CURRICULUM UNIT MAP
Continuous Objectives
COURSE TITLE:
World History
Unit Title and Objectives
Continuous Objective:
Define and apply appropriate
classroom /course vocabulary during
discussions and on all class
assessments
Continuous Objective:
Demonstrate understanding of social
studies content reading strategies
Continuous Objective:
Demonstrate knowledge of the
elements of Geographical study and
their relationships to changes in
society and environment
Continuous Objective:
Demonstrate knowledge of the use of
tools of social science inquiry
GRADE:
List CLTs for Each Objective
Brief Description of
Formative Assessment(s)
HS
End-of-Unit Benchmark or
Performance Assessment
Assessed on every formal assessment and
assignment and during class discussions
This objective is taught as a
continuous part of the World History
course
Complete reading assignments and be able to
discuss the content of that assignment in class
Assessed on every formal assessment and
assignment and during class discussions
Competently use location, place , movement
and regions to understand and relay
information
Assessed on every formal assessment and
assignment and during class discussions
This objective is taught as a
continuous part of the World History
course
This objective is taught as a
continuous part of the World History
course
Competently use surveys, statistics, maps and
documents to understand and relay
information
Assessed on every formal assessment and
assignment and during class discussions
Be able to understand and use content
vocabulary appropriately
This objective is taught as a
continuous part of the World History
course
CURRICULUM UNIT MAP
1ST QUARTER
COURSE TITLE:
Unit Title and Objectives
Unit: Ancient Governments and
Civilizations
WEEK 1 and 2 Objectives:
Western Asia and Egypt
Compare and contrast historical
forms of government
World History
List CLTs for Each Objective
GRADE:
Brief Description of
Formative Assessment(s)
Define: monarchy, theocracy, polytheism, city
state, dynasty, pharaoh, hieroglyphics, hieratic
script, divine right, monotheism
Chapter 2 Section Quizzes
Identify: Sumerians, Akkadians, Sargon,
Hammurabi, Menes, Hyksos, Egyptians,
Judaism
Constructed response on monarchical and
theocratic governments
Locate: Tigris River, Euphrates River,
Mesopotamia, Fertile Crescent, Egypt, Nile
River
End-of-Unit Benchmark or
Performance Assessment
Chapter 2 Test
Chapter 2 Guided Reading Worksheets
Constructed response on the importance of
river valleys to early civilization
Explain how it is possible to have a
monarchical and theocratic government at the
same time
Explain the significance of rivers to the ancient
Mesopotamians and Egyptians
Unit: Ancient Governments and
Civilizations
WEEK 2 and 3 Objectives:
India and China
Compare and contrast historical
forms of government
Define: Sanskrit, raja, caste system, Hinduism,
Buddhism, Silk Road, aristocracy, Mandate of
Heaven, Dao, filial piety, censorate
Chapter 3 Section Quizzes
Identify: Brahmans, Kshatriyas, Vaisyas,
Sudras, Untouchables, Siddhartha Gautama,
Asoka, Faxian, Cunfucianism, Daoism,
Legalism, Qin Shihiuangdi, Han Wudi
Constructed response on geography and the
isolation of ancient China
Locate: Ganges River, Hindu Kush, Yellow
River, Yangtze River, South China Sea
Explain how geography kept the people of
ancient China isolated from other civilizations
Explain how the caste system organized
