Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World Civilization Grade Level Targeted: High School 9th Grade
Essential Questions
toward
Course Objectives
1. How is geography
important to the study of
history?
2. How do civilizations
emerge, prosper, and fall?
3. Why and how did religion
begin?
4. How has religion impacted
our world since the beginning
of time?
5. How have developments in
early culture, philosophy,
government, society, and
religion impacted the modern
world?
6. What factors have led to
the need to develop
civilization (eg. government,
geography, economics,
religion, and conflict)?
7. What is democracy, and
Kentucky
Core Content
Version 4.1
SS-HS-2.1.1 Students will explain how
belief systems, knowledge, technology
and behavior patterns define cultures
and help to explain historical
perspectives and events in the modern
world (1500 A.D. to present) and
United States (Reconstruction to
present). DOK 2
SS-HS-2.2.1
Students will explain how various
human needs are met through
interaction in and among social
institutions (e.g. family, religion,
education, government, economy) in
the modern world (1500 A.D. to
present) and the United States
(Reconstruction to present).
SS-HS-2.3.1 Students will explain the
reasons why conflict and competition
(e.g., violence, difference of opinion,
stereotypes, prejudice, discrimination,
genocide) may develop as cultures
Key
Vocabulary/Key
Concepts
Government
democracy
aristocracy
citizen
direct democracy
monarchy
natural laws
republic
senate
Judaism
Ten Commandments
Prophet
Christianity
Roman Catholic Church
Renaissance
Reformation
Feudalism
Common law
Magna Carta
Due process of law
Parliament
Divine law
Glorious Revolution
Constitutional monarchy
Bill of rights
Enlightment
Unit (s): Intro to World Civilization
Activities
and
Assessments
2.1.1…(1500 A.D. to present)
(Reconstruction to present)
2.3.1… conflict and competition (e.g.,
violence, difference of opinion,
stereotypes, prejudice, discrimination,
genocide)
Apply 5 themes of geography to your
life—activity.
Jigsaw group activity—Analyze
factors present in ancient civilizations,
each group has a different civilization,
then shares with the class.
Complete a chart detailing political,
social, cultural, economic and
educational factors present in ancient
civilizations.
Participate in library scavenger hunt to
trace clues to 5 major world religions
(Buddhism, Hinduism, Judaism,
Christianity, Islam) and
Essential Questions
toward
Course Objectives
what does it mean to you?
8. Ask students to list
personal freedoms that they
have because they live in a
democracy. Discuss how
these freedoms affect the
quality of their lives.
9. Elicit a definition of the
phrase “political oppression”.
Ask students to discuss the
relationship between political
oppression and democracy.
10. Ask students to list
organizations or institutions
in which democracy is the
mode of government and
those in which it is not.
Encourage students to
evaluate whether democracy
could improve the way each
undemocratic organization or
institution runs.
Kentucky
Core Content
Version 4.1
emerge in the modern world (1500 A.D.
to present) and the United States
(Reconstruction to present). DOK 2
SS-HS-4.2.4
Students will explain how people from
different cultures with different
perspectives view regions (e.g.,
Middle East, Balkans) in different
ways, sometimes resulting in conflict
in the modern world (1500 A.D. to
present) and United States
(Reconstruction to present).
SS-HS-4.2.2 Students will explain how
physical (e.g., climate, mountains,
rivers) and human characteristics (e.g.,
interstate highways, urban centers,
workforce) of regions create
advantages and disadvantages for
human activities in a specific place.
DOK 2
SS-HS-5.1.2 Students will analyze how
history is a series of connected events
shaped by multiple cause and effect
relationships, tying past to present.
DOK 3
Key
Vocabulary/Key
Concepts
Social contract
Natural rights
Separation of powers
American Revolution
Representative
government
Federal system
French Revolution
United Nations
Activities
and
Assessments
Confucianism.
Create posters containing key facts
about Buddhism, Hinduism, Judaism,
Christianity, Islam, and Confucianism.
Create a Venn diagram comparing and
contrasting 3 monotheistic religions
(Islam, Judaism, and Christianity).
Examine current events related to each
religion.
Read and respond to primary source
documents.
Geography Applications/Mapping.
World Religions or general “Intro to
World Civilization” Open-Response
entry.
4.2.2… physical (e.g., climate,
mountains, rivers) and human
characteristics (e.g., interstate
highways, urban centers, workforce)
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World Civilization Grade Level Targeted: High School 9th Grade
Unit (s): Renaissance, Reformation, and Exploration
Essential Questions
toward
Course Objectives
1. What is a Renaissance?
How did the work of
Renaissance artists, scholars,
writers, and reformers
contribute to the development
of modern society?
2. What historical forces and
religious issues sparked the
Reformation?
3. What factors made
European exploration
possible?
4. What world circumstances
led to the Scientific
Revolution and how did past
technological advances give
rise to modern developments?
5. What were the social,
political and economic effects
of the Renaissance,
Reformation, Age of
Kentucky
Core Content
Version 4.1
SS-HS-5.3.1 Students will
explain how humans
began to rediscover the
ideas of the Classical Age
(e.g., humanism,
developments in art and
architecture, literature,
political theories) and to
question their place in
the universe during the
Renaissance and
Reformation. DOK 2
SS-HS-5.3.2 Students will
explain and give
examples of how new
ideas and technologies
led to an Age of
Exploration by
Europeans that brought
great wealth to the
absolute monarchies and
caused significant
Key
Vocabulary/Key
Concepts
Renaissance
Humanism
secular
patron
perspective
vernacular
Utopia
Printing press
Gutenberg Bible
Indulgence
Reformation
Lutheran
Protestant
Peace of Augsburg
Annul
Anglican
Predestination
Calvinism
Theocracy
Presbyterian
Anabaptist
Catholic Reformation
Jesuits
Council of Trent
Bubonic Plague
Activities
and
Assessments
Video comparing Renaissance and medieval art.
Make mention and use Art Transparencies that
accompany text.
5.3.1…(e.g., humanism, developments in art and
architecture, literature, political theories
Martin Luther video on Church Reformation.
Read material and write an explanation of the cause
and effect relationship between the increased
economic prosperity of the Italian city-states and the
Renaissance.
Read and analyze primary source documents from
the Renaissance, Reformation, Age of Exploration,
and Scientific Revolution.
Create commemorative stamps for inventions of the
Age of Exploration and Scientific Revolution.
5.3.2…political, economic and social changes
(disease, religious ideas, technologies, new
plants/animals, forms of government)
Essential Questions
toward
Course Objectives
Exploration, and Scientific
Revolution
6. Why do people explore,
and what technological tools
help people explore?
7. What are the risks
involved in embarking on a
voyage into the “unknown?”
8. In conquering much of the
Americas, Europeans were
aided by several things.
What were they? Which do
you consider to be the most
important? Why?
9. What does art tell us about
the values and beliefs of the
society that produced it?
10. What does art show
about how the people of that
society view themselves?
11. How does art reflect the
societies standard of beauty?
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
political, economic and
social changes (disease,
religious ideas,
technologies, new
plants/animals, forms of
government) to the other
regions of the world. DOK
2
Ghazi
Osman
Timur the Lame
Mehmet II
Suleiman the Lawgiver
Janissary
Devshirme
Mughal
Babur
Akbar
Jahangir
Nur Jahan
Taj Mahal
Aurangzeb
Bartolomeu Dias
Prince Henry
Vasco da Gama
Treaty of Tordesillas
Dutch East India
Company
Ming Dynasty
Hongwu
Yonglo
Zheng He
Manchus
Qing Dynasty
Kangxi
Daimyo
Oda Nobunaga
Tokugawa
Shogunate
Kabuki
Haiku
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
Activities
and
Assessments
Create a Venn diagram comparing the English and
German protests against the Catholic Church.
Read selections describing European exploration
from various viewpoints. Determine if explorers
were “bold adventurers” or “vicious conquerors.”
Write an editorial defending their positions.
(portfolio)
Geography applications.
Make a chart showing European countries that
explored the “East” (ENG, FRA, NETH, PORT,
SPA). List reasons for exploring, date of earliest
voyages to the East, and results of the explorations.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
Christopher Columbus
Colony
Hernando Cortes
Conquistadors
Montezuma II
Francisco Pizarro
Mestizo
Encomienda
New France
Jamestown
Pilgrims
Puritans
New Netherland
French and Indian War
Metacom
Atlantic slave trade
Triangular trade
Middle passage
Columbian Exchange
Commercial Revolution
Capitalism
Joint-stock company
Mercantilism
Favorable balance of
trade
SS-HS-2.2.1
Students will explain how
various human needs are
met through interaction
in and among social
institutions (e.g., family,
religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present).
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World Civilization Grade Level Targeted: High School 9th Grade
Essential Questions
toward
Course Objectives
1. What is absolutism and
how did it contribute to
the progress of European
society?
2. What is a “revolution”
and why does it occur?
3. How did Enlightenment
ideals challenge the new
world order and spark
revolution?
4. What major political
revolutions contributed to
the emergence of our
modern world? How?
5. What global changes
resulted from the
Industrial Revolution?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of
power) various forms of
government in the world
(e.g., monarchy,
democracy, republic,
dictatorship) and evaluate
how effective they have
been in establishing order,
providing security and
accomplishing common
goals. DOK 3
SS-HS-1.1.2 Students
will explain and give
examples of how
democratic
governments preserve
and protect the rights
and liberties of their
constituents through
different sources (e.g.,
U.N. Charter,
Declaration of the
Key
Vocabulary/Key
Concepts
Philip II
Absolute monarchy
Divine right
Edict of Nantes
Cardinal Richelieu
Skepticism
Louis XIV
Intendant
Jean Baptiste Colbert
War of the Spanish
Succession
Thirty Years’ War
Maria Theresa
Frederick the Great
Seven Years’ War
Ivan the Terrible
Boyars
Peter the Great
Westernization
Charles I
English Civil War
Oliver Cromwell
Restoration
Habeas corpus
Glorious Revolution
Constitutional
Unit (s): Absolutism to Revolution
Activities
and
Assessments
Age of Absolutism
Research monarchs and compare degrees of
absolutism. Essay and poster project.
1.1.1…(purposes, sources of power)… e.g., monarchy,
democracy, republic, dictatorship)
Open response—Were absolute monarchies essential
to the progress of Europe? Why or why not?
Enlightenment and American Revolution
1.1.2…(e.g., U.N. Charter, Declaration of the Rights of
Man, U.N. Declaration of Human Rights, U.S.
Constitution).
Debate: each student takes on role of philosopher or
member of press and participates in a debate
(Enlightenment ideals).
Read primary source documents and determine the
specific influence of the Enlightenment upon various
parts of the world.
Compare/Contrast English Bill of Rights to U.S. Bill
of Rights.
Geography Applications
Essential Questions
toward
Course Objectives
6. How significant were
the changes the Industrial
Revolution brought to the
world? How enduring
were they? Explain your
conclusion. Think about
economic, social, and
political changes.
7. Do you think the
American Revolution
would have happened if
there had not been an age
of enlightenment?
8. How does the opening
statement from the
Declaration of
Independence reflect
enlightenment thinking?
Kentucky
Core Content
Version 4.1
Rights of Man, U.N.
Declaration of Human
Rights, U.S.
Constitution). DOK 2
SS-HS-1.2.1 Students
will analyze how
powers of government
are distributed and
shared among levels
and branches and
evaluate how this
distribution of powers
protects the "common
good" (e.g., Congress
legislates on behalf of
the people; the
President represents
the people as a nation;
the Supreme Court acts
on behalf of the people
as a whole when it
interprets the
Constitution). DOK 3
SS-HS-2.2.1
Students will explain
how various human
needs are met through
interaction in and
among social
institutions (e.g.,
Key
Vocabulary/Key
Concepts
monarchy
Cabinet
Scientific Revolution
Nicolaus Copernicus
Heliocentric theory
Johannes Kepler
Galileo Galilei
Scientific method
Francis Bacon
Rene Descartes
Isaac Newton
Enlightenment
Social contract
John Locke
Natural rights
Philosophe
Voltaire
Montesquieu
Separation of powers
Jean Jacques Rousseau
Mary Wollstonecraft
Salon
Baroque
Neoclassical
Enlightened despot
Catherine the Great
Declaration of
Independence
Thomas Jefferson
Checks and balances
Federal system
Bill of Rights
Old Regime
Activities
and
Assessments
French Revolution and Napoleon
Develop timeline of events leading to and throughout
the French Revolution.
Create an Info-Board detailing a major historical
revolution.
Class simulation—3 Estates of France, how did the
social situation in France lead to revolution?
Create a chart of historical revolutions—includes
causes, effects, major events, and major players.
Discuss stages of revolution.
South American Revolution-Writing and
Presentation: Choose a country in South America,
describe the events, and make a presentation to your
classmates.
1.2.1…"common good" (e.g., Congress legislates on
behalf of the people; the President represents the
people as a nation; the Supreme Court acts on behalf
of the people as a whole when it interprets the
Constitution)
Industrial Revolution
Construct a chart illustrating the positive and
negative aspects of the Industrial Revolution.
Create newspaper articles detailing major events of
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
family, religion,
education, government,
economy) in the
modern world (1500
A.D. to present) and
the United States
(Reconstruction to
present).
SS-HS-2.3.2 Students
will explain and give
examples of how
compromise and
cooperation are
characteristics that
influence interaction
(e.g., peace studies,
treaties, conflict
resolution) in the
modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.2.2
Students will describe
economic institutions
such as corporations,
labor unions, banks,
Key
Vocabulary/Key
Concepts
Estate
Louis XVI
Marie Antoinette
Estates-General
National Assembly
Tennis Court Oath
Great Fear
Declaration of the
Rights of Man
Legislative Assembly
Émigrés
Sans-culottes
Guillotine
Maximilien
Robespierre
Committee of Public
Safety
Reign of Terror
Napoleon Bonaparte
Coup d’etat
Plebiscite
Lycee
Concordat
Napoleonic Code
Battle of Trafalgar
Blockade
Continental system
Guerrilla
Peninsular War
Scorched-earth policy
Waterloo
Hundred Days
Congress of Vienna
Activities
and
Assessments
industrialization.
Trace global spread of industry.
Read and respond—primary sources.
View global impact video to increase understanding
of the steam engine in the development of
industrialization and transportation.
2.3.2…(e.g., peace studies, treaties, conflict
resolution)
5.1.1…tools (e.g., primary and secondary sources,
data, artifacts) perceptions and perspectives (e.g.,
gender, race, region, ethnic group, nationality, age,
economic status, religion, politics, geographic
factors)
5.3.3…government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic
principles, development of the modern state)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
stock markets,
cooperatives, and
partnerships.
SS-HS-3.4.2 Students
will describe and give
examples of how
factors such as
technological change,
investments in capital
goods and human
capital/resources have
increased productivity
in the world. DOK 2
SS-HS-5.1.1 Students
will use a variety of
tools (e.g., primary and
secondary sources,
data, artifacts) to
analyze perceptions
and perspectives (e.g.,
gender, race, region,
ethnic group,
nationality, age,
economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
Key
Vocabulary/Key
Concepts
Klemens von
Metternich
Balance of power
Legitimacy
Holy Alliance
Concert of Europe
Peninsulares
Creoles
Mulattos
Simon Bolivar
Jose de San Martin
Miguel Hidalgo
Jose Morelos
Conservatives
Liberals
Radicals
Nationalism
Nation-state
The Balkans
Louis-Napoleon
Alexander II
Camillo di Cavour
Giuseppe Garibaldi
Red Shirts
Otto von Bismarck
Realpolitik
Kaiser
Romanticism
Realism
Impressionism
Industrial Revolution
Enclosure
Crop rotation
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
States History
(Reconstruction to
present). DOK 3
SS-HS-5.3.3 Students
will analyze how an Age
of Revolution brought
about changes in
science, thought,
government and
industry (e.g.,
Newtonian physics, free
trade principles, rise of
democratic principles,
development of the
modern state) that
shaped the modern
world, and evaluate the
long range impact of
these changes on the
modern world. DOK 3
Activities
and
Assessments
Industrialization
Factors of production
Factory
Entrepreneur
Urbanization
Middle class
Corporation
Laissez faire
Adam Smith
Capitalism
Utilitarianism
Socialism
Karl Marx
Communism
Union
Collective bargaining
Strike
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World Civilization Grade Level Targeted: High School
Unit (s): Imperialism, Nationalism, & Militarism
Essential Questions
toward
Course Objectives
1. How have
imperialism,
nationalism, and
militarism affected
world events?
