World Civilizations 7

  • Unit 1- Humanism: Renaissance, Reformation and Exploration

    Student Learning Intentions

    • Describe how the breakdown of feudalism and the rise of humanism led to more opportunities for social mobility. 
    • Explain how humanism changed writing, art, architecture, and science in the Renaissance. 
    • Describe how humanism led to individuals challenging the Catholic Church in the Protestant Reformation. 
    • Explain how transportation routes stimulated the growth of cities during the Renaissance.  
    • Explain how European exploration led to the exchange of goods, knowledge, technology and enslaved people. 
    • Explain how the resources of the New World were a source of conflict between Europeans and native populations. 

     

    Unit 2- Enlightenment & Revolutions

    Student Learning Intentions

    • Compare and contrast the role of government according to Enlightenment philosophers (ex. Hobbes & Locke) 
    • Analyze how the ideas of the Enlightenment led to changes in government.
    • Evaluate the effectiveness of the Glorious, American, French and Latin American revolutions in creating democratic governments.  

     

    Unit 3- Industrial Revolution

    Student Learning Intentions

    • Evaluate the causes and effects of technological advancements during the Industrial Revolution. 
    • Analyze the pros and cons of capitalism, socialism and communism. 
    • Describe the positive and negative effects of economic growth on society during the Industrial Revolution. 

     

    Unit 4- Imperialism, WWI, Middle East & Between the Wars

    Student Learning Intentions

    • Explain how militarism, alliances, imperialism, and nationalism (MAIN) caused WWI. 
    • Analyze the impact of new technology on warfare. 
    • Describe the factors that led to Russia’s withdrawal from WWI and the creation of communist U.S.S.R.  
    • Evaluate the reasons the United States joined WWI. 
    • Evaluate how the Treaty of Versailles helped cause WWII. 
    • Evaluate how the changes to borders after WWI cause conflict in Europe and the Middle East. 
    • Analyze the various political influences, which led to the rise of dictators throughout the world. 
    • Evaluate the reasons why some countries used imperialism and how this resulted in conflict.

     

    Unit 5- WWII & Genocide

    Student Learning Intentions

    • Compare and contrast the role of government in the forced movement of people during WWII. 
    • Analyze the global and local responses to fascist/ totalitarian governments.  
    • Describe the political and economic reasons that led to WWII. 
    • Describe what the Holocaust was and analyze why it happened.
    • Compare and contrast the Holocaust with other genocides throughout the world. 

     

    Unit 6- Cold War

    Student Learning Intentions

    • Explain how countries' economic systems impact the lives of their citizens. 
    • Analyze the different ways the United States and the Soviet Union competed for influence and power. (e.g. Warsaw Pact, NATO, Marshall Plan, Korean War, Vietnam War, Arms War, Space Race, Iron Curtain) 
    • Compare and contrast the political and economic ideologies of the United States and the Soviet Union. 
    • Evaluate the results of the Cold War on the modern world.

     

    Literacy Standards

    Literacy Standards are taught through the course within the context of the units

    Student Learning Intentions

    • Cite specific textual evidence to support analysis of primary and secondary sources. 
    • Determine the central idea. 
    • Summarize the text objectively.  
    • Read and interpret visual information within the text to include charts, graphs, photographs, videos, or maps. 
    • Write arguments focused on history-specific content. 
      • State a claim and cite evidence to support an argument.  
      • Elaborate on claim(s) and ideas using credible sources and relevant evidence.  
      • Use precise language and content-specific vocabulary to support an argument.  
      • Write using an appropriate style per task and audience. 
      • Develop an appropriate and formal conclusion. 
    • Write informative/explanatory texts, including the narration of historical events...  
      • Use pre-writing strategies and/or graphic organizers to organize thoughts and ideas.   
      • Write an introductory paragraph that includes a topic sentence that clearly outlines the essay. 
      • Develop the topic using facts, definitions, concrete details, quotations, or other information and examples.  
      • Use content-specific vocabulary to explain the topic.  
      • Write using an appropriate style per task and audience while keeping an objective tone. 
      • Develop an appropriate and formal conclusion. 
    • Draw evidence from informational texts to support analysis, reflection, and research.  
    • Complete a final written product using provided resources in a specific amount of time. (timed write)

For Teachers:

  • Working Copy of Curriculum

Resources:

  • District-Adopted Textbook

    World History: MyWorld Interactive, Savvas

Book cover: World History: MyWorld Interactive