World History Pacing Guide

Day 1: - Seating by Alphabetical Order- Handout Student Information Sheets. Go over rules, textbook reading, syllabus board, test correction policy, and notebook requirements.- Handout textbooks- Put Students onto the Moodle using laptop computers- Central Question – Describe how prehistoric humans adapted to survive.- Pre-reading – Complete Chapter 1 Word Wall Vocabulary- Post Activity – Answer the Central Question using “Post it” board and post as students leave the classroom.- Chapter 1 Section 1 (Early Humans) – if possible

- NCSCS goals: 1.01, 1.03, 1.04, 1.05

Day 2: - Pre-Test – Give final examination and keep as evidence of growth when compared to the final examination and the end of the course.

Day 3: - Central Question – What do the Cave paintings at Lascaux suggest about Prehistoric people? Describe how each of the six facets of civilization point to advancements in human development.- Pre-reading – activity, pg 11. Question #8 from section activity - Post Activity – Answer the Central Question using “Post-it” board and post as students leave the classroom.- Chapter 1, sections 1+2 (Early Humans, The Neolithic Revolution and the Rise of Civilizations)- Virtual Tour of Lascaux Cave in France. Use internet and LCD projector to tour.- Chapter 1 section reviews (pgs. 11+19) from World History textbook.

- NCSCS goals: 1.01, 1.03, 1.04 1.05, 1.06

Day 4: - Central Question – Create a chart describing the major achievements of Sumerian civilization. How are these still in use today?

- Pre-reading – Review Hammurabi’s Code, pg. 32 and answer comparison questions.- Post Activity – Section Review Question #8 “Explain why Hammurabi’s code was a

significant development in civilization. Hand in along with Pre-reading activity.- Chapter 2, section 1 (Civilization Begins in Mesopotamia)- Begin Chapter 2 section reviews (p.33) from World History textbook.- NCSCS goals 2.01, 7.01, 8.03

Day 5: - Central Question – Compare the achievements of Egyptian and Sumerian civilizations. Identify the major similarities.- Pre-reading – Look at the description of Egyptian pyramids “Preparing for the Afterlife,” on

pg. 44-45 and answer the questions.- Post Activity – Answer Question “What is the most interesting aspect of Egyptian society we

studied and why. Short Answer Essay of ¼ page length.- Chapter 2, section 2 (Egyptian Civilization)- Power point presentation on Egyptian pyramid and culture- How Mummies were made reading handout- Continue Chapter 2 section reviews (pg. 43) from World History textbook

-NCSCS goals 2.01

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Day 6: - Central Question - What is the main contribution to civilization of the Phoenician and Israelite people?

- Pre-reading – Look a “Geography in History,” pg 52+53. Answer the Geography skill questions.

- Post Activity – Answer Question “When considering the Assyrian and Persian ruling styles, which was the most effective and why?” Turn and discuss with your table partner.

- Chapter 2, sections 3+4 (New Centers of Civilization, The Rise of New Empires)- Venn diagram on similarities and differences on Assyrian and Persian Empires.

- NCSCS goals 2.01, 8.02

Day 7+8: - India and China “Scrapbook” Projects – Students will create a portfolio that will follow Indian and Chinese history throughout the course adding additional pages to their

portfolio as we study new periods in history. Each page of the portfolio will contain information on Government, Religion, Social Classes, Role of Women, and major accomplishments of India and China during that period. – See instructional handout for directions. – Laptop computers needed for research.

- Central Questions for Chapter 3 - Understanding the similarities and differences in Hinduism and Buddhism. - Central Question - Analyzing the major contributions of Indian society

to modern civilization. - Central Question - Describe how and why the political structure of the Qin and Han Dynasties were different.

- Potential Pre-reading activity’s for Portfolio Projects – (1) Look at “History and Arts, pg. 72+73. Which of the three forms of Brahman is most interesting to you…why? (2) Look

at the map on page 77 of textbook. Answer the geography skills questions. (3) Read the “Legend of Meng Jiangun.” What might have prompted the development of this legend?

- Post Activity – No Specific Post activities as the Portfolio’s will function as authentic assessments for each section.

- Chapter 3, section 1-4 (Early Civilizations in India, New Empires in India, Early Chinese Civilizations, Rise and Fall of Chinese Empires)- Online tour of Mohenjo-Daro- Power point presentation on the Great Wall of China

- NCSCS goals 2.01, 2.04, 2.05 6.01, 6.02, 8.01, 8.02

Day 9: - Unit I Tests!- Begin Test corrections

Day 10 - Central Question – In what ways were the Mycenaean and Minoan civilizations different? Explain the differences in the political structure of Sparta and Athens.

- Pre-activity – Look at the PowerPoint murals of Minoan Civilization. What conclusions can you draw about the Minoans? Explain your answers.

- Post-activity - What I learned today “Pyramid” – Students will draw a pyramid with three layers. In each layer they will identify something that they learned in order of

importance. The top of the pyramid being the most important.- Chapter 4, sections 1+2 (Early Civilizations in Greece, The Greek City-States)

- NCSCS goals 2.02, 6.03

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Day 11: - Central Question – Why did Athens emerge as the most powerful Greek State following the Persian Wars?