ancient Indian society and justified the
structure of power and government
Chapter 3 Guided Reading Worksheets
Constructed response explaining the caste
system and the organization of and
justification for ancient Indian society
HS
Chapter 3 Test
CURRICULUM UNIT MAP
1ST QUARTER (Cont’d)
COURSE TITLE:
Unit Title and Objectives
Unit: Ancient Governments and
Civilizations
WEEK 4 and 5 Objectives:
Ancient Greece
Compare and contrast historical
forms of government
World History
List CLTs for Each Objective
Define: epic poem, arête, polis, democracy,
oligarchy, agora, acropolis, Age of Pericles,
direct democracy, ostracism, oracle,
philosophy, Socratic Method, Epicureanism,
Stoicism
Identify: Minoans, Mycenaens, Homer, King
Minos, Aristotle, Solon, Darius, Xerxes,
Pericles, Socrates, Plato, Thucydides,
Hellenistic Era, Alexander the Great, Phillip II
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 4 Section Quizzes
Chapter 4 Guided Reading Worksheets
Constructed response that compares and
contrasts oligarchies and democracies
Constructed response on the roles of women
in Athens and Sparta
Locate: Aegean Sea, Black Sea, Crete, Ionia,
Athens, Sparta, Asia Minor, Delos, Thebes,
Macedonia, Delphi
Compare and contrast the governments of
Athens and Sparta
Compare and contrast the roles of women in
Athens and Sparta
Unit: Ancient Governments and
Civilizations
WEEK 6 and 7 Objectives:
Rome and the Rise of Christianity
Compare and contrast historical
forms of government
Define: republic, patrician, plebeian, consul,
preator, triumvirate, dictator, imperator,
paterfamilias, insulae, procurator, clergy, laity,
plague, inflation, emperor, empire, senate
Identify: Latins, Etruscans, Livy, Hannibal,
Crassus, Pompey, Antony, Nero, Julius Cesar,
Octavian/Augustus, Marius, Virgil, Horace,
Spartacus, Jesus, Simon Peter, Paul of Tarsus,
Constantine, Theodosius the Great, Diocletian,
Huns, Visigoths, Vandals, Romulus Augustulus
Locate: Rome, Sicily, Carthage, Rubicon River,
Danube River, Sinai Peninsula, Judea,
Jerusalem, Bosporus, Byzantium
Discuss the similarities of modern day
American life and Roman culture, family,
education and daily life.
Chapter 5 Section Quizzes
Chapter 5 Guided Reading Worksheets
Constructed response on similarities of
modern day America and Rome
Constructed response that compares and
contrasts the democracies of ancient Greece
and Rome
Constructed response that explains ancient
democracies and modern American
democracy
HS
End-of-Unit Benchmark or
Performance Assessment
Chapter 4 Test
WEEK 6 AND 7 (Cont’d)
Unit: Ancient Governments and
Civilizations
WEEK 8 and 9 Objectives:
The World of Islam
Compare and contrast historical
forms of government
Compare and contrast the democracies of
ancient Rome and ancient Athens.
Explain which government, ancient Greece or
Rome, is more similar to the American form of
government
Define: sheikh, Qaran, Islam, hajj, caliph,
Shiite, Sunni, mosque, vizier, sultan, bazaar,
dowry, astrolabe, minaret, muezzin,
arabesque
Identify: Muhammad, Bedouins, Khadija,
Muslims, Abu Bakr, Saladin, Harun Al-Rashid,
Hussein, Abbasids, Fatimids, Ibn-Rushd, Ibn
Sina, Omar Khayyam
Locate: Arabian Peninsula, Makkah, Madinah,
Syria, Baghdad, Damascus, Cairo Morocco,
Caspian Sea, Samarra, Granada
Explain the internal power struggles in the
structure of early Islam that led to a schism
that has lasted until modern day (Shiites vs.
Sunnis)
Explain how the split between Sunni and Shiite
Muslims is still a major concern in modern
day Iraq among other places
Chapter 5 Test
Chapter 6 Section Quizzes
Chapter 6 Guided Reading Worksheets
Constructed response on the origins of the
division between Shiites and Sunnis
Constructed response on the impact that the
division in Islam has on the modern day world
Chapter 6 Test
Performance Event- Ancient
Civilization Presentations
CURRICULUM UNIT MAP
2nd QUARTER
COURSE TITLE:
Unit Title and Objectives
Unit: Relevance of Magna Carta to
U.S. Constitution
WEEK 1 and 2 Objectives:
Emerging Europe and the Byzantine
Empire
Explain the relevance of and the
connection to constitutional
principles in the Magna Carta
World History
List CLTs for Each Objective
Define: wergild, ordeal, bishopric, pope,
monk, monasticism, missionary, nun, abbess,
common law, estate, feudalism, vassal, knight,
fief, feudal, contract, chivalry, patriarch,
schism, Crusades, infidel
Identify: Sumerians, Clovis, Gregory I, Saint
Benedict, Pepin, Charlemagne, William of
Normandy, Henry II, Thomas a Beckett,
Phillip II Augustus, Otto I, Alexander Nevsky,
Magyars, Vikings, Eleanor, of Aquitaine,
Justinian, Pope Innocent III
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 9 Section Quizzes
Chapter 9 Guided Reading Worksheets
Constructed response that explains how the
Magna Carta relates to and differs from the
U.S. Constitution
Constructed response on the effects to the
east and west from the crusades
Locate: Pyrenees, Carolingian Empire, Paris,
Hungary, Kiev, Normandy, Constantinople,
Palestine, Balkans
Explain how the Magna Carta relates and
differs from the principles of the U.S.
Constitution
Discuss how the crusades effected medieval
society in both the east and the west
Unit: European Exploration and
Expansion
WEEK 3 and 4 Objectives:
The Age of Exploration
Assess the impact of the first global
age, Illustrate the Colombian
Exchange, Define the effect of
European arms and economic power
on the rest of the world, Identify the
resulting world transformations from
exploration and expansion
Define: conquistador, colony, mercantilism,
balance of trade, plantation, triangular trade,
Middle Passage, mainland states, bureaucracy,
Colombian Exchange
Identify; Vasco De Gama, Christopher
Columbus, John Cabot, Amerigo Vespucci,
Francisco Pizarro, Ferdinand Magellan, King
Afonso, Khmer Dutch
Locate: Portugal, Africa, Melaka, cuba, Brazil,
Benin, South Africa, Mozambique, Moluccas,
Sumatra, Java, Philippines
Chapter 13 Section Quizzes
Chapter 13 Guided Reading Worksheets
Constructed response on how the Europeans
came to dominate the world
Create a graphic organizer that illustrates
triangular trade and how the Europeans used
it to dominate Asia, Africa and the Americas
HS
End-of-Unit Benchmark or
Performance Assessment
Chapter 9 Test
CURRICULUM UNIT MAP
2nd QUARTER (Cont’d)
COURSE TITLE:
Unit Title and Objectives
Unit: European Exploration and
Expansion
WEEK 3 and 4 Objectives (Cont’d)
Unit: European Exploration and
Expansion
WEEK 5 and 6 Objectives:
Crisis and Absolutism in Europe
Assess the impact of the first global
age, Illustrate the Colombian
Exchange, Define the effect of
European arms and economic power
on the rest of the world, Identify the
resulting world transformations from
exploration and expansion
World History
List CLTs for Each Objective
GRADE:
Brief Description of
Formative Assessment(s)
Demonstrate a working knowledge of the
Colombian Exchange
Identify: Huguenots, Henry of Navarre, King
Phillip II, William the Silent, James I, Puritans,
Charles I, Cavaliers,, Roundheads, Oliver
Cromwell, James II, Louis XIV, Cardinal
Richelieu, Frederick William the Great Elector,
Ivan IV, Michael Romanov, Peter the Great,
Thomas Hobbes, John Locke
Locate: Netherlands, Scotland, Ireland, Holy
Roman Empire, Bohemia, Prussia, Austria, St.
Petersburg
Explain how European exploration and
expansion led to mercantilism, European
colonialism, and absolutism
Explain how religion and globalization play a
role in the rise of England as a European
End-of-Unit Benchmark or
Performance Assessment
Chapter 13 Test
Performance Event- Colombian
Exchange Presentations
Explain how the combination of European
politics, weapons and economics allowed
European countries to dominate the rest of
the world
Illustrate triangular trade and relate how it is
the basis for European domination of Asia,
Africa and the Americas
Define: militant, armada, inflation, divine
rights of Kings, commonwealth, absolutism,
Czar, boyar, natural rights
HS
Chapter 14 Section Quizzes
Chapter 14 Guided Reading Worksheets
Constructed response on monarchical and
theocratic governments
Constructed response on the importance of
river valleys to early civilization
Chapter 14 Test
power and the fall of Germany from the
European power structure
CURRICULUM UNIT MAP
2nd QUARTER (Cont’d)
COURSE TITLE:
Unit Title and Objectives
Unit: Renaissance and Reformation
WEEK 7 and 8 Objectives:
Renaissance and Reformation
Analyze the developments in new
ways of thinking, art and religion
during the Renaissance and
Reformation and the impact of these
on later developments
World History
List CLTs for Each Objective
Define: urban society, secular, mercenary,
dowry, humanism, fresco, Christian
Humanism, salvation, indulgence,
predestination, annul
Identify: Leonardo da Vinci, Francesco Sforza,
Cosimo de Medici, Lorenzo de Medici, Niccolo
Machiavelli, Petrarch, Dante, Michelangelo,
Jan van Eyck, Albrecht Durer, Martin Luther,
Desiderius Erasmus, Charles V, Ulrich Zwingli,
John Calvin, Henry VIII, Ignatius of Loyola
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 12 Section Quizzes
HS
End-of-Unit Benchmark or
Performance Assessment
Chapter 12 Test (rapid response)
Chapter 12 Guided Reading Worksheets
Constructed response the effects of
philosophy and religion on the Renaissance
Constructed response on the spread of
Protestantism through Europe
Locate: Milan, Venice, Florence, Rome,
Canterbury, Flanders, Wittenburg, Bohemia,
Hungary, Zurich, Geneva, Trent
Explain how the new Renaissance philosophies
of secularism and humanism affected religion
and subsequently changed the course of world
history
Identify and describe the different forms of
Protestantism that emerged in Europe oa the
reformation spread
WEEK 9 Objective:
Final Exam Review
Understand the cause and effect relationships
from the course of study in the first semester
Semester 1 Final Exam
CURRICULUM UNIT MAP
3rd QUARTER
COURSE TITLE:
Unit Title and Objectives
World History
List CLTs for Each Objective
Unit: Relevance of the Enlightenment
to the U.S. Constitution
WEEK 1 Objective:
The Enlightenment
Relevance of and connection to the
constitutional principles of the
Enlightenment writers
Define: philosophe, separation of powers,
deism, laissez-faire, social contract, salon
Unit: The Scientific Revolution
WEEK 2 Objective:
The Scientific Revolution
Analyze and explain the Scientific
Revolution, what led up to it and its
impact on the world
Define: Ptolemaic System, rationalism,
scientific method
Unit: Political Revolutions
Week 3 and 4 Objective:
The French Revolution and Napoleon
Analyze how Enlightenment
principles led to political revolutions,
Explain how social inequality and
economic problems led to the French
Revolution
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 17 Section Quizzes
HS
End-of-Unit Benchmark or
Performance Assessment
Chapter 17 Test
Chapter 17 Guided Reading Worksheets
Identify: Thomas Hobbes, John Locke,
Rousseau, Montesquieu, Social Contract
Theory
Constructed response on the relationship
between enlightenment ideals and the
framing of the U.S. Constitution
Explain how the founding fathers used the
ideas of the enlightenment when framing the
constitution
Chapter 17 Section Quizzes
Chapter 17 Test
Chapter 17 Guided Reading Worksheets
Identify: Ptolemy, Copernicus, Kepler, Galileo,
Newton, Boyle, Vesallius, Cavendish, Bacon
Explain the impact of the scientific revolution
on Europe and the rest of the world as a basis
for change in thought
Define: estates, bourgeoisie, sans-culottes,
faction, elector, coup d’etat, consulate,
nationalism
Identify: Louis XVI, Tennis Court Oath, Olympe
de Gouges, Georges Danton, Jean-Paul Marat,
Jacobins, Committee of Public Safety,
Maximillian Robespierre, Reign of Terror, Civil
Code
Connect the principle beliefs of the
enlightenment to the revolt of the American
colonies against the British
Explain how social inequality, economic
problems, and Enlightenment principles
contributed to the French Revolution
Constructed response on the impact on world
history of a discovery, a person, or a group of
people from the Scientific Revolution
Chapter 18 Section Quizzes
Chapter 18 Guided Reading Worksheets
Constructed response on the principle beliefs
of the enlightenment as a precursor to the
American Revolution
Constructed response on how Enlightenment
ideas, social inequality, and economic
problems contributed to the French revolution
Chapter 18 Test
CURRICULUM UNIT MAP
3rd QUARTER (Cont’d)
COURSE TITLE:
Unit Title and Objectives
Unit: Industrial Revolution
WEEK 5, 6 and 7 Objectives:
Industrialism, Nationalism, and Mass
Society
Explain how advances in technology
led to the Industrial Revolution,
Evaluate how the Industrial
Revolution led to the creation of
“Mass Society, Explain the benefits
and consequences of the new mass
society
World History
List CLTs for Each Objective
Define: cottage industry, spinning jenny,
steam engine, puddling, capital, venture
capitalists
Identify: James Hargreaves, James Watt,
Henry Cort, Eli Whitney, Andrew Carnegie, JD
Rockefeller
Explain how farming techniques and new
crops during the 1700’s led to an industrial
revolution
Explain the shift form a agrarian/ rural society
to an industrial/urban society as a result of the
Industrial Revolution
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 19 and 20 Section Quizzes
Chapter 19 and 20 Guided Reading
Worksheets
HS
End-of-Unit Benchmark or
Performance Assessment
Industrial Revolution and Mass
Society Test
Graphic organizer of farming techniques and
crop introduction leading to an industrial
revolution
Constructed response on the shift from a rural
to a mass society as a result of the Industrial
revolution
Performance event- design a graphic organizer
outlining the good and bad changes that
resulted from the Industrial Revolution
Discuss both problems and advantages
created by the mass society and the idea of
nationalism from the industrial revolution
Unit: Globalization and Imperialism
WEEK 8 and 9 Objectives:
The Height of Imperialism
Explain the cause and effect
relationship between the Industrial
Revolution, mass society, and
globalization and imperialism;
Identify the economic causes of
Globalization and Imperialism;
Explain how Globalization,
Imperialism and Nationalism
combines to create global conflict
Define: militarism, Kaiser, plebiscite,
emancipation, abolitionism, secede, colony,
mercantilism, trade, imperialism, nationalism,
globalization
Identify: Giuseppe Garibaldi, Otto von
Bismarck, Queen Victoria, Czar Alexander
Illustrate the cause and effect cycle of
industrialization, mass society, globalization
and imperialism
Explain how globalism, imperialism and
nationalism worked in combination to be a
major cause of the Spanish-American War
Chapter 21 Section Quizzes
Chapter 21 Guided Reading Worksheets
Performance Event- with small group,
represent your assigned country in a trade
talks debate with the countries involved in the
Spanish-American War
Constructed response on the cycle of
industrialization, mass society, globalization,
imperialism
Imperialism and Globalization Test
CURRICULUM UNIT MAP
4th QUARTER
COURSE TITLE:
Unit Title and Objectives
Unit: 20th Century Wrs
WEEK 1 and 2 Objectives:
World War I
Explain the causes, consequences
and peace efforts of World War I
World History
List CLTs for Each Objective
Define: militarism, conscription, propaganda,
trench warfare, war of attrition, total war,
planned economies, soviets, war communism,
armistice, reparation, mandate
Identify: Archduke Francis Ferdinand, Gavrilo
Princip, Emperor William II, Czar Nicholas II,
General von Schlieffen, Lawrence of Arabia,
Admiral Holtzendorff, Woodrow Wilson, V.I.