2. What political, social,
and economic motives
drive imperialism?
3. What factors have
precipitated conflict in
our world and what can
we learn from past
conflicts?
4. What factors allow
democracies to exist,
grow, and change?
5. What relationship
exists among
imperialism,
nationalism, and
militarism?
6. How did WWII
shape the modern
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
Key
Vocabulary/Key
Concepts
Suffrage
Chartist movement
Queen Victoria
Third Republic
Dreyfus affair
Anti-Semitism
Zionism
Dominion
Maori
Aborigine
Penal colony
Home rule
Manifest destiny
Abraham Lincoln
Secede
U.S. Civil War
Emancipation
Proclamation
Segregation
Assembly line
Mass culture
Charles Darwin
Theory of evolution
Radioactivity
Psychology
Imperialism
Racism
Social Darwinism
Berlin Conference
1884-85
Shaka
Boer
Great Trek
Activities
and
Assessments
Nationalism in Europe
Complete maps of German and Italian unification
and a chart that compares the two movements.
Work in groups to research the Russian Revolution—
create visual aids that depict the political, social, and
economic causes of the Russian Revolution of 1905.
Growth of Western Democracy
Researched essay—“To what extent was there
growth of democracy in the West from 1815-1914?”
Imperialism
History Alive!—“imperial motives” Analyze
pictures, visual symbols.
Examine different forms of imperialism.
WW I and its aftermath
Analyze similarities and differences between the 14
Points and Treaty of Versailles.
1.1.2…sources (e.g., U.N. Charter, Declaration of the
Rights of Man, U.N. Declaration of Human Rights, U.S.
Constitution)
Class debate—“Was Germany treated too harshly
after WW I?”
Role-play world leaders.
Essential Questions
toward
Course Objectives
world?
7. Does peace justify
war?
8. How do geography,
economics, political
systems, etc. create war?
9. Was the world made
a safer place after World
War II?
10. How can the lessons
from past conflicts teach
us about today’s world
and decisions needed for
a global society?
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
Boer War
Paternalism
Assimilation
Menelik II
Geopolitics
Crimean War
Suez Canal
Sepoy
“jewel in the crown”
Sepoy Mutiny
Raj
Pacific Rim
King Mongkut
Emilio Aguinaldo
Annexation
Queen Liliuokalani
Opium War
Extraterritorial rights
Taiping Rebellion
Sphere of influence
Open Door Policy
Boxer Rebellion
Treaty of Kanagawa
Meiji era
Russo-Japanese War
Annexation
Caudillo
Monroe Doctrine
Jose Marti
Spanish-American War
Panama Canal
Roosevelt Corollary
Antonio Lopez de
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-4.3.1
Students will describe
the movement and
settlement patterns of
people in various places
and analyze the causes
of that movement and
settlement (e.g., push
factors such as famines
or military conflicts,
Activities
and
Assessments
Make a class display of the propaganda war waged
by both the Allies and Central Powers during WW I.
Nationalism and Revolution around the world
WWI “learning stations” including letters home from
the battlefield, propaganda, etc.
Create a multiple causes chart to analyze conditions
that created social unrest in Russia.
2.3.1… conflict and competition (e.g., violence,
difference of opinion, stereotypes, prejudice,
discrimination, genocide)
Role-play key figures of the Russian Revolution, take
turns interviewing each other, and write interview
profiles.