- Pre-activity – Vocabulary for all of Chapter 4- Post-activity - Answer the central question by posting on the “post it wall”- Chapter 4, sections 2+3 (The Greek City-States, Classical Greece)

- NCSCS goals 2.02, 6.03, 6.06, 8.03

Day 12: - Central Question – Why might this period in Greek history be called the “Golden Age?”- Pre-activity – Look at “Greek Religion” on page 125 of your textbook. Describe the role of the Greek gods in Classical Greece.- Post-Activity - Design a “Vanity license plate” or a “Bumper Sticker” that illustrates the

Classical Greek Civilization.- Chapter 4, section 4 (The Culture of Classical Greece)- Power point presentation on Ancient Greek Architecture

- NCSCS goals 2.02, 8.01

Day 13: - Central Question – Explain how Hellenistic Civilizations contributed to the advancement of Classical society.

- Pre-Activity – Look at “Alexander’s Army” pg. 136 of your textbook. Answer the Document Based Questions that go along with it.

- Post-Activity - Write and Obituary for Alexander the Great highlighting his major achievements and legacy.

- Chapter 4, section 5 (Alexander and the Hellenistic Era)- Classical Timeline Class Project. Students will produce a timeline of the Classical Age that

includes Gupta India, Han China, Greece, and Rome. Use Textbooks and laptop computers to develop the timeline. Students will return to the timeline at the end of each Classical ages as discussed in class.

NCSCS goals 2.02, 8.01

Day 14: - Central Question – Describe the problems of the Roman Republic that led to the Creation of the Roman Empire.- Central Question – What was the importance of the Senate, the Centuriate Assembly, and the Council of Plebs to the Roman Republic? - Pre-activity – Vocabulary for all of Chapter 5- Post-activity – Follow up the pre-activity by creating a second list highlighting the new information that you learned today.- Chapter 5, section 1+2 (The Rise of Rome, From Republic to Empire)

- NCSCS goal 2.03, 6.03

Day 15: - Central Question – How were spectacles like the Gladiator Contests in the Coliseum and the Chariot Races in the Circus Maximus, used to mask the problems of the Roman world?

- Pre-activity – Look at “Games of death in Ancient Rome” pg. 166 and 167 of your textbook. Then answer the Analyzing visuals questions by talking to your table partner. This will

be followed up with a quick class discussion.- Post-activity – Write a short essay in which you chose from either Julius Caesar or Augustus

Caesar which you would rather have been.- Chapter 5, sections 2+3 (From Republic to Empire, Roman Culture and Society)

- NCSCS goal 2.03, 6.01, 6.02, 8.01

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Day 16: - Central Questions – How did the earlier Roman religion allow for the development of Christianity within the Roman Empire?- Pre-activity – Look at “Ritual and Roman Religion” pg 169 of your textbook. Answer the Document Based Questions that accompany the visual- Post-activity – answer the following question by posting on the “post if wall.” What elements of Roman society are present in the United States today?- Chapter 5, sections 3+4 (Roman Culture and Society, The Development of Christianity)- Power point presentation on Roman Architecture

- NCSCS goal 2.03, 6.01, 6.02, 8.01, 8.02, 8.03

Day 17: - Central Question – Describe several symptoms of the growing weakness in the Roman Empire.- Pre-activity – Create a graphic organizer that shows the reforms of Emperors Diocletian and

Constantine during their reigns.- Post-activity – Answer the central question by posting on the “post it wall.”- Chapter 5, section 5 (Decline and Fall) – use a Frayer’s Model to do notes on this section.

- NCSCS goal 2.03

Day 18: - Unit II Tests- Return to Classical Period Timeline project and add Roman line.

Day 19: - Work day for finishing the Classical Period timeline project. Students will turn the project in at the end of the day.

Day 20: - Central Question – Describe the basic beliefs of Islam- Pre-Activity – Read information on the Five Pillars of Islam, pg 191 in textbook. Then draw a

visual representation of the Pillars.- Post-Activity – Answer “Critical Thinking” question on pg. 191. “What problems did

Muhammad encounter while trying to spread the message of Islam?”- Chapter 6, sections 1+2 (The Rise of Islam, The Arab Empire and Its Successors

- NCSCS goal 2.06, 6.06, 8.02, 8.03

Day 21: - Central Question – How did the different rulers of the Arab and Islamic Empires create stability and order in the Empire?- Pre-Activity - Create a Venn diagram highlighting the similarities and differences in

Christianity and Islam- Post-Activity – Return to Pre-activity Venn diagram and fill in any additional information

learned throughout the course of the day.- Chapter 6, section 2+3 (The Arab Empire and Its Successors, Islamic Civilization.)

- NCSCS goal 2.06, 6.06, 8.03,

Day 23: Central Question – What are the main achievements and advances of the Islamic culture?- Pre-Activity –.Loot at the Mosque of Samarra, pg; 206 in textbook. How is Islamic

architecture different and similar to that of the Classical Greeks/Romans?- Post-Activity – Using the “post it” board, Which building seen during the online tour of

Islamic Architecture was most impressive to you? And Why?- Chapter 6, sections 4 (The Culture of Islam)

- NCSCS goal 2.06, 8.01- Use LCD projector to show examples of Islamic Architecture from the internet. Use website, www.islamicarchitecture.org

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Day 24: Central Question – In a small group, construct a poster graphic organizer that shows the major ideas within world religions (Christianity, Islam, Judaism, Buddhism, and Hinduism.)- Pre-Activity – None, groups will need entire period to create and present their projects- Post-Activity – None, groups will need entire period to create and present their projects.- Small group graphic organizer on World Religions, pgs. 214-232 of World History textbook. Students will divide into groups of four. Each group will create a graphic organizer of World Religions that focuses on these basic topics. (Origins, holy book, founder, number of followers and their location, also the religious symbols and basic tenets of faith.)

