Panther Creek High School - World History Pacing Guide and Essential Knowledge Pacing Guide Unit 1 2 3 4 5 6 7 Name

Duration (approximate) Prehistory and First Civilizations 7 days Classical Greece and Rome 7 days The Islamic World and the Middle Ages 5 days Renaissance, Reformation 5 days Africa, the Americas and Exploration 10 days Absolutism, Enlightenment and Revolution 10 days Industrial Revolution 6 days Second Industrial Revolution and Imperialism 5 days 8 World War I and its Aftermath 7 days 9 World War II 8 days 10 The Cold War 5-7 days 11 Selected topics (at teachers discretion) Whatever is left *The approximate duration for a unit includes testing for the unit. The Pacing Guide does not account for time allotted to midterms and final exams. There are approximately 5-7 days left (if you consider a semester to be 90 days) on the pacing guide that can be designated for that time. Essential Knowledge for each Unit Unit I - Prehistory and First Civilizations Vocabulary: decade, century, millennium, BCE, CE, prehistory, archaeology, anthropology, culture, artifact, cultural diffusion, dynasty, city-state, scribe, cuneiform, hieroglyphics, theocracy, silt, delta, empire, hierarchy, papyrus, mummification, ziggurat, pharaoh, Hinduism, Vedas, reincarnation, caste, Untouchables, Buddhism, Four Noble Truths, Siddhartha Gautama, nirvana, mandate of heaven, Confucius, filial piety, Daoism, Legalist Essential Ideas and Concepts: 1. The origin of humans in Africa. 2. Archaeologists and Anthropologists and their methods 3. Riverine societies locations, the importance of geography (need for cooperation) 4. Egypt the importance of geography, The Pharaoh and his role. Religion (polytheism, myth of Osiris) Significant achievements: hieroglyphics, structures, science 5. Sumer and Babylon location of the Fertile Crescent, Mesopotamia, importance of geography, citystates, priest kings, religion. (polytheism, nature of gods), significant new technologies, Hammurabis Code - ideas of retribution and inequality of the law 6. Hebrews Abraham, Moses, covenant, ethical monotheism, the idea of justice tempered by mercy, diaspora 7. the geography of the Indus Valley 8. the origins and basic concepts of Hinduism, Buddhism 9. the geography of Chinese river valleys and the concept of the Middle Kingdogm 10. the Chinese dynastic cycle 11. Chinese philosophies and their central ideas legalism, Confucianism, Daoism Unit II - Classical Greece and Rome Vocabulary: City-states, Hellenistic, epic, acropolis, Alexander the Great, Aristotle, Athens, Homer, Macedonia, Pericles philosophy, Plato, polis, Socrates, Sparta, tyranny, Augustus Caesar, consul, Julius Caesar, Pax Romana, senate, tribune, aristocracy, democracy, monarchy, oligarchy, polytheism, monotheism, Christianity, republic, veto, tribune, consul, dictator, plebeian, patrician, Twelve Tables, Hannibal, triumvirate, aqueduct, messiah, apostle, heresy, Paul, pope, bishop, Latin, aqueducts Essential Ideas and Concepts 1. Influence of geography on culture and development 2. The origins of democracy in Greek history 3. The characteristics of Sparta and Athens 4. Accomplishments in the arts, architecture, literature and drama, science and philosophy 5. Alexanders conquest and the development of Hellenistic culture 6. The Roman Republic classes, offices and characteristics. The similarities between the Roman and the US republic

