World History Scope and Sequence/Pacing Guide 2014-2015
Unit 1: Historical
Skills & River
Civilizations
Unit 2: Ancient
Empires
Unit 3: The
Middle Ages
Unit 4: Age of
Exploration
Unit 5: Age of
Revolutions
(12 days)
(15 days)
(7 days)
(6 days)
Priority
Standards
Priority
Standards
Priority
Standards
Priority
Standards
Unit 6: World Wars
Unit: 7 Post WWII
(15 days)
(16 days)
Priority
Standards
Priority
Standards
(10 days)
Priority
Standards
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH.H.2.1
WH.H.2.2
WH.H.2.3
WH.H.2.7
WH.H.2.8
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.2.2
WH H.2.3
WH H.2.4
WH H.2.5
WH H.2.6
WH H.2.7
WH H.2.8
WH H.2.9
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.2.4
WH H.2.5
WH H.2.6
WH H.3.1
WH H.3.2
WH H.3.3
WH H.3.4
WH H.4.3
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.3.1
WH H.4.1
WH H.4.2
WH H.4.4
WH H.5.1
WH H.5.2
WH H.5.3
WH H.5.4
WH H.6.1
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.4.1
WH H.6.1
WH H.6.2
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.4.4
WH H.6.3
WH H.6.4
WH H.7.1
WH H.7.2
WH H.7.3
WH H.7.4
WH H.7.5
WH H.7.6
WH H.8.1
WH.H.1.1
WH.H.1.2
WH.H.1.3
WH.H.1.4
WH H.7.4
WH H.7.5
WH H.7.6
WH H.8.1
WH H.8.2
WH H.8.3
WH H.8.4
WH H.8.5
WH H.8.6
WH H.8.7
Teachers are encouraged to guide students in drawing parallels between contemporary issues and their historical origins.
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World History Scope and Sequence/Pacing Guide 2014-2015
Test Specification Weights for the NC Final Exam for World History
Exam - 42 items: 41 MC items and 1 CR item.
Standard 1 Standard 2 (% of Total Score Pts)
WH.2
WH.1
16% to 20%
Key Concepts
Civilizations, Achievement, Growth, Influence, Trade, Innovation, Class
Analyze ancient civilizations and empires in terms of their development, growth and lasting impact
WH.3
WH.1
8% to 12%
Power, Authority, Government, Innovation, Conflict
How conflict and innovation influenced political, religious, economic and social changes in medieval civilizations
WH.4
WH.1
8% to 12%
Civilizations, Achievement, Growth, Influence, Trade, Innovation, Class
Analyze the political, economic, social and cultural factors that lead to the development of the first age of global interaction
WH.5
WH.1
8% to 12%
Exploration, Expansion, Colonization
Analyze exploration and expansion in terms of its motivations and impact
WH.6
WH.1
8% to 12%
Revolution, Conflict, Industrialism, Power, Change
Understand the Age of Revolutions and Rebellions
WH.7
WH.1
16% to 20%
Turning Point, Competition, Nationalism, Imperialism, Conflict, War, Power, Change
How national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era
WH.8
WH.1
24% to 27%
Politics, War, Power, Influence, Interdependence, Change, Innovation
Analyze global interdependence and shifts in power in terms of political, economic, social and environmental changes and conflicts since the last half of the twentieth century.
As you plan instruction, please consider the following:



Approx. 48% - 60% of the total score points on the NC Final Exam will originate from the last 3 standards (WH.6, WH.7, WH.8); Major concepts include:
Revolution, Conflict, War, Power, Change, Imperialism, Nationalism, Interdependence
Approx. 64% - 80% of the total score points will originate from WH.2, WH.6, WH.7, and WH.8; Major concepts include: Revolution, Conflict, War, Power,
Change, Politics
It is suggested that the focused concepts be taught to mastery in each unit, if applicable. It is important for students to connect the concepts to current
issues/events.
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World History Scope and Sequence/Pacing Guide 2014-2015
First Nine Weeks
Second Nine Weeks
Week 1: Unit 1 Historical Skills & River Civilizations
Week 10: Unit 5 Age of Revolutions
Week 2: Unit 1 Historical Skills & River Civilizations
Week 11: Unit 6 World Wars
Week 3: Unit 2 Ancient Empires
Week 12: Unit 6 World Wars
SchoolNet Benchmark 2 – Week of December 8, 2014- Will cover Essential
Standards addressed in Units 1-6
Week 4: Unit 2 Ancient Empires
Week 13: Unit 6 World Wars
Week 5: Unit 2 Ancient Empires and Unit 3 The Middle Ages
Week 6: Unit 3The Middle Ages
Week 14: Unit 7 Post WWII
Week 15: Unit 7 Post WWII
SchoolNet Benchmark 1 – Week of October 6, 2014; Will cover Essential
Standards addressed in Units 1-3.
Week 7: Unit 3 The Middle Ages
Week 16: Unit 7 Post WWII
Week 8: Unit 4 Age of Exploration
Week 17: Unit 7 Post WWII
Week 9: Unit 5 Age of Revolutions
Week 18: Review and NC Final Exam
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World History Scope and Sequence/Pacing Guide 2014-2015
Unit 1:
North Carolina Essential Standards:
Historical Skills & River
Civilizations
*WH.H.1, WH.H.2
Clarifying Objectives:
Time Frame:
August 26-September 13
(14 days)
WH.H.1.1, WH.H.1.2, WH.H.1.3, WH.H.1.4, WH.H.2.1,
WH.H.2.2, WH.H.2.3, WH.H.2.7, WH.H.2.8
Priority Standards
WH.H.1
Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand
the creation and development of the United States over time.
*(Essential Standard WH.H.1 and its clarifying objectives are embedded and taught throughout each unit.)
WH.H.2
Analyze ancient civilizations and empires in terms of their development, growth and lasting impact.
Unpacking (What students need to understand). These can be used to write your enduring understandings.
WH.H.1
 Chronological thinking is the foundation of historical reasoning—the ability to examine relationships among historical events and
to explain historical causality.
WH.H.1.2
 Historical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under
investigation.
 Historical narratives are researched stories or accounts that describe or interpret historical events.
 Comprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the
past. What, for example, were their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and
weaknesses?
 Comprehending a historical passage or narrative requires the appreciation for and the development of historical perspective—
judging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal and/or
contemporary norms and values. How then did the social, political, cultural, or economic world of certain individuals and groups
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World History Scope and Sequence/Pacing Guide 2014-2015
possibly influence their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses?
WH.H.1.3
 Historical analysis involves more than a single source. Such an analysis would involve a rich variety of historical documents and
artifacts that present alternative voices, accounts, and interpretations or perspectives on the past.
 The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right
answer, one essential fact, or one authoritative interpretation that can be used to explain the past. Historians may differ on the
facts they incorporate in the development of their narratives and disagree as well on how those facts are to be interpreted. Thus,
written history is a “dialogue” among historians, not only about what happened but about the historical interpretation of why and
how events unfolded.
 Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly
contributed to those actions taken by individuals and groups in the past.
 The past inevitably has a degree of relevance to one’s own times.
WH.H.1.4
 Historical inquiry, the research or investigation of past events, often begins with a historical question. Historical questions
typically address “how” and/or “why” past decisions were made, past actions were taken, or past events occurred.
 Historical inquiry, the research or investigation of past events, requires the acquisition and analysis of historical data and
documents beyond the classroom textbook.
 Historical inquiry, the research or investigation of past events, will allow them to analyze preexisting interpretations, to raise new
questions about an historical event, to investigate the perspectives of those whose voices do not appear in the textbook
accounts, or to investigate an issue that the textbook largely or in part bypassed.
WH.H.2.1
 Topography, climate and natural resources of a region influence the culture, economy and life-style of its inhabitants.
 Location affects a society’s economic development.
 Geographic issues can lead to the migration of people and result in the spread and adaptation of ideas, customs and
technologies from one group of people to another.
 Human response to the physical environment comes with consequences for both the environment and human interdependence.
WH.H.2.2
 As a society increases in complexity and interacts with other societies, the complexity of government increases.
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World History Scope and Sequence/Pacing Guide 2014-2015
 Distribution of power in government is often the result of how it is organized combined with contemporary values and beliefs.
 Culture and society shape and change how a government is organized and carries out responsibilities.