- NCSCS goal 8.01, 8.02

Day 25: - Central Questions – What are the key developments of the Sui, Tang, and Song Chinese dynasties? – What was the impact of the introduction of Islam into the Indian Culture?

How did political disunity in India help Islam spread throughout Southeast Asia?- Pre-Activity – None needed as the research day of Scrap book activity will require

the entire day.- Post-Activity – None needed as the research day of the Scrap book activity will require the

entire day.- India and China “Scrapbook” Projects – Students will create a portfolio that will follow

Indian and Chinese history throughout the course adding additional pages to their portfolio as we study new periods in history. Each page of the portfolio will contain information on Government, Religion, Social Classes, Role of Women, and major accomplishments of India and China during that period. – See instructional handout for directions. – Laptop computers needed for research.

- Chapter 8 Section 1+4 (China Reunified, India after the Guptas) research day using textbook and the laptops- NCSCS goal 1.04, 2.05, 2.04, 3.01, 8.02

Day 26: - Central Questions – What are the key developments of the Sui, Tang, and Song Chinese dynasties? – What was the impact of the introduction of Islam into the Indian Culture?

How did political disunity in India help Islam spread throughout Southeast Asia?- Pre-Activity – None needed as the research day of Scrap book activity will require

the entire day.- Post-Activity – None needed as the research day of the Scrap book activity will require the

entire day.- Chapter 8 section 1+4 (China Reunified, India after the Guptas) production day for the scrap

books.- NCSCS goal 1.04, 2.05, 2.04, 3.01, 8.02

Day 27: - Central Question – Describe why the Mongols became such successful conquerors. What methods did the use?

- Pre-activity – Pretend that you are a Chinese peasant living in a village. Write a ½ page essay describing your feelings as the Mongol armies approach your town.

- Post-activity – Write a ½ page obituary of Genghis Khan describing his major contributions to Chinese civilization.

- Chapter 8, sections 2+3 (The Mongols and China, Early Japan and Korea)- NCSCS goal 2.05, 8.02

Day 28: - Unit III Tests- Turn in Notebooks for Units II and III

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Day 29: - Central Question - Identify the rulers discussed in the chapter and explain how there were significant in both religious and political realms.- Pre- activity - Read pg 305 of your textbook and then look at the “Infographics” section on

Monastic Life. Answer the Document Based Questions by discussing with your table partner.

- Post-activity – In a small group of 4 students, list five crimes committed today. Then discuss what “Wergild” you think should be established for each crime…explain.

- Chapter 9, sections 1 (Transforming the Roman World)- NCSCS goal 3.02,

Day 30: - Central Question - What factors helped Feudalism develop in Western Europe throughout the ninth and tenth centuries?

- Pre- activity - Look at the “Infographics” section on page 311. Redraw the Feudal diagram and added the requirements of each group. Information found on pages 310-311.- Post-activity – RAFT essay – Role: Lord, Audience: Peasants, Format: Proclamation,

Topic: Raise in tax rate. Students will write a ½ page essay using the information above.- Chapter 9, sections 2 (Feudalism)- Content Vocabulary Activity Chapter 9, pg. 135 of Unit II resources

- NCSCS goal 3.02

Day 31: - Activity will address visual learners and will support the concept of Feudal and familial obligations during Middle Ages.- Pre-activity – No Pre-activity needed as the Shield work will require the whole day- Post-activity – No Post-activity needed as the Shield work will require the whole day.- Shield Activity – the class will divide into groups of 4, with each group creating a Coat of Arms or family shield that represents the four members of the group. Shield will be presented on the same day. Use online website to help students understand the meaning of various symbols- Laptop computers needed to research.www.fluerdelis.com

- NCSCS goal 3.02

Day 32: - Central Question - Why did unified monarchies not develop in Germany and Italy, as they did in England and France?

- Pre-activity – Look at the “Magna Carta” on pg 318 of your textbook. Answer Question #2 - Post-activity – Quick write essay. “How has the Magna Carta influenced your life today?”

Students will write a ¼ page essay.- Chapter 9, section 3 (The Growth of European Kingdoms) – Use a Frayer Model for section- Power Point presentation on Medieval Castles.

- NCSCS goal 3.03

Day 33: - Central Question – Determine the effects of the Crusades between the Christian and Muslim societies. Identify negative and positive effects.- Pre-activity - Read “Life in Constantinople” of pg. 324 of your textbook. Then design a Tri-fold travel brochure advertising trips to visit the city. What sites would you highlight for travelers to see?- Post-activity – Return to the Pre-activity and update with any new information learned in class discussion.- Chapter 9 section 4 (The Byzantine Empire and the Crusades)

-NCSCS goal 2.06, 6.06

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Day 34: - Central Question – Describe the basic history of the crusades.- Pre-activity – None needed as students will begin working in their small groups immediately to complete the class project on Crusades.- Post-activity – None needed as the small group activity will require the entire class period to research and produce.- Laptop computer activity on the Crusades: Divide the class into 8 small groups. Each small group will research and create a thorough but brief history of the Crusade that they are assigned. Each group will create a quick visual aid to represent their work.

- NCSCS goal 3.02

Day 35: - Central Question – What are some of the major results of farming improvements and the revival of trade in the Middle Ages?