7. Julius Caesar, the collapse of the republic and the beginnings of the empire 8. The significance of the Pax Romana 9. The origins and basic ideas of the early Christian Church 10. The reasons for the spread of Christianity and its acceptance in Rome 11. The basic causes of the fall of Rome and the division of the empire Unit III - The Islamic World and the Middle Ages Vocabulary: Islam, Bedouins, Quran, mosque, hajj, Hijirah, Allah, Mohammad, Shiites, Sufi, Sunni, Justinian Code, Czar, Chivalry, Feudalism, Manorialism, serfs, lords, fiefs, vassals, tournaments, tithe, troubadour, canon law, Scholastic, Black Death, Charlemagne, Crusades, Guilds, 100 years war, Joan of Arc, Norman Conquest, Romanesque and Gothic Architecture, Vikings, Reconquista, inquisition, burghers Essential Ideas and Concepts: 1. The emergence of Islam origins, beliefs and divisions 2. The Muslim World extent, cities, scholarship and arts. The importance of Muslim libraries. 3. The reasons for and the characteristics of European Feudalism and Manorialism in Europe; social classes, Knighthood and chivalry, 4. The role of the Catholic Church in medieval Europe the struggle between Gregory VII and Henry IV 5. The reasons for and impact of the Crusades 6. The rise of towns at the end of the Middle Ages changes in agriculture, revival of trade and the role of guilds. The impact of towns on feudalism 7. Impact of the Bubonic Plague 8. The origins of the nations of England and France the significance of William the Conqueror, the Model Parliament, common law, Magna Carta and the Estates General Unit IV - Renaissance, Reformation Vocabulary: Renaissance, Humanism, secular, patron, vernacular, Gutenberg, Lorenzo de Medici, renaissance man, perspective, Machiavelli, Michelangelo, Leonardo, Shakespeare, More, indulgence, Reformation, Luther, Protestant, Anglican Church, Henry VIII, John Calvin, predestination, Catholic Counterreformation, inquisition, Jesuits, Council of Trent, Peace of Augsburg, theocracy, Copernicus, heliocentric, geocentric, Galileo, Kepler, Bacon, scientific method, Newton, Descartes Essential Ideas and Concepts 1. European collapse and Renaissance 2. Values of the Renaissance 3. Characteristics of Renaissance art 4. The significance of print and the vernacular 5. Criticisms of the Catholic Church 6. The ideas of Luther, Calvin and Henry VIII 7. The responses of the Catholic Church to the Reformation 8. The new scientific method and its understandings 9. The controversies caused by the heliocentric model Unit V - Africa, the Americans and Exploration Vocabulary: animism, griot, Nubia, Sahel, savanna, Swahili culture, Bantu, slash and burn agriculture, matrilineal and patrilineal, Mansa Musa, global warming, maize, chinampas, tribute, alloy, pueblo, potlatch, Mesoamerica, Tikal, glyphs, codex, Quetzalcoatl, quipu, conquistadors, Line of Demarcation, Dutch India Company, Northwest Passage, Prince Henry, Treaty of Tordesillas, Columbus, conquistadors, encomienda, colonialism, Middle Passage, Columbian Exchange, peninsular, Creole, mestizo, mulatto, triangular trade, mercantilism, joint stock company, entrepreneur Essential Ideas and concepts 1. The impact of geography on Africa 2. The impact of the Bantu migrations 3. The major African civilizations, leaders and achievements including the Kush, Aksum, Ghana, Mali, Swahili states, Songhai, and the Great Zimbabwe 4. The first people of America and Beringia 5. The major American civilizations including the Mississippian, Aztec, Inca and Maya 6. The impact of environment on the development of civilizations in America 7. the reasons for and the technological innovations that enabled European exploration and conquest 8. European empires in the New World location and characteristics

9. African slavery reasons for and the consequences on the New and the Old World 10. The importance of the Columbian Exchange Unit VI: Absolutism, Enlightenment, Revolution Vocabulary: Absolute Monarch, divine right, constitutional monarchy, Enlightenment, social contract, cabinet, Habeas Corpus, Declaration of Independence, Constitution, checks and balances, federalism, Bill of Rights, Old Regime, estates, Declaration of the Rights of Man, Reign of Terror, coup Dtat, guerillas, Congress of Vienna, peninsulares, mestizos, mulattos, creoles Essential Ideas and concepts: 1. Explain the conditions that led to and characteristics of absolute monarchy. Students should be able to compare these monarchies to those of other civilizations or periods. 2. Identify the achievements of the great monarchs and how they illustrated the concept of absolute rule: Philip II, Louis XIV, Frederick the Great, Peter the Great, and Elizabeth. 3. Be able to explain the important ideas of Hobbes, John Locke, Voltaire, Rousseau, Montesquieu, Beccaria, and Wollstonecraft. Students should be able to explain how these ideas influenced political revolutions in Europe and America. 4. Be able to trace the issues and events that led to the development of constitutional monarchy in England. These issues and events include but are not limited to the English Civil War, the Restoration, the Glorious Revolution, the acceptance of the English Bill of Rights and the development of the Cabinet system. Students should understand the impact of these developments on American political thought. 5. Be able to trace the issues, events and ideas that led to the American War for Independence and the development of republican government in America. These issues and ideas include but are not limited to the relationship between British colonies and Britain, the ideas of the Declaration of Independence, reasons for American victory in the war, problems with the Articles of Confederation, key ideas of the Constitution and the Bill of Rights. 6. Be able to trace the issues and events of the French Revolution through the defeat of Napoleon. These issues and events include but are not limited to problems in the estates system, the actions of the National Assembly, the causes and events of the Reign of Terror, the rise, conquests and defeat of Napoleon and the actions of the Congress of Vienna 7. Be able to explain the causes and events of the Revolutions in Haiti and South America. Unit VII: Industrial Revolution 6 days Vocabulary: enclosures, crop rotation, factories, entrepreneurs, urbanization, corporation, Adam Smith, Thomas Malthus, David Ricardo, utilitarianism, socialism, communism, Karl Marx, Jeremy Bentham, John Stuart Mill, union, strike, Shelley, Beethoven, Dickens, Monet, Van Gogh, Goethe Essential ideas and concepts: 1. students should be able to recognize the factors of production necessary for industrialization a. students should recognize the factors of production necessary for Industrialization b. land, labor, and capital, entrepreneurship, role of government in stability 2. students should be able to explain the impact of important industrial or technological advancements including: railroads, factory production, the communications revolution, the automobile a. Whitney, Slater b. Concentrate on child labor and working conditions 3. Students should be able to describe conditions of nineteenth century cities and their impact on population. 4. Students should be able to describe nineteenth century working conditions and the responses of workers a. collective bargaining, union strikes, AFL, and Gompers 5. students should be able to summarize the characteristics of capitalism, socialism and communism 6. students should be able explain selected social reforms from the nineteenth century including abolitionism, womens rights, public education a. Horace Mann, Jane Addams, David Wilberforce, William Garrison 7. arts characteristics of Romanticism, realism, impressionism Unit VIII: Second Industrial Revolution and Imperialism 5 days