Research nationalists’ movements in various regions
of the world to assess the effectiveness of the
movements.
3.2.1…economic systems (traditional, command,
market, mixed
Geography Applications
4.3.1…movement and settlement (e.g., push factors such as
famines or military conflicts, religious and ethnic
persecution; pull factors such as climate or economic
opportunity, political freedom)
Movie: The Lost Battalion.
Video Encyclopedia: 50 Days that Shook the World
(World History Events).
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
religious and ethnic
persecution; pull
factors such as climate
or economic
opportunity, political
freedom) and the
impacts in the modern
world (1500 A.D. to
present) and United
States (Reconstruction
to present). DOK 3
SS-HS-4.4.2
Students will explain
how human
modifications to the
physical environment
(e.g., deforestation,
mining), perspectives
on the use of natural
resources (e.g., oil,
water, land), and
natural disasters (e.g.,
earthquakes, tsunamis,
floods) may have
possible global effects
(e.g., global warming,
destruction of the
Key
Vocabulary/Key
Concepts
Santa Anna
Benito Juarez
La Reforma
Porfirio Diaz
Francisco Madero
Francisco “Pancho”
Villa
Emiliano Zapata
Militarism
Triple Alliance
Kaiser Wilhelm II
Triple Entente
Unrestricted submarine
warfare
Total war
Rationing
Propaganda
Armistice
Woodrow Wilson
Georges Clemenceau
David Lloyd George
Fourteen Points
Self-determination
Treaty of Versailles
League of Nations
Pogrom
Trans-Siberian Railway
Bolsheviks
V I Lenin
Duma
Rasputin
Provisional government
soviet
Activities
and
Assessments
Years of Crisis 1919-1939
Assume the role of an Italian or German citizen in
1939 and prepare 7 diary entries that chronicle the
rise and impact of dictatorship in their country.
Portfolio—select a scientist, philosopher, poet, artist,
or musician who influenced post-WW I culture and
design a magazine cover and prepare a cover story on
that person.
Research the spread of the Great depression from the
U.S. to other parts of the world and then create
political cartoons that comment on the Depression,
responses to it, or its spread.
4.4.2…modifications to the physical environment
(e.g., deforestation, mining), resources (e.g., oil,
water, land), natural disasters (e.g., earthquakes,
tsunamis, floods) global effects (e.g., global
warming, destruction of the rainforest, acid rain)
World War II and the aftermath
Take a tour of the Holocaust Museum online.
Following this tour, students will evaluate the
alternate view that such an event did not happen.
Work in groups and respond to open response
questions dealing with events leading to WWII, and
how they would deal with them.
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
rainforest, acid rain) in
the modern world (1500
A.D. to present) and
United States
(Reconstruction to
present). DOK 2
SS-HS-5.1.2 Students
will analyze how
history is a series of
connected events
shaped by multiple
cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.3.4 Students
will analyze how
nationalism, militarism,
and imperialism led to
world conflicts and the
rise of totalitarian
governments (e.g.,
European imperialism
in Africa, World War I,
the Bolshevik
Revolution, Nazism).
DOK 3
Key
Vocabulary/Key
Concepts
Joseph Stalin
Totalitarianism
Command economy
Collective farm
Kulak
Great Purge
Socialist realism
Kuomintang
Sun Yixian
Mao Zedong
May Fourth Movement
Long March
Mohandas K Gandhi
Civil disobedience
Mustafa Kemal
Albert Einstein
Theory of relativity
Sigmund Freud
Existentialism
Freidrich Nietzsche
Surrealism
Jazz
Charles Lindbergh
Coalition government
Weimar Republic
Great Depression
Franklin D Roosevelt
New Deal
Fascism
Benito Mussolini
Adolf Hitler
Nazism
Mein Kampf
Activities
and
Assessments
Create a map of the major battles and events of
WWII. Once the map is completed, students will
explain the effect the war had on the lives of the
people involved. They will also create a post-war
map of the world comparing the differences.
Write a poem or create an artistic piece reflecting war
(portfolio piece).
Develop a mock U.N. and settle a dispute.