Lenin, Bolsheviks, Leon Trotsky, Friedrich
Ebert, Georges Clemenceau, David Loyd
George
GRADE:
Brief Description of
Formative Assessment(s)
Chapter 23 Section Quizzes
HS
End-of-Unit Benchmark or
Performance Assessment
Chapter 23 Test
Chapter 23 Guided Reading Worksheets
Constructed response on the effects of
military tactics and technologies on the people
of WW I
Constructed response on the causes of WW I
Explain how soldiers and civilians were
affected by the new military tactics and
technologies of WW I
Explain how militarism, secret alliances,
nationalism and internal conflict combined to
cause WW I
Unit: 20th Century Wars
WEEK 3 and 4 Objectives:
The West Between the Wars
Explain how the shortcomings of the
Treaty of Versailles and a worldwide
economic recession combined to
create the rise of dictatorial powers
Define: depression, collective bargaining,
deficit spending, totalitarian state, fascism,
New Economic Policy, Politburo,
collectivization, Reichstag, anti-Semitism,
concentration camp
Identify: John Maynard Keynes, Franklin
Delano Roosevelt, Benito Mussolini, Joseph
Stalin, Francisco Franco, Adolf Hitler, Heinrich
Himmler
Explain how nationalism, shortcomings of the
Treaty of Versailles, and economic depression
contribute in the rise of Adolf Hitler and other
European dictators
Chapter 24 Section Quizzes
Chapter 24 Guided Reading Worksheets
Constructed response on geography and the
isolation of ancient China
Constructed response explaining the caste
system and the organization of and
justification for ancient Indian society
Chapter 24 Test
Unit: 20th Century Wars
Week 5 and 6 Objectives:
World War II
Examine the causes consequences
and peace efforts of World War II
Define: demilitarized, appeasement, sanction,
blitzkrieg, partisan, genocide, collaborator,
kamikaze,
Chapter 26 Section Quizzes
Identify: Adolf Hitler, Benito Mussolini, Joseph
Stalin, FDR, Douglas MacArthur, Winston
Churchill, Harry S. Truman, Heirich Himmler,
Reinhard Heydrich, Alberto Speer, General
Tojo
Constructed response on how Japan and
Germany paved the way to WW II
Explain how the actions and ambitions of
Japan and Germany paved the way to WW II
Compare and contrast the German treatment
of the Jews with that of the Japanese war
machine and its treatment of defeated native
peoples
Unit: 20th Century Wars
Week 7 and 8 Objectives:
The Cold War
Examine the causes, consequences
and peace efforts of the Cold War
Explain the new problems that were created
when the West came into contact with the
Soviet Union at the end of WW II
Define: satellite state, policy of containment,
arms race, domino theory, heavy industry, deStalinization, welfare state, bloc, real wages,
Identify: Dean Acheson, Nikita Kruschev,
Alexander Solzhenitsyn, Tito, Imre Nagy,
Alexander Dubcek, Charles de Gaulle, JFK, MLK
Jr., Simone de Beauvoir
Chapter 26 Test
Chapter 26 Guided Reading Worksheets
Constructed response explaining the
similarities and differences of the German
treatment of the Jews and the Japanese
treatment of defeated native peoples
Performance event- create a graphic organizer
to be completed by another student in order
to show the new problems between the USSR
and the West after WWII
Chapter 27 Section Quizzes
Chapter 27 Test
Chapter 27 Guided Reading Worksheets
Constructed response on Kruschev’s rise to
power in the USSR
Constructed response on the consequences of
the US policy of containment on communism
Locate: Berlin, Federal Republic of Germany,
German Democratic Republic, Soviet Union,
Albania, Yugoslavia, Poland, Hungary,
Czechoslovakia, France, West Germany
Explain how the policy of de-Stalinization
helped Kruschev gain and maintain power in
the Soviet Union
WEEK 9 Objective:
Final Exam Review
Explain the results of the U.S.’s policy of
containment against communism
Understand the cause and effect relationships
from the course of study in the first semester
Semester 2 Final Exam