Course title

Pre-requisite

Course description

This course will emphasize the study of the geography and history of the world and how they are interrelated. Students will analyze political; economic; geographical; historical; and cultural aspects to draw conclusions about how world regional issues influence the present. Students will also receive instruction; write; and present in Spanish using academic vocabulary; grammar; and punctuation appropriate events in world history.
1.Early Civilization
2.World in Transition
3.Renaissance and Reformation
4.Encounter and Exchange
5.Age of Revolution
6.Age of Imperialism
7.World at War
8.Contemporary World
WH-01 Early Civilizations
Content
Big Ideas
•Modern society has foundations in the ancient world
Essential Questions
•What are the major (5)world faiths and their influence on society?
•What were the origins of Democracy and how does democracy shape western civilization?
•How does Roman government and law impact western civilization?
Learning Target Criteria for Success
S2C2PO1-
I can identify the characteristics of civilizations.
S2C2PO1-
Create a map of your civilization based on the characteristics
Analyze the ancient city-state of Ancient Athens.
S2C2PO2-
I can identify the five major faiths of the world and describe their influence on society.
S2C2PO2-
Compare and contrast the 5 main world religions
S2C2PO3A-
I can explain the basic origins of democracy.
I can analyze the ancient city-state of Ancient Athens. I can identify the major aspects of Spartan government; society; and geography.
S2C2PO3A-
1) Discuss in small groups Athenian Democracy
2) compose a paragraph detailing Athenian Democracy
S2C2PO3A-B-
I can analyze the ancient civilization of Rome.
I can compare ancient Rome and the United States.
S2C2PO3A-B-
site the similarities between Roman and American government

Arizona Social Studies Standards
•World History
oEarly Civilizations
PO 1: Describe the development of early prehistoric people; their agriculture; and settlements.
PO 2: Analyze the development and historical significance of Hinduism; Judaism; Buddhism; Christianity; and Islam
PO 3: Analyze the enduring Greek and Roman contributions and their impact on later civilization:
a: development of concepts of government and citizenship (e.g.; democracy; republics; codification of law; and development of empire)
b: scientific and cultural advancements (e.g.; network of roads; aqueducts; art and architecture; literature and theater; mathematics; and philosophy)

WH-02: Middle Ages; Renaissance; Reformation; & Age of Exploration
Standards Alignment:
S2C3PO4A-D: Describe the interaction of European and Asian civilizations from the 12th-16th centuries
A. Crusades
B. Commerce and the Silk Road
C. Impact on culture
D. The Plague
S2C4PO1A-E: Analyze the results of Renaissance thoughts and theories
A. Rediscovery of Greek and Roman ideas
B. Humanism and its emphasis on individual potential and achievements
C. Scientific approach to the natural world
D. Middle Eastern contributions (e.g.; mathematics; science)
E. Innovations in the arts and sciences
S2C4PO2: Explain how the ideas of the Protestant/Catholic Reformations affected society (e.g.; secular authority; individualism; migration; literacy and vernacular; the arts)
S2C5PO1A-H: Describe the religious; economic; social and political interactions among civilizations that resulted from early exploration
A. Reasons for European exploration
B. Impact of expansion and colonization on Europe
C. Impact of expansion and colonization on Africa; the Americas; and Asia
D. Role of disease in conquest
E. Role of trade
F. Navigational technology
G. Impact and ramifications of slavery and international slave trade
H. Contrasting motivations and methods of colonization

PO 1. Analyze the results of Renaissance thoughts and theories:
a. rediscovery of Greek
and Roman ideas
b. humanism and its
emphasis on individual
potential and
achievements
c. scientific approach to
the natural world
d. Middle Eastern
contributions (e.g.;
mathematics; science)
e. innovations in the arts
and sciences.
PO 2. Explain how the
ideas of the Protestant
Reformation and the
Catholic Reformation (e.g.;
secular authority;
individualism;
migration; literacy and
vernacular; the arts)
affected society.

WH-03: Revolutions
Standards Alignment:
S2C6PO1A-C: Contrast the development of representative; limited government in
England with the development and continuation of absolute
monarchies in other European nations
A. Absolute monarchies (e.g.; Louis XIV; Peter the Great; Philip II)
B. The Magna Carta; English Bill of Rights; parliamentary government)
C. The ideas of John Locke
S2C6PO2: Explain how new ideas (i.e.; Heliocentrism; Scientific Method; Newton’s
Laws) changed the way people understood the world
S2C6PO3A-D: Explain how Enlightenment ideas influenced political thought and social change
A. Deism
B. Role of women
C. Political thought
D. Social change
S2C6PO4A-D: Analyze developments of the French Revolution and the rule of
Napoleon
A. Reign of Terror
B. Rise of Napoleon
C. Spread of nationalism in Europe
D. Defeat of Napoleon and Congress of Vienna
S2C6PO5: Analyze the spread of nationalism in Europe as a result of the French Revolution and rule of Napoleon.
PO 1. Contrast the development of representative; limited government in England with the development and continuation of absolute monarchies in other European nations:
a.absolute monarchies (e.g.; Louis XIV; Peter the Great; Philip II)
b.the Magna Carta; the English Bill of Rights; and parliamentary government
c.the ideas of John Locke
PO 2. Explain how new ideas (i.e.; Heliocentrism; Scientific Method; Newton’s Laws) changed the way people understood the world.
PO 3. Explain how Enlightenment ideas influenced political thought and social change:
a.Deism
b.role of women
c.political thought
d.social change
PO 4. Analyze the developments of the French Revolution and rule of Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in
Europe
d. defeat of Napoleon and
Congress of Vienna
PO 5. Explain the revolutionary and independence movements in Latin America (e.g.; Mexico; Haiti; South America).
PO 6. Analyze the social; political; and economic development and impact of the Industrial Revolution:
a.origins in England’s textile and mining industries
b.urban growth and the social impact of industrialization
c.unequal spread of industrialization to other countries
d.political and economic theories (nationalism; anarchism; capitalism; socialism)

WH-04: Industrialism & Imperialism
Standards Alignment:
S2C6PO7A-D: Analyze the social; political; and economic development and impact of the Industrial Revolution
A. Origins in England’s textile and mining industries
B. Urban growth and the social impact of industrialization
C. Unequal spread of industrialization to other countries
D. Political and economic theories (e.g.; nationalism; anarchism; capitalism;
socialism)
S2C7PO1: Explain the rationale for imperialism (e.g.; raw materials; domination of markets; advent of national competition; spread of European culture/religion)
S2C7PO2: Trace the development of the British Empire around the world (e.g.; America; Southeast Asia; South Pacific; India; Africa; the Suez)
S2C7PO3: Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries (e.g.; British; French; Dutch; Spanish; American; Belgian)
S2C7PO4: Analyze the effects of European and American colonialism on their colonies (e.g.; artificially drawn boundaries; one-crop economies; creation of economic dependence; population relocation; cultural suppression)
S2C7PO5: Analyze the responses to imperialism by people under colonial rule at the end of the 19th century (e.g.; Boxer Rebellion; Sepoy Rebellion; Opium Wars; Zulu Wars)
S2C7PO6: Explain Japanese responses to European and American imperialism from a closed door policy to adoption of Euro-American ideas
PO 1. Explain the rationale (e.g.; need for raw materials; domination of markets; advent of national competition; spread of European culture/religion) for imperialism.
PO 2. Trace the development of the British Empire around the world (e.g.; America; Southeast Asia; South Pacific; India; Africa; the Suez).
PO 3. Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries (e.g.; British; French; Dutch; Spanish; American; Belgian).
PO 4. Analyze the effects of European and American colonialism on their colonies (e.g.; artificially drawn boundaries; one-crop economies; creation of economic dependence; population relocation; cultural suppression).
PO 5. Analyze the responses to imperialism (e.g.; Boxer Rebellion; Sepoy Rebellion; Opium Wars; Zulu Wars) by people under colonial rule at the end of the 19th century.
PO 6. Explain Japanese responses to EuropeaN/American imperialism from a closed door policy to adoption of Euro-American ideas.

WH-05: The Great War
Standards Alignment:
S2C8PO1A-C: Examine the causes of WWI
A. Rise of Nationalism in Europe
B. Unification of Germany and Otto von Bismarck’s leadership
C. Rise of ethnic and ideological conflicts – the Balkans; Austria-Hungary; and the decline of the Ottoman Empire
S2C8PO2A-C: Analyze the impact of the changing nature of warfare in WWI
A. Trench warfare
B. Mechanization of war – machine gun; gasoline; submarine; tanks; chemical
C. American involvement
S2C8PO3A-D: Explain the end of WWI and its aftermath
A. Russian Revolution
B. Treaty of Versailles
C. End of empires (Austro-Hungarian; Ottoman; Russian)
D. Continuation of colonial systems (e.g.; French Indochina; India; Philippines)
S2C8PO4A-E: Examine the period between WWI and WWII
A. Rise of fascism and dictatorships
B. Postwar economic problems
C. New alliances
D. Growth of the Japanese empire
E. Challenges to the new order
PO 1. Examine the causes of World War I:
a.rise of nationalism in Europe
b.unification of Germany and Otto Von Bismarck’s leadership
c.rise of ethnic and ideological conflicts - the Balkans; Austria-Hungary; the decline of the Ottoman Empire
PO 2. Analyze the impact of the changing nature of warfare in World War I:
a.trench warfare
b.mechanization of war – machine gun; gasoline; submarine; tanks; chemical
c.American involvement
PO 3. Explain the end of World War I and its aftermath:
a.Russian Revolution
b.Treaty of Versailles
c.end of empires (e.g.; Austro-Hungarian; Ottoman; Russian)
d.continuation of colonial systems (e.g.; French
Indochina; India;
Philippines)
PO 4. Examine the period between World War I and World War II:
a.rise of fascism and dictatorships
b.postwar economic problems
c.new alliances
d.growth of the Japanese empire
e.challenges to the world order
PO 5. Analyze aspects of World War II:
a.political ideologies (e.g.; Totalitarianism; Democracy)
b.military strategies (e.g.; air warfare; atomic bomb; Russian front; concentration camps)
c.treatment of civilian populations
d.Holocaust
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g.; Armenia; Holocaust; Cambodia; Bosnia; Rwanda; Kosovo and Sudan).
PO 7. Analyze the political; economic and cultural impact of the Cold War:
a.superpowers – Soviet Union; United States; China
b.division of Europe
c.developing world
d.Korean and Vietnam Wars
PO 8. Compare independence movements of emerging nations (e.g.; Africa; Asia; Middle East; Latin America).

WH-06: World War II
PO 1. Examine the causes of World War I:
d.rise of nationalism in Europe
e.unification of Germany and Otto Von Bismarck’s leadership
f.rise of ethnic and ideological conflicts - the Balkans; Austria-Hungary; the decline of the Ottoman Empire
PO 2. Analyze the impact of the changing nature of warfare in World War I:
d.trench warfare
e.mechanization of war – machine gun; gasoline; submarine; tanks; chemical
f.American involvement
PO 3. Explain the end of World War I and its aftermath:
e.Russian Revolution
f.Treaty of Versailles
g.end of empires (e.g.; Austro-Hungarian; Ottoman; Russian)
h.continuation of colonial systems (e.g.; French
Indochina; India;
Philippines)
PO 4. Examine the period between World War I and World War II:
f.rise of fascism and dictatorships
g.postwar economic problems
h.new alliances
i.growth of the Japanese empire
j.challenges to the world order
PO 5. Analyze aspects of World War II:
e.political ideologies (e.g.; Totalitarianism; Democracy)
f.military strategies (e.g.; air warfare; atomic bomb; Russian front; concentration camps)
g.treatment of civilian populations
h.Holocaust
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g.; Armenia; Holocaust; Cambodia; Bosnia; Rwanda; Kosovo and Sudan).
PO 7. Analyze the political; economic and cultural impact of the Cold War:
e.superpowers – Soviet Union; United States; China
f.division of Europe
g.developing world
h.Korean and Vietnam Wars
PO 8. Compare independence movements of emerging nations (e.g.; Africa; Asia; Middle East; Latin America).
WH-07: Cold War
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g.; Armenia; Holocaust; Cambodia; Bosnia; Rwanda; Kosovo and Sudan).
PO 7. Analyze the political; economic and cultural impact of the Cold War:
i.superpowers – Soviet Union; United States; China
j.division of Europe
k.developing world
l.Korean and Vietnam Wars
PO 8. Compare independence movements of emerging nations (e.g.; Africa; Asia; Middle East; Latin America).
WH-08: Modern World
PO 1. Explain the fall of the Soviet Union and its impact on the world.
PO 2. Explain the roots of terrorism:
a.background and motives
b.religious conflict (e.g.; Northern Ireland; Chechnya; Southwestern Philippines; southern Thailand; Kashmir)
c.background of modern Middle East conflicts (e.g.; Israeli – Palestinian conflict; Persian Gulf conflicts; Afghanistan)
d.economic and political inequities and cultural insensitivities
PO 3. Describe the development of political and economic interdependence during the second half of the twentieth century:
a.economics; global wage inequalities
b.technology
c.multinational corporations
d.growth of international governmental organizations (e.g.; World Trade Organization)
e.growth of non-governmental organizations (e.g.; Red Cross; Red Crescent)
PO 4. Examine environmental issues from a global perspective (e.g.; pollution; population pressures; global warming; scarcity of resources).
Spanish III
SPAN III H-01: Review Span II
SPAN III H-02: Gossip
Learning Targets
Learning Target (with Standard) Criteria for Success
IC-IM I can participate in in conversations on familiar using sentences and series of sentences
I can handle sort social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
• I can start; maintain; and end a conversation on a variety of familiar topics.
• I can exchange information about subjects of special interest to me.
• I can be the first to start a conversation.
• I can ask for information; details; and explanations during a conversation.
• I can explain how the perfect tense is used to talk about the past.
• I can talk about the things I have done today.
• I can talk about the human body.
IL-IM
I can make presentations on a wide variety of familiar topics using connected sentences.
•I can understand messages related to my everyday life.
•I can understand basic information in ads; announcements and other simple recordings.
•I can understand a conversation on exercise.
•I can understand a description of people.
IR-IM I can understand the main idea of texts related to everyday life and personal interests or studies.
• I can understand simple personal questions.
• I can read simple written exchanges between other people.
• I can summarize the main idea of biographical interview with a celebrity.
• I can understand questions on my personal fitness.
PS-IM I can make predictions on a wide variety of familiar topics using connected sentences.
• I can make a presentation about common interests and issues and state my viewpoint.
• I can make a presentation about my personal and social experiences. • can make a presentation on something I have done.
• I can present information on maintaining a healthy lifestyle and how to do so.
PW-IH I can write on topics related to school; work; and community in a generally organized way. I can write some simple paragraphs about events and experiences in various time frames.
• I can compose communications for public distribution.
• I can write messages and announcements.
• I can write an autobiographical information regarding my childhood.
• I can write about common events and daily routines.
Arizona World and Native Languages Standards
•Intermediate High Proficiency Level
oCommunication
ÔÇßIR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics. The student can:
ÔÇßPW: Presentational Writing: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of readers or viewers. The student can:
•Intermediate Mid Proficiency Level
oCommunication
ÔÇßIC: Interpersonal Communication: Interact and negotiate meaning in spoken; written; or signed conversations to share information; reactions; feelings; and opinions. The student can:
ÔÇßIL: Interpretive Listening: Understand; interpret; and analyze what is heard (communicated in ASL) on a variety of topics. The student can:
ÔÇßIR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics. The student can:
PS: Presentational Speaking: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners or viewers.
SPAN III H-03 Critique of Fashion

Learning Targets
Learning Target (with Standard) Criteria for Success
IC-IM I can participate in in conversations on familiar using sentences and series of sentences
I can handle sort social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
• I can start; maintain; and end a conversation on a variety of familiar topics.
• I can exchange information about subjects of special interest to me.
• I can talk about what others are wearing.
• I can talk about what people will do in the future.
IL-IM
I can make presentations on a wide variety of familiar topics using connected sentences.
• Ican understand messages related to my everyday life.
• I can understand basic information in ads; announcements and other simple recordings.
• I can understand what someone tells me to wear.
• I can understand a simple message about someone’s upcoming plans

IR-IM I can understand the main idea of texts related to everyday life and personal interests or studies.
• I can understand simple personal questions.
• I can read simple written exchanges between other people.
• I can understand biographical information in an article.
•I can summarize someone’s written plan for the future.
PS-IM I can make predictions on a wide variety of familiar topics using connected sentences.
•I can make a presentation about common interests and issues and state my viewpoint.
•I can make a presentation about my personal and social experiences. • can make a presentation about my plans for the future.

PW-IH I can write on topics related to school; work; and community in a generally organized way. I can write some simple paragraphs about events and experiences in various time frames.
•I can compose communications for public distribution.
•I can write messages and announcements.
•I can compose a letter about my future plans.

Arizona World and Native Languages Standards
•Intermediate High Proficiency Level
oCommunication
IR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics. The student can:
PW: Presentational Writing: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of readers or viewers.
The student can:
•Intermediate Mid Proficiency Level
o Communication
IC: Interpersonal Communication: Interact and negotiate meaning in spoken; written; or signed conversations to share information; reactions; feelings; and opinions. The student can:
IL: Interpretive Listening: Understand; interpret; and analyze what is heard (communicated in ASL) on a variety of topics. The student can:
IR: Interpretive Reading: Understand; interpret; and analyze what is read or viewed on a variety of topics. The student can:
IR.1: Understand the main idea of texts related to everyday life; personal interests; and studies.
PS: Presentational Speaking: Present information; concepts; and ideas to inform; explain; persuade; and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners or viewers.
SPAN III H-04 Chores/Family Interactions
Learning Targets
Learning Target (with Standard) Criteria for Success
IC-IM I can participate in in conversations on familiar using sentences and series of sentences
I can handle sort social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
• I can start; maintain; and end a conversation on a variety of familiar topics.
•I can exchange information about subjects of special interest to me.
•I can talk about the chores around the house.
•I can request services; such as repair for a car.
IL-IM
I can make presentations on a wide variety of familiar topics using connected sentences.
•I can understand messages related to my everyday life.
•I can understand basic information in ads; announcements and other simple recordings.
• Iccan understand the services provided in an advertisement.
•I can understand what chores I am being asked to do.
IR-IM I can understand the main idea of texts related to everyday life and personal interests or studies.
•I can understand simple personal questions.
•I can read simple written exchanges between other people.
•I can understand the services provided in an advertisement.
PS-IM I can make predictions on a wide variety of familiar topics using connected sentences.
•I can make a presentation about common interests and issues and state my viewpoint.
•I can make a presentation about my personal and social experiences. • I can summarize the relationship between two people using reciprocal verbs.
•I can express my thoughts and feelings about a current event I have learned or researched.
PW-IH I can write on topics related to school; work; and community in a generally organized way. I can write some simple paragraphs about events and experiences in various time frames.
•I can compose communications for public distribution.
•I can write messages and announcements.
•I can write a review of a book or a movie.

SPAN III H-05: Social Responsibilities

Learning Targets
Learning Target (with Standard) Criteria for Success
IC-IM I can participate in in conversations on familiar using sentences and series of sentences
I can handle sort social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
•I can start; maintain; and end a conversation on a variety of familiar topics.
•I can exchange information about subjects of special interest to me.
•I can talk about a political candidate.
•I can give reasons for my preferences.
•I can interview someone for a project or publication.
IL-IM
I can make presentations on a wide variety of familiar topics using connected sentences.
•I can understand messages related to my everyday life.
•I can understand basic information in ads; announcements and other simple recordings.
•I can understand basic questions or statements during a video conference.
•I can understand a short YouTube clip.
IR-IM I can understand the main idea of texts related to everyday life and personal interests or studies.
•I can understand simple personal questions.
•I can read simple written exchanges between other people.
•I can read and understand a short summary of a historical figure’s accomplishments.
•I can understand basic information in a political ad.
•I can understand basic information in a public service announcement.
PS-IM I can make predictions on a wide variety of familiar topics using connected sentences.
•I can make a presentation about common interests and issues and state my viewpoint.
•I can make a presentation about my personal and social experiences. • I can make a presentation on something new I learned.
•I can share and explain my preference for a political candidate.
PW-IH I can write on topics related to school; work; and community in a generally organized way. I can write some simple paragraphs about events and experiences in various time frames.
•I can compose communications for public distribution.
•I can write messages and announcements.
• I can create a public service announcement for social responsibility.
•I can write about hypothetical situations.
•I can write about what I would do in a political position.

SPAN III H-06: Environment
Learning Targets
Learning Target (with Standard) Criteria for Success
IC-IM I can participate in in conversations on familiar using sentences and series of sentences
I can handle sort social interactions in everyday situations by asking and answering a variety of questions.
I can usually say what I want to say about myself and my everyday life.
•I can start; maintain; and end a conversation on a variety of familiar topics.
•I can exchange information about subjects of special interest to me. • I can provide information about should be done.
•I ask for and follow directions to preserve the planet.
IL-IM
I can make presentations on a wide variety of familiar topics using connected sentences.
•I can understand messages related to my everyday life.
•I can understand basic information in ads; announcements and other simple recordings.
•I can understand details from a public service announcement.
•I can understand what someone wants me to do.
IR-IM I can understand the main idea of texts related to everyday life and personal interests or studies.
•I can understand simple personal questions.
•I can read simple written exchanges between other people.
•I can follow instructions on recycling.
•I can understand a description of a vacation.
PS-IM I can make predictions on a wide variety of familiar topics using connected sentences.
•I can make a presentation about common interests and issues and state my viewpoint.
•I can make a presentation about my personal and social experiences. • I can present on ideas about a current environmental issue.
•I can explain my point of view on recycling and conserving energy resources.
PW-IH I can write on topics related to school; work; and community in a generally organized way. I can write some simple paragraphs

School country

School state

School city

School / district Address

School zip code

Requested competency code

Date submitted

Approved

Approved competency code

• SSCI
• 1 year of other Social Science

Approved date

Online / Virtual