WH.H.2.3
 Written codes of law establish legal rules and regulations that govern a society as well as inform those in the society of
acceptable and unacceptable behavior.
 Unifying laws into a written “code” can be a unifying factor for a society while reflecting also duties and obligations of those in the
society.
 Both effective distribution of power in government and order within a society can result from the creation of a written code of
laws.
WH.H.2.7
 Territorial conflicts lead to the rise and fall of empires.
 The movement of people, goods and ideas bring about the rise and spread of new belief systems that may unify societies --but
they may also facilitate major sources of tension and conflict.
WH.H.2.8
 Religion and economics shapes an empire’s social hierarchy and as a result the lives of various groups of people.
 Slavery changes as contact among cultures increases and societies become more sophisticated.
 The hierarchal structure of society influences the development of civilizations.
 Social class and caste systems compartmentalize and limit diversity within society
Unpacking Historical Understanding
“Unpacked” Concepts (What students need to
“Unpacked” Skills (What students must be able to do)
know)
I CAN STATEMENTS
WH.H.1.1 Use Chronological thinking to:
WH.H.1.1
1. Identify the structure of a historical narrative or story: (its
 I can deconstruct the temporal structure of various types of
beginning, middle and end)
historical narratives or stories. Thus, students will be able to
2. Interpret data presented in time lines and create time lines
think forward from the beginning of an event, problem, or
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World History Scope and Sequence/Pacing Guide 2014-2015
WH.H.1.2 Use Historical Comprehension to:
1. Reconstruct the literal meaning of a historical passage
2. Differentiate between historical facts and historical
interpretation
3. Analyze data in historical maps
4. Analyze visual, literary and musical sources
issue through its development, and anticipate some outcome;
or to work backward from some issue, problem, or event in
order to explain its origins or development over time.
 I can interpret data presented in time lines in order to identify
patterns of historical succession (change) and historical
duration (continuity).
 I can create time lines to record events according to the
temporal order in which they occurred and to reconstruct
patterns of historical succession and duration.
 I can identify patterns of change in timelines.
 I can identify patterns of continuity in timelines.
 I can create timelines to record events in chronological order.
 I can recognize patterns of succession (events following after
one another) and duration (length of time).
WH.H.1.2
 I can explain the difference between a primary and a
secondary source and recognize examples of each.
 I can identify bias in both primary and secondary sources.
 I can answer the basic questions – who, what, when, where,
why – about a historical passage and use this information to
help understand the meaning of that passage.
 I can understand and explain the difference between
historical facts – what actually happened – and the
interpretations of those facts.
 I can identify the different parts of a map and use them
appropriately (scale, legend, latitude & longitude, etc.)
 I can analyze historical maps to understand how location and
geographic issues might affect history.
 I can recognize how fictional primary sources (poetry, plays,
novels, etc.) might be used to increase understanding of a
culture or an event in history.
 I can recognize how non-literary primary sources
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World History Scope and Sequence/Pacing Guide 2014-2015
WH.H.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems in the past
2. Consider multiple perspectives of various peoples in the
past
3. Analyze cause-and-effect relationships and multiple
(photographs, maps, artwork, political cartoons, quantitative
data, charts, architecture, artifacts, timelines, etc.) might be
used to increase understanding of a culture or an event in
history.
 I can use a variety of primary and secondary sources
together to support a conclusion about an interpretation of
history.
 I can reconstruct the literal meaning of a historical passage
by identifying who was involved, what happened, where it
happened, what events led to these developments, and what
consequences or outcomes followed.
 I can differentiate between historical facts and historical
interpretations but acknowledge that the two are related; that
the facts the historian reports are selected and reflect
therefore the historian's judgment of what is most significant
about the past.
 I can analyze historical data and sources beyond written
passages or narratives in order to clarify, illustrate or
elaborate on data presented in historical passages or
narratives. This data includes historical maps.
 I can analyze historical data and sources beyond written
passages or narratives in order to clarify, illustrate or
elaborate on data presented in historical passages or
narratives. This data includes, but is not limited to, visual,
mathematical, and quantitative data presented in a variety of
graphic organizers, photographs, political cartoons, paintings,
music and architecture.
WH.H.1.3
 I can identify issues and problems in the past and analyze
the interests, values, perspectives, and points of view of
those involved in the situation. Consequently, the student
will be able to use criteria to judge the past in consideration
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World History Scope and Sequence/Pacing Guide 2014-2015
causation.
4. Evaluate competing historical narratives and debates
among historians.
5. Evaluate the influence of the past on contemporary
issues.
WH.H.1.4 Use Historical Research to:
1. Formulate historical questions
2. Obtain historical data from a variety of sources
3. Support interpretations with historical evidence
4. Construct analytical essays using historical evidence to
support arguments.
of the historical context in which the events unfolded and not
solely in terms of personal and/or contemporary norms and
values.
 I can consider multiple perspectives of various peoples in the
past by demonstrating their differing motives, beliefs,
interests, hopes, and fears.
 I can analyze past events in terms of cause and effect
relationships. The student will be able to consider multiple
causes of past events by demonstrating the importance
of the individual in history; the influence of ideas, human
interests, and beliefs; and the role of chance, the
accidental and the irrational.
 I can use specific criteria to critique competing historical
interpretations of past events in order to differentiate
between expressions of opinion and informed
hypotheses grounded in historical evidence.
 I can use specific criteria to judge the relevance of the past to
contemporary events and their own lives through a variety of
classroom settings such as debates, simulations, and
seminars.
WH.H.1.4
 I can formulate historical questions by deconstructing a
variety of sources, such as historical narratives and
passages, including eyewitness accounts, letters, diaries,
artifacts, photos, historical sites, art, architecture, and other
records from the past.
 I can collect historical data from a variety of sources to help
answer historical questions. These sources include library
and museum collections, historic sites, historical photos,
journals, diaries, eyewitness accounts, newspapers, and the
like; documentary films, oral testimony from living witnesses,
censuses, tax records, city directories, statistical
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World History Scope and Sequence/Pacing Guide 2014-2015


Clarifying Objective
compilations, and economic indicators.
I can interpret historical data, construct reasoned arguments
and draw conclusions using historical evidence collected from
a variety of sources.
I can create analytical essays that demonstrate historical
interpretations, analysis, conclusions, and supporting
evidence from a variety of sources.
“Unpacked” Concepts (What students need to know)
WH.H.2.1
WH.H.2.1
Compare how different
 How and why geographic issues such as flooding,
geographic issues of the
natural barriers, drought, famine and limited fertile
ancient period influenced
land influenced the settlement, trade interactions
settlement, trading networks
and sustainability of ancient civilizations
and the sustainability of
 Various settlement patterns that result in the rise of
various ancient civilizations
early river valley civilizations. For example:
(e.g., flooding, fertile
Knowing how a particular group used available
crescent, confluence, limited
resources in its region to help develop a
fertile lands, etc.).
settlement.
 The physical geography of a region helps shape
the development of trade and the flow of migration
in early and ancient civilization.
Page 10
(What students must be able to do)
I CAN STATEMENTS
WH.H.2.1
 I can explain the differences between
nomadic and settled peoples.
 I can explain how and why
geographic issues (flooding, natural
barriers, drought, famine, limited
fertile land, etc.) influenced the early
settlement and sustainability of
ancient civilizations.
 I can explain how and why
geographic issues (flooding, natural
barriers, drought, famine, limited
fertile land, etc.) influenced the
trading and migration patterns of
ancient people groups and
civilizations.
 I can identify the patterns that
resulted in the rise of early river valley
civilizations.
 I can compare different early river
World History Scope and Sequence/Pacing Guide 2014-2015
WH.H.2.2
Analyze the governments of
ancient civilizations in terms
of their development,
structure and function within
various societies (e.g.,
theocracy, democracy,
oligarchy, tyranny,
aristocracy, etc.).
WH.H.2.2
 The role that religion played in unifying and
centrally governing expanding territories with
diverse populations.
 How ancient civilizations developed and expanded
into empires of unprecedented size and diversity
by creating centralized governments and by
promoting commerce and a common culture.
For example: Greece, Rome, India and China
 Various types of governments that existed within
ancient civilizations
 The structure of government in major ancient
civilizations around the globe
 How and why the function of government in major
ancient civilization
Page 11
valley civilizations in terms of how
they settled, grew, used resources,
traded, and declined.
 I can explain how people used and
attempted to control rivers to promote
communication, trade, and
agriculture.
 I can analyze the role of the
Mediterranean Sea in the creation of
trade networks between different
civilizations.
WH.H.2.2
 I can differentiate between
civilizations and empires.
 I can explain how civilizations
developed into empires through the
use of centralized governments and
the promotion of commerce/trade.
 I can analyze the development,
structure, and function of the
governments of ancient empires,
especially those in Greece, Rome,
India, and China
 I can define theocracy, democracy,
oligarchy, tyranny, monarchy,
bureaucracy, and aristocracy and
provide examples of each in the
ancient world.
 I can connect ideas about
government in the ancient world with
ideas about government in modern
societies.
World History Scope and Sequence/Pacing Guide 2014-2015
WH.H.2.7
Analyze the relationship
between trade routes and
the development and
decline of major empires
(e.g. Ghana, Mali, Songhai,
Greece, Rome, China,
Mughal, Mongol,
Mesoamerica, Inca, etc.).
WH.H.2.7
 How and why the emergence of empires in Asia,
Africa, Europe and the Americas resulted from the
promotion of interregional trade, cultural
exchanges, new technologies, urbanization, and
centralized political organization.
 How and why ancient trade routes in West Africa
allowed for the development of major empires.
 How maritime and overland trade routes such as
the African caravan and Silk Road impacted
urbanization, transportation, communication, and
the development of international trade centers.
 Why increased trade affected the balance of power
of major empires. For example:
1. The accumulation of power by the Romans
2. The prominence of Timbuktu in Africa
 How and why ancient trade routes increased the
power and influence among African trading states.
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WH.H.2.7
 I can define urbanization and trade.
 I can analyze the importance of the
Silk Road for ancient cultures in the
East and the West.
 I can explain how trade increases
cultural diffusion and the spread of
ideas.
 I can explain how trade, cultural
exchange, urbanization, new
technologies, and centralized political
organization all helped promote the
emergence of empires around the
world.
 I can explain how maritime
(Mediterranean, river routes) and
overland (Silk Road, west African
routes) trade routes affected
urbanization, transportation,
communication, and the development
of trade centers used by multiple
cultures and empires.
 I can analyze how ancient trade
routes in West Africa allowed for the
development of empires and
increased power/influence among
African trading states.
 I can analyze the relationship
between trade routes and the
development and decline of major
empires such as those in Ghana,
Mali, Songhai, Greece, Rome, China,
World History Scope and Sequence/Pacing Guide 2014-2015
WH.H.2.8
Compare the conditions,
racial composition, and
status of social classes,
castes, and slaves and
analyze changes in those
elements in ancient
societies
WH.H.2.8
 The caste system limited the social mobility within
India.
 How ancient and classical societies address social
imbalances and inequalities.
Page 13
Mughal, Mongol, Mesoamerica, Inca,
etc.
WH.H.2.8
 I can identify social structures and
class systems in different ancient
cultures.
 I can evaluate how those social
structures reflected religious and
cultural beliefs.
 I can explain how the caste system
limited social mobility in India.
 I can provide examples of how
ancient and classical societies
addressed social imbalances and
inequities.
 I can evaluate the presence and role
of slavery in different societies.
 I can compare social structures, class
systems, and slavery in different parts
of the world.
World History Scope and Sequence/Pacing Guide 2014-2015
Essential Factual Content
Sample Resources
Essential Vocabulary
UNIT 1
Historical inquiry is the
research or investigation of
past events;
Chronological thinking is the
foundation of historical
reasoning;
Historical analysis involves
more than one source;
Change and Continuity;
What makes a civilization?
Primary and Secondary
Sources;
Five branches of Social
Studies (History,
Anthropology, Archeology,
Sociology, Geography); How
to read a map;
Physical features of a place
may include: climate,
landforms, soils, vegetation;
Hunter/gather societies
emerge into complex
civilizations;
Major inventions that made
urbanization possible;
Urban centers became areas
of trade and commerce;
UNIT 1
UNIT 1
Prehistory
Historian
Historical Thinking
Archaeology
Geography
Timeline
Primary Source
Secondary Source
Cardinal Direction
Artifacts
Latitude
Longitude
Prime Meridian
Equator
Hemisphere
Age (BC/CE)
Era
Sociology
River basin/delta
Civilization
Nomads
Old/New Stone Age
Neolithic Revolution
Fertile
Environment
Government
Economy
Below is an annotated list of Internet resources for this organizing topic.
Copyright restrictions may exist for the material on some Web sites. Please
note and abide by any such restrictions. .
Timetoast
Timetoast is a place to create timelines that you can add to your blog or
website. You can create historical timelines of important events, or build a
timeline of your experiences.
Reading Like a Historian
The Reading Like a Historian curriculum engages students in historical
inquiry.
What is History?
In this lesson, young students will gain a frame of reference for
understanding history and for recognizing that the past is different
depending on who is remembering and retelling it.
Historical Atlas of the Mediterranean
http://explorethemed.com/
Library of Congress
http://www.loc.gov/index.html
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World History Scope and Sequence/Pacing Guide 2014-2015
Trade impacts the growth of
specialization in societies;
Idea of Government, Five
Themes of Geography; Idea
of economy; How
Technology impacts society;
Rise of City-States of Ancient
Sumer; Invaders, Traders,
and Empire Builders of
Fertile Crescent; The Roots
of Judaism;
Ancient Kingdoms of the Nile
(Old, Middle, and New
Kingdoms); Egyptian
Civilization, Mandate of
Heaven; The Dynasty Cycle;
Indus Valley; Aryan Society;
Mesopotamia
History
http://www.history.com/topics
Discovery Education
http://www.discoveryeducation.com/search/page/-/-/lessonplan/ancient%20history/index.cfm
The Teaching Channel
https://www.teachingchannel.org/
SAS Curriculum Pathways
http://www.sascurriculumpathways.com/portal/#/search?subjectid=4
World History For Us All
http://worldhistoryforusall.sdsu.edu/
History Guide
http://www.historyguide.org/resources.html
The National Archives
http://www.nationalarchives.gov.uk/education/
Global Learning
http://globallearning.pwnet.org/HSS/HSS.php
River Valley Civilizations: A Web Quest
http://edtech2.boisestate.edu/schneiderk/502/webquest/teacher.html
“Romans.” BBC. < http://www.bbc.co.uk/history/ancient/romans/>. This
site provides information and artwork on the empire and a number of
Roman Emperors.
Page 15
Continent/Ocean
Religion
Culture
Economy
Scarcity
Cultural diffusion
Cuneiform
Fertile Crescent
Empire
Provinces
Monotheism
Polytheism
Covenant
Hebrews
Monsoons
Caste system
Vedas
Epics
Dynasty
Pharaoh
Pyramids
Mummification
Hieroglyphics
Peasant farmers
Empire
Theocracy
Mandate of Heaven
Clans
Trade routes
Hunter/gatherer societies
& Nomads
Prophet
World History Scope and Sequence/Pacing Guide 2014-2015
“Roman Architecture.” Boston College.
< http://www.bc.edu/bc_org/avp/cas/fnart/arch/roman_arch.html>. This site
provides samples of Roman architecture.
“Roman Art.” ArtLex. <http://www.artlex.com/ArtLex/r/roman.html>. This
site provides samples of Roman art.
“The Spread of Christianity.” Public Broadcasting Service.
<http://www.pbs.org/wgbh/pages/frontline/shows/religion/maps/christ.html>.
This site provides information on maps and archaeology related to the
spread of Christianity during the time of the Roman Empire.
World History Matters
http://worldhistorymatters.org/
Eyewitness to History
Your ringside seat to history - from the Ancient World to the present. History
through the eyes of those who lived it http://www.eyewitnesstohistory.com/
CNN Student News
http://www.cnn.com/studentnews/
PBS News Hour Extra
http://www.pbs.org/newshour/extra/
The New York Times Upfront News Magazine
http://classroommagazines.scholastic.com/products/the-new-york-timesPage 16
World History Scope and Sequence/Pacing Guide 2014-2015
upfront
History Teacher.Net
http://www.historyteacher.net/
Page 17