Videos: The Pianist and The Great Raid
Texts: Diary of Anne Frank, and Night
5.3.4…totalitarian governments (e.g., European
imperialism in Africa, World War I, the Bolshevik
Revolution, Nazism
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Lebensraum
Appeasement
Axis Powers
Francisco Franco
Isolationism
Third Reich
Munich Conference
Nonaggression pact
Blitzkrieg
Charles de Gaulle
Winston Churchill
Battle of Britain
Atlantic Charter
Isoroku Yamamoto
Pearl Harbor
Battle of Midway
Douglas MacArthur
Battle of Guadalcanal
Aryans
Holocaust
Kristallnacht
Ghettos
“Final Solution”
genocide
Erwin Rommel
Bernard Montgomery
Dwight D Eisenhower
Battle of Stalingrad
D-Day
Battle of the Bulge
Kamikaze
Nuremberg Trials
Demilitarization
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: World Civilization Grade Level Targeted: High School 9th Grade
Essential Questions
toward
Course Objectives
1. How has science and
technology changed our
world? How has it
changed our workplaces,
our homes, our leisure
time?
2. What social, political,
and economic changes
have characterized our
world since 1945 and
what challenges have
Kentucky
Core Content
Version 4.1
SS-HS-5.3.6 Students will
explain how the second
half of the 20th century was
characterized by rapid
social, political and
economic changes that
created new challenges
(e.g., population growth,
diminishing natural
resources, environmental
concerns, human rights
issues, technological and
scientific advances,
shifting political alliances,
Key Vocabulary/Key
Concepts
United Nations
Iron curtain
Containment
Truman Doctrine
Marshall Plan
Cold War
NATO
Warsaw Pact
Brinkmanship
U-2 incident
Mao Zedong
Jiang Jieshi
Commune
Red Guards
Unit (s): 1945 to Present
Activities
and
Assessments
Conduct research on a global issue (list
provided) in the period after WW II. React to
issue by writing an editorial (portfolio—
transactive).
5.3.6… new challenges (e.g., population
growth, diminishing natural resources,
environmental concerns, human rights issues,
technological and scientific advances, shifting
political alliances, globalization of the
economy)
Geography Application/How has the world
changed?
Essential Questions
toward
Course Objectives
they created?
3. What conflicts have
taken center stage in our
world during the 2nd half
of the 20th century?
4. What challenges face
the world in an everchanging environment?
5. How might the
problems of religious
and ethnic conflict
within a newly
independent nation be
resolved? What policies
would you try to
institute to achieve
unity?
6. Why is it important
to understand other
cultures in an
interdependent world?
7. Consider the
importance of literacy,
Kentucky
Core Content
Version 4.1
globalization of the
economy) in countries
around the world, and give
examples of how countries
have addressed these
challenges. DOK 2
SS-HS-4.4.2 Students will
explain how human
modifications to the
physical environment (e.g.,
deforestation, mining),
perspectives on the use of
natural resources (e.g., oil,
water, land), and natural
disasters (e.g.,
earthquakes, tsunamis,
floods) may have possible
global effects (e.g., global
warming, destruction of the
rainforest, acid rain) in the
modern world (1500 A.D. to
present) and United States
(Reconstruction to
present). DOK 2
SS-HS-5.2.7 Students will
analyze how the United
States participates with the
global community to
maintain and restore world
peace (e.g., League of
Nations, United Nations,
Key Vocabulary/Key
Concepts
Cultural Revolution
38th parallel
Douglas MacArthur
Ho Chi Minh
Domino Theory
Ngo Dinh Diem
Vietcong
Vietnamization
Khmer Rouge
Third World
Nonaligned nations
Fidel Castro
Anastasio Somoza
Daniel Ortega
Shah Mohammed
Reza Pahlavi
Ayatollah Ruholla Khomeini
Nikita Khrushchev
Destalinization
Lonid Brezhnev
John F. Kennedy
Lyndon Johnson
Détente
Richard M Nixon
SALT
Ronald Reagan
Star Wars
Congress Party
Muslim League
Muhammad Ali
Jinnah
Lord Mountbatten
Partition
Activities
and
Assessments
Analyze Communist takeover of China.