Vocabulary: Thomas Edison, Alexander Graham Bell, Guglielmo Marconi, Henry Ford, Wilbur and Orville Wright, Louis Pasteur, Charles Darwin, Joseph Lister, Marie and Pierre Curie, Sigmund Freud, racism, social Darwinism, Berlin Conference, paternalism, assimilation, Maji Maji, Menelik II, Emilio Aguinaldo, Queen Liliuokalani, Monroe Doctrine, Roosevelt Corollary, Spanish American War, Panama Canal 1. Students should be able to identify and explain the factors leading to nineteenth century imperialism 2. students should be able to describe the positive and negative effects of the European conquest of Africa 3. Students should be able to identify African independence movements including those in Ethiopia, and East Africa 4. students should be able to explain the interests of the US in Latin America and the Pacific and be able to identify American imperialistic efforts in those regions Unit IX : World War I and its Aftermath Vocabulary: militarism, Allies, Central Powers, Western Front, Shlieffen Plan, trench warfare, unrestricted warfare, propaganda, rationing, armistice, self-determination, Woodrow Wilson, Georges Clemenceau, Fourteen Points, Treaty of Versailles, League of Nations, proletariat, Bolsheviks, Lenin, provisional government, Soviets, Russian civil War, Joseph Stalin, totalitarianism, command economy, Great Purge Essential ideas and concepts: 1. students should be able to explain the fundamental causes of World War I (nationalism, militarism, the alliance system, imperialism) and the significance of the assassination of the Archduke Ferdinand 2. students should be able to identify the members of the Allies and the Central Powers 3. students should be able to describe the effects of new technologies used in World War I including machine guns, tanks, airplanes, poison gas, submarines 4. students should be able to list reasons why the United States entered World War I 5. students should be able to identify the characteristics of total war 6. students should be able to list terms of the Treaty of Versailles and explain reasons why it failed to bring peace to Europe 7. students should be able to explain the impact of World War I and the Versailles Peace Conference on the nations of Europe and the United States. 8. students should be able to explain the causes of the Russian Revolutions including autocratic rule, World War, and the growth of a revolutionary movement 9. students should be able to explain the characteristics of a totalitarian society and identify the totalitarian characteristics of the Soviet Union including police terror, propaganda, indoctrination and persecution 10. students should be able to define what is meant by command economy and describe the successes and failures of this type of economy in the Soviet Union Unit X: World War II Vocabulary: Fascism, Nazism, Mein Kampf, lebensraum, anti-Semitism, appeasement, Axis Powers, Third Reich, blitzkrieg, nonaggression pact, Atlantic Charter, island hopping, Kristallnacht, Holocaust, Ghettos, Final Solution, genocide, Nuremberg Trials, United Nations, Yalta, Munich Conference, proletariat, Gulag, Kulak Essential ideas and concepts: 1. The ideas of and reasons for the popularity of fascism 2. The aggressive events that preceded World War II and the worlds response 3. Significant events of the war including the invasion of Poland, fall of western Europe, Dunkirk, Battle of Britain, invasion of the Soviet Union and Stalingrad, the attack on Pearl Harbor, battles of Midway, D-Day, Battle of the Bulge 4. Strategies that led to the defeat of Germany and Japan. Students should be able to provide context for the use of the atomic weapons and be able to explain reasons for the use of these bombs and the arguments for and against them 5. The role of the following in WWII Winston Churchill, Adolph Hitler, Benito Mussolini, Joseph Stalin, Charles de Gaulle, Franklin Roosevelt, Harry Truman, Douglas MacArthur, Dwight Eisenhower

6. The events of the Holocaust 7. Concept of total war and the effect of the war on civilian populations 8. Impact of the war on Europe, Asia, and America Unit XI: The Cold War Vocabulary: Essential ideas and concepts: 1. Students should be able to identify the super powers and explain their different interests and sources of mutual distrust. 2. Students should be able to explain what a cold war is and explain why nuclear power makes the nature of major power conflict different after WWII than it was before the war. 3. Students should be able to summarize and classify (as military or non-military) these Cold War developments: space race, alliance system, arms race, proxy warsKorea, Vietnam, Cuba, Middle East, Latin America, Afghanistan-- dtente, 4. Students should be able to describe the role of China in the Cold War. 5. Students should be able to describe the role of the United Nations in the Cold War. 6. Students should be able to describe the hots and colds of the Cold War. 7. Students should be able to give economic and political reasons for the end on the Cold War. a. Fall of the Soviet Union b. Destalinization c. Break up of Soviet satellites d. Tearing down the Berlin Wall 8. Students should be able to give examples of how the end of the Cold War has effected international relations and led to new sorts of conflicts.

9. Students should be able to describe economic globalization, technology, and cultural diffusion into
the 21st Century.