945-1970
Standards:
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.

Democracies and dictatorships from the late
Twentieth century to the present

explain the fundamentals of the market
system (free enterprise) and compare the
characteristics of the world’s traditional,
command, and market economies;
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.
Chapter 28 (928-957) The Contemporary Western World 1970 – Present
Standards:
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.

Democracies and dictatorships from the late
twentieth century to the present
9-12.E.1.1. Students are able to compare the characteristics of the world’s traditional,
command, market, and mixed economies.

Explain the transition of the former Soviet bloc
nations to market economies.
Assignments: Lecture/Discussion. Do various assignments from end of section questions to worksheets.
Quarterly we also do a project focusing on one era of history.
Types of Assessments: We have weekly quizzes that range from multiple choices to matching. Also
during each lesson I will give various oral questions to the class to help gauge their understanding. At the
end of each Chapter we take test that include M/C, Matching, and essay questions.