DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
CURRICULUM INSTRUCTIONAL SEQUENCE
AND PACING CHART
Grade 11
WORLD HISTORY AND GEOGRAPHY
DETROIT PUBLIC SCHOOLS
Robert C. Bobb
Emergency Financial Manager
Barbara Byrd-Bennett
Chief Academic Auditor
Sherry Ulery
Deputy Chief of Academic Affairs
OFFICE OF HISTORY, SOCIETY AND CULTURE
Sheryl Jones
Director
1
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Table of Contents
Page
Introduction to Curriculum Instructional Sequence and Pacing Guide ...........................................3
Curriculum Instructional Sequence and Pacing Charts Team .........................................................4
Legend to Pacing Guide ...................................................................................................................4
Course Description...........................................................................................................................5
Expectations for Success on Michigan Merit Exam ........................................................................6
Curriculum at a Glance ....................................................................................................................7
A One Year Course
Curriculum Instructional Sequence and Pacing Guide
Unit 1: Eras 1-3 ~ Beginnings to 300 C.E. .....................................................................................8
Unit 1-2: Eras 1-3 ~ Beginnings to 300 C.E. ................................................................................10
Unit 3: Era 4 ~ Expanding and Intensified Hemispheric Interactions, 300-1500C.E...................12
Unit 4: Era 5 ~ The Emergence of the First Global Age, 15th – 18th Centuries ............................16
Unit 5: Era 6 ~ An Age of Global Revolutions 18th Century to 1914 ..........................................20
Unit 6: Era 6 ~ An Age of Global Revolutions 18th Century to 1914 ..........................................25
Unit 7: Era 7 ~ Global Crisis and Achievement, 1900-1945 ........................................................31
Unit 8: Era 8 ~ The Cold War and its Aftermath: The 20th Century – Since 1945.......................35
Constitution Day – September 17th ................................................................................................41
2
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Introduction to Curriculum Instructional Sequence and Pacing Guide
A Planning Tool
This instructional sequence and pacing guide is a tool to be used in planning and implementing the
district's curriculum. The focus of this guide is for success on Michigan Merit Examination (MME),
but is not exhaustive, other content should be taught as well. Please note, High School Content
Expectations that may be assessed on the MME are bolded and underlined in this document. This is a
minimal expectation for instruction. Curriculum at a glance and graphic organizers help the teacher
quickly see the focus of each unit of study. Teachers are responsible for developing lesson plans of
main concepts. The format makes transparent the connections among curriculum (what to teach),
instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum
Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for
what students will know and be able to do when they graduate from Detroit Public Schools. Pacing
the sequence of instruction within a subject and a grade level assures that students are provided the
opportunity to experience the full scope of a rigorous curriculum.
Effective Instruction
Specifically, the pacing guides connect the components of effective instruction by:
1. Alignment of district instruction with state (including MEAP and MME) and national
content standards; and
2. Detailing recommended instructional strategies, instructional materials and suggested
assessments.
A Coherent Curriculum
Consistent use of these pacing guides will:
1. Ensure educational equity - all students will have access to the same high quality
curriculum;
2. Ensure that there is coherence with regard to what to teach, what instructional materials to
use, what research based teaching strategies should be used, and how to assess student
attainment;
3. Ensure what students are taught is logically connected to student achievement;
4. Make it easier for students who move among schools within a school year to become
acclimated to their new schools and classes;
5. Provide the curricular structure which enables teachers to focus on instruction;
6. Guide a sequence of instruction within and across grade levels; and
7. Ensure the curriculum is aligned and consistent with state and federal standards.
These pacing guides were developed by committees of teachers, administrators and other instructional
specialists who were charged to make a user-friendly document that will help teachers design lessons
which meet students' needs and lead to high achievement. These guides are works in-progress.
Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.
At the end of this document you will find teaching and learning terminology information.
"Curriculum matters: If it is in the curriculum, teachers are likely to
teach it; if teachers teach it, students are likely to learn it."
(Buehl, Doug. 2001: Classroom Strategies for Interactive Learning)
3
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Guide
Team
Asaka, Philander
Bennett, Robert
Busch, Denise
Clemons, Cathleen
Crowley, Ann
Cry, Leonard
Friday, Christina
Givan, Jerry
Greene, Sylvia
Highsaw, Charlene
Hornbuckle, Pamela
Iroha, Okezie
Jenkins, Mary
Limage, Deborah
Lockridge, Rita
McMurtry, Keith
Odom, Donya
Onwuzurike, Pauline
Pappas, Geraldine
Parker, Norma
Pruitt, Deborah
Reaves, Edna
Robinson, Jacqueline
Robinson, Kenneth
Rooks, Lorraine
Scott, Deborah
Smith-Dawson, Debra
Spencer, Belinda
Unaegbu, Peter-Claver
Weir, William
Wilson, Barbara
Wright, Brenda
Sheryl Jones, Director
LEGEND TO PACING GUIDE
CCC = Cross Curricular Connections
CCV = Core Cultural Values
CDV = Core Democratic Values
ELPS = Electronic Library of Primary Resources
FA = Formal Assessment
IDR = In-Depth Resources
PE = Pupil Edition
PWE = Persuasive Writing Essay
TBDBT = To Be Determined by Teacher
TE = Teacher’s Edition
TRK = Teacher Resource Kit
4
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
World History and Geography Course Description
This full year course introduces students to the study of world history in order to
construct a common memory of where humankind has been and what accounts for
present circumstances. Building upon foundations from middle school, the course
begins with a period of expanding and intensified hemispheric interactions (circa 300
C.E.) and continues to the present. Within each historical era, students work at three
interconnected spatial scales to study world history through several lenses: global,
interregional, and regional. Through a global and comparative approach, students
examine worldwide events, processes, and interactions among the world’s people,
cultures, societies, and environment. Interregional and regional scales provide students
the opportunity for deep investigation of examples of global trends. Emphasis is placed
on skills that enable students to evaluate evidence, develop comparative and causal
analyses, interpret the historical record, construct sound historical arguments, and
recognize perspectives on which informed decisions in contemporary life can be based.
In addition, this course enables students to focus on large historical and geographic
patterns, as well as their causes and consequences. Students study human governance
systems, patterns of interactions among societies and regions, and patterns of cultural,
intellectual, religious, and social changes. They analyze the impact of demographic,
technological, environmental, political, and economic changes on people, their culture,
and their environment. The integration of historical thinking skills and historical
understandings throughout this course equips students to analyze issues and problems
confronting citizens today.
Michigan Citizenship Curriculum, 2009
5
World History Expectations for Success on the
Michigan Merit Exam
The content expectations listed below are those that MAY be assessed on the MME, and thus
represent content knowledge and skills that should be taught before students take the MME.
Social Studies
137 of 230 (60%) of Total
Social Studies HSCE
WHG (W)
Era 4
W4.1.2
W4.1.3
W4.2.1-3
W4.3.1
W4.3.3
Era 5
W5.1.2
W5.2.1
W5.2.2
W5.3.1-4
Era 6
W6.1.1-5
W6.2.1-4
W6.3.1-3
Era 7
W7.1.1-3
W7.2.1-3
W7.3.1-4
Era 8
W8.1.1
W8.1.2
W8.1.4
W8.2.1
W8.2.3
41 Total
NOTE: These HSCEs are underlined and bolded in guide.
6
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY & CULTURE
Curriculum at a Glance
Text Reference:
World History: Patterns of Interaction
McDougal Littel, © 2009
Pacing
Semester 1
Topic
September-October
5 Weeks
Eras 1-3: Beginnings of Civilization
to 300 BC
Week of September 17
Constitution Day Lesson
October-November
4 weeks
November-January
6 Weeks
Era 4 Expanding and Intensified
Hemispheric Interactions, 300-1500
CE
Era 4 Expanding and Intensified
Hemispheric Interactions, 300-1500
CE
Units/Chapters
Unit 1 Beginnings of
Civilization
Unit 2 New Directions in
Government and Society
Resources located in the
pacing chart
Unit 3 An age of Exchange
and Encounter
Unit 4 Connecting
Hemispheres
Semester 2
February
2 Weeks
Era 5 The Emergence of the First
Global Age, 15th – 18th Centuries
Unit 5 Absolutism to
Revolution
February - April
6 Weeks
April
3 Weeks
May - June
5 Weeks
Era 6 An Age of Global
Revolutions, 18th Century to 1914
Era 7 Global Crisis and
Achievement
Era 8 The Cold War and its
Aftermath 20th Century since 1945
Unit 6 Industrialism and the
Race for Empire
Unit 7 The World at War
Unit 8 Perspectives on the
Present
7
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE 11
Eras 1- 3: Beginnings of Civilization to 300 B.C.
Unit 1, Beginnings of Civilization
Overarching Question: How did major transformations affect societal structures in early history and set the
foundation for expanding networks of exchange?
Focus Question(s): 1) How might three perspectives (world, interregional, and regional) of world events help us better
understand the past? 2) What role did geography play in the development of early civilizations?
Objectives/High School Content Expectations (HCE s): WHG F1: World Historical and Geographical “Habits of
Mind” and Central Concepts – Explain and use key conceptual devices world historians/geographers use to organize the past
including periodization schemes (e.g., major turning points, different cultural and religious calendars), and different spatial
frames (e.g., global, interregional, and regional). WHG F2: Systems of Human Organizations – Use the examples listed
below to explain the basic features and differences between hunter–gatherer societies, pastoral nomads, civilizations, and
empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with
the environment: 1) Changes brought on by the Agricultural Revolution, including the environmental impact of settlements;
2) TWO ancient river civilizations, such as those that formed around the Nile, Indus, Tigris-Euphrates, or Yangtze; and 3)
Classical China or India (Han China or Gupta empires), Classical Mediterranean (Greece and Rome).
Cross Curricular Connections: Science (geology), History Makers: The Leakey Family TE p. 7
Technology Integration: farmingtheNet http://farmnet.osu.edu/links/precisag.html
Month - September
Key Concepts/Names: Afro-Eurasia, Agricultural Revolution, civilization
Weeks: 1 & 2
classical civilization, empire, geography, hunter-gatherers, interregion, pastoral nomads,
periodization, spatial frames, world history
CDV: Diversity, Common Good, Liberty CCV: Nia, Kuumba, Ujima
Teaching Resources:
Student Learning Activities:
 Textbook: World History-Patterns of Interaction,  Identify periodization schemes used in the textbook such as: eras,
regions, major empires, events, etc. WHG F1
Chapters 1 - 3, pp. 2-57
 Examine spatial frames by comparing the aerial satellite views of
 “History of the World in Seven Minutes” from the
your school, city, region to the world using googlemaps.com or
World History for US All website (available:
similar source. WHG F2
http://worldhistoryforusall.sdsu.edu/dev/movies/flas

Use the 5 Themes of Geography to describe an ancient river
h_large.htm
civilization. WHG F2
 Easy Planner DVD-ROM
 Watch video “History of the World in Seven Minutes” from the
 classzone.com
World History for Us All website (available:
 www.learner.org/channel/courses/worldhistory/supp
http://worldhistoryforusall.sdsu.edu/dev/movies/flash_large.htm).
ort/activities_1.pdf
Identify instances where the video is telling a global,
 FarmingtheNet http://farmnet.osu.edu/links/
interregional (e.g., the Americas, Afro-Eurasia), or regional story.
precisag.html
Explain why using certain spatial schemes at certain times are
 Internet Library
useful. WHG F1
 Create a diagram to list advances of each hominid group. See
Bell Work/Do Now:
Taking Notes, p. 5. WHG F1
 Use Components of Culture chart on p. 6, have
 Write an essay using evidence from this era to formulate a
students identify components of their own culture.
response to the question: Why did farming develop and how did

