World History Coach Floyd World History Unit 1: Classical Empires Standards: SSWH 3 a-d Elements

Classical Mediterranean Societies (2 weeks) SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. • •

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Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science. d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world. e. Analyze the factors that led to the collapse of the Western Roman Empire.

World History Unit 2: Empires and Kingdoms Standards: SSWH 4, SSWH 5, SSWH 6b-d

Elements

Growth and Expansion (2 weeks) SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE. SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE. SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE. Conflict and Change • Orthodox Christianity and the Schism • Sunni/Shi’a split • Crusades • Decline of Sudanic Kingdoms Culture • Cultural and religious development in Byzantium • Religions Individuals, Groups, and institutions • Important Islamic scholars • Important African

Location • Constantinople Movement and Migration • Byzantium/Russian relations • Diffusion of Islam • Expansion of Mongol Empire • African Relations Time, Change, and Continuity • Relationship of the Byzantine and Roman Empires World History Unit 3: Emergence of Modern World Standards: SSWH 7, SSWH 9 Elements

The Middle Age, Renaissance, Reformation (2 weeks) SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. CONFLICT & CHANGE • Reformation/religious changes (9d,e,f) GOVERNANCE • Manorial/Feudalism (7a) • Relationship of religion and authority (7b) INDIVIDUAL, GROUPS & INSTITUTIONS • Important Europeans of the time (9) Role of the church (7c) MOVEMENT/MIGRATION Growth of • towns/cities (7d) TECHNOLOGICAL INNOVATION • Printing press (9g) TIME, CHANGE, & CONTINUITY • Social changes in Europe (9a,b,c)

Unit 4: The Emerging Global World The Scientific Revolution, The Age of Exploration, and The Ottomans (2 weeks) Standards: SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia. SSWH 10, SSWH 12, SSWH12 The student will examine the origins and contributions of the SSWH 13 Ottoman, Safavid, and Mughal empires. SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans. Elements INDIVIDUAL, GROUPS & INSTITUTIONS • Important Explorers of the time (10a) • Important Ottoman Rulers (12a) • Important European Scientists (13a) LOCATION

• Geographical extent of the Ottoman Empire (12a) MOVEMENT/MIGRATION • Columbian Exchange (10b) • Muslim influence on laws, religion, arts (12b) TECHNOLOGICAL INNOVATION • Role of technology in exploration (10c) • Contributions of Euro-Scientists (13a) World History Unit 5: Mounting Global Tensions Revolution, Imperialism, Nationalism, and Industrialization (2 weeks) Standards SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth SSWH 11, SSWH 13, century CE. SSWH 14, SSWH 15 SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans. SSWH14 The student will analyze the Age of Revolutions and Rebellions. SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. Elements

CONFLICT & CHANGE • European/Asian interactions (11a; 14d) • Absolutism and revolutions (14b,c) • Reaction to foreign domination (15c) GOVERNANCE • Absolutism (14a) • Nation States (15b) • World Imperialism (15d) INDIVIDUAL, GROUPS & INSTITUTIONS • Important rulers/dictators (11a; 14a,c) • Important writers/thinkers (13b; 14a) MOVEMENT/MIGRATION • Impact of population growth (11b) TECHNOLOGICAL INNOVATION • Industrialization (15a)

World History Unit 6: The World at War WWI and WWII (2 weeks)

Standards SSWH 16, SSWH 17, SSWH 18

Elements

SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. CONFLICT & CHANGE • Various aspects of WWI (16) • World totalitarianism (17b,c,d) Events causing WWII (17f) • Various aspects of WWII (18a,c,d) CULTURE • Impact of war on culture (17a) GOVERNANCE • Totalitarianism vs. Authoritarianism (17e) INDIVIDUAL, GROUPS & INSTITUTIONS • Important people connected to WWII (17b, c; 18c) • Influential people of the era (17d) • Ideologies related to the holocaust (18b)

World History Unit 7: The Contemporary World Standards: SSWH 19, SSWH 20, SSWH 21

Elements

Cold War and the Global Society (2 weeks) SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. SSWH20 The student will examine change and continuity in the world since the 1960s. SSWH21 The student will analyze globalization in the contemporary world. CONFLICT & CHANGE • Emerging nations (19a,b; 20a,b) GOVERNANCE • Changing Russian Government (19d) INDIVIDUALS, GROUPS & INSTITUTIONS • Important people of the time (19d; 20d) MOVEMENT/ MIGRATION • Global economic and political connections (21b) TECHNOLOGICAL INNOVATION Arms race (19c) Modern developments (21a)

World History Unit 8: First Civilizations

Standards: SSWH 1, SSWH 2, SSWH 6, SSWH 8

Social Complexity and the Need for Order (2 weeks) SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE. SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

Elements

CULTURE • Religious development (1b,c; 2b,d) • Writing and language (1e) • Comparing cultures of Meso-America (8b) GOVERNANCE • Relationship of religion and authority (1b; 2b) • Development of governments (2c) • Rise and fall of Meso-American civilizations (8a) LOCATION • Importance of location to first civilizations (1a; 2a) MOVEMENT/MIGRATION • Trade networks (1d; 2b) Cultural diffusion (2d) Migration patterns (6a)

World History Unit 9: Standards: SSWH 2 Elements

Eastern Empires (2 weeks) SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. • • • •

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Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism. Describe the development of Chinese civilization under the Zhou and Qin. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.

* This curriculum map is subject to change.