- Pre-activity – Look at “Infographics” on pg. 337 of textbook. Analyze the chart and answer the critical thinking skills questions.- Crusades class project presentations.- Chapter 10, sections 1 (Peasants, Trades, and Cities)- Feudal Village Drawing – students will draw an original diagram of a feudal village, including

all the major elements (Manor House, Church, Mills, Ovens, Smiths, Peasant Homes, Farmland, Forests and Pasture land.) – use page 336 from textbook as a guide

- Post-activity – Continue village drawing.- Power point presentation on “Castles of the Middle Ages”

- NCSCS goal 3.02, 6.01

Day 36: - Central Questions – How was the Christian church a powerful influence over the lives of the people during the Middle Ages? – How did Gothic Architecture reflect the religious

values of the people of the Middle Ages?- Pre-reading acitivty - Look at page 348 of textbook and the “History and Arts” section on page

349. Discuss with your table partner the technological innovations that allowed this new style of building.

- Chapter 10, sections 2+3 (Medieval Christianity + the Culture of the High Middle Ages)- Post-activity – Quick write essay, “Pretend that you are a peasant who has traveled to Paris and

has seen the Cathedral of Notre Dame for the first time. Describe your feelings in a letter back home to family.

- Power Point Presentation of Gothic Architecture)- NCSCS goal 3.01, 3.02, 8.01

Day 37: - Central Question – What were the effects of the black death on the European population?- Pre- reading activity - Read “Turning Point” The Black Death section on pg. 354. Answer the

Document Based Questions.- Post-activity – Using the Quick write essay format, write ½ page essay from the point of view

of a peasant describing the effects of the plague on your village.- Chapter 10, sections 4 (the Late Middle Ages)- You Tube video on “The Black Plaque” – 5 minutes- Primary source reading, “Describing the Black Death,” pg. 141 from Unit II resources

- NCSCS goal 1.02, 3.02, 6.06, 8.03

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Day 38: - Chapter 9+10 Quiz- Central Question - What was the relationship between the early American people and their

environment?- Pre-activity - Look at the “Geography Skills” on pg. 369. Using the “Word splash technique; write the words “North American Environment” in the center of a small circle, in a larger circle surrounding it write adjectives describing the various environments of North American.- Post-activity – Students compare their “Bubble Charts” to fill in any missing information.- Chapter 11, section 1 (The Peoples of North America)- Students will fill in their “Bubble Charts” as the class notes are delivered.

- NCSCS goals 2.08

Day 39: - Central Question – Understand the historical significance of the Mesoamerican pre-Columbian civilizations of the Olmec, Teotihuacán, Mayan, and Aztec

-Pre-activity – Look at “The Home of the Gods” on pages 380-381 of your textbook. Analyze the pictures and read the captions. Discuss with your classmates your impressions of the

city of Teotihuacán.- Post-activity – “Post it” What do you think that the Olmec heads mean?- Chapter 11, section 2 (Early Civilizations in Mesoamerica)- Homework – Analyzing Primary Sources – pg. 386-387. Answer the Document Based

Questions.- Power Point Presentation of Olmec and Teotihuacán- Power Point Presentation of Mayan

- NCSCS goals 1.02, 2.08, 3.07, 8.01

Day 40: - Central Question – How did the political organization of the Incan emperors help lead to the successes of the Incan empire?

- Pre-activity – Show Power Point slide of Machu Pichu. Students are to analyze and describe differences in building style between Mesoamerican and Incan architecture.

- Post-activity - Pretend that you have just returned from a journey from the Incan civilization and bought a bumper sticker as a souvenir. Create a “Bumper Sticker” showing the Incan culture.

- Chapter 11 section 3 (Early Civilizations in South America)- Power Point Presentation of Incan

- NCSCS goals 2.08

Day 41: - Unit IV tests!- Turn in World History notebooks- Begin test corrections.

Day 42: - Central Question – How were the Italian states responsible for the development of the Renaissance?

- Pre-reading – Read page 95-96 from The Prince, by Niccolo Machiavelli, Have students comment upon Machiavelli’s description of men.

- Post-activity – Write a ½ page essay that answers this question. “How would the world be different today had the printing press not been developed?”

- Chapter 12, sections 1 (The Renaissance)- NCSCS goals 1.02, 3.03, 6.01

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Day 43: - Central Question – Identify the Major Renaissance artists with the works that they produced, especially (Leonardo da Vinci, Raphael, Michelangelo, and others)- Pre-activity – None needed as the research will require the entire class period.- Post-activity – None needed as the research will require the entire class period.- Internet scavenger hunt on Renaissance Artist. Student will use the laptop computers to research biographical information on important Renaissance artists and will also give a brief description of their most important works.

- NCSCS goal 8.01

Day 44: - Central Question – Identify the major Renaissance artists with the works that they produced, especially (Leonardo da Vinci, Raphael, Michelangelo)- Pre-activity – Show a power point slide of Michelangelo’s Ceiling of the Sistine Chapel. Have students discuss with their table partner what makes the work so impressive.- Post-activity – Which of the Renaissance works seen in the power point presentation was most impressive? Why? Discuss with you table partner.- Chapter 12, sections 2 (Ideas and Art of the Renaissance)- Power Point presentation on Renaissance Artists. Use the LCD projector.

- NCSCS goals 3.03, 8.01

Day 45: - What was Martin Luther hoping to accomplish when he posted his 95 Thesis in Wittenberg? How did the Protestant Reformation affect the Catholic Church?

- Pre-activity - Look at “Turning Points – Luther’s Ninety-five Theses” on page 416 of textbook. Answer Document Based Question #1.- Post-activity – Write a ½ page “Obituary” for Martin Luther.- Chapter 12, section 3+4 (The Protestant Reformation + the Spread of Protestantism)- Chapter 12 Section Quizzes

- NCSCS goals 3.03, 6.06, 8.01

Day 46: - Central Questions – What two technological developments made it possible for Europeans to begin explorations and what was the primary motivation of explorations?

- Pre-activity - Pretend that you are a ships captain in the 15th Century. You are about to undertake a voyage of exploration to the “new world.” Write an advertisement looking

for crewmen for you ship.- Post-activity – Look at the projected image of the “Columbian Exchange.” What were the most important benefits of contact for each society? What were the most important negatives to

contact for each society? – Image is found under world history folder on computer- Lecture Chapter 13, section 1 (Exploration and Expansion)- Primary source reading: “Christopher Columbus,” pg. 81+82 of Unit III resources

- NCSCS goal 1.02, 3.04, 3.05, 7.01

9

Day 47: - Central Question – What impact did the slave trade have on the populations of African and the Americas – What were the benefits received from European colonies and what benefits did the colonies receive from European parent counties.- Pre-activity – Read pg. 442 about the Middle Passage and look at the power point slides of slaves during the Middle Passage. Write a ½ page description of how you feel about the Middle Passage.- Post-activity – Have students return to the Middle Passage essay that they began in the pre-activity. Add any additional comments needed to convey their new knowledge.- Chapter 13 sections 2+3 (The Atlantic Slave Trade + Colonial Latin America)- History and Geography, “Looking at the Land” pg 69+70 from Unit III resources.- Show Slides of the Middle Passage using the “Sins of the Father” Power Point presentation.

- NCSCS goals 3.05, 306, 4.02, 6.01, 6.02

Day 48: - Central Question – What did Elizabeth hope to accomplish by balancing power between the Spanish and French? – Why would Parliament oppose King James I claim of the “divine right of Kings?”- Pre-activity – Look at “Turning Point – Defeat of the Spanish Armada” on pg. 456. Answer the Geography skills questions- Post-activity – Have students answer the following questions by “posting” on the Post-it-board. “What does the term (Witch Hunt) mean today? How does it relate to the social turmoil in Europe during the 14th century?”- Chapter 14, sections 1+2 (Europe in Crises: The Wars of Religion + Social Crisis, War, and Revolution) – use a graphic organizer for section 2 revolution in England.- Content Vocabulary Activity 14, pg. 99 of Unit III Resources

-NCSCS goals 4.01, 6.06, 8.03

Day 49: - Central Question – How did Absolute Monarchs like Louis XIV of France and Peter I or Russia control the nobility surrounding them?

- Pre-activity – Look at “Social History – A Palace fir for the Sun King” pg. 470-471 of your textbook. What impressions do you have about the Versailles Palace and do we have any

estates like this in the United States?- Post-activity – What was the most impressive part of the Palace of Versailles seen in the power

point presentation…why?- Chapter 14, sections 2+3 (Social Crisis, War, and Revolution + Response to Crisis:

Absolutism) – Use a graphic organizer for section 2 revolution in England.- Power Point presentation of the Palace of Versailles

- NCSCS goals 3.03, 4.01, 6.06, 8.04

Day 50: - Central Questions – What are the differences between the Renaissance style of art and the new styles of Mannerism and Baroque art.

- Pre-activity – Look at “History and Arts – St. Peter’s Basilica” pg. 473 of your textbook. Answer the Document Based Questions.

- Post-activity – Make the connection between the philosopher John Locke and today’s American form of government. Where do we see his idea of Natural Rights? Post on the

“Post it Board.”- Chapter 14 section 4 (The World of European Culture) – Use a Frayer Model to show

Mannerism, Baroque, Shakespeare, and Cervantes-NCSCS goals 3.03, 8.01

Day 51: - Unit V Tests

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Day 52: - Central Question – Why did the Ottoman Sultans try to stop the exchange of Western and Ottoman ideas and customs?- Analyze the impact of the Moguls on the Hindu and Muslim peoples of India- Pre-activity – Look at the picture of the Hagia Sophia, what elements of Roman architecture

can be seen, what elements of Islamic architecture are there?- Post-activity – After looking at the Taj Mahal, and the Hagia Sophia, which is the more

impressive to you?...Why?- Chapter 15 section 1+3 (The Ottoman Empire, The Grandeur of the Moguls) – use the Chapter

15.1 and 15.3 guided reading/notes worksheet.- Power Point presentation on the Gunpowder Empires (Ottoman, Safavid, and Mughal)

- NCSCS goal 3.01, 6.02, 8.01, 8.03

Day 53: - Central Question – What was the general attitude of the Chinese toward trade with the Western world?- Central Question - Identify the economic changes in China from 1500 – 1800.- Pre-activity – Show the You Tube video “Footbinding: in her own words.” Students should write a ¼ page reaction to what they have heard adn seen.- Post-activity – Answer this question with a ¼ page essay. “How would the world be different today if the Chinese voyages of discovery had not ended, and China had come to Europe and America first?”- Chapter 16 sections 1+2 (China at its Height, Chinese Society and Culture) – use a frayer model to do section 2. – use Chapter 16.1 reading/note guide worksheet.- Power Point presentation on the Imperial City

- NCSCS goals 2.05, 3.01, 3.05, 8.03, 8.04

Day 54: - Central Question - Identify the four major social classes in feudal Japan and list their main responsibilities.- Pre-activity – “Writing Roulette,” Look at the description of Japanese and European feudalism on pg. 522. After reading the description, write one similar characteristic between the two feudalisms. Exchange papers with someone and write and additional characteristic. Finally, exchange papers a third time and write one last similarity.- Post-activity – Complete the Japanese society social structure pyramid and “Post” on the Post it board.- Chapter 16 sections 3 (Tokugawa Japan and Korea) – use the 16.3 reading/notes guide for this section.

- NCSCS goals 2.05, 6.01, 6.02

Day 55: - Central Question: Understand the Contributions to European society of the important individuals of the Scientific Revolution

- Pre-activity – Look at “Opposing Viewpoints” pg. 541 of your textbook. Answer the Document based questions using small groups of four students.

- Post-activity – Draw a “Bumper sticker” about the Scientific Revolution.- Chapter 17 Sections 1 (The Scientific Revolution)- Use the Scientific Revolution Graphic Organizer Worksheet to list the major people of the

Scientific Revolution and their importance.- NCSCS goal 7.02

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Day 56: - Central Questions: Students will understand the roles that several major Enlightenment Philosophers had on developing political philosophy.- Pre-activity – None needed as the laptop/media center research will require the whole period to complete.- Post-activity – None needed as the laptop/media center research will require the whole period to complete.- Chapter 17 Section 2 (The Enlightenment)- Students will use the media center or the laptop computers if media center is unavailable to

research 8 Enlightenment Philosophers. They will fill out the Graphic Organizer worksheet created to help them rank the philosophers.

- After researching the students will rank those philosophers using small groups and compare their rankings with other small groups.- NCSCS goals 3.03, 7.02

Day 57: - Central Question – Identify how the “Seven Years war was part of a larger conflict between - Britain and France for imperial control of the globe.- Central Question - Why did many European see the American Revolution as the embodiment of the Enlightenment’s political dreams?- Pre-activity – Look at the Political Cartoons section “The Seven Years War in North America.” Analyze the political cartoon “Join or Die,” what does this political cartoon suggest?- Post-activity – Students are to write a letter home to loved ones as the Revolutionary War has ended. Letters should describe their feelings as the war ends.- Chapter 17 Sections 3+4 (The Seven Years War, the American Revolution) – Use the Guided Reading/Note taking worksheet for these sections.

- NCSCS goal 3.01, 3.03, 3.07, 4.01, 8.01

Day 58: - Central Question (Section 1) – What were the main affirmations of the Declaration of Rights of Man and the Citizen? (Section 2) – Did the French Revolution live up to its ideas of Liberty, Equality, and Fraternity?- Pre-activity – Look at the Political Cartoon on page 577 of your textbook. Answer the pre-activity question on Chapter 18.1 reading/notes guides.- Post-activity – Answer the question “What differences are their in the reasons for the American and French Revolutions.” By posting on the Post it Board.- Chapter 18 Section 1 + 2 (The French Revolution Begins + Radical Revolution and Reaction) Use the Chapter 18.1+18.2 Reading and Notes guides to give this information. Using time limits for each question have students read and answer the questions on the reading guide. Then ask students as a class to develop further answers.

- NCSCS goal 4.01, 6.03, 6.06

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Day 59: - Central Question (Section 2) – Did the French Revolution live up to its ideas of Liberty, Equality, and Fraternity? (Section 3) – How did nationalism unify the people in countries that Napoleon had conquered?- Pre-activity – Read the “King Beheaded” on page 587 of your textbook. Answer the pre-activity questions on Chapter 18.2 reading/notes guide.- Post-activity – Look at both political cartoons on the 18.2 reading/notes guide. What differences in perception are their of the guillotine based on the French and British perspective.- Chapter 18 Section 2+3 (Radical Revolution and Reaction + The Age of Napoleon)Use the Chapter 18.2+18.3 Reading and Notes guides to give this information. Using time limits for each question have students read and answer the questions on the reading guide. Then ask students as a class to develop further answers.- Content Vocabulary Activity Chapter 18 (pg. 249 of Unit III Resources)

- NCSCS goal 4.01, 6.03, 6.0

Day 60: - Unit VI Tests- Content Vocabulary Chapter 19 (pg. 23 of Unit IV resources)

Day 61: - Central Question – How did the Industrial Revolution change the lives of the industrial middle class and the industrial working class?

- Pre Activity – Read “Turning Point – Industrialization transforms society” pg. 617 and Primary source 1 on page 622 about the lives of workers. Then pretend that you are a nineteenth century

reporter. Write a brief newspaper article depicting the working conditions in industrial societies.

- Post Activity – Which of the inventors or inventions listed on the graphic organizer had the most important effect on Industrial Society?...Why? Post answers using Post-it board.

- Chapter 19 section 1 (The Industrial Revolution) – use the graphic organizer to identify major inventions, inventors, and effects of new inventions. Use the 19.3 Reading/Notes Guide

for remainder of chapter.- Industrial Revolution Activity – Divide the class into six small groups. Each group is given a

container of “supplies” from which to build an authentic invention. The activity is designed to give students a hands-on idea of the creative/inventive spirit of the Industrial Revolution

- NCSCS goal 1.02, 4.02, 7.01, 7.03

Day 62: - Central Question – (Section -1) – Describe the socialist movement as outlined by Karl Marx’s Communist Manifesto. (Section 3) – Explain the role that international rivalries played in the lead-up to World War I. (Section 4) – Explain the role of extreme nationalism in the lead-up to World War I.- Pre-activity – - Post-activity – - Chapter 20 Sections 1-4 Highlights. (The Growth of Industrial Prosperity, The National State

and Democracy, Toward the Modern Consciousness). Use the Reading and Notes Guides for Chapter 20.1-20.4.

- NCSCS goal

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Day 63: - Central Question – (Section 3) - What were the major benefits and negatives of British rule in India? (Section 4) – What were some of the problems that the newly independent Latin

American counties faced?- Pre-activity – Read pg. 702 “Events leading to Revolt” also look at the political cartoon “The

Great Rebellion in India” on pg. 703. Then answer the Critical Thinking Questions. Have students write their response and then share it with their table partner.

- Post-activity – Look at the Political Cartoon on page 713. Using a Quick write essay, describe how the picture represents a change in influence in Latin America from Europe to The

United States.- Chapter 21 sections 1-4 (Colonial Rule in Southeast Asia + Empire Building in Africa +British

Rule in India + Nation Building in Latin America). Use the Chapter 21.1-21.4 Reading/notes Guides.

- Content Vocabulary Worksheet for Chapter 21- NCSCS goal 3.07, 4.02, 4.05, 6.03

Day 64: - Central Question – (Section 1) – How did Western nations and Japan gain exclusive trading rights in China? (Section 2) – Describe the attitudes of the Chinese people toward

Western Culture.- Pre-activity – Look at “History and Arts – The Opium War” on pg. 727. Answer Document

Based Question #1.- Post-activity – Look at “Political Cartoons, Open Door Policy” on page 730 of your textbook.

Answer question #7 from the Section review questions on page 731.- Chapter 22 sections 1+2 (The Decline of the Qing Dynasty, Revolution in China). Use the

Chapter 22.1 + 22.2 Reading/notes Guide for these sections.- Content Vocabulary Worksheet for Chapter 22

- NCSCS goal 3.05, 4.05, 7.01, 8.04

Day 65: - Central Question – How did the Japanese become an imperial power, instead of a colonial possession as the rest of Asia became?

- Pre-activity – Look at “Turning Point – Japan becomes an Imperial Power” on page 744. Why did this unexpected victory by Japan concern the Western powers?

- Post-activity – Complete the Bubble Map on Japan. In the center bubble is “Western Influence on Japanese Culture,” in surrounding bubbles list the different ways in which Japanese

culture was changed by western culture.- Chapter 22 section 3 (Rise of Modern Japan). Use the Chapter 22.3 Reading/Notes Guide for

this section.- Chapter 22 Section Quiz- No Unit VII Test as so much of this unit was skipped

- NCSCS goal 4.05, 7.01, 8.04

Day 66: - Central Question – How did the creation of military plans help draw the nations of Europe into World War I? What should today’s leaders learn from the military plans that helped to

initiate World War I?- Pre-activity – Look at the Poster of “Raw War” located throughout the room. After five

minutes of looking, write a quick ¼ page reaction to the images that you saw. - Post-activity – Answer Question #4 of Pg 761 of Section 1 Review. Make a flow chart

describing the major decisions of the European leaders that led to World War I.- Chapter 23 section 1 (The Road to World War I)- Content Vocabulary worksheet (pg. 25 of Unit V Resources)

- NCSCS goal 5.01

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Day 67: - Central Question – Why did the western front of World War I become a “trench war” while the eastern front saw more movement?- Pre-activity – After viewing the power point presentation quickly describe in a ½ page quick

writing essay how these new weapons added to the slaughter on the battlefields.- Post-activity – Look at the “Science, Technology, and Society” section of pg. 764-765.

Answer the Document Based Questions.- Chapter 23 section 2 (World War I)- - Potential Alternate assignment. Students working individually will create a timeline of major

dates and events of World War I.- Look at World War I power point presentation- PBS Video, “The Great War” episode 4 (Slaughter) – 58 minutes

- NCSCS goal 5.01, 6.03, 7.01

Day 68: - Central Question – What factors in Russia led to the Russian Revolution and later to the Bolshevik Revolution? – Did the peace treaties that ended World War I, actually solve

the issues that led to the wars start?- Pre-activity – Look at “Turning Point – The Russian Revolution” pg. 775 of your textbook.

Discuss with your table partner the major effects of the revolution on World War I and on the future government of Russia.

- Post Activity - Political Cartoon activity – Students will draw a political cartoon that represents the feelings of the people in Europe as the here the news that World War I has

come to an end.- Chapter 23 sections 3+4 (The Russian Revolution, End of World War I)- Chapter 23 Quiz

- NCSCS goal 4.04, 5.01, 5.03, 8.03

Day 69: - Central Question – How were the dictatorial regimes of Italy, Germany, and the Soviet Union similar, how were they different?

- Pre-activity – Show a picture of Adolf Hitler on the LCD projector. Ask students to describe him before looking at his rise to power.

- Post-activity – Answer question #3 of Chapter 24 Section 2 Review questions.- Chapter 24 Sections 2+3 (The Rise of Dictatorial Regimes, Hitler and Nazi Germany)

- NCSCS goal 1.03, 6.02, 6.04, 6.06

Day 70: - Central Question – As European mandates ended, why was it difficult for Arab peoples to form one nation? – How did the conflict between the Nationalist Party and the Communists

affect China?- Pre-activity – Quick write and essay that answers this question. How has the discovery of oil

reserves in Iran and the Middle East affected the region in today’s world?- Post-activity – Answer the following question in a ½ page essay. “Why was it difficult for the

Arab peoples to form one nation? How might that be affecting the Middle East today?- Chapter 25 sections 1+3 (Nationalism in the Middle East + Revolutionary Chaos in China)

- NCSCS goal 4.05, 5.02, 6.02, 6.05, 6.06

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Day 71: - Central Question – How did the political ambitions of Germany and Japan lead to war? - Pre-activity – Look at the picture on page 788 and 789 of your textbook. Hitler wanted the

1936 Berlin Olympic Games to be a showcase of Aryan superiority. How did Jesse Owens four gold medals for the United States upset Hitler’s plans?

- Post Activity – Look at the Political Cartoon of Hitler and Stalin on page 859. Answer Critical Thinking Skills question #1 by posting on the “Post-it” wall

- Chapter 26 sections 1(Paths to War)- Primary Source reading activity “What were the causes of World War II?” pg. 862+863

- NCSCS goal 1.02, 5.03

Day 72: - Central Question - How did the entry into World War II by the United States effect the progression of the war?

- Pre-activity – Draw a political cartoon that depicts American reaction to the news that Japan has bombed Pearl Harbor.- Post-activity – Look at the maps of World War II on page 865 and 868. Discuss with your table partner how the war in Europe was different from the war against Japan.- Chapter 26 section 2 (The Course of World War II) – Students will be divided into groups of 3. Each group will produce a timeline using the textbooks of the major events of World War II in both the European and Pacific theaters of war.

- NCSCS goal 1.02, 5.03

Day 73: - Central Question – How did the Holocaust impact Europe and the rest of the world? What lessons does the Holocaust have for us today? – Was the use of nuclear weapons on Hiroshima and Nagasaki justified by the events of the war?- Pre-activity – Pretend that you are a Polish Jew and the Germans have just overrun your town. Describe your feelings.- Post-activity – Having viewed the Power Point presentation and heard the story read on the Holocaust. Write a ¼ page reaction to what you have seen.- Chapter 26 sections 3+4 (The New Order and the Holocaust, the Home front and the Aftermath of War)- Read Holocaust story from “The Holocaust – A North Carolina Teacher’s Resource” pg. 66-70- Power Point presentation on the Holocaust- Chapter 26 Take Home Quiz

- NCSCS goal 5.03, 5.04, 6.02,

Day 74: - Central Question – Discuss and present the major events of the Cold War.- Pre-activity – None needed as the research in the media center will take all of class.- Post-activity – None needed as the research in the media center will take the entire class period.- Cold War Projects – Students will research a cold war topic from chapter 27 and put together a

10-15 slide power point presentation to be shown to the class. The presentation will also include a 5 minute oral presentation. No formal paper. Use the media center or the wireless laptop computers to do research and create power point presentations.

- NCSCS goal 5.04

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Day 75: - Central Question – What differences between the Soviet Union and the United States led to the conflict known as the Cold War? - How does a totalitarian government differ from a democratic system?- Pre-Activity – Look at “Geography and History” pg. 908+909 of your textbook. Discuss with your table partner and answer the Geography skills questions on pg. 909.- Post-activity – Answer the following question by posting on the “Post-it” board. In your opinion did the United States and the Soviet Union ever really intend to go to war with each other? Why or Why not?- Chapter 27 sections 1+2 (Development of the Cold War, The Soviet Union and Eastern Europe)- Power Point Presentation on the Cold War.

- NCSCS goal 5.04, 6.04, 8.04

Day 76: - Central Question – How did the Marshall Plan ultimately help to support United States foreign policy?

- Pre-Activity – Look at the “European Economic Community 1957” map on page 915 of your textbook. Answer the Geography Skills Questions.

- Post-activity – Answer the Central Question by posting on the “Post-it” board.- Chapter 27 section 3 (Western Europe and North America)- Power Point presentation on the Cold War.- Chapter 27 Take Home Quiz

- NCSCS goal 5.03, 5.04

Day 77: - Central Question – Discuss and present PowerPoint presentations on the major events of the Cold War.

- Pre-Activity – None needed as the Power Point presentations will require the whole class period.

- Post-activity – none needed as the presentations will require the whole class period.- Cold War Projects – Students will research a cold war topic from chapter 27 and put together a

10-15 slide power point presentation to be shown to the class. The presentation will also include a 5 minute oral presentation. No formal paper. Use the media center or the wireless laptop computers to do research and create power point presentations.

- NCSCS goal 5.04

Day 78: - Central Question – Analyze the major events or problems within the Soviet Union that led to its downfall. What effect did the disunion of the Soviet Union have on Eastern Europe?- Pre-Activity – Look at “Turning Point – The Collapse of the Soviet Union” on pg. 933 of your

textbook. Discuss with a partner and answer the Critical Thinking Questions.- Post-activity – Look at “Infographics – The Fall of the Berlin Wall” page 938. Discuss with

your classmates…How did the fall of the Berlin Wall symbolize the end of the Cold War?

- Chapter 28 sections 1+2 (Decline of the Soviet Union, Eastern Europe)- NCSCS goal 5.04, 6.06, 8.03

Day 79: - Central Question – Why was the European Union created and what effect has it had on the economy of the United States?

- Pre-Activity – Content Vocabulary for Chapter 28- Post-activity – Create a bumper sticker that illustrates the concept of the European Union and

NAFTA.- Chapter 28 sections 3+4 (Europe and North America, Western Society and Culture)- Take Home Chapter 28 Quiz

- NCSCS goal 6.04, 6.05, 6.06, 7.01 8.05

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Day 80: - Final Examination

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