Participate in Middle East Peace Summit
(representatives from various countries).
Bio-Board of modern Latin American figure.
Discussion groups—comprehend the
elements in the world today that either create
stability or create problems by evaluating the
current world trend towards conference into a
global village.
Weekly current events.
Participate in current events quiz show.
Write an editorial about whether or not US
involvement in crisis regions is truly in our
best interest (Samalia, Iraq, Kosovo, etc.) –
Portfolio.
Defend problems facing the world today and
also defend potential solutions to these
problems.
Participate in discussion groups and provided
list: transportation, space, medicine,
business, industry, environment, and
Essential Questions
toward
Course Objectives
economic security, and
cultural unity in
establishing a successful
democracy?
8. What evidence do the
headlines give of
economic
interdependence in
today’s world?
9. How do the headlines
illustrate the political
interdependence of
different nations?
10. What do the stories
in the newspapers tell
you about scientific and
cultural interdependence
among nations.
11. How are ethnic and
religious conflicts
related to problems of
global security?
12. In what ways are
Kentucky
Core Content
Version 4.1
Cold War politics, Persian
Gulf War), and evaluate the
impact of these efforts.
DOK 3
SS-HS-5.3.5 Students will
explain the rise of both the
United States and the
Soviet Union to
superpower status
following World War II, the
subsequent development
of the Cold War, and the
formation of new nations in
Africa, Asia, Eastern
Europe and the Middle
East, and evaluate the
impact of these events on
the global community. DOK
3
Key Vocabulary/Key
Concepts
Jawaharlal Nehru
Indira Gandhi
Rajiv Gandhi
Benazir Bhutto
Ferdinand Marcos
Corzon Aquino
Aung San
Aung San Suu Kyi
Sukarno
Suharto
Negritude movement
Kwame Nkrumah
Jomo Kenyatta
Mau Mau
Mobutu Sese Seko
FLN
Ahmed Ben Bella
Balfour Declaration
Suez Crisis
Six-Day War
Anwar Sadat
Golda Meir
Menachem Begin
Camp David Accords
Hosni Mubarak
PLO
Brasilia
Land reform
Standard of living
Recession
PRI
Federal system
Martial law
Activities
and
Assessments
agriculture. They will discuss how these are
influencing the decisions make in the modern
world.
Create a video newscast of current events
throughout regions of the world.
Participate in a “Jeopardy” quiz game over
knowledge of modern day cultures.
Defend/oppose the statement “English should
be made the official world language.”
Essential Questions
toward
Course Objectives
individual persons
affected by the global
economy and threats to
the environment?
13. Identify and explain
the different positions
governments have taken
on the issue of
population growth.
Kentucky
Core Content
Version 4.1
Key Vocabulary/Key
Concepts
Dissident
Apartheid
Nelson Mandela
Politburo
Mikhail Gorbachev
Glasnost
Perestroika
Solidarity
Lech Walesa
Reunification
Boris Yeltsin
CIS
“shock therapy”
ethnic cleansing
Zhou Enlai
Deng Xiaoping
Four Modernizations
Tiananmen Square
Hong Kong
Hubble Space Telescope
Internet
Genetic engineering
Cloning
Green revolution
Developed nation
Developing nation
Global economy
Multinational corporation
Free trade
Gulf War
Ozone layer
Sustainable development
Nuclear Non-Proliferation
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary/Key
Concepts
Treaty
Proliferation
Terrorism
Fundamentalism
Universal Declaration of
Human Rights
Civil rights movement
Popular culture
Materialism
Accommodation
Mass Media
Biotechnology
Genetic engineering
Greenhouse effect
CFCs
Sustainable
Development
Overpopulation
Birth rates
Green revolution
Less-developed countries
(LDCs)
Investment capital
World Bank
International Monetary Fund
(IMF)
grassroots development
conventional weapons
terrorism
weapons of mass destruction
proliferation
bioweapons
Universal Declaration of
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key Vocabulary/Key
Concepts
Human Rights
Genocide
Activities
and
Assessments