Instructional Pacing Guide Modern World History A Course ... Guides HS/CCS… · INSTRUCTIONAL...

City of Angels School Independent Study – Los Angeles Unified School District

Instructional Pacing Guide – Modern World History A — Course # 370127

This course is the PACED VERSION of the first semester of Modern World History, a tenth grade course and a

requirement for graduation. It is aligned with Reading and Writing Standards for Literacy in History/Social Studies for

Grades 6–12, part of the Common Core State Standards (CCSS) available at http://www.cde.ca.gov/re/cc/. (See the next

page for a list of the Career and College Ready Anchor Standards.)

Content

Material covered in this course will include the following California Social Studies Content Standards: 10.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity

to the development of Western political thought.

10.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French

Revolution, and their enduring effects worldwide on the political expectations for self-government and individual liberty.

10.3: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or

countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

10.5: Students analyze the causes and course of the First World War.

10.6: Students analyze the effects of the First World War

10.7: Students analyze the rise of totalitarian governments after World War I.

10.8: Students analyze the causes and consequences of World War II.

10.9: Students analyze the international developments in the post-World War II world.

10:10: Students analyze the integration of countries into the world economy and the information, technological, and

communications revolutions (e.g., television, satellites, computers, etc.)

Text: World History: Modern Times, Houghton Mifflin Harcourt Publishing Company, 2019

Websites

The course website is at the student City of Angels website www.cityofangelsschool.org. Some coursework may be

completed online. If you do not have internet access at home, you may complete online assignments from a student

computer at your school site. In order to access on-line material, visit above website, click Student Resources, click on

your Book and use your Single-Sign On (SSO) information and password.

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2

hours per day, Monday through Friday.

Use of Vocabulary Network and Strategies 10%

Reading Strategy Graphic Organizers 15%

Section Questions 15%

Supporting Lesson Tasks 15%

Review activities 15%

Weekly-Essential Question/Final Assessment/Project 30%

Optional Activities (Extra Credit): Online Videos/Notes/Enrichment TBD

Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A - 4 Advanced 90-100%

B-3 Proficient 80-89%

C-2 Basic 70-79%

D-1 Below Basic (Re-Do) 60-69%

F-0 (Re do) 0-59%

http://www.cde.ca.gov/re/cc/

http://www.cityofangelsschool.org/

INSTRUCTIONAL GUIDE Modern World History A Course ID #370127

Revised 5/24/18 of 18 www.cityofangelsschool.org

Common Core State Literacy Standards for History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for

Reading College and Career Readiness Anchor Standards for

Writing Key Ideas and Details

1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to

support conclusions drawn from the text.

2. Determine central ideas or themes of a text and

analyze their development; summarize the key

supporting details and ideas.

3. Analyze how and why individuals, events, and ideas

develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a

text, including determining technical, connotative,

and figurative meanings, and analyze how specific

word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to

each other and the whole.

6. Assess how point of view or purpose shapes the

content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse

media and formats, including visually and

quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific

claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of

the evidence.

9. Analyze how two or more texts address similar

themes or topics in order to build knowledge or to

compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and

informational texts independently and proficiently.

Text Types and Purposes

1. Write arguments to support claims in an analysis of

substantive topics or texts using valid reasoning and

relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and

convey complex ideas and information clearly and

accurately through the effective selection,

organization, and analysis of content.

3. Write narratives to develop real or imagined

experiences or events using effective technique, well-

chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience.

5. Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with

others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research

projects based on focused questions, demonstrating

understanding of the subject under investigation.

8. Gather relevant information from multiple print and

digital sources, assess the credibility and accuracy of

each source, and integrate the information while

avoiding plagiarism.

9. Draw evidence from literary and/or informational texts

to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of

tasks, purposes, and audiences.



ASSIGNMENTS FOR WEEK #1: Module 1 PROLOGUE: The Rise of Democratic Ideas

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: __________________________________________

Essential Question: How did the theory and practice of democracy develop and shape the world today?

Day 1: Lesson 1 – The Legacy of Ancient Greece and Rome (CA History Standards 10.1.1; 10.1.2; CST.1)

o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 4

o Read pages 4-13 and complete the Following Tasks:

1. EARLY DEMOCRACY Answer Critical Thinking questions, page 6

2. READING CHECK Answer Summarize question, page 7

3. HISTORY IN DEPTH Answer Analyze Visuals questions, page 9

4. LESSON 1 ASSESSMENT, page 13

Answer questions: 1 and 3

Optional – Guided Reading Workbook Activities: Complete Lesson 1 (pages 1-3)

Day 2: Lesson 2 – Judeo-Christian Tradition (CA History Standards 10.1.1; CST.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 14

o Read Pages 14 - 21 and Complete the Following Tasks:

1. HISTORICAL SOURCE - Document Based Investigation

Answer Analyze Historical Sources questions, page 15

2. READING CHECK Answer questions: Summarize, page 16, Summarize (2), page 18, and Synthesize, page 21




Day 3: Lesson 3 – Democracy Develops in England (CA History Standards 10.1.2; 10.2.2; CST.1)) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 22

o Read pages 22 - 27 and Complete the Following Tasks:

1. READING CHECK Answer questions: Drawing Conclusion, page 24, Analyze Issues, page 25, and Analyze Causes, page 27

LESSON 3 ASSESSMENT, page 27

Answer questions: 1- 5


Day 4: Lesson 4 – The Enlightenment and Democratic Revolutions (CA History Standards 10.1.2; 10.2.1; 10.2.2;

10.2.3; 10.9.8; CST.1)

o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 28 o Read pages 28 – 35 and Complete the Following Tasks:

1. READING CHECK Answer questions: Summarize, page 30, Analyze Effects, pages 32 and 34, and Form Opinion, page 35


Answer questions: 1, 2, and 4




Day 5: Module 1 Assessment 1. KEY TERMS AND PEOPLE, page 36 - Answer questions 1-8

2. CRITICAL THINKING, page 37 - Answer questions: 2, 5, 6, and 7

WEEK 1 – The Basics: What every educated person should know: Assessment Oral or Written:

Module 1 Essential Question: “How did the theory and practice of democracy develop and shape the world today?”

Use your notes, textual, and online sources to develop your response to the essential question. Consider “Do all

civilizations benefit from democratic ideas? How has the personal faith of an individual helped and formed democratic

beliefs?” Use at least two solid arguments to support your claim.

ASSIGNMENTS FOR WEEK #2: Module 2 Expansion, Exploration, and Encounters (1400-1800)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________

Essential Question: Why were peoples of the Age of Exploration willing to risk lives and fortunes to expand the

influence of their homelands?

Day 1: Lesson 1 – The Mughal Empire in India (CA History Standards CST.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 40 o Read pages 40 - 47 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Movement and Human Environment Interaction questions, page 42

2. READING CHECK Answer Draw Conclusion question, page 43

3. HISTORY IN DEPTH Compare question, page 46




Day 2: Lesson 2- Europeans Explore the East (CA History Standards 10.4.2) o Read “The Big Idea,” “Why It Matters Now,” “Key Terms and People,” page 50


1. SCIENCE AND TECHNOLOGY Answer the 2 Critical Thinking questions, page 53

2. INTERPRET MAPS Answer Place and Location questions, page 57

3. READING CHECK Answer Recognize Effects question, page 58






Day 3: Lesson 3 – China and Japan Reject Expansion (CA History Standards 10.4.1; HREP.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 59


1. INTERPRET MAPS Answer Region and Place questions, page 63

2. READING CHECK Answer questions: Make Inferences, page 65, and Draw Conclusion, page 70

3. SOCIAL HISOTRY Answer Interpret Graphs question, page 67




Day 4: Lesson 4 – Spain Builds An American Empire (CA History Standards 10.4.2; CST.3; HREP 3; HREP 4; HI 4)

o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 76


1 INTERPRET MAPS Answer Movement and Region questions, page 78

2 INTERPRET GRAPHS Answer Draw Conclusion and Make Inference questions, page 80

3 READING CHECK Answer Summarize question, page 80




Day 5: Lesson 5 – European Nations Settle North America (CA History Standards 10.4.1 10.4.2; CST.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 86


1. READING CHECK Answer questions: Summarize, page 87, Contrast, page 89 and Analyze Issues, page 91

2. INTERPRET MAPS Answer Region and Place questions, page 90





Module 2 Essential Question: “What were peoples of the Age of Exploration willing to risk lives and fortunes to

expand the influence of their homelands?” Use your notes, textual, and online sources to develop your response to

the essential question. Consider “What fueled the Age of Exploration and why did China and Japan withdraw into

isolation? What was the impact of European exploration and colonization of the Americas?” Use at least two solid

arguments to support your claim.



ASSIGNMENTS FOR WEEK #3: Module 2 Expansion, Exploration, and Encounters (1400-1800)

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: ______________________________________

Essential Question: Why were peoples of the Age of Exploration willing to risk lives and fortunes to expand the

influence of their homelands

Day 1: Lesson 6 – The Atlantic Slave Trade (CA History Standards CST.1; CST.3; HHEP.4; HI:1; HI:3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 93


1 INTERPRET MAPS Answer Movement and Region questions, page 96

2 READING CHECK Answer questions: Analyze Causes, page 97, Summarize, page 98 and Synthesize questions, page 99

3 LESSON 6 ASSESSMENT, page 99



Day 2: Lesson 7 – The Colombian Exchange and Global Trade (CA History Standards CST.1; CST.2; CST 3;

HHEP.4; HI:1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 100 o Read pages 100 - 106 and Complete the Following Tasks:

1. CRITICAL THINKING Answer Form Opinions and Compare and Contrast questions, page 101

2. READING CHECK Answer Make Inferences questions, pages 102 and 103

3. INTERPRET CHARTS Answer Identify Problems, page 104




Day 3: Module 2 Assessment 1. KEY TERMS AND PEOPLE, page 106

Answer questions 1-10

CRITICAL THINKING, page 107

Answer questions: 1, 2, 4, and 5

Day 4: Module 2 Assessment 1. MAIN IDEAS, page 106 - Answer questions: 1-13, odd only

Day 5: Module 2 Assessment 1. FOCUS ON WRITING, page 107 - Write an Essay Response



ASSIGNMENTS FOR WEEK #4: Module 3 Absolute Monarchs in Europe (1500-1800)


Essential Question: Why do you think absolute monarchs came to power in many different regions, and what caused

their demise?

Day 1: Lesson 1 – Spain’s Empire and European Absolutism (CA History Standards HREP.4; HI.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page110 o Read pages 110 - 147 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Location and Movement questions, page 111

2. READING CHECK Answer questions: Make Inferences, page 112 and Develop Vocabulary, page 113

3. INTERPRET CHARTS, page 116

Answer questions: Make Inferences and Hypothesize



Optional – Guided Reading Workbook Activities: Complete Lesson 1(pages 34 – 36)

Day 2: Lesson 2 – The Reign of Louis XIV (CA History Standards HREP.4; HI.1)) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 118 o Read pages 118 – 127 and Complete the Following Tasks:

1. READING CHECK Answer questions: Make Inferences, page 119 and Compare, page 120

2. INTERPRET VISUALS Answer Analyze Motives, Develop Historical Perspective, and Compare questions, page 123

3. INTERPRET CHARTS Answer Compare and Synthesize questions, page 126


Answer questions: 1, 2, 5 and 6

Optional – Guided Reading Workbook Activities: Complete Lesson 2 (pages 37 – 39)

Day 3: Lesson 3 – Central European Monarchs Clash (CA History Standards HI.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page128 o Read pages 128 – 133 and Complete the Following Tasks:

1. READING CHECK Answer Draw Conclusions question, page 129

2. INTERPRET MAPS Answer Place and Region questions, page 130

3. READING CHECK Answer questions: Draw Conclusions, page 131 and Clarify question, page 133






Day 4: Lesson 4 – Absolute Rulers of Russia (CA History Standards CST.3; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page134 o Read pages 134 - 139 and Complete the Following Tasks:

1. READING CHECK Answer questions: Recognize Effects, page 135, Summarize, page 136, and Synthesize, page 139

2. INTERPRET MAPS Answer Location and Region questions, pages 137



Optional – Guided Reading Workbook Activities: Complete Leeson 4 (pages 43 – 45)

Day 5: Lesson 5 – Parliament Limits the English Monarchy (CA History Standards 10.2.2; CST.1; HREP.4; HI.1)

o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page142 o Read pages 142 - 147 and Complete the Following Tasks:

1. READING CHECK Answer questions: Compare, page 145, and Contrast, page 146

2. INTERPRET MAPS Answer Movement and Place questions, page 143

3. HISTORICAL SOURCE – Document Based Investigation

Answer Analyze Historical Sources question, page 146





Module 3 Essential Question: “Why do you think absolute monarchs came to power in many different regions,

and what caused their demise?” Use your notes, textual, and online sources to develop your response to the essential

question. Consider “What were the causes and effects of absolute monarchies in Europe from 1500 -1800? How did

the rise and fall of absolute monarchs affect the territorial boundaries in Europe” Use at least two solid arguments to

support your claim.

ASSIGNMENTS FOR WEEK #5: Module 4 Enlightenment and Revolution (1500 - 1800)


Essential Question: In what ways were the ideas introduced by European scientists and thinkers between the 1500’s

and the 1700’s revolutionary?

Day 1: Lesson 1 – The Scientific Revolution (CA History Standards 10.3.2; CST.1; CST.2; HREP.1; HREP.3;

HREP.4; HI.1; HI.3; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 152 o Read pages 152 - 159 and Complete the Following Tasks:

1. HISTORICAL SOURCE Answer Analyze Historical Sources question, page 155

2. READING CHECK Answer questions: Find Main Idea, pg. 155, Contrast, pg. 156, Clarify, pg.157 & Make Inferences, pg. 159






Day 2: Lesson 2 – Enlightenment Thinkers (CA History Standards 10.2.1; 10.2.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 160 o Read pages 160 – 166 and Complete the Following Tasks:

1. READING CHECK Answer questions: Contrast, page 161 and Form Generalizations, page 166

2. HISTORICAL SOURCE Answer Analyze Historical Source question, page 164

3. INTERPRET CHARTS Answer questions: Analyze Issues and Evaluate Concepts, page 165


Answer questions: 1, 4, 5 and 6


Day 3: Lesson 3 – The Enlightenment Spreads (CA History Standards 10.2.1; CST.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page167 o Read pages 167 - 175 and Complete the Following Tasks:

1. READING CHECK Answer questions: Draw Conclusion, pg. 168, Contrast, pg.169, and Draw Conclusions & Synthesize, pg.173




Day 4: Lesson 4 – The American Revolution (CA History Standards 10.1.2; 10.2.1; 10.2.2; 10.2.3; CST.2; CST.3;,

HREP.4; HI.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 176 o Read pages 176 - 183 and Complete the Following Tasks:

1. READING CHECK Answer questions: Analyze Effects, page 177 and Analyze Causes, page 179

2. INTERPRET MAPS Answer Region and Human-Environment Interaction questions, pages 179

3. CRITICAL THINKING Answer Synthesize and Predict questions, page 180




Day 5: Module 4 Assessment

1. FOCUS ON WRITING, page 185 -Write an essay response to the Focus on Writing prompt


Module 4 Essential Question: “In what ways were the ideas introduced by European scientists and thinkers

between the 1500s and the 1700s revolutionary?” Use your notes, textual, and online sources to develop your

response to the essential question. Consider “What were some of the revolutionary ideas introduced by European

scientists that challenged the status quo? And What revolutionary ideas introduced by European thinkers formed the

basis for modern democratic government? ” Use at least two solid arguments to support your claim.



ASSIGNMENTS FOR WEEK #6: Module 5 The French Revolution and Napoleon (1789 - 1815)


Essential Question: How did the French Revolution change the balance of power in Europe?

Day 1: Lesson 1 – The French Revolution Begins (CA History Standards 10.2.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 188 o Read pages 188 – 194 and Complete the Following Tasks:

1. HISTORICAL SOURCE Answer Analyze Historical Sources questions, page 189

2. READING CHECK Answer Analyze Causes questions, pages 190 and 191

3. READING CHECK Answer questions: Analyze Motives, page 193 and Identify Effects, page 194




Day 2: Lesson 2 – Revolution Brings Reform and Terror (CA History Standards 10.1.2; 10.2.2; 10.2.3; 10.2.4;

HREP.1; HREP.3; HI.1; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 195 o Read pages 195 – 202 and Complete the Following Tasks:

1. READING CHECK Answer questions: Summarize, page 197 and Recognize Effects, page 198

2. SCIENCE AND TECHNOLOY Answer Critical Thinking questions, page 199

3. HISTORICAL SOURCE Complete Analyze Historical Source assignment, page 201




Day 3: Lesson 3 – Napoleon’s Empire (CA History Standards 10.2.1; 10.2.4; 10.2.5; 10.4.4; CST.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 205 o Read pages 203 – 212 and Complete the Following Tasks:

1. READING CHECK Answer questions: Analyze Causes, page 204, Analyze Motives, page 205, and Recognize Effects, page 211

2. INTERPRET MAPS Answer Region question, page 208






Day 4: Lesson 4 – The Congress of Vienna (CA History Standards 10.2.2; 10.2.4; 10.2.5; CST.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 213 o Read pages 213 - 217 and Complete the Following Tasks:

1. READING CHECK Answer questions: Draw Conclusions question, page 215 and Identify Effects, page 217

2. INTERPRET MAPS Answer Region question, pages 216



Optional – Guided Reading Workbook Activities: Complete Lesson 4 (pages 70 - 72)

Day 5: Module 5 Assessment 1. FOCUS ON WRITING, page 219 - Write an Essay Response


Module 5 Essential Question: “How did the French Revolution change the balance of power in Europe?” Use

your notes, textual, and online sources to develop your response to the essential question. Consider “How did the

French government change after the Revolution? How would you summarize Napoleon Bonaparte’s career? What

Compromises did delegates make at the Congress of Vienna? ” Use at least two solid arguments to support your claim.

ASSIGNMENTS FOR WEEK #7: Module 6 Revolutions Sweep the West (1800 - 1900)


Essential Question: What great shifts in thinking inspired revolutions in politics and the arts worldwide?

Day 1: Lesson 1 – Latin American Peoples Win Independence (CA History Standards 10.2.1; 10.2.3; 10.4.4;

CST.2; HREP.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 222 o Read pages 222 – 230 and Complete the Following Tasks:

1. INTERPRET GRAPHS Answer questions: Synthesize and Make Inferences, page 223


3. GLOBAL PATTERNS Answer 2 Critical Thinking questions, page 226






Day 2: Lesson 2 – Europe Faces Revolutions (CA History Standards 10.1.2; 10.2.3; 10.2.5; CST.2; HI.1) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 231 o Read pages 231 – 237 and Complete the Following Tasks:

1. READING CHECK Answer questions: Make Inferences, page 231, Summarize, page 232, Analyze Events, page 235 and

Summarize, page 236

2. ANALYZE KEY CONCEPTS Answer 2 Critical Thinking questions, page 233




Day 3: Lesson 3 Nationalism (CA History Standards 10.2.5; HREP.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 240 o Read Pages 240 – 247 and Complete the Following Tasks

1. READING CHECK Answer questions: Summarize and Make Inferences, page 241


3. INTERPRET MAPS Answer Location and Movement questions, page 246




Day 4: Lesson 4 – Revolutions in the Arts (CA History Standards 10.2.5; 10.3.7; CST.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 248 o Read pages 248 - 253 and Complete the Following Tasks:

1. READING CHECK Answer questions: Summarize, page 250, Form Opinion, page 252 and Summarize, page 253





Day 5: Module 6 Assessment 1. FOCUS ON WRITING, page 257 -Write an Essay Response to the Focus On Writing prompt


Module 5 Essential Question: “What great shifts in thinking inspired revolutions in politics and the arts

worldwide?” Use your notes, textual, and online sources to develop your response to the essential question. Consider

“Which Enlightenment ideas inspired revolutionaries? How did political changes help to inspire artistic ones in

Europe? ” Use at least two solid arguments to support your claim.



ASSIGNMENTS FOR WEEK #8: Module 7 The Industrial Revolution (1700 - 1900)


Essential Question: What impact did the Industrial Revolution have on Western economics, politics, and society?

Day 1: Lesson 1 – The Beginnings of Industrialization (CA History Standards 10.3.1; 10.3.2; 10.3.3; 10.3.4; 10.3.5;

CST.1; CST.2; HI.1; HI.2; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 260 o Read pages 260 – 267 and Complete the Following Tasks:

1. READING CHECK Answer questions: Analyze, page 262, Summarize, page 264 and Find Main Ideas, page 265

2. GLOBAL PATTERNS Answer 2 Critical Thinking questions, page 263




Day 2: Lesson 2 – Industrialization (CA History Standards 10.3.1; 10.3.2; 10.3.3; 10.3.4; 10.3.5; CST 1; CST.2; CST.3;

HI.2; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 268 o Read pages 268 – 277 and Complete the Following Tasks:


2. READING CHECK Answer questions: Summarize, page 273 and Draw Conclusions, page 275

3. ANALYZE KEY CONCEPTS Answer Analyze Effects question, page 276




Day 3: Lesson 2 – Industrialization Spreads (CA History Standards 10.3.1; 10.3.2; 10.3.3; 10.3.4; 10.3.5; CST 1;

CST.2; CST.3; HI.2; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 278 o Read pages 278 – 285 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Region and Movement questions, page 281

2. READING CHECK Answer questions: Analyze Causes, page 284 and Summarize, page 285







Day 4: Lesson 4 – Reforming the Industrial World (CA History Standards 10.2.2; 10.3.2; 10.3.3; 10.3.4; 10.3.5;

10.3.6; CST.1; CST.2; CST.3; HREP.2; HREP.4; HI.1; HI.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 286 o Read pages 286 - 297 and Complete the Following Tasks:


2. INTERPRET CHARTS Answer Develop Historical Perspective and Form Opinions questions, page 291





Day 5: Module 7 Assessment 1. FOCUS ON WRITING, page 299 - Write an Informative Essay Response to the Focus On Writing prompt


Module 7 Essential Question: “What impact did the Industrialization Revolution have on Western economics,

politics, and society?” Use your notes, textual, and online sources to develop your response to the essential question.

Consider “How did the Industrial Revolution begin and spread? and What was the most important invention during

the Industrial Revolution? ” Use at least two solid arguments to support your claim.

ASSIGNMENTS FOR WEEK #9: Module 8 An Age of Democracy and Progress (1815 - 1915)


Essential Question: How did democrat reforms, technological innovations, and scientific advancements impact

Western society during the 19th century?

Day 1: Lesson 1 – Democratic Reform and Activism (CA History Standards CST.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 302 o Read pages 302 – 307 and Complete the Following Tasks:

1. ANALYZE GRAPHS Answer question, page 303

2. READING CHECK Answer questions: Make Inferences, page 304, Compare & Contrast, page 306, and Analyze Effects, page 307






Day 2: Lesson 2 – Self-Rule for British Colonies (CA History Standards 10.3.4; CST.3; HREP.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 308 o Read pages 308 – 316 and Complete the Following Tasks:

1. INTERPRET MAPS Answer 2 Region questions, page 311


3. CRITICAL THINKING Answer Form Opinion and Compare and Contrast questions, page 315




Day 3: Lesson 3 – Way and Expansion in the United States (CA History Standards CST.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 317 o Read pages 317 – 322 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Movement and Region questions, page 318


3. INTERPRET MAPS Answer Movement and Human-Environment Interaction questions, page 320




Day 4: Lesson 4 – Nineteenth-Century Progress (CA History Standards HI.3; HI.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 323 o Read pages 323 - 333 and Complete the Following Tasks:

1. HISTORICAL SOURCE Complete Summarize task, page 324


3. CRITICAL THINKING Answer Make Inferences and Form Opinions questions, page 327




Day 5: Module 8 Assessment 1. FOCUS ON WRITING, page 335 - Write an Editorial Response to the Focus On Writing prompt


Module 8 Essential Question: “How did democratic reforms, technological innovations, and scientific

advancements impact Western society during the 19th

century?” Use your notes, textual, and online sources to

develop your response to the essential question. Consider “What impact did democratic ideals have on Western society

in the 19th century? How did technology and science change communication and daily life ” Use at least two solid

arguments to support your claim.



ASSIGNMENTS FOR WEEK #10: Module 9 The Age of Imperialism (1850 - 1914)


Essential Question: What role did imperialism play in shaping the modern world?

Day 1: Lesson 1 – The Roots of Imperialism (CA History Standards 10.4.1; 10.4.2; 10.4.3; CST.3; HREP.2, HREP.4:

HI.1; HI.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 336 o Read pages 336 – 345; and Complete the Following Tasks:


2. READING CHECK Answer questions: Analyze Causes and Summarize questions, page 342



Answer: questions 1, 2, and 7


Day 2: Lesson 2 – Imperialism in Africa (CA History Standards 10.4.1; 10.4.2; 10.4.3; CST.1; CST.2; CST.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 346 o Read pages 346 – 354 and Complete the Following Tasks:

1. CRITICAL THINKING Answer Evaluate and Develop Historical Perspective questions, page 348

2. INTERPRET MAPS Answer Region and Movement questions, page 350

3. HISTORICAL SOURCE Answer Analyze Historical Source question, page 351




Day 3: Lesson 3 – Europeans Claim Muslim Lands (CA History Standards 10.4.1; 10.4.2) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 356 o Read pages 356 – 361 and Complete the Following Tasks:


2. READING CHECK Answer questions: Make Inferences, page 358 and Analyze Effects, page 359

3. INTERPRET MAPS Answer Place question, page 360






Day 4: Lesson 4 – British Imperialism in India (CA History Standards 10.4.1; 10.4.3) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” page 362 o Read pages 362 - 366 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Region and Location questions, page 363






Day 5: Lesson 5 & Lesson 6 – European Claims in Southeast Asia (CA History Standards 10.4.2; CST.2) and

US Economic Imperialism (CA History Standards 10.4.1; 10.4.2; 10.4.3; HREP.4) o Read “The Big Idea,” “Why It Matters Now,” and “Key Terms and People,” pages 367 and 371 o Read pages 367 - 381 and Complete the Following Tasks:

1. INTERPRET MAPS Answer Location and Region questions, page 368

2. READING CHECK Answer questions: Analyze Motives, page 369, Summarize, page 370, Compare and Contrast page 373 and

Identify Problems, page 375



Optional – Guided Reading Workbook Activities: Complete Lessons 5 & 6 (pages 121 - 126)


Module 9 Essential Question: “What role did imperialism play in shaping the modern world?” Use your notes,

textual, and online sources to develop your response to the essential question. Consider “How did the desire for

territory and resources impact the conquest and division of Africa? How did US economic imperialism impact the

people of Latin America? ” Use at least two solid arguments to support your claim.



Final Assessment ASSIGNMENTS FOR Modern World History A (Week 11)

Option 1: Take the Final Exam

Option 2: Choose one (1) of the following Writing Projects: Pick a topic from any of the 9 modules you have read for this course. Once you have chosen a topic, you will be asked to

write an analytical essay about your chosen topic. Your essay must contain evidence (obtained from both your textbook and

outside research) that supports your analytical claim. See your teacher for further details.

Option 3: choose one (1) of the following activities: Museum Visit: Visit a local museum that features exhibits relevant to this course. Write a five-paragraph summary of your

visit using the following format:

• Paragraph 1: A general description of the museum and the date and time you visited.

• Paragraph 2: A description of an exhibit and how it relates to a concept you’ve learned in this course.

• Paragraph 3: A description of a second exhibit and how it relates to another concept you’ve learned in this course.

• Paragraph 4: A description of a third exhibit and how it relates to another concept you’ve learned in this course.

• Paragraph 5: General final thoughts on your visit to the museum.

NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.

Newspaper or Magazine Article Summary: Find three recent (no more than six months old) newspaper or magazine

articles with topics related to concepts you’ve learned in this course. Write a five-paragraph synopsis of the three articles

using the following format:

• Paragraph 1: Cite the names, authors, and sources of your three articles.

• Paragraph 2: A brief summary of the first article and how it relates to a concept you’ve learned in this course.

• Paragraph 3: A brief summary of the second article and how it relates to a concept you’ve learned in this course.

• Paragraph 4: A brief summary of the third article and how it relates to a concept you’ve learned in this course.

• Paragraph 5: General final thoughts on your three articles.

Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned in this course.

Write a five-paragraph summary of the documentary using the following format.

• Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.

• Paragraph 2: A description of one new concept you learned from the movie.

• Paragraph 3: A description of another new concept you learned from the movie.

• Paragraph 4: A description of a third new concept you learned from the movie.

• Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it? Explain.)

NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.

Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster should be at

least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in this course. Feel free to

use illustrations in your textbook. You will need to explain your poster in a two-minute speech/presentation to your teacher.

Video or Audio Presentation: Record a 2-3 minute presentation explaining or demonstrating a concept learned in this course.

The presentation could be a straightforward delivery of information or it could be a skit acted out by you and others (e.g.

fictional scene, news report, interview, mock debate, etc.). At least five terms learned in the course should be incorporated.

Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating a

concept learned in this course. You must include at least 5 slides. At least five terms learned in this course should be

incorporated. You will present your report to an audience that will include teachers and fellow students.

Artistic Expression: Compose a song, choreograph a dance, write a poem, or create a painting or other visual art piece that

explains or demonstrates a concept you learned in this course. Lyrics for songs and poems must fill at least one standard

piece of paper (double-spaced with a 12 point font). Songs and Dances must be performed live or on video and must last 2-

3 minutes. Dances and visual art pieces will need to be submitted with a one-minute verbal explanation or one-page report

of your work. At least five terms learned in this course should be incorporated.

Instructional Pacing Guide Modern World History A Course ... Guides HS/CCS… · INSTRUCTIONAL...

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