HS World History OP 1

Organizing Principle 1: Utilize historical inquiry skills and analytical processes. Recommended: These standards should not be
taught as a separate unit, rather these skills
Topics Curriculum Standards/Success Criteria should be integrated throughout the year as
applicable.
Use timelines to establish cause and effect relationships of historical events [SS.912.W.1.1]  Organizing Principle 1 is to be integrated
throughout the entire school year
Historical Inquiry Skills and Analytical Processes Some examples of Success Criteria may include:
• Students will analyze a timeline and measure time spans between events in both B.C.E. Content Vocabulary
and C.E.
B. C./B.C.E. and A.D./C.E
Compare time measurement systems used by different cultures. [SS.912.W.1.2]
Chinese, Gregorian, and Islamic
Some examples of Success Criteria may include: calendars, decade, century, era, Roman
• Students will identify what years comprise a specific century in the Gregorian calendar.
• Students will identify, explain, and compare how different cultures use different time numerals
measurement systems. Examples may include, but are not limited to, Chinese,
Gregorian, and Islamic calendars, dynastic periods, decades, centuries, and eras. artifacts, images, auditory, written
sources, and validity of open sources
Interpret and evaluate primary and secondary sources. [SS.912.W.1.3] (Wikipedia, etc.)

Some examples of Success Criteria may include: Examples are archaeology, economics,
• Students will distinguish between primary and secondary sources. geography, forensic science, political
• Students will interpret primary and secondary sources by identifying the context in science, physical science, anthropology,
which the source was written or created, the main idea of the source, the author or linguistics and effect relationships can be
creator’s point of view, and possible issues of veracity.
• Students will compare primary and secondary sources to determine similarities and established.
differences with regard to viewpoints relating to a historical or current event. Examples
may include, but are not limited to, artifacts, images, and auditory and written sources.

Explain how historians use historical inquiry and other sciences to understand the past.
[SS.912.W.1.4]

Some examples of Success Criteria may include:
• Students will examine resources from a discipline other than history and determine
how they can be used as evidence in a historical argument. Examples may include, but

are not limited to, archaeology, economics, geography, forensic chemistry, political Point of view, bias vs. perspective
science, and physics.
Compare conflicting interpretations or schools of thought about world events and individual ethnic, cultural, personal, national, religious,
contributions to history (historiography). [SS.912.W.1.5] economic

Some examples of Success Criteria may include:
• Students will explain how differing interpretations of history based on both the
collection and the interpretation of new evidence contribute to our understanding of
the past.
• Student will examine an interpretation of a historical event or process and determine
the author’s intent with regards to political, cultural, or academic goals.

Evaluate the role of history in shaping identity and character. [SS.912.W.1.6]

Some examples of Success Criteria may include:
• Students will explain and provide examples of how history has shaped various cultures
and how that history impacts cultural interactions today.
• Students will explain how interpretations of history are used to define various societies.
Examples may include, but are not limited to, ethnic, cultural, personal, national, and
religious identity and character.

Resources Utilize historical inquiry skills and analytical processes.
Textbook McGraw Hill Education: World History and Geography – Florida Edition – throughout textbook

Safari Montage 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/
• Stanford History Education: https://sheg.stanford.edu/world
• Crash Course World History: https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
• Lesson Website: www.teacheroz.com/toc

DBQ Binder/History • www.timemaps.com
Alive
• DBQs focused on Topic 1 standards
Teacher Hints
• Consider how different interpretations of similar events are shaped by perspective and point of view.
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