Define each of the Five Themes of Geography.
it lead to more complex societies? Chapter 1 pp. 15-23, Chapter
 List tools historians use to study the past.
9 pp. 238-239 WHG F2
 Describe some of the key traits of a civilization.
 Work in groups to analyze a river civilization, such as those that
WHG F2
formed around the Nile, Indus River, Tigris-Euphrates, or
 Use primary source document to answer questions 1
Yangtze (split the civilizations among groups). 1) Use primary
and 2 Michigan Merit Practice p. 85.
and secondary sources, 2) apply a “regional lens” to analyze the
religion, geography, economy (including trade), political
 Use picture to answer question 3 Michigan Merit
structure, social structure, and military tactics of their respective
Practice p.85.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
8
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
civilization, 3) analyze how the geography, the environment, and
interactions with outside groups affected the attributes of the
civilization, 4) construct a class list of the characteristics of each
civilization on the board as students report out, 5)discuss the
impact of geography on the interaction between different groups,
as well as the protection that geography can offer from invading
groups, 6) use a Venn diagram to compare similarities and
differences of two civilizations in the different categories. Wrap
up by asking students for an exit slip answering the question, and
7) What characteristics are necessary to define a society as a
“civilization”? pp. 20-55 WHG F2
Assessments: 1) Create a Venn diagram comparing two ancient river civilizations with respect to political, economic and
social systems, and their changing interactions with the environment. 2) Write a reasoned and evidentiary-based argument
using global, interregional, and regional examples to support the position that the Agricultural Revolution made subsequent
growth in culture possible?
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
9
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE 11
Eras 1- 3: Beginnings of Civilization to 300 B.C.
Unit 1 Beginnings of Civilization and Unit 2 New directions in Government and Society
Overarching Question: How did major transformations affect societal structures in early history and set the foundation for
expanding networks of exchange?
Focus Question(s): 1) What is a “world religion?” 2) Why did some belief systems become world religions and others did
not? 3) How did classical civilizations expand regional interactions and networks?
Objectives/High School Content Expectations (HCE s): WHG F3: Growth and Development of World Religions - Explain
the way that the world religions or belief systems of Hinduism, Judaism, Confucianism, Buddhism, Christianity, and Islam
grew, including: 1) spatial representations of that growth; 2) interactions with culturally diverse peoples; 3) responses to the
challenges offered by contact with different faiths; and 4) ways they influenced people’s perceptions of the world.
WHG F4: Regional Interactions – Identify the location and causes of frontier interactions and conflicts, and internal
disputes between cultural, social and/or religious groups in classical China, the Mediterranean world, and south Asia (India)
prior to 300 C.E.
Cross Curricular Connections: Language Arts – Babylon by Alfred, Lord Tennyson IDR Unit 1 p. 80
Technology Integration: www.learner.org/channel/courses/worldhistory/support/activities_1.pdf
Key Concepts/Names: Buddhism, Christianity, Confucianism, Hinduism, Islam
Month – SeptemberJudaism, monotheism, polytheism, religious toleration, world religion
October
Week: 3 - 5
CDV: Diversity, Common Good, Freedom of Religion CCV: Nia, Kuumba, Ujima
Teaching Resources:
 Textbook: World History-Patterns of Interaction,
Chapters 4 - 9, pp. 58-259
 Easy Planner DVD-ROM
 classzone.com
 Internet Library
Bell Work/Do Now:
 Students will identify ten world religions.
 Explain why people choose to practice a particular
religion.
 Differentiate between Hinduism and Buddhism.
 List 4 Classical Civilizations.
 Geography Skillbuilder: Interpreting Maps. Answer
questions 1 & 2 on p. 196, Chapter 7 using map, Asian
Trade Routes A.D. 400.
 Use primary source document to answer questions 1
and 2 Michigan Merit Practice p. 251.
 Use map to answer question 3 Michigan Merit
Practice p.251.
Student Learning Activities:




Constitution Day Activity , September 17- see
www.BillofRightsInstitute.org/ConstitutionDay or
http://www.archives.gov/education/lessons/constitutionday/activities or Learning Village Resources
Create an encyclopedia of world religions with a one-page
entry for each religion. Each entry should include a description
of the belief system, the origin of the religion, and important
figure(s), as well as, an explanation of how and why the
religion spread, including interactions with culturally diverse
people, responses to challenges offered by contact with
different faiths, and the ways they influenced people’s
perceptions of the world. Encyclopedia may be used for
reference. Chapter 3 pp. 58-85 WHG F3
Create an annotated map of the origins and early spread of the
major world religions. The time period of the map should
extend to the development and initial spread of Islam.
Students’ annotations should include the significance of the
spread of the religions into particular regions (e.g., World
History and Geography Foundations of World History: Eras 13, Beginnings to 300 C.E. Chapter 3 pp. 58-85 WHG F3
View slides 28-39 of the PowerPoint from Era 4 of the
Panoramic Unit, World History for Us All (available at:
http://worldhistoryforusall.sdsu.edu/dev/units/four/panorama/sl
ides/BE4_pan.ppt) for an overview of classical empires and
expanding networks of exchange. Take notes on slides to
answer question, How did classical civilizations expand
regional interactions and networks? Discuss responses.
WHG F4
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
10
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart




Review and compare general characteristics of the empires
focusing on: expansion; trade within and between empires;
political systems; cultural beliefs; and, challenges to the
empire, including external and internal disputes. WHG F4
In investigative groups, identify and analyze the effects of
growing contacts and exchanges between regions during Era 4.
Upon completing their investigations, the groups will present
their findings to the class. WHG F4
Analyze the feature, Global Impact: Trade Networks– Silk
Roads on p. 204, Chapter 7. Answer Connect to Today
questions on p. 205, Chapter 7, Section 3. WHG F4
Complete Comparing Ancient and Modern Trade activity on
TE p. 204. WHG F4
Assessments: 1) Write an evidentiary-based argument explaining the causes and consequences of the growth of some belief
systems into world religions. WHG F3 2) Create a research project that examines the large-scale empires, often referred to
as classical civilizations or “classical empires” in Egypt, China and/or India, Greece and Rome. Students will conduct
research on empires. They will focus mainly on the question: How did classical civilizations expand regional interactions
and networks? WHG F4
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
11
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE11
Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.
Unit 3-An Age of Exchange
Overarching Question: How and to what effect did networks of exchange transform human societies?
Focus Question(s): How did the religious composition of the world change during this era and what factors lead to the growth of
Islam and other dominant world religions?
Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern
maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between
religious groups including: 1) Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades; 2) Islam
and Hinduism in South Asia; and 3) continuing tensions between Catholic and Orthodox Christianity. WHG 4.2.1: Growth of
Islam and Dar al-Islam [A country, territory, land, or abode where Muslim sovereignty prevails] - Identify and explain the origins
and expansion of Islam and the creation of the Islamic Empire including: 1) the founding geographic extent of Muslim empires and
the artistic, scientific, technological, and economic features of Muslim society; 2) diverse religious traditions of Islam — Sunni,
Shi’a/Shi’ite, Sufi; 3) role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia; and 4) the caliphate as both a
religious and political institution, and the persistence of other traditions in the Arab World including Christianity.
Cross Curricular Connections: Mathematics and Science - Astronomy, see p. 275
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Month - October
Key Concepts/Names: Buddhism, Hinduism, Christianity, Confucianism, Islam, Judaism,
Week: 6
Allah, trade network, Muhammad, Qur’an, Mosque, Hiraj, caliph, calligraphy.
CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani
Teaching Resources:
Student Learning Activities:

Textbook: World History-Patterns of Interaction,

With a partner, compare and contrast the factors responsible
for the spread of Islam and Christianity during this era.
Chapter 10: The Muslim World, 300 to 500 C.E., pp.
Chapter 10, pp. 263-272 WHG 4.1.2 & WHG 4.2.1
260-297

Create a table to show the similarities and differences

Computer/projector
between the five major world religions. pp. 282 – 296, Ch.

classzone.com
10. WHG 4.1.2 & WHG 4.2.1
Bell work/Do Now:

List at least five ways to spread an idea in today’s world.

Complete Taking Notes activity on p. 273, Ch. 10.

Study the map on p. 264, and answer the Geography
Skillbuilder questions on p. 264, Ch. 10.

Differentiate between Sunni and Shi’a Muslims. p. 217,
Ch. 10.

Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 281.

Use chart to answer question 3 Michigan Merit Practice
p.281.
Assessment: Construct a Venn Diagram to denote the similarities and differences between the factors responsible for the spread
of Islam and Christianity during the periods of 300 to 1500 C.E.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
12
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE 11
Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.
Unit 3-An Age of Exchange
Overarching Question: How and to what effect did networks of exchange transform human societies?
Focus Question(s): 1) Why do empires collapse? 2) How and to what effect did interregional contact and exchange increase
during this era?
Objectives/High School Content Expectations (HSCE s): WHG 4.3.4: The Eastern European System and the Byzantine
Empire to 1500 – Analyze restructuring of the Eastern European system including: 1) the rise and decline of the Byzantine
Empire; 2) the region’s unique spatial location; 3) the region’s political, economic, and religious transformations; and 4)
emerging tensions between East and West. WHG 4.3.3: China to 1500 - Explain how Chinese dynasties responded to the
internal and external challenges caused by ethnic diversity, physical geography, population growth, and Mongol invasion to
achieve relative political stability, economic prosperity, and technological innovation. WHG 4.1.3: Trade Networks and
Contacts - Analyze the development, interdependence, specialization, and importance of interregional trading systems both
within and between societies including: 1) land-based routes across the Sahara, Eurasia, and Europe; and 2) water-based
routes across Indian Ocean, Persian Gulf, South China Sea, and Red and Mediterranean Seas. WHG 4.2.2: Unification of
Eurasia under the Mongols - Using historical and modern maps, locate and describe the geographic patterns of Mongol
conquest and expansion and describe the characteristics of the Pax Mongolica (particularly revival of long-distance trading
networks between China and the Mediterranean world).
Cross Curricular Connections: science and technology-see p. 349 Integrated Technology, NetEplorationsL Chinese
Healing Arts
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Key Concepts/Names: Justinian Codes, Mongols, khan, Genghis Khan, pastoralists, clans
Month - October
Week: 7
CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani
Teaching Resources:
Textbook: World History-Patterns of Interaction,
Chapter 11: Byzantines, Russians and Turks Interact,
500-1500 C.E., pp. 298-319 and Chapter 12: Empires
of East Asia, 600-1350 C.E., pp. 320-348

Computer/projector

classzone.com

Student Learning Activities:
 Examine Social History on pp. 328-329. Answer
Interpreting Charts questions on p. 328 and Connect to
Today questions on p. 329. WHG 4.1.3, WHG 4.2.2 &
WHG 4.3.3
 Discuss Chinese responses to internal and external
challenges during this ear, and analyze how they were able
to maintain political and economic stability. WHG 4.3.3
 Describe the geographic patterns of Mongol conquest, and
analyze the importance of Chinese trading networks and
partners. WHG 4.1.3 & WHG 4.2.2
 Take notes using a chart (see p. 330) on Genghis Khan
unites Mongols. WHG 4.2.2
Bell Work/Do Now:
 Complete Geography Skillbuilder: Interpreting Maps p.
309
 Analyze time line on p. 338, and then tell which dynasty
ruled the longest and the shortest.
 Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 349.
 Use map to answer question 3 Michigan Merit Practice
p.349.
 Study map of Southeast Asia (900-1200), p. 345 and do
the follow-up questions.
Assessment: 1) Debate the most important factor responsible for the political and economic stability of Chinese dynasties.
WHG 4.3.3 2) What recurring patterns appear in the decline of the three Chinese dynasties studied in this chapter? What
advice, based on those patterns, might you give to Chinese emperor? WHG 4.3.3 & WHG 4.2.2
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
13
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE 11
Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.
Unit 3 - An Age of Exchange
Overarching Question: How did the power of the religious influences compare with that of various secular rulers in
the Middle Ages?
Focus Question(s): How did the Bubonic Plague spread, and what was the impact of it (the plague)?
Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern
maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters
between religious groups including Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the
Crusades. WHG 4.3.5: Western Europe to 1500 - Explain the workings of feudalism, manorialism, and the growth of
centralized monarchies and city-states in Europe including: 1) the role and political impact of the Roman Catholic Church in
European medieval society; 2) how agricultural innovation and increasing trade led to the growth of towns and cities; 3) the
role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states; and 4) the
cultural and social impact of the Renaissance on Western and Northern Europe. WHG 4.2.3: The Plague - Using historical
and modern maps and other evidence explain the causes and spread of the Plague and analyze the demographic, economic, social,
and political consequences of this pandemic.
Cross Curricular Connections: Economics-Analyze the distinction between serfs and slaves and the economic system of
manors.
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Key Concepts/Names: feudalism, canon law, Crusade, Reconquista, Inquisition, guild,
Month - November
Commercial Revolution, burghers, scholastics, pope, Middle Ages
Week: 8
CDV: Freedom of Religion, Common Good, Liberty CCV: Nia, Kuumba, Ujima, Imani
Teaching Resources:
Student Learning Activities:
 Complete Taking Notes p. 379 by creating a timeline of
 Textbook: World History-Patterns of Interaction ~
important events in the Age of Faith. WHG 4.1.2
Chapter 13: European Middle Ages, 500-1200 C.E.,

Interpreting map p. 383 The Crusades, 1096-1204, see TE
pp. 350-375 and Chapter 14: The Formation of
History from Visuals. WHG 4.1.2
Western Europe, 800-1500 C.E., pp. 398-405

Analyze the causes and consequences of the Bubonic
 Computer/projector
Plague. Chapter 14 pp. 399-401. WHG 4.3.5, WHG 4.2.3
 classzone.com
Bellwork/Do Now:
 Why might an individual join a crusade?
 What branches of the U. S. government did the papal
Curia resemble?
 Compare the Bubonic Plague to a modern epidemic, i.e.,
AIDS
 Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 405.
 Use chart to answer question 3 Michigan Merit Practice
p.405.
Assessment: Create graphic organizer that compares the Crusades to modern examples of religious struggles. WHG 4.1.2
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
14
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY ~ GRADE 11
Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.
Unit 3 - An Age of Exchange
Overarching Question: What were the important regional developments and cultural changes in Africa south of the
Sahara during Era 4?
Focus Question(s): 1) How did trade resources and trade routes foster development of kingdoms and empires? 2) How did
interregional contact and exchange increase during this era?
Objectives/High School Content Expectations (HSCE s): WHG 4.1.2: World Religions - Using historical and modern
maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between
religious groups including; 1) Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades; 2) Islam
and Hinduism in South Asia; 3) continuing tensions between Catholic and Orthodox Christianity. WHG 4.1.3: Trade
Networks and Contacts - Analyze the development, interdependence, specialization, and importance of interregional trading
systems both within and between societies including: 1) land-based routes across the Sahara, Eurasia, and Europe; and 2) waterbased routes across Indian Ocean, Persian Gulf, South China Sea, and Red and Mediterranean Seas. WHG 4.3.1: Africa to 1500
- Describe the diverse characteristics of early African societies and the significant changes in African society by: 1) analyzing the
African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade; 2)
analyzing the development of an organized slave trade within and beyond Africa; and 3) analyzing the influence of Islam and
Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity.
Cross Curricular Connections: Economics-Analyze how supply and demand impacted gold and salt trade in West Africa.
Technology Integration: see p. 406 Integrated Technology
Key Concepts/Names: lineage, patrilineal, matrilineal, stateless societies, Almoravids,
Month - November
Almohads, Sundiata, Mansa Musa, Ibn Butta, Songhai, Magrib,Yoruba, Benin, Swahili,
Week: 9
Great Zimbabwe, trans-Saharan trade route
CDV: common good CCV: Ujamaa, Ujima
Teaching Resources:
Student Learning Activities:
 Textbook: World History-Patterns of Interaction,

Complete History from Visuals Interpreting the Map TE
Chapter 15: Societies and Empires of Africa, 800p. 407 WHG 4.1.3
1500 C.E., pp. 406-430

Describe the spread of Islam in Africa. WHG 4.1.2
 Computer/projector

Expand Visual Summary: Societies and Empires of Africa p.
 classzone.com
428 to include more detailed geographic location and
additional important facts. WHG 4.1.3

Form investigative groups that will identify and analyze the
Bell Work/Do Now:
effects of growing contacts and exchanges between regions
 Explain the importance of the trans-Saharan trade route.
during Era 4. Upon completing their investigations, the
 Do you think negotiating personal conflicts through a
groups will present their findings to the class. pp. 430-436
family system would work in the U. S.? Explain (see
WHG 4.1.3 and 4.3.1
TE p. 410).

Analyze the economics of the sale and gold trade in West
 Study maps on p. 414 and answer Geography
Africa. WHG 4.3.1
Skillbuilder questions.
 Study Analyzing Primary Sources on p. 416, then
answer the Document Based Questions.
 Use map to answer questions Michigan Merit Practice
p.429.
Assessment: 1) Have students create a table and illustrate on a map African trade systems. WHG 4.1.3 2) To assess student
understanding about the Americas and emerging civilizations in Africa, students pair up and write letters to each other.
Students role play as pen pals from specific civilizations in the Americas and Africa. The letters should describe the social,
political, and economic aspects of their respective societies from the perspective of someone that lives there. The letters also
specify at least two thinks that make their civilization unique. WHG 4.3.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
15

DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY -GRADE 11
Era 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E.
Unit 4 –Connecting Hemispheres
Overarching Question: 1) What were the diverse characteristics of early American civilizations? 2) What was the
cultural and social impact of the Renaissance on Western and Northern Europe?
Focus Question(s): 1) What were the empires and who were the people that existed in America before the arrival of
Europeans? 2) What were the new ideas and values that led to the Renaissance and the Reformation?
Objectives/High School Content Expectations (HSCE s): WHG 4.3.2: The Americas to 1500 - Describe the diverse
characteristics of early American civilizations and societies in North, Central, and South America by comparing and
contrasting the major aspects (government, religion, interactions with the environment, economy and social life) of American
Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo and/or Eastern Woodland peoples. WHG 4.3.5:
Western Europe to 1500 - Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and citystates in Europe including the cultural and social impact of the Renaissance on Western and Northern Europe.
Cross Curricular Connections: Art - Chapter 16, Read and discuss History through Art Maya Architecture p. 450
Chapter 17, Read and discuss Interact with History: What can you learn from art? p. 470
Technology Integration: See Integrated Technology TE p. 471
Key Concepts/Names: pueblo, Triple Alliance, obsidian, Renaissance, utopia,
Month - November
Reformation, Protestant
Week: 10
CDV: freedom of religion
CCV: nia
Teaching Resources:
Student Learning Activities:
Computer/projector

Complete the following chart on Early American
classzone.com
Civilizations. WHG 4.3.2
Textbook: World History-Patterns of Interaction,
Strengths
Weaknesses
Chapter 16: People and Empires in the Americas, 500Civilization
Location (Lead to Power) (Lead to Decline)
1500 C.E., pp. 438-467
Anasazi
and Chapter 17: European Renaissance and
Mound Builders
Reformation, 1300-1600 C.E., pp. 468-503
Maya
Aztec
Bell Work/Do Now:
Inca
 How do we learn about periods and cultures that left no
written records?

Complete Taking Notes p. 471 to outline Chapter 17.
 Describe the Iroquois matrilineal society.
WHG 4.3.5.4
 Analyze chart Rise and Fall of the Maya p. 449 then
complete Skillbuilder: Interpreting Charts.
 Complete Geography Skillbuilders: Interpreting Maps
p.497.
 Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 503.
 Use the drawing to answer question 3 Michigan Merit
Practice p.503.
Assessment: 1) Demonstrate understanding of ancient American cultures by completing Chapter 16 Assessment p. 466.
WHG 4.3.2 2) Analyze the effects Protestantism had on the Christian Church, complete Integrated Technology: Writing an
Internet-Based Research Paper, see p. 503. WHG 4.3.5.4
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
16
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY-GRADE11
Era 5: The Emergence of the First Global Age, 15th to 18th Centuries
Unit 4 ~
Overarching Question: How and to what effect did networks of exchange transform human societies?
Focus Question(s): 1) What were the origins of the Ottoman Empire? 2) How did the Ottoman Empire increase their expansion
of power? 3) Why did the empires weaken?
Objectives/High School Content Expectations (HCEs): WHG 5.1.2: World Religions - Use historical and modern maps to
analyze major territorial transformations and movements of world religions including the expulsion of Muslims and Jews from
Spain, Christianity to the Americas, and Islam to Southeast Asia, and evaluate the impact of these transformations/movements on
the respective human systems. WHG 5.3.1: Ottoman Empire through the 18th Century - Analyze the major political, religious
economic, and cultural transformations in the Ottoman Empire. WHG 5.3.3: South Asia/India through the 18th Century Analyze the global economic significance of India and the role of foreign influence in the political, religious, cultural, and
economic transformations in India and South Asia including the Mughal Empire and the beginnings of European contact.
Cross Curricular Connections: Literature selection from The Bride of Suleiman, Unit 4 IDR, pp. 56-58
Technology Integration: http://worldhistoryforusall.sdsu.edu/dev/units/six/panorama/Era06_pan.htm
Key Concepts/Names: ghazis, Ottoman, sultan, Timur the Lame, Mehmed II,
Month - December
Suleyman the Lawgiver, devshirme, janissary, Safavid, Ismail, Shal Abbas,
Week: 11-12
Esfahan, Mughal, Babur, Akbar, Sikh, Shah Jahan, Taj Mahal, Aurangzeb
CDV: Freedom of Religion, Patriotism, Popular Sovereignty CCV: Umoja,
Ujima
Teaching Resources:
Student Learning Activities:

Textbook: World History-Patterns of Interaction,

Continue to add to your encyclopedia of world religions with
Chapter 18: The Muslim World Expands, 1300-1700
a one-page entry for each religion. Each entry should include
a description of the belief system, the origin of the religion,
C.E., pp. 504-525
and important figure(s), as well as an explanation of how and

Computer/projector
why the religion spread, including interactions with

Easy Planner DVD-ROM
culturally diverse people, responses to challenges offered by

classzone.com
contact with different faiths, and the ways they influenced

http://worldhistoryforusall.sdsu.edu/dev/units/six/panoram
people’s perceptions of the world. Encyclopedia may be used
a/Era06_pan.htm
for reference. Chapter 3 pp. 58-85 WHG 5.1.2

Reteach Activity (Ottoman Rule) TE, pp. 511. WHG 5.3.1
Bellwork/Do Now:

Divide students into small groups and assign each group one

Critical Thinking, TE first bullet p. 513.
of the following five empires to research (Russian, Chinese,

List the main rulers of the Ottoman Empire and their
Ottoman, Safavid, and Mughal). Students will research the
successes, Taking Notes, p. 507.
assigned empire to identify important figures and explain

Identify the primary factor that led to the decline of the
significant events for their respective empire during this era,
Ottoman Empire.
including the political, religious, cultural, and economic

Geography Skillbuilder: Interpreting Maps, p. 517. Use
transformations. WHG 5.3.1, WHG 5.3.2, WHG 5.3.3 &
charts to answer questions 1 and 2 Michigan Merit
WHG 5.3.4
Practice p. 525.
 Use the primary source document to answer question 3,
Michigan Merit Practice p.525.
Assessment: 1) Use a table to analyze the similarities and differences between empires in this era. 2) Choose one empire from
this era and one from a previous era to compare and contrast by focusing on the political and military structures, religion,
boundaries and geographical features, political and social structures, and economic systems. WHG 5.1.2, 5.3.1, 5.3.3
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
17
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE11
Era 5: The Emergence of the First Global Age, 15th to 18th Centuries
Unit 4 –Connecting Hemispheres
Overarching Question: How and to what effect did networks of exchange transform human societies?
Focus Question(s): 1) What led to European Exploration? 2 ) Why were the early Ming and Qing dynasties successful? 3) How
did the Japanese society and culture change with the policies of the Tokugawa Shogunate and their influence of China on Japanese
society?
Objectives/High School Content Expectations (HCE s): WHG 5.2.1: European Exploration/Conquest and Colombian
Exchange - describing the geographic routes used in the exchange of plants, animals, and pathogens among the continents in the
late 15th and the 16th centuries. WHG 5.3.2.1: East Asia through the 18th Century - analyzing the major reasons for the
continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese
oceanic exploration. WHG 5.3.2.2: East Asia through the 18th Century - analyzing the changes in Japanese society by
describing the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the influence of China
on Japanese society.
Cross Curricular Connections: Mathematics - Skillbuilder Practice: Interpreting Graphs, Unit 4 IDR, p. 69
Technology Integration: classzone.com, Planning a Television Special TE/PE p. 549.
Key Concepts/Names: Bartolomeu Dias, Prince Henry, Vasco da Gama, Treaty
Month - January
of Tordesillas, Dutch East India Company, Ming Dynasty,, Hongwu, Yonglo,
Week: 13
Zheng He, Manchus, Qing Dynasty, Kangxi, daimyo, Oda Nobunaga, Toyotomi
Hideyoshi, Tokugawa Shogunate, haiku, kabuki
CDV: Patriotism, Popular Sovereignty CCV: Umoja, Ujima
Teaching Resources:
Student Learning Activities:

Textbook: World History-Patterns of Interaction,

Create a chart listing the positive and negative impacts of
Chapter 19: An Age of Explorations and Isolation,
the Colombian exchange. Use a blank world map to
1400-1800 C.E., pp. 529-547
denote the movement of goods, people, diseases, and ideas

Computer/projector
from east to west, and west to east, identifying the two
Easy Planner DVD-ROM
way contacts and exchanges. WHG 5.2.1

classzone.com

Taking Notes: Use a chart to summarize relevant facts

http://worldhistoryforusall.sdsu.edu/dev/units/six/panoram
about each emperor. WHG 5.3.2.1 & 5.3.2.2
a/Era06_pan.htm
Bellwork/Do Now:

Examining the Issues, TE/PE p. 528.

Differentiate between the Ming and Qing dynasties.

Explain the influence of China on Japanese society.

Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 549.

Use the map to answer question 3 Michigan Merit
Practice p.549.
Emperor
1.
2.
3.
Facts
1.
2.
3.
Assessment: Create a power point presentation or a storyboard that includes visuals, maps, and a script for a documentary
about European Exploration/Conquest and Colombian Exchange and East Asia through the 18th Century. The power point or
storyboard must include a comparison of at least one aspect for each geographic era. Additionally, each power point must
incorporate the effects of religion on each era.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
18
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE 11
Era 5: The Emergence of the First Global Age, 15th to 18th Centuries
Unit 4 –Connecting Hemispheres
Overarching Question: How and to what effect did networks of exchange transform human societies?
Focus Question(s): 1) How did secularism change the way many Europeans thought about themselves and the world around
them? 2) How influential were internal factors (e.g., Renaissance, Reformation, demographic, economic, and social changes) and
factors external to Europe (e.g., decline of the Mughal empire and the decreasing engagement of China and Japan) in increasing
Europe’s global power?
Objectives/High School Content Expectations (HSCE s): WHG 5.2.1.1: European Exploration/Conquest and
Colombian Exchange - describing the geographic routes used in the exchange of plants, animals, and pathogens among the
continents in the late 15th and the 16th centuries. WHG 5.2.1.2: European Exploration/Conquest and Colombian
Exchange - explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and
pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and
the American societies. WHG 5.2.2.2
Cross Curricular Connections: Economics – Analyze the economic factors that contributed to European exploration of
America.
Technology Integration: classzone.com
Month - January
Key Concepts/Names: Christopher Columbus, colony, Hernando Cortes, conquistador,
Week: 14
Francisco Pizarro, Atahualpa, mestizo, encomienda, New France, Jamestown, Pilgrims,
Puritans, New Netherland, French and Indian War, Metacom, Columbian Exchange, capitalism,
joint-stock company, mercantilism, favorable balance of trade, Triangle Trade System
CDV: Freedom of Religion, Patriotism, Popular Sovereignty CCV: Umoja, Ujima
Teaching Resources:

Textbook: World History-Patterns of Interaction,
Chapter 20: The Atlantic World, 1492-1800 C.E., pp.
553-578

Computer/projector

Chart paper

classzone.com

Taking Notes: Clarifying, TE/PE p. 589

Unit 5 IDR p.14
Bellwork/Do Now:
 Interpret map p. 568 Triangle Trade System, 1451-1870.
 Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 577.
 Use the drawings to answer question 3 Michigan Merit
Practice p.577.
Student Learning Activities:

Create a chart listing the positive and negative impacts of
the Colombian exchange. Use a blank world map to
denote the movement of goods, people, diseases, and ideas
from east to west, and west to east, identifying the twoway contacts and exchanges. WHG 5.2.1

Describe Native American responses to the arrival of
Europeans in America. WHG 5.2.1.2

Take notes on the consequences of the slave trade, see p.
566. WHG 5.2.2

Complete Main Ideas and Critical Thinking & Writing, p.
570 WHG 5.2.2
Assessment: 1) Construct a response to the question: How were Europe’s views of exploration different than those of the
people they “discovered?” WHG 5.2.1 2) Research and compare enslavement of Africans in America with other forms of
labor during the ear such as: serfdom, indentured servitude, (?) labor and wage labor. WHG 5.2.2
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
19
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE11
Era 5: The Emergence of the First Global Age, 15th to 18th Centuries
Unit 5 –Connecting Hemispheres
Overarching Question(s): 1)What were the major political economic and cultural transformations in Europe during the
15th-18th centuries? 2) What were the major political, religious, economic and cultural transformations in Russia during the 15th18th centuries?
Focus Question(s): Chapter 21- (1) What lead to the growth of absolute monarchs during Era 5? (2) What events lead
Enlightenment scientists and thinkers to question old ideas and to revolutionize the arts, religion, government and society?
WHG 5.3.5 Chapter 22- Analyze the major political, religious, cultural and economic transformations in Europe by
analyzing how the Renaissance, Reformation, Scientific Revolution and the Enlightenment contributed to transformations in
European society. WHG 5.3.4
Objectives/High School Content Expectations (HSCE s): WHG 5.3.5: Europe through the 18th Century - Analyze the major
political, religious, cultural, and economic transformations in Europe by:
• analyzing transformations in Europe’s state structure, including the rising military, bureaucratic, and nationalist power of
European states including absolutism.
• analyzing how the Renaissance, Reformation, Scientific Revolution, and the Enlightenment contributed to transformations in
European society.
WHG 5.3.4: Russia through the 18th Century-Analyze the major political, religious, economic and cultural transformations in
Russia including:

Russian imperial expansion and top-down westernization/modernization

The impact of its unique location relative to Europe and Asia.
Cross Curricular Connections: Literature - Unit 5, IDR, from The Cat and the King Math-see TE p 621 History from Visuals
(students will calculate distances between various countries) and Data File Bell Work or Do Now WHG 5.3.4
Technology Integration: classzone.com
Key Concepts/Names: monarchs, Enlightenment, Philip II, Renaissance, revolution,
Month – January
divine rights, absolute monarchs
Week: 16
CDV: Freedom of Religion, Liberty CCV: Imani
Teaching Resources:
Student Learning Activities:
 Using a graphic organizer similar to the following
 Textbook: World History-Patterns of Interaction,
example, explain how and when various European absolute
Chapter 21: Absolute Monarchs in Europe, 1500-1800
monarchs came to power and give key highlights of their
C.E., pp. 586-607 and
reign. WHG 5.3.5
Chapter 22: Enlightenment and Revolution, 1500-1789
C.E., pp. 620-647
Monarch
Country
Years
Highlights
 Computer/projector
Phillip II
 classzone.com
Henry II
Henry IV
Bellwork/Do Now:
Louis XIII
 Ask students to interpret Europe 1650 map p. 587. Write
Louis XIV
questions from TE p. 507 History from Visuals on board.
The Hapsburgs
WHG 5.3.5
The Hohenzollerns
 Complete Geography Skillbuilder using map, The Expansion
of Russia, 1500-1800 p. 610.
 Using a graphic organizer, explain how and when the
 Read Data File p. 613. Using cities given, calculate Russia’s
following Russian absolute monarchs came to power and
average January temperature and the United States average
give key highlights of their reign. WHG 5.3.4
January temperature, then calculate the difference.
Ivan the Terrible
The Romanovs
James II
 Use primary source document to answer questions 1 and 2 James I
Charles I
Michigan Merit Practice p. 647.
Oliver Cromwell
Charles II
 Use the drawing to answer question 3 Michigan Merit
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
20
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
Practice p.647.
Suggested Activities (cont’d.)
 Using map Centers of Enlightenment, c. 1740, draw
conclusions about how ideas spread, see TE p. 621 History
from Visuals. WHG 5.3.5
 Take notes on Causes of Scientific Revolution, see p. 623.
WHG 5.3.5
 Take notes on Enlightenment in Europe, see Taking Notes
on p. 629. WHG 5.3.5
 Take notes on how Enlightenment spread, see Taking
Notes on p. 636. WHG 5.3.5
Suggested Assessment: Judge Peter the Great’s decision to Westernize Russia, see TE p. 610 Skillbuilder Practice:
Evaluating Decisions and Courses of Action. WHG 5.3.4
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
21
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE11
Era 5: The Emergence of the First Global Age, 15th to 18th Centuries
Unit 5- Absolutism to Revolution
Overarching Question(s): What were the causes and global consequences of the French Revolution?
Focus Question(s): 1) What were the changes of major political and military power? 2) How did the wars of the French
Revolutionary and Napoleonic periods and glowing nationalism change the political geography of Europe and other regions?
Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and
global consequences of major political and industrial revolutions focusing on changes in relative political and military power,
economic production, and commerce. WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and
contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions
(American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions). WHG 6.3.1: Europe - Analyzing and
explaining the impact of economic development in Europe by:
 explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on
religious institutions, education, family life, and the legal and political position of women; and

using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing
nationalism changed the political geography of Europe and other regions.
Cross Curricular Connections: Language Arts – Building vocabulary, Unit 5 IDR, p. 53
Technology Integration: classzone.com
Key Concepts/Names: coup de’tat, Napoleonic Code, Congress of Vienna,
Month - February
Maximilien Robespiere, Great Fear, guillotine
Week: 17
CDV: federalism CCV: Kujichagulia
Teaching Resources:
Student Learning Activities:

Use graphic organizer to show the causes of the French
 Textbook: World History-Patterns of Interaction
Revolution. See Taking Notes, p. 651. WHG 6.3.1
Chapter 23: The French Revolution and Napoleon,

Use graphic organizer to chart the major events that followed
1789-1815 C.E., pp. 648-677
the creation of the Constitution of 1791. See Taking Notes,
 Computer/projector
p. 656. WHG 6.3.1
 Easy Planner DVD-ROM

Use graphic organizer to illustrate, in chronological order, on
 http://worldhistoryforusall.sdsu.edu/dev/units/seven/landsc
a time line of the events that led to Napoleon’s crowning as
ape/07_landscape6.pdf
emperor of France. See Taking Notes p.663 WHG 6.3.1

Use graphic organizer to illustrate Napoleon’s three costly
Bellwork/Do Now:
mistakes, see p. 668. WHG 6.3.1

Examine map p. 648 Napolean’s Empire 1810. What

Explain the far reaching consequences of the actions of
geographic features challenged French efforts to
the Congress of Vienna. WHG 6.1.1
conquer new territory? See TE p. 649.

Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 677.

Use map to answer question 3 Michigan Merit Practice
p.677.
Assessment: Complete Writing About History, p. 677. WHG 6.1.1 and 6.3.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
22
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE 11
Era 6: An Age of Global Revolutions, 18th Century to 1914
Unit 5 –Absolutism to Revolution
Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?
Focus Question(s): 1) How and why was the growth of industrialism a global phenomenon? 2) Why, when and where did the
Industrial Revolution happen? 3) Why were the short and long term effects of industrialization inevitable?
Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and
global consequences of major political and industrial revolutions focusing on changes in relative political and military power,
economic production and commerce. WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and
contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions
(American, French, Haitian, Mexican or other Latin American, or Chinese Revolutions). WHG 6.2.2: Growth of Nationalism
and Nation-states - Compare and contrast the rise of the nation-states in a western context (e.g., Germany, Italy) and non-western
context (e.g., Meiji Japan). WHG 6.1.3: Increasing Global Interconnections - Describe increasing global interconnections
between societies, through the emergence and spread of ideas, innovations, and commodities including: - constitutionalism,
communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization: - the global spread of major
innovations, technologies, and commodities via new global networks. WHG 6.1.4: Changes in Economic and Political Systems Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of
the previous era (agriculture and absolutism).
Cross Curricular Connections: Art, History Through Art: Revolutions in Painting p. 702 -703
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Key Concepts/Names: capitalism, revolution, communism, industrialization, labor unions,
Month - February
Creoles, Russification, romanticism, realism, impressionism, liberalism, socialism,
Week: 18
urbanization, constitutionalism, republicanism, nationalism, human rights, and secularization.
CDV: Pursuit of Happiness, Common Good, Economic Liberty CCV: Ujima, Ujamaa, Umoja
Teaching Resources:
Student Learning Activities

Textbook: World History-Patterns of Interaction,

Develop concept webs with critical attributes for the key
Chapter 24: Nationalist Revolutions Sweep the West,
terms – Nationalism and Revolution, pp. 678 – 711. WHG
6.1.1 & WHG 6.2.1
1700 – 1914 C.E., pp. 678–705

Teacher should facilitate the Differentiated Instruction:

Computer/projector
Understanding Class Structure activity on p. 682 TE, Ch. 24.

classzone.com
WHG 6.1.1 & 6.2.1


Study and analyze Revolutions Across Time on pp. 706 &
Bell work/Do Now:
707, then answer the Comparing and Contrasting questions

Explain why leaders of powerful countries were opposed to
on p. 707, Ch. 24. WHG 6.1.1 & 6.2.1
revolutions even when it was not directed against them.

Students construct a graphic organizer that compares the rise

Analyze Latin American maps of 1800 and 1830 on p. 685,
of a western and non-western nation-state and evaluates the
and complete the Geography Skillbuilder questions on p.
role of nationalism as a cause of each. The graphic organizer
685, Ch. 24.
should address the influence of constitutionalism,

Study Analyzing Key Concepts on p. 688, and answer
republicanism, nationalism, human rights, and secularization
Connect to Today questions on the same page.
in the progression and conclusion of each revolution or

Examine History through Art on pp. 702-703, and respond
national movement. WHG 6.2.2, 6.1.3 & 6.1.4
to Connect to Today questions on p. 703.

Analyze the causes and effects of Revolutions in England,

Study the Analyzing Photographs on p. 700, and answer
North America, France, and Latin America, pp. 708 -711.
Interpreting Visual Sources questions that follow on the
WHG 6.1.1 & 6.2.1
same page.

Use primary source document to answer questions 1 and 2
Michigan Merit Practice p. 705.

Use the drawing to answer question 3, Michigan Merit
Practice p.705.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
23
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
Suggested Assessment: 1) Write a letter from England, France, Germany, or Japan to a relative in the Americas explaining how
industrialization has changed your life politically, economically, and socially, as well as environmental changes that you have
noticed. Use specific examples from what you have learned in this topic. 2) Compare and contrast the political, economic, and
social causes and consequences of three major political and/or nationalistic revolutions. WHG 6.1.1, 6.1.3 & 6.2.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
24
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE: 11
Era 6: An Age of Global Revolutions, 18th Century to 1914
Unit 6 Industrialism and the Race for Empire
Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?
Focus Question(s): 1) How and why was the growth of industrialism a global phenomenon? 2) Why, when and where did the
Industrial Revolution happen? 3) Why were the short and long term effects of industrialization inevitable?
Objectives/High School Content Expectations (HSCE s): WHG 6.1.4: Changes in Economic and Political Systems Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of
the previous era (agriculture and absolutism). WHG 6.2.3: Industrialization - Analyze the origins, characteristics, and
consequences of industrialization across the world by: 1) comparing and contrasting the process and impact of industrialization in
Russia, Japan, and one of the following: Britain, Germany, United States, or France; and 2) describing the social and economic
impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements. WHG 6.3.1:
Europe - Analyze the economic, political, and social transformations in Europe by: 1) analyzing and explaining the impact of
economic development on European society; 2) explaining how democratic ideas and revolutionary conflicts influenced European
society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of
women; and 3) using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and
growing nationalism changed the political geography of Europe and other regions.
Cross Curricular Connections: Science, Global Impact: Revolutions in Technology. P. 719
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Month - February-March
Key Concepts/Names: capitalism, industrial revolution, communism, industrialization,
Week: 19-20
factors of production, crop rotation, urbanization, middle class, stock, corporation, laissez
faire, utilitarianism, socialism, Karl Marx, Adam Smith
CDV: Pursuit of Happiness, Economic Liberty
CCV: Ujima, Ujamaa, Kuumba
Teaching Resources:
Student Learning Activities:

Textbook: World History-Patterns of Interaction,

Have students work in pairs to investigate the causes of
Chapter 25: The Industrial Revolution, 1700 – 1900, pp.
the Industrial Revolution including when and why it
714 – 743
started in Great Britain. Compile a class list of the causes

Computer/projector
of the Industrial Revolution. Then, divide students into

classzone.com
six groups with each group representing: Russia, Japan,
Britain, Germany, United States, and France. Each group
should construct a poster display that describes
Bell work/Do Now:

Compare your typical day with the information on The
industrialization in their country. Posters should include a
Day of a Child Laborer, William Cooper on pp. 724 &
timeline showing the timing of key events, government
725.
policies (economical and political), and specific events

Do the MME Practice on p. 743.
that led to industrialization. WHG 6.2.3 & WHG 6.3.1

Use a chart to summarize the characteristics of

Compare economic and political systems of industrialism
capitalism and socialism, pp.734-737.
and democracy with agriculture and absolutism. WHG

Study Analyzing Key Concepts on p. 727, and answer
6.1.4
Connect to Today questions on the same page. Examine  Do Differentiated Instruction: Understanding Obstacles to
the maps on railroad systems in the USA in 1840 and
Industrial Growth on TE p. 732, Ch. 25. WHG 6.2.3 &
1890, on p. 730, and answer the Geography Skillbuilder
WHG 6.3.1
questions on p. 730.

Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 743.

Use the graph to answer question 3 Michigan Merit
Practice p.743.
Assessment: Create a graphic illustration that outlines the political, economic, social, environmental and population impacts
of industrialization. WHG: 6.1.4, 6.2.3, & 6.3.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
25
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE-11
Era 6: An Age of Global Revolutions, 18th Century to 1914
Unit 6 –Industrialism and the Race for Empire
Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?
Focus Question(s):
1. What were the global consequences of political revolutions in this era?
2. How and why did life change during the Age of Global Revolutions?
3. What was the impact of Europe’s global power?
Objectives/High School Content Expectations (HSCE s): WHG 6.1.1: Global Revolutions - Analyze the causes and
global consequences of major political and industrial revolutions focusing on changes in relative political and military power,
economic production, and commerce. WHG 6.1.3: Increasing Global Interconnections - Describe increasing global
interconnections between societies, through the emergence and spread of idea, innovations, and commodities including:
Constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization
WHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and political systems
(industrialism and democracy) with the economic and political systems of the previous era.
WHG 6.1.5: Interpreting Europe’s Increasing Global Power-Describe Europe’s increasing global power between 1500and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe or factors external to
Europe.
WHG 6.2.3: Industrialization-Analyze the origins, characteristics and consequences of industrialization across the world by:
 Comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following
Britain, Germany United States or France.
 Describing he social and economic impacts of industrialization, particularly its effect on women and children, and the
rise of organized labor movements
Cross Curricular Connections: Science –See History Makers,: Marie Curie 1867-1934 p. 765
Technology Integration: See Integrated Technology Conduct research History Makers: Marie Curie 1867-1934 see, p.765
Key Concepts/Names: suffrage, Queen Victoria, Dreyfus Affair, anti-Semitism, Zionism,
Month - March
Maori, Aborigines, dominion, penal colony, home rule, Irish Republican Army, manifest
Week: 21
destiny, Abraham Lincoln, secede, U. S. Civil War, Emancipation Proclamation,
segregation, assembly line, Charles Darwin, Theory of Evolution, radioactivity,
psychology, mass culture,
CDV: popular sovereignty and patriotism CCV: umoja
Teaching Resources
Student Learning Activities:
 Read and demonstrate understanding of chapter 26 using
 Textbook: World History-Patterns of Interaction,
Unit 6, In-Depth Resources: Guided Reading The
Chapter 26: Democratic Reform and Activism, pp. 744Beginnings of Industrialization for sections 1-4 see pp. 1,
769
pp.1-4. WHG 6.1.1, WHG 6.1.4, WHG 6.1.5 and WHG
 Computer/projector
6.2.3
 classzone.com

Complete Integrated Technology:Test Practice see p. 769
 Free Blank Outline Maps of the Countries and
WHG 6.1.1, WHG 6.1.4, WHG 6.1.5 and WHG 6.2.3
Continents of the World. About Inc., a part of The New
York Times Company. 10 March 2008
<http://geography.about.com/library/maps/blindex.htm
Suggested Bell Work/Do Now:
 Interpret graph using Expansion of Suffrage in Britain
chart p. 749, complete Skillbuilder: Interpreting
Graphs p. 748.
 Using Australia and New Zealond to 1850 map p. 753,
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
26
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart




complete Geography Skillbuilder: Interpreting Maps
Using U. S. Expansion, 1783-1853 map p. 759,
complete Geography Skillbuilder: Interpreting Maps
Using Civil War in the United States, 1861-1865 map p.
760, complete Geography Skillbuilder: Interpreting
Maps
Complete MME Practice questions 1 and 2 p 769
Complete MME Practice question 3 p. 769
Suggested Assessment: Write a thesis paper using evidence from this era to formulate a response to: How and why did life
change during the Age of Global Revolutions? Students should support their thesis with evidence based on the unit of study.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
27
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE-11
Era 6: An Age of Global Revolutions, 18th Century to 1914
Unit 6 –Industrialism and the Race for Empire
Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?
Focus Question(s): 1) How did a small number of European states achieve control over most of the world by the
end of this era? 2) What was the impact of Europe’s global power?
Objectives/High School Content Expectations (HSCE s): WHG 6.2.4 Imperialism - Analyze the political, economic and
social causes and consequences of imperialism by
 Using historical and modern maps and other evidence to analyze and explain the causes and global consequences of
nineteenth-century imperialism, including encounters between imperial powers (Europe , Japan) and local peoples in
India, Africa, Central Asia and East Asia
 Describing the connection between imperialism and racism, including the social construction of race
 Comparing British policies in South Africa and India, French policies in Indochina and Japanese policies in Asia
 Analyze the responses to imperialism by African and Asian peoples
WHG 6.1.5- Interpreting Europe’s Increasing Global Power- Describe Europe’s increasing global power between 1500and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe or factors external to
Europe.
WHG 6.3.1:Europe - Analyze the economic, political, and social transformations in Europe by
 analyzing and explaining the impact of economic development on European society
 explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their
influence on religious institutions, education, family life, and the legal and political position of women
 using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and
growing nationalism changed the political geography of Europe and other regions (e.g., Louisiana Purchase).
WHG 6.3.2: East Asia - Analyze the political, economic, and social transformations in East Asia by
 explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War
 describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions.
WHG 6.3.3: Africa - Evaluate the different experiences of African societies north and south of the Sahara with imperialism
(e.g., Egypt, Ethiopia, and the Congo).
Cross Curricular Connections: Literature- See Unit 6 IDR p. 27, Literature Selection for Things Fall Apart by Chinua
Achebe. Economics-Analyze economic motivations behind Imperialism.
Technology Integration: Create an interactive time line of chapter 27, see Integrated Technology, p. 801
Key Concepts/Names: imperialism, racism, social Darwinism, Shaka, Boers, Boer War,
Month - March
paternalism, assimilation, Menelik II, Crimean War, Suez Canal, sepoys, “Jewel in the
Week: 22 & 23
crown”, Sepoy Mutiny, Emilio Aguinaldo, annexation, Queen Liluokelani,
CDV: representative government, equality CCV: kujichagulia
Teaching Resources
Student Learning Activities
 Use graphic organizers to outline forces and events
 Textbook: World History-Patterns of Interaction,
surrounding I imperialism in Africa using Taking Notes p.
Chapter 27: The Age of Imperialism, pp. 770-801
773 WHG 6.3.3
 Computer/projector

Use graphic organizer to record the forms and methods of
 classzone.com
European imperialism in Africa, the resistance it met with
 Free Blank Outline Maps of the Countries and
and its impact. Taking Notes p. 779 WHG 6.3.3
Continents of the World. About Inc., a part of The New

Use graphic organizer to explain the decline of the
York Times Company. 10 March 2008
Ottoman Empire. Taking Notes p. 786 WHG 6.1.5
<http://geography.about.com/library/maps/blindex.htm
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
28
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
Bell Work/Do Now:
 Using Imperialism in Africa, 1913 map p. 777,
complete Geography Skillbuilder: Interpreting Maps
 Using Nigeria, 1914 map p. 781, complete Geography
Skillbuilder: Interpreting Maps
 Using Resistance Movements in Africa, 1881-1906 map
p. 783, complete Geography Skillbuilder: Interpreting
Maps
 Using Ottoman Empire map p. 787, complete
Geography Skillbuilder: Interpreting Maps
 Using Western-Held Territories in Asia, 1910 map p.
792 complete Geography Skillbuilder: Interpreting
Maps
 Using Colonies in Southeast Asia, 1897 map p. 797,
complete Geography Skillbuilder: Interpreting Maps
Student Learning Activities (cont’d.)
 Use graphic organizer to outline causes and effects of
major events regarding British Imperialism in India by
completing Taking Notes p. 791. WHG 6.2.4
 Use graphic organizer outline western powers in Southeast
Asia. p.796 WHG 6.3.2
Assessment:
1. Compare and contrast four different views of imperialism using primary sources Complete Different Perspectives
and Document-Based Questions p. 785. WHG 6.3.1, WHG 6.3.2 and WHG 6.3.3
2. Have students write a paper addressing the following questions: “How did relatively few European states come to
achieve such control over most of the world by the end of this era?” and “How did the colonial experience compare
in different regions of the world?” The paper should include evidence gathered in this topic and use specific
examples from each of the regions/nations studied. WHG 6.1.5, WHG 6.3.1, WHG 6.3.2 and WHG 6.3.3
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
29
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY-GRADE: 11
Era 6: An Age of Global Revolutions, 18th Century to 1914
Unit 6 – Industrialism and the Race for Empire
Overarching Question: How did global networks of exchange and revolutions lead to worldwide crises and achievements?
Focus Question(s): 1) What caused the decline of Qing China? 2) What were the key events in the modernization of
Japan?
Objectives/High School Content Expectations (HSCE s): WHG 6.3.2: East Asia - Analyze the political, economic, and
social transformations in East Asia by:
 Explaining key events in the modernization of Japan (Meiji Restoration and the impact o the Russo-Japanese War.
 Describing key events in the decline of Qing China, including the Opium wars and the Taiping and boxer Rebellions
Cross Curricular Connections:
Technology Integration: See TE p. 803 Integrative Technology- examine foreign influences in East Asia county by country
or all at once.
Key Concepts/Names: Opium War, extraterritorial rights, Taiping Rebellion, sphere of
Month - April
influence, Open Door Policy, Boxer Rebellion, Treaty of Kanagawa, Meiji era, RussoWeek: 24
Japanese War, annexation
CDV: popular sovereignty and patriotism CCV: umoja
Teaching Resources
Student Learning Activities:
 Use graphic organizer outline western powers in Southeast
 Textbook: World History-Patterns of Interaction,
Asia. p.796 WHG 6.3.2
Chapter 28: Transformations Around the Globe, pp.
 Use IDR chapter 28, section 1 Guided Reading China
805-835
Resists outside Influence p. 71.
 Computer/projector

Use IDR chapter 28, section2 Guided Reading
 classzone.com
Modernization in Japan p. 72.
 Free Blank Outline Maps of the Countries and
Continents of the World. About Inc., a part of The New
York Times Company. 10 March 2008
<http://geography.about.com/library/maps/blindex.htm
Bell Work/Do Now:
 Using China: Spheres of Influence and Treaty Ports, c.
1900 map p. 808, complete Geography Skillbuilder:
Interpreting Maps
 Analyze Political Cartoons p. 812
Assessment:
1. MME Content Review p. 809, WHG 6.3.2.2
2. MME Content Review p. 813, WHG 6.3.2.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
30
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE:11
Era 7: Global Crisis and Achievement, 1900–1945 C.E.
Unit 7 –The World at War
Overarching Question: What were the global crises and achievements of this era?
Focus Question(s): 1) How did economic crisis and world wars influence the global balance of military, political, and
economic power during the first half of the 20th century? 2) What role did heritage, nationalism, and genocide play in
affecting state policy and world politics? 3) How did new technologies and scientific breakthroughs both benefit and imperil
Humankind?
Objectives/High School Content Expectations (HSCE s): WHG 7.1.4: Global Technology - Describe significant
innovations and scientific breakthroughs in transportation, communication, medicine, and warfare and analyze how they both
benefited and imperiled humanity. WHG 7.2.1: World War I - Analyze the causes, characteristics, and long-term
consequences of World War I by:
 Analyzing the causes of the war including nationalism, industrialization, and disputes over territory.
 Analyzing the distinctive characteristics and impacts of the war on the soldiers and people at home
 Explaining the major decisions made in the Versailles Treaty and analyzing its spatial and political consequences,
including the mandate system, reparations, and national self-determination around the globe.
WHG 7.3.5: Middle East - Analyze the political, economic and social transformations that occurred in this era including the
decline of the Ottoman Empire.
Cross Curricular Connections: Writing
Technology Integration: See Integrated Technology p. 838 and TE pp. 841 and 844
Month - April
Key Concepts/Names: Key Concepts
Week: 25
nationalism, militarism, imperialism, alliances, genocide, Triple Alliance, Triple Entente,
Central Powers, Allied Powers, trench war fare, total war, propaganda, Treaty of
Versailles, League of Nations
CDV: patriotism
CCV: umoja
Teaching Resources
Student Learning Activities:
 Read and demonstrate understanding of chapter 29 using
 Textbook: World History-Patterns of Interaction,
Unit 7, In-Depth Resources: The World at War Guided
Chapter 29: The Great War, 1914-1918 C.E., pp. 837Reading pp.1-4. WHG 7.2.1 WHG 7.1.4
863

Taking the role of a German citizen post-World War I,
 Computer/projector
students write a letter to the editor regarding Treaty of
 classzone.com
Versailles. Students should demonstrate their knowledge
 Free Blank Outline Maps of the Countries and
of the treaty by including what consequences the treaty
Continents of the World. About Inc., a part of The New
outlined for Germany and other countries and what
York Times Company. 10 March 2008
possible unexpected consequences the treaty might bring
<http://geography.about.com/library/maps/blindex.htm
to German citizens. WHG 7.2.1 WHG 7.1.4
 First World War.Com. 10 March 2008
 Discuss Armenian Holocaust; see PE and TE p. 844.
http://www.firstworldwar.com
WHG 7.3.5
Bell Work/Do Now:

Complete Integrated Technology activity. WHG 7.2.1
 Using The Balkan Peninsula map p. 842, complete
Geography Skillbuilder p. 843
 Using World War I in Europe, 1914-1918 map complete
Geography Skillbuilder: Interpreting Maps, p 846
 Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 863.
 Use the poster to answer question 3 Michigan Merit
Practice p.863.
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
31
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
Assessment: Make a propaganda film, power point presentation, or booklet relative to World War I, see TE p. 863 WHG
7.2.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
32
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE: 11
Era 7: Global Crisis and Achievement, 1900–1945 C.E.
Unit 7 -The World at War
Overarching Question: How did military, political, technological, and economic changes influence a new world order?
Focus Question(s): 1) How did economic crisis and world wars influence the global balance of military, political, and economic
power during the first half of the 20th century? 2) What role did heritage, nationalism, and genocide play in affecting state policy
and world politics? 3) How did new technologies and scientific breakthroughs both benefit and imperil humankind?
Objectives/High School Content Expectations (HSCE s): WHG 7.2.2: Inter-war Period - Analyze the transformations
that shaped world societies between World War I and World War II by; 1) examining the causes and consequences of the economic
depression on different regions, nations, and the globe: - describing and explaining the rise of fascism and the spread of
communism in Europe and Asia: - comparing and contrasting the rise of nationalism in China, Turkey, and India. WHG 7.3.1:
Russian Revolution - Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the
conclusion of World War II, including the five year plans, collectivization of agriculture, and military purges. WHG 7.3.3: Asia Analyze the political, economic, and social transformations that occurred in this era, including Japanese imperialism: - Chinese
nationalism, the emergence of communism, and civil war: - Indian independence struggle.
Cross Curricular Connections:
Language Arts: Analyzing primary documents, “What is Fascism” (1932) by Mussolini, and History Through
Art: Analyzing Propaganda, p. 880-881
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era5.htm#land
Month - April
Key Concepts/Names: Bolsheviks, totalitarianism, civil disobedience, Rawlatt Acts, Amritsar
Week: 26
Massacre, Salt March, Long March, Great Purge, command economy, Five-Year Plans, collective
farms, fascism, Nazism, liberal democracy, Gandhi, Queen Lilinokalani
CDV: Pursuit of Happiness, Economic Liberty
Teaching Resources:

Textbook: World History-Patterns of Interaction,
Chapter 30: Revolution and Nationalism, 1900–1939
C.E., pp. 867 – 893 and Chapter 31, Years of Crisis,
1919-1939 C. E.; pp. 894-921

Computer/projector

classzone.com

Primary doc., “What is Fascism” (1932) by Mussolini
Bell work/Do Now:

Distinguish between fascism and totalitarianism. Examine
History through Art on pp. 880-881 and complete Connect
to Today questions 1 and 2, pp. 880-881, TE/PE

Study Analyzing Key Concepts on p. 875, and answer
Connect to Today questions on p. 875, TE/PE.

Describe factors that might cause people to overthrow their
leaders

Use primary source document to answer questions 1 and
2 Michigan Merit Practice p. 921.

Use the drawings to answer question 3 Michigan Merit
Practice p.921.
CCV: Ujima, Ujamaa, Kuumba
Student Learning Activities:

Have students work in groups to analyze the primary
document, “What is Fascism” (1932) by Mussolini. They
should outline the characteristics of fascism as described by
Mussolini. Class should follow it up with discussion, and
identification of similarities and differences between fascism,
Nazism, and totalitarianism, pp. 875, 911, TE/PE. WHG 7.2.2

Divide students into groups of four and assign each group one
of the following countries: Germany, Italy, Spain, Soviet
Union, Japan, China, India, and Turkey. Have the groups
create a visual display describing how their country is either an
example or non-example of fascism, Nazism, and
totalitarianism. Each group should present their findings and
analysis to the class. WHG 7.2.2, 7.3.1 & 7.3.3

Outline the causes of the Russian Revolution and analyze its
aftermath on the Russian people and the world stage, Chapter
30, TE/PE. WHG 7.3.1

Compare protests and revolutions in Russia, China, America,
Latin America (e.g., Mexico), the Middle East (e.g., Turkey)
and India. Students should focus on the causes and
consequences of protests and revolutions during this era. WHG
7.2.2, 7.3.1 & 7.3.3

Use a table or a chart to compare and contrast the causes and the
impacts of the 1939 Great Depression to the economic recession
of 2009 on different regions, nations and the globe.
Assessment: 1) Compare and contrast the values found in fascism, Nazism, and totalitarianism with liberal democracy and
communism (as well as the absolutist political structure in the previous eras) and predict how those competing ideologies might
lead to world conflict. WHG 7.2.2, 7.3.1 & 7.3.3. 2) Evaluate the causes and consequences of the Great Depression. WHG 7.2.2
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
33
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE: 11
Era 7: Global Crisis and Achievement, 1900–1945 C.E.
Unit 7 –The World at War
Overarching Question: How did military, political, technological, and economic changes influence a new world order?
Focus Question(s): 1) How did economic crisis, technological innovations and world wars influence the global balance of
military, political, and economic power during the first half of the 20th century? 2) What role did heritage, nationalism, and
genocide play in affecting state policy and world politics?
Objectives/High School Content Expectations (HSCE s): WHG 7.1.1: Increasing Government and Political Power Explain the expanding role of state power in managing economies, transportation systems, and technologies, and other social
environments, including its impact of the daily lives of their citizens. WHG 7.1.2: Comparative Global Power - Use historical and
modern maps and other sources to analyze and explain the changes in the global balance of military, political, and economic power
between 1900 and 1945 (including the changing role of the United States and those resisting foreign domination). WHG 7.1.3:
Twentieth Century Genocide - Use various sources including works of journalists, journals, oral histories, films, interviews, and writings
of participants to analyze the causes and consequences of the genocides of Armenians, Romas (Gypsies), and Jews, and the mass
exterminations of Ukrainians and Chinese. WHG 7.1.4 Global Technology - Describe significant technological innovations and scientific
breakthroughs in transportation, communication, medicine, and warfare and analyze how they both benefited and imperiled humanity.
WHG 7.1.5: Total War - Compare and contrast modern warfare and its resolution with warfare in the previous eras: include analysis of the
role of technology and civilians. WHG 7.2.3: World War II - Analyze the causes, course, characteristics, and immediate consequences
of World War II by: 1) explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe
and Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia, Spanish Civil War, rape of Nanjing, annexation of Austria and
Sudetenland); 2)explaining the Nazi ideology, policies, and consequences of the Holocaust (or Shoah); 3) analyzing the major turning
points and unique characteristics of the war; 4) explaining the spatial and political impact of the Allied negotiations on the nations of
Eastern Europe and the world; 5) analyzing the immediate consequences of the war’s end including the devastation, effects on population,
dawn of the atomic age, the occupation of Germany and Japan; and 6) describing the emergence of the United States and the Soviet Union
as global superpowers.
Cross Curricular Connections: Language Arts, Science and Technology “Global Impact: Arming for War; The Atomic Bomb,” pp. 946 - 947
Technology Integration: classzone.com, http://worldhistoryforusall.sdsu.edu/dev/eras/era8.htm www.teachgenocide.com
www.theforgotten.org
Month - May
Week: 27
Key Concepts/Names: nonaggression pact, blitzkrieg, Holocaust, genocide, Kamikaze,
Nuremberg Trials, demilitarization, democratization, D-Day, alliances, Atlantic Charter,
economic imperialism, Winston Churchill, Isoroku Yamamoto, Douglass MacArthur,
Kristallnacht, Dwight D. Eisenhower
CDV: Liberty, Justice, Individual Rights
CCV: Ujima, Ujamaa, Umoja
Teaching Resources:

Textbook: World History-Patterns of Interaction,
Chapter 32: World War II, 1939–1945 C.E., pp. 922 –
959

Computer/projector

classzone.com

United Nations Genocide Convention of 1948 and
Declarations of Human Rights

Bell work/Do Now:

Explain how new technologies and breakthroughs in
science impact the daily lives of citizens.

Define the word human rights and give examples

Explain how genocide violates human rights.

Use a web diagram to identify examples of Nazi
persecution Taking Notes, pp. 936-939, Chapter 32,
TE/PE.
Student Learning Activities:

In teams of four, assign students to one of the following
countries: United States, Soviet Union, Japan, Great Britain,
China, France, Italy, or Germany. Each team should create a
news report about the position of their respective country in the
world at the conclusion of World War II and reflect on the
changes in relative world power their country has experienced
since 1900. Reports should be presented to the whole class.
WHG 7.1.2 & WHG 7.2.3

Working with a partner, students analyze maps that show the
changes in the global balance of military, political, and
economic power between 1900 and 1945, including the
changing role of the U.S. and those resisting foreign
domination. The partners should also construct four
generalizations about the significant changes in world political
power during the first half of the 20th century. The teams
should consider the changing role of the U.S. (economic
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
34
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
Suggested Bell work/Do Now: (Cont’d.)

Examine Global Impact: Arming for War – The Atomic
Bomb, p. 946. Answer Connect to Today questions on p.
946. WHG 7.2.3

Complete Michigan Merit Exam Practice on p. 953.
Student Learning Activities: (Cont’d.)
imperialism, foreign military intervention in the Americas, and
the nationalization of foreign investments). WHG 7.1.2 & WHG
7.2.3
 Use a table to determine who, what, when, where, why and the
significance of the 20th Century genocides and exterminations
(Armenian Genocide, the Holocaust, Ukrainian and Chinese
exterminations, and Darfur Genocide). Students should conclude
the activity by drawing some generalizations about the causes and
consequences of these genocides in a class discussion. WHG
7.1.3
 Have students study documents from the United Nations
Genocide Convention of 1948 and the United Nations
Declaration of Human Rights and discuss the following
questions: What prompted the writing of these documents? Why
would the world community want documents such as these to
exist? What are their limitations?
 Use a table to compare and contrast the causes and consequences
of World War 11. WHG 7.1.3
 Do “Comparing and Contrasting” on page 954 – 955, and answer
the accompanying questions. This activity may be extended by
doing the “Differentiated Instruction: Photo Essay” on p. 954
(TE). WHG 7.1.1, WHG 7.1.2 & WHG 7.2.3
 Study “Expansion of Warfare: Comparing and Contrasting,”
pages 956 – 957, then answer the questions on p. 957. WHG
7.1.3 & WHG 7.2.3
Assessment: 1) Construct a response to the question: Who had the power at the beginning and end of Era 7 and what explains
these changes? WHG 7.1.1, WHG 7.1.2 & WHG 7.2.3 2) Analyze the causes and consequences of 20th Century genocides and
mass exterminations. WHG 7.1.3 3) Use a Venn diagram to compare and contrast the causes and consequences of World War 1
and World War 11. WHG 7.2.3
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
35
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE: 11
Era 8: The Cold War and its Aftermath, 20th Century Since 1945
Unit 8 –Perspectives on the Present
Overarching Question: How did military, political, technological, and economic changes influence a new world order?
Focus Question(s): 1) How would the United States, China, and Soviet Union explain the causes of the Cold War? 2) How did
the opposing ideologies of the United States and the Soviet Union impact political, cultural, and economic developments in nonaligned and aligned nations? 3) How did both the Cold War and its end reshape the political and economic structure of the
world?
Objectives/High School Content Expectations (HSCE s): WHG 8.1.1: Origins of the Cold War - Describe the factors
that contributed to the Cold War including the differences in ideologies and policies of the Soviet bloc and the West; political,
economic, and military struggles in the 1940s and 1950s; and development of Communism in China.
WHG 8.1.2: Cold War Conflicts - Describe the major arenas of conflict, including:
• the ways the Soviet Union and the United States attempted to expand power and influence in Korea and Vietnam
• ideological and military competition in THREE of the following areas: Congo, Cuba, Mozambique, Angola, Nicaragua,
Guatemala, Bolivia, Chile, Indonesia, and Berlin
• the arms and space race.
WHG 8.1.3: End of the Cold War - Develop an argument to explain the end of the Cold War and its significance as a 20th-century
event, and the subsequent transitions from bi-polar to multi-polar center(s) of power.
Cross Curricular Connections: Science and Technology: The Space Race, page 971
Technology Integration: classzone.com or Easy Planner CD-ROM
Month - May
Key Concepts/Names: United Nations, iron curtain, containment, Truman Doctrine,
Week: 28
Marshall Plan, Cold War, NATO, Warsaw Pact, brinkmanship, cultural revolution, 38th
parallel, Vietnamization, Third World, nonaligned nations, détente, SALT, Superpower,
communism, capitalism.
CDV: Truth, Patriotism, Justice
CCV: Kujichagulia, Nia
Teaching Resources:
Student Learning Activities:

Textbook: World History-Patterns of Interaction,

Assign students in pairs to create a concept web around the
term “Cold War.” Share a few students’ creations, and then
Chapter 33: Restructuring the Postwar World, 1945–
develop a model concept web on the term to enhance clarity
Present, pp. 960 – 993
and understanding. WHG 8.1.1 & WHG 8.1.2

Computer/projector

Divide the class into groups and assign each group a region

classzone.com
of the world to investigate: Europe, Africa, Asia, and Latin
America. Using primary and secondary sources depict major
Bell work/Do Now:
events and developments occurring in their assigned region

Outline the differences between communism and
as a result of the Cold War. For each event, the group
capitalism.
should write two descriptions, one from the Soviet

Describe the factors that contributed to the origins of the
perspective and one from the American perspective. Each
Cold War.
group should share their findings with the whole class.

List five major conflicts spurred by the Cold War.
WHG 8.1.2

Study Science & Technology illustration on p. 971,

Teacher should lead students in constructing a timeline of
Chapter 33, and then answer Connect To Today questions
the Cold War events on the board. WHG 8.1.1, WHG
on p. 971.
8.1.2 & WHG 8.1.3

Do Michigan Merit Exam Practice on p. 993.

Explain why the Cold War ended.

Use a diagram to compare and contrast the Korean and
Vietnam Wars, pages 976-980, Chapter 33. WHG 8.1.2
Assessment: Write a persuasive paper either defending or arguing against the statement: The Cold War was the most
significant global event in the 20th Century. Students should use evidence learned in Eras 7 and 8 to make their arguments.
WHG 8.1.1, WHG 8.1.2 and WHG 8.1.3
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
36
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE: 11
Era 8: The Cold War and its Aftermath, 20th Century Since 1945
Unit 8 –Perspectives on the Present
Overarching Question: How did military, political, technological, and economic changes influence a new world order?
Focus Question(s): 1) How did decolonization contribute to significant global political transformation? 2) How does the
second half of the twentieth century reflect continuity and change in world history?
Objectives/High School Content Expectations (HCE s): WHG 8.1.4: Mapping the 20th Century - Using post-WWI,
post-WWII, height of Cold War, and current world political maps, explain the changing configuration of political boundaries in the
world caused by the World Wars, the Cold War, and the growth of nationalist sovereign states (including Israel, Jordan, Palestine).
WHG 8.2.1: The Legacy of Imperialism - Analyze the complex and changing legacy of imperialism in Africa, Southeast Asia, and
Latin America during and after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing
nature of exploitation of resources (human and natural). WHG 8.2.2: Independence, Decolonization, and Democratization
Movements - Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern
Europe, and Southeast Asia during and after the Cold War. WHG 8.2.3: Middle East - Analyze the interregional causes and
consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the
Suez crisis, and the nature of the continuing conflict.
Cross Curricular Connections: Language Arts – Key Concepts/Names
Technology Integration: http://www.unhchr.com/html/menu3/b/c_coloni.htm
Month - May
Key Concepts/Names: decolonization, partition, Negritude movement, PLO, Transcaucasian
Weeks: 29 & 30 (2 Weeks)
Republics, Central Asian Republics, Taliban.
CDV: Popular Sovereignty, Justice
CCV: Kujichagulia, Ujima
Teaching Resources:
Student Learning Activities:
 Textbook: World History-Patterns of Interaction,
 Using maps from post-WWI, post-WWII, height of the Cold
War, and current world political maps, students will work in
Chapter 34: The Colonies Become New Nations,
groups to identify and analyze the changing patterns of political
1945–Present, pp. 994 – 1029
boundaries caused by the World Wars, the Cold War, and the
 Computer/projector
emergence of nationalist sovereign states (including Israel,
 http://www.unhchr.com/html/menu3/b/c_coloni.htm
Jordan, and Palestine). To culminate this activity, each group
 Easy Planner DVD-ROM
should construct a poster displaying the political, geographic, and
economic aspects of change and continuity in the 20th Century.
Bellwork/Do Now:
WHG 8.1.4
 Study Interact with History on p. 996, Chapter 34 and
 Use Concept Web to outline the causes and impact of conflicts in
answer Examining the Issues questions on p. 996.
the Middle East. WHG 8.2.3
WHG 8.2.1 & WHG 8.2.2
 Teacher should facilitate the activity, Connections Across Time
 Examine the maps of Africa in 1955 and 1975 on p.
and Culture: Nuclear Weapons in India and Pakistan. p. 1000
1014, and complete the Geography Skillbuilder
(T/E). WHG 8.2.1
questions on p. 1014. WHG 8.2.2
 Do Evaluating Decisions and Courses of Action: Analyzing
 Analyze the map of Southeast Asia (1945 – 1975) on p.
Historical Decisions, p. 1013 (T/E). WHG 8.2.2
1005. Answer Interpreting Maps questions that follow.
 Evaluate Social History: Changing Times in Southeast Asia, pp.
WHG 8.2.2
1010 and 1011. Do Connect to Today questions on p. 1011.
 Do MME Practice on p. 1029. WHG 8.2.2
WHG 8.2.1 & WHG 8.2.2
 Use primary source document to answer questions 1
and 2 Michigan Merit Practice p. 1029.
 Use the political cartoon to answer question 3
Michigan Merit Practice p.1029.
Assessment(s): 1) Using specific examples from the unit and their previous studies in world history, students use maps to construct
an answer to the question: “How does the second half of the twentieth century reflect continuity and change in world history?”
WHG 8.1.4, WHG 8.2.1, & WHG 8.2.2 2) use a web diagram to show some of the major challenges that newly independent
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
37
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
nations have faced WHG 8.2.2 & WHG 8.2.3 3) Analyze the long term consequences of the political boundaries caused by the
World Wars, the Cold war, and the emergence of national sovereign states. WHG 8.1.4
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
38
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY - GRADE:11
Era 8: The Cold War and its Aftermath, 20th Century Since 1945
Unit 8 –Perspectives on the Present
Overarching Question: What were the regional struggles for and against independence, decolonization and democracy
across the world?
Focus Question(s): What were the independence, decolonization and democratization movements after the Cold War?
Objectives/High School Content Expectations (HSCE s): WHG 8.2.2: Independence, Decolonization, and Democratization
Movements - Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa,
Eastern Europe and Southeast Asia During and after the Cold War. WHG 8.2.3: Middle East - Analyze the interregional
causes and consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli
disputes. Palestine, the Suez crisis and the nature of the continuing conflict.
Cross Curricular Connections:
Technology Integration: See Integrated Technology p. 1030
Key Concepts/Names: solidarity, reunification, ethnic cleansing,
Month - May
Week: 31
CDV: liberty CCV: kujichagulia
Teaching Resources
 Textbook: World History-Patterns of Interaction,
Chapter 35: Struggles for Democracy, 1945-Present, pp.
1030-1067
 Computer/projector
 classzone.com
 Free Blank Outline Maps of the Countries and
Continents of the World. About Inc., a part of The New
York Times Company. 10 March 2008
<http://geography.about.com/library/maps/blindex.htm
 In-depth Resources
Student Learning Activities:
 Complete Taking Notes p. 1033 summarizing Latin
American steps toward democracy. WHG 8.2.2
 Read and demonstrate understanding of chapter 29 using
Unit 7, In-Depth Resources: The World at War Guided
Reading pp.1-4. WHG 8.2.3
 Read section 2 The Challenge of Democracy in Africa
WHG 8.2.2 using Chapter 35 Guided Reading from Unit
8 IDR p. 51. WHG 8.2.2
 Read section 3 Changes in Central and Eastern Europe,
Chapter 35 Guided Reading from Unit 8 IDR p. 53. WHG
8.2.2
Bell Work/Do Now:
 Using Latin America, 2003 map complete Geography
Skillbuilder p. 1035.
 Using Brazilian Economy, 1955-2000 chart complete
Skillbuilder: Interpreting Graphs p. 1036.
 Analyze political cartoon by completing Skillbuilder:
Interpreting Visual Sources p. 1037
 Using map The Breakup of the Societ Union, 1991,
complete Geography Skillbuilder: Interpreting Maps p.
1049.
 MME Exam Practice p. 1067 items 1, 2 and 3.
Suggested Assessment: Formal Assessment Chapter 35 Chapter Test: Struggles for Democracy, pp. 582-585 WHG 8.2.3
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
39
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
WORLD HISTORY AND GEOGRAPHY- GRADE: 11
Era 8: The Cold War and its Aftermath, 20th Century Since 1945
Unit 8 – Perspectives on the Present
Overarching Question: How does global interdependence affects peoples lives?
Focus Question(s): How does global interdependence affect your daily life?
Objectives/High School Content Expectations (HSCE s): CG 2.3: Resources - social political, economic and
environmental consequences of the development distribution and use of natural resources. C.G3.2: Patterns of Global
Interaction - the exchange of scientific technological and medical innovations. CG 4.2.1: Describe how different political
systems interact in world affairs with respect to international issues. CG 4.2.4: Identify the purposes and functions of
governmental and non-governmental international organizations and the role of the United States in each (e.g. the United
Nations (NATO, World Court, Organization of American States, International Red Cross, Amnesty International). CG 4.3:
Conflict, Cooperation and Security - local and global attempts at peacekeeping, security, democratization and administering
international justice and human rights. CG 4.4: Conflict, Cooperation and Security - the type of warfare used in these
conflicts including terrorism, private militias and new technologies.
Cross Curricular Connections: Writing-see Suggested Assessment
Technology Integration: Use internet for Suggested Assessment
Key Concepts/Names: free trade, terrorism, global economy, USA Patriot Act
Month - June
Week: 32
CDV: pursuit of happiness CCV: kujichagulia
Teaching Resources
 Textbook: World History-Patterns of Interaction,
Chapter 36: Global Interdependence, 1960–Present, pp.
1068-1105
 Computer/projector
 classzone.com
 Free Blank Outline Maps of the Countries and
Continents of the World. About Inc., a part of The New
York Times Company. 10 March 2008
http://geography.about.com/library/maps/blindex.htm
 In-depth Resources
Student Learning Activities:
 Use Taking Notes chart p. 1071 to list the effects of
scientific and technological developments. CG2.3
 Use a graphic organizer to list and describe the purpose of
various international organizations. pp. 1076-1080. CG
4.2.4, CG 4.2.1
 Complete graphic organizer to chart methods used by the
world’s nations to increase global security see Taking
Notes p. 1082 CG 4.3
 Use Guided Reading: Terrorism Case Study: September
11, 2001 to list facts and details about terrorism. IDR
Guided Reading chapter 36 p. 77 CG 4.4
Bell Work/Do Now:
 Using World AIDS Situation, 2002 map p. 1085,
complete Geography Skillbuilder
 Using map World Trading Blocs, 2003 complete
Geography Skillbuilder: Interpreting Maps p. 1077
 Michigan Merit Exam Practice p. 1099 items 1 and 2.
 Michigan Merit Exam Practice, p. 1099 item 3.
Assessment: Alternative Assessment, Chapter 36 - Interact with History, pp. 1099 CG 4.4, CG 4.3, CG 4.2.4, CG 4.2.1
PE-Pupil Edition
TE-Teacher’s Edition
IDR-In-Depth Resources
CDV-Core Democratic Values
CCV-Core Cultural Values
ELPS-Electronic Library of Primary Resources
TRK-Teacher Resource Kit
PWE-Persuasive Writing Essay
FA-Formal Assessment
CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher
Revised by Office of History, Society and Culture 7/10
40

Constitution Day

September 17 

Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10
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Constitution Day

In 1952, President Harry S. Truman signed a bill that moved “I Am an American Day” from the third
Sunday in May to September 17 so that this holiday would coincide with the signing of the U.S.
Constitution in 1787. Congress renamed the holiday “Citizenship Day.” A joint resolution passed in 1956
requested the President to proclaim the week beginning September 17 and ending September 23 each year
as “Constitution Week.”
Senator Robert C. Byrd (D-WV) entered an amendment to the Consolidated Appropriations Act of 2005 that
changed the name of the September 17 holiday to “Constitution Day and Citizenship Day.” The purpose of
“Constitution Day and Citizenship Day” is to honor and celebrate the privileges and responsibilities of U.S.
citizenship for both native-born and naturalized citizens, while commemorating the creation and signing of
the supreme law of our land.
The addition of the amendment, known as Public Law 108-477, requires all schools that receive federal
funds hold an educational program for their students on September 17 of each year. This lesson, which is
adapted from curricular materials on the Constitution produced by the Center for Civic Education, is
designed to assist schools and federal agencies to meet the requirements of this law.
What is meant by returning to fundamental principles?
Founder George Mason said, “No free government or the blessings of liberty can be preserved to any
people, but by frequent recurrence to fundamental principles.” In this lesson, you have the opportunity of
relating some fundamental principles and ideas of our government to contemporary issues.
The Critical Thinking Exercises present a series of quotations representing many great ideas and principles
that have shaped our constitutional heritage. Some of these ideas contradict each other. American
constitutional history has witnessed many conflicts between competing principles of equal merit, for
example, the conflict between majority rule and minority rights, between sovereign power and fundamental
rights, liberty and order, unity and diversity.
You encounter some of these conflicts in exercises. In each case you are asked to apply the principles and
ideas suggested in the quotations to a contemporary issue, to work through the issue on your own or in small
groups, and to reach your own conclusions. In so doing, you use the skills of citizenship observation,
analysis, and value judgments to reach an opinion, to express that opinion and to be prepared to defend it.
The exercises provide practice for the responsibilities you will encounter in the years ahead.
Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10
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Why are fundamental principles important?
The individuals who founded our government cherished and respected ideas. They were excited about them.
Ours is a nation that was created by ideas. It is not the product of a common culture or geography or centuries of
tradition. The United States began as an experiment to see if certain ideas and government-never before tried on
such a scale and in such a way-would work.
The English economist, John Maynard Keynes, once remarked that “in the long run it is ideas and not men who
rule the world.” If the upheavals of this century have taught us anything, it is that ideas have consequences,
sometimes for good, sometimes for evil. We like to believe that in the end, good ideas will prevail over bad.
Whatever the case, ideas do matter.
The Soviet dictator, Joseph Stalin, once disparaged the influence of religion by asking, “How many divisions
does the Pope have?” It is one of the great ironies of this century that the fall of Stalin’s Communist empire
began in Poland, in a revolution inspired in large part by the religious
The invasion of Prague in the spring of 1968 by the Soviet Union. Do you have an obligation as a
citizen and human being to exercise your moral authority when injustice occurs?
Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10
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What did the Founders mean by returning to first principles?
When George Mason spoke of the importance of a frequent recurrence to fundamental principles, he was
invoking an old idea associated with republican government. The ancient Greeks and Romans believed that a
government established with the purpose of serving the public good and involving the participation of all citizens
could not survive unless each generation was reminded of that government’s reason for being and the principles
by which it operated.
“If a nation means its systems, religious or political, shall have duration,” said another of the Founders, “it ought
to recognize the leading principles of them in the front page of every family book. What is the usefulness of a
truth in theory, unless it exists constantly in the minds of the people and has their assent?”
It is doubtful that these Founders had in mind an uncritical acceptance of the “Wisdom of the past.” In revisiting
these principles, each generation must examine and evaluate them anew. Indeed, it is probable that the Founders
would be somewhat surprised at the reverence in which they and their writings have been held by subsequent
generations of Americans.
The Founders, themselves, were vigorous critics of the wisdom they inherited and the principles in which they
believed. They were articulate, opinionated individuals who loved to examine ideas, to analyze, argue,, and
debate them. They expected no less of future generations. They would expect no less of you. To go back in
thought or discussion to first principles requires us to make principled arguments and ground our opinions in
ideas of enduring value. It is what citizenship in a free society is all about.
Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10
44
Fundamental Principles
Directions: In a small group define and give an example of each fundamental principle.
1) Life -
2) Liberty -
3) The Pursuit of Happiness -
4) Common Good -
5) Justice -
6) Diversity -
7) Truth -
8) Popular Sovereignty -
9) Patriotism -
Revised by Office of History, Society and Culture 6-18-09; 9-17-09, rev. 12/09, 7/10
45