World History I Pacing Guide

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1	2027 World History I Pacing Guide
2	Supplemental Instructional Resources	Please note: Many of the resources linked herein are Google Ready. As such, it it recommended for teachers to copy them all into their own Google Drives. Click here for directions to copy the entire course content at once.		Suggested # of days
3	Please be aware that these suggestions may need to be adjusted based on the needs of the students in each class
4	K-12 Crosswalk 2015-2023 HSS
5	Unit	2023 Standards	Topic/Skills	Block	Year-long
6	Paleolithic Era to Agricultural Revolution
7	1	WHI.1	The student will apply history and social science skills to describe the period from the Paleolithic era into the Neolithic era by	5	10
8			a) describing the archaeological evidence of the first human, and their geographic locations;
9			b) explaining the effect that geography had on the emergence and migration of hunter-gatherer societies;
10			c) describing characteristics of hunter-gatherer societies, including their use of tools and fire;
11			d) analyzing how technological and social developments gave rise to sedentary settlements;
12			e) analyzing how archaeological discoveries change current understanding of early societies.
13	Ancient River Valley Civilization
14	2	WHI.2	The student will apply history and social science skills to describe early societies in the Fertile Crescent	5	10
15			a) locating and explaining the development of Egypt and Nubia;
16			b) locating and explaining the development of Mesopotamia;
17			c) describing the development of the Israelites as well as the origins, beliefs, traditions, customs, persecution and spread of Judaism; and
18			d) describing the development of the Phoenicians.
19	Cultures of India and China
20	3	WHI.3	The students will apply history and social science skills to describe ancient Asian societies by	7	14
21			a) analyzing the impact of geography on the development of ancient India and China, including locating them in time and place and describing their major geographic features;
22			b) describing the social, cultural, political, and economic characteristics that define the societies of the Indian subcontinent including, but not limited to contributions and the concepts of varna and Jati;
23			c) describing the origins, beliefs, customs, and spread of Hinduism;
24			d) describing the origins, beliefs, customs, and spread of Buddhism;
25			e) describing social, cultural, political, and economic development of ancient China; and
26			f) describing the impact of Confucianism, Taoism, and Legalism.
27	Ancient Greece and Persia
28	4	WHI.4	The student will apply history and social science skills to understand Persia and Greece by	10	20
29			a) describing the major geographic features of the region and analyzing the effect that geography had on its development;
30			b) describing the social, cultural, political, and economic aspects of ancient Persia;
31			c) describing the social, cultural, political, and economic development of Greece including, but not limited to the significance of Athens and Sparta, the development of citizenship, and the different forms of democracy;
32			d) evaluating the causes and consequences of the Persian and the Peloponnesian wars;
33			e) evaluating the significance of Alexander the Great’s conquest of Greece and the formation and the spread of Hellenistic culture; and
34			f) explaining the influence of ancient Greek contributions including, but not limited to science, art, architecture, philosophy, and mathematics on the present day.
35	Ancient Rome and the Byzantine Empire
36	5	WHI.5	The student will apply history and social science skills to understand Rome and the Byzantine Empire by	13	26
37			a) describing the influence of geography on Rome’s development and the factors that threatened territorial cohesion;
38			b) comparing and contrasting the political, social, and religious structure and development of the Roman Republic and Roman Empire;
39			c) describing the social, cultural, political, and economic development of the Byzantine Empire including, but not limited to the establishment of Constantinople, and the eventual division of the Roman Empire;
40			d) describing the origins, beliefs, customs, and spread of Christianity, including the persecution of Christians throughout the Roman Empire and eventual adoption and transmission of Christianity and the New Testament, differences between the Eastern and Western churches, and the influence of Christianity throughout Europe, Middle Asia, the Middle East, and North Africa;
41			e) explaining the influence of Rome including, but not limited to citizenship, the existence of slavery, rights under Roman law, Roman art, architecture, engineering, philosophy.
42	Benchmark Assessment
43	Islamic Civilization and West Africa
44	7	WHI.6	The student will apply history and social science skills to understand Islamic societies by	5	10
45			a) identifying the physical features and describing the relationship between climate, land and surrounding bodies of water, as well as nomadic and sedentary ways of life of the Arabian Peninsula;
46			b) describing the origins, beliefs, traditions, customs, persecution and spread of Islam;
47			c) explaining the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily lives;
48			d) describing the expansion of territory under Muslim rule and the spread of Islam and Arabic language among people in these territories, and the cultural and religious acceptance of Islam and the Arabic language; and
49			e) describing the growth of cities and the role of merchants in Muslim society, the expansion of trade routes in Asia, Africa, Europe, and the Indian Ocean, and identifying the products and inventions that traveled along these routes, including spices, textiles, paper, steel, new crops.
50		WHI.8	The student will apply history and social science skills to describe the sub-Saharan civilizations of Ghana and Mali in medieval Africa by	5	10
51			a) describing the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and enslaved people; and the growth of the Ghana and Mali empires;
52			b) analyzing the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa;
53			c) describing the role of the trans Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islam;
54			d) tracing the growth of the Arabic language in government, trade, and Islam; and
55			e) describing the importance of written and oral traditions in the transmission of African history and culture.
56	Medieval China and Japan
57	8	WHI.7	The student will apply history and social science skills to understand the civilizations of China in the Middle Ages by	5	10
58			a) describing the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan;
59			b) describing agricultural, technological, and commercial developments during the Tang and Sung periods;
60			c) analyzing the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods;
61			d) explaining the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty;
62			e) tracing the historic influence of such discoveries as tea, the manufacture of paper, the development of woodblock printing, the invention of the compass, and the invention of gunpowder; and
63			f) describing the development of the imperial state and the scholar-official class.
64		WHI.9	The student will apply history and social science skills to understand the civilizations of medieval Japan by	5	10
65			a) describing the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan;
66			b) discussing the reign of Prince Shōtoku of Japan and the characteristics of Japanese society and family life during his reign;
67			c) describing the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the 21st century;
68			d) tracing the development of distinctive forms of Japanese Buddhism;
69			e) examining the ninth and 10th centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji; and
70			f) analyzing the rise of a military society in the late 12th century and the role of the samurai in that society.
71	Medieval Europe
72	9	WHI.10	The student will apply history and social science skills to understand the civilizations of medieval Europe by	5	10
73			a) describing the geography of the European and the Eurasian landmass including location, topography, waterways, vegetation, and climate and their relationship to ways of life in medieval Europe;
74			b) describing the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire; and
75			c) explaining the development and role of feudalism in the medieval European economy, and the role of the manor as the center of feudal relationships at the foundation of the political order; and
76			d) describing the growth of towns and trade as Europe emerged from feudalism.
77		WHI.11	The student will apply history and social science skills to analyze the conflict and cooperation between the papacy and European monarchs by	5	10
78			a) explaining the significance of developments in medieval English legal and constitutional practices including, but not limited to the Magna Carta, parliament, development of habeas corpus, an independent judiciary in England;
79			b) analyzing the reasons for the Great Schism in 1054;
80			c) tracing the causes and course of the Crusades, and the effects on the Christian, Muslim, and Jewish populations in Europe and territorial claims;
81			d) describing the history of the decline of Muslim rule in the Iberian Peninsula that resulted in the expansion of Christian rule and the rise of Spanish and Portuguese kingdoms; and
82			e) explaining the importance of the Catholic church as a political and intellectual institution, and its effects on education, religious orders, preservation of languages and texts, and philosophy.
83	Renaissance
84	10	WHI.13	The student will apply history and social science skills to understand the factors contributing to the European Renaissance	5	10
85			a) determining the economic, political, philