HS World History and World History Honors 2017_2018_FINAL

Volusia District Social Studies Office 2017-2018

Resources World War II: Causes, effects, Authoritarian governments, Holocaust, war strategy

Textbook McGraw Hill Education: World History and Geography – Florida Edition
Safari Montage Ch. 30 World War II and the Holocaust
Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari
Montage products align with World History Standards.

Websites “National WW II Museum”: http://www.ddaymuseum.org/
“Eye Witness To History”: http://www.eyewitnesstohistory.com/
“Victorian Web”: http://www.victorianweb.org/
http://thecrashcourse.com/curriculum.html
“Crash Course in World History”: YouTube.com – “World War II”
“World History for Us All” Landscape Unit 9.3 and 9.5
“Khan Academy”: https://www.khanacademy.org/
Lesson Website: www.teacheroz.com/toc
World War Two: http://www.nationalww2museum.org/learn/education/for-students/ww2-history/

DBQ • DBQ Project – Mini DBQ: “How Did the Versailles Treaty Help Cause World War II?”
Binder/History Alive
• Search for Holocaust lesson trunks
Teacher Hints • Video from ABC: ’45-‘85
• Create foldable comparing fascism, communism, and democracy.
Assessment Formative: Chapter Section Assessment
Suggestions
Summative: Chapter Assessment

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Volusia District Social Studies Office 2017-2018

CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource

SS.912.W.7.4: N/A
SS.912.W.7.5: N/A
SS.912.W.7.6: N/A
SS.912.W.7.7: N/A
SS.912.W.7.8: N/A
SS.912.W.7.9: N/A
SS.912.W.7.10: N/A
SS.912.W.7.11: N/A

Florida Standards Activities
Alignment
• Literature Review and Analysis: “Night” by Elie Wiesel
Reading: 9, 10 • Literature Review and Analysis: “Man’s Search for Meaning” by Viktor Frankl
(LAFS.910.RH.3.9) • Literature Review and Analysis: “The Hangman” by Maurice Ogden Poem:
(LAFS.910.RH.4.10)
http://edhelper.com/poetry/The_Hangman_by_AMaurice_Ogden.htm
• Primary Sources: (Ch. 30 – pgs. 750-751) What Were the Causes of World War II?
• Writing Activity: (Ch. 30 – pg. 749) An Advisor to Harry Truman

Writing: 1,6
(LAFS.910.WH.1.1)
(LAFS.910.WH.2.6)

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Volusia District Social Studies Office 2017-2018

Standard 8 and Standard 9 overlap due to the complex trends of the 20th century. As a result, three units are recommended

that overlap.

Standard 8: Recognize significant events and people from the post World Recommended taught in three units:
War II and Cold War eras. Unit 1: Cold War: 1 week
(Organizing Principle 8) Unit 2: Major Economic and Technological Trends: 1 week
Unit 3: Decolonization: 2 weeks
Standard 9: Identify major economic, political, social, and technological
trends beginning in the 20th century.
(Organizing Principle 9)

Unit 1: Cold War: BENCHMARKS
(Curriculum Standards)
BENCHMARK CODE
(Measurement Topic) • Identify the United States and Soviet aligned states of Europe, and contrast their political and

SS.912.W.8.1 economic characteristics.

SS.912.W.8.2 Examples:
NATO, Warsaw Pact, Nonaligned Movement

• Describe characteristics of the early Cold War.

SS.912.W.8.3 Examples:
Truman Doctrine, Marshall Plan, Iron Curtain, Berlin Airlift.

• Summarize key developments in post-war China.

SS.912.W.8.4 Examples:
Continued on next page. . . Chinese Civil War, Mao Zedong, Great Leap Forward, Cultural Revolution, Chiang Kai Shek, Taiwan

• Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America,

and the Middle East

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Volusia District Social Studies Office 2017-2018

Examples:

Vietnam, Cuban Missile Crisis, Nicaragua, Uganda, Rwanda, "military-industrial complex,"

mutually-assured destruction, Cuban Revolution, North & South Korea

SS.912.W.8.5 • Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern

Europe.

Examples:
the arms race, Soviet invasion of Afghanistan, growing internal resistance to communism,
perestroika and glasnost, United States influence, space race

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Volusia District Social Studies Office 2017-2018

Resources Post WW II & Cold War, part 1: Communism, arms race

Textbook McGraw Hill Education: World History and Geography – Florida Edition
Safari Montage Ch. 31 The Cold War
Ch. 32 Independence and Nationalism in the Developing World
Ch. 33 Life During the Cold War
Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari
Montage products align with World History Standards.

Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/
“Victorian Web”: http://www.victorianweb.org/
DBQ http://thecrashcourse.com/curriculum.html
Binder/History Alive “Crash Course in World History”: YouTube.com – “Cold War”
“Khan Academy”: https://www.khanacademy.org/
Teacher Hints Lesson Website: www.teacheroz.com/toc
Assessment • DBQ Project: Mini-Q: “The Soviet Union: What Should Textbooks Emphasize?”
Suggestions
CPALMS Resources • Create foldable with the causes/effects of the arms race.

Formative: Chapter Section Assessment
Summative: Chapter Assessment
URL: http://www.cpalms.org/Public/search/Resource

Instructions:

1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information

SS.912.W.8.1: Unit/Lesson Sequence 10th Grade World History
SS.912.W.8.2: Unit/Lesson Sequence

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SS.912.W.8.3: N/A

SS.912.W.8.4: N/A

SS.912.W.8.5: N/A

Florida Standards Activities

Alignment

Reading: 3, 7 •

(LAFS.910.RH.1.3) • Literature Review and Analysis: “Butter Battle Book” by Dr. Seuss (about the Berlin Wall and the Arms

(LAFS.910.RH.3.7) Race)

• Literature Review and Analysis: Excerpts from “A Mountain of Crumbs” by Elena Gorokhova

Writing: 2, 5 • Using Primary Sources: (Succeeding In World History Companion Book: pg. 678-679) George F. Kennan &
(LAFS.910.WH.1.2) Containment
(LAFS.910.WH.2.5)

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Volusia District Social Studies Office 2017-2018

Unit 2: Major Economic and BENCHMARKS
Technological Trends: (Curriculum Standards)

BENCHMARK CODE • Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on
(Measurement Topic) contemporary life.

SS.912.W.9.1

SS.912.W.9.2 Examples:
Marie Curie, Albert Einstein, Enrico Fermi, Sigmund Freud, Wright Brothers, Jonas Salk, mass
vaccination, nuclear energy, , microchip, space exploration, Internet, discovery of DNA, Human
Genome Project, miniaturization

• Describe the causes and effects of post-World War II economic and demographic changes.

SS.912.W.9.5 Examples:
medical and technological advances, free market economics, increased consumption of natural
resources and goods, rise in standard of living

• Assess the social and economic impact of pandemics on a global scale.

SS.912.W.9.6 Examples:
SARS, Avian Flu, Spanish Flu, HIV/AIDS, Ebola, Zika Virus, Eradication of Smallpox, malaria
• Analyze the rise of regional trade blocs such as the European Union and NAFTA.

Examples:
BRIC, World Trade Organization, World Bank

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Volusia District Social Studies Office 2017-2018

Unit 3: Decolonization: BENCHMARKS
BENCHMARK CODE
(Measurement Topic) (Curriculum Standards)
SS.912.W.8.6
SS.912.W.8.7 • Explain the 20th century background for the establishment of the modern state of Israel in 1948
SS.912.W.8.8 and the ongoing military and political conflicts between Israel and the Arab-Muslim world.

SS.912.W.8.9 • Compare post-war independence movements in African, Asian, and Caribbean countries.
SS.912.W.8.10
• Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule
SS.912.W.9.3 on their societies.
Examples:
SS.912.W.9.4 Mahatma Gandhi, Fidel Castro, Gamal Abdel Nasser, Francois 'Papa Doc' Duvalier, Jawaharlal
Nehru.
SS.912.W.9.7
• Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean,
and Latin America.

• Explain the impact of religious fundamentalism in the last half of the 20th century, and identify
related events and forces in the Middle East over the last several decades.
Examples:
Iranian Revolution, Mujahedeen in Afghanistan, Persian Gulf War, Arab Spring

• Explain cultural, historical, and economic factors and governmental policies that created the
opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and
describe various governmental and non-governmental responses to them.
Examples:
prejudice, racism, stereotyping, economic competition.

• Describe the causes and effects of twentieth century nationalist conflicts.
Examples:
Cyprus, Kashmir, Tibet, Northern Ireland

• Describe the impact of and global response to international terrorism.
Examples:
Al Qaida, ISIS/ISIL, war on Terror, 9/11, Hamas, Somalia, Boko Haram

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Volusia District Social Studies Office 2017-2018

Resources Trends of the 20th century, part 1

Textbook McGraw Hill Education: World History and Geography – Florida Edition
Ch. 34 A New Era Begins
Safari Montage Ch. 35 Contemporary Global Issues
Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari
Montage products align with World History Standards.

Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/
“Victorian Web”: http://www.victorianweb.org/
DBQ http://thecrashcourse.com/curriculum.html
Binder/History Alive “Crash Course in World History”: YouTube.com – “Conflict in Israel and Palestine”; “Islam and Politics”
“Khan Academy”: https://www.khanacademy.org/
Teacher Hints Lesson Website: www.teacheroz.com/toc

• DBQ Project: “Gandhi, King and Mandela: What Made Non-Violence Work?”
• DBQ Project – Mini DBQ: “The Soviet Union: What Should Textbooks Emphasize?”
• DBQ Project – Mini DBQ: “What Made Gandhi’s Nonviolent Movement Work?”

• Use newspapers from around the world to demonstrate how similar events are reported from different
perspectives.

Assessment Formative: Chapter Section Assessment
Suggestions Summative: Chapter Assessment

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Volusia District Social Studies Office 2017-2018

CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource

Instructions:

1. Click the live link above (paste into address bar if live link is not available)

2. Input standard within search field

3. Click Search

4. Click resource attached to standard for further information

SS.912.W.8.6: N/A
SS.912.W.8.7: Lesson Plan; Unit/Lesson Sequence
SS.912.W.8.8: Lesson Plan
SS.912.W.8.9: Lesson Plan
SS.912.W.8.10: N/A
SS.912.W.9.1: N/A
SS.912.W.9.2: Unit/Lesson Sequence
SS.912.W.9.3: N/A
SS.912.W.9.4: Unit/Lesson Sequence
SS.912.W.9.7: N/A

Florida Standards Activities
Alignment
• Primary Sources: (Ch. 32 – pgs. 804-805) What Challenges Did Apartheid Create for South Africans?
Reading: 6, 7 • Analyze/Interpret primary source documents: Nelson Mandela, “Statement at the Rivonia Trial” (1964);
(LAFS.910.RH.2.6)
(LAFS.910.RH.3.7) Andrei Sakharov, “Peace, Progress, and Human Rights” speech (1975); Lech Walesa – Nobel Peace Prize
Lecture (1983); Salman Rusdhie, “In Good Faith” essay (1989)
• Analyze/interpret: “Half Spoon of Rice: A Survival Story of the Cambodian Genocide” by Icy Smith
• Compare accounts of Israeli-Palestinian conflicts: http://vispo.com/PRIME/leohn1.pdf
• Read refugee accounts from Darfur: http://www.oxfam.org.uk/education/resources/darfur/

Writing: 5, 9 • Writing Activity: (Ch. 32 – pg. 803) United States & Latin America
(LAFS.910.WH.2.5)
(LAFS.910.WH.3.9)

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Volusia District Social Studies Office 2017-2018
Resources
Trends of the 20th century, part 2

Textbook McGraw Hill Education: World History and Geography – Florida Edition
Safari Montage Ch. 34 A New Era Begins
Ch. 35 Contemporary Global Issues
Review Safari Montage titles by clicking on Standards and following the prompts to determine which Safari
Montage products align with World History Standards.

Websites “Eye Witness To History”: http://www.eyewitnesstohistory.com/
“Victorian Web”: http://www.victorianweb.org/
DBQ http://thecrashcourse.com/curriculum.html
Binder/History Alive “Crash Course in World History”: YouTube.com – “The Colonization and Nationalism Triumphant”
“Khan Academy”: https://www.khanacademy.org/
Teacher Hints Lesson Website: www.teacheroz.com/toc
Assessment • DBQ Project – Mini DBQ: “China’s One Child Policy: Was It a Good Idea?”
• DBQ Project – Mini DBQ: “Should the United States Drill for Oil in Alaska’s Wilderness?”
• DBQ – Human Rights:

http://www.lakelandschools.org/webpages/modonnell/news.cfm?subpage=16106
• Use “Taking Sides: World Politics” to engage students in debate.
• Globalization Unit: http://www.globalization101.org/uploads/File/NewportHighUnit.pdf
• Globalization lesson: Students will list 10-15 products in their home and where they were made.

Formative: Chapter Section Assessment

Summative: Chapter Assessment

CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource

Instructions:

1. Click the live link above (paste into address bar if live link is not available)
1. Input standard within search field
2. Click Search

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3. Click resource attached to standard for further information

Florida Standards Activities
Alignment
• Analyze/Interpret primary source documents: George W. Bush – Speech to US Congress on the 9/11
Reading: 2, 10 attacks (2001); Barack Obama – “Remarks by the President in the State of the Union Address”
(LAFS.910.RH.1.2) (02/12/2013); Thomas Friedman and Robert Kaplan – “Is Globalization likely to Create a Better World”;
(LAFS.910.RH.4.10) Vandana Shiva, “Stolen Harvest” (2000)

Writing: 4, 6, 10 • Chart the food production and consumption in select countries between 1970-present.
(LAFS.910.WH.2.4) • Analyze/interpret excerpt from Khaled Hosseini’s, “Kite Runner”
(LAFS.910.WH.2.6) • Writing About History: (Ch. 886 - pg. 886) Cultural Imperialism
(LAFS.910.WH.4.10)

• Safari Montage Resources are continually being updated. When utilizing Safari Montage, login then click on the STANDARDS tab and
follow the prompts to locate titles suitable for standards or Search for particular topics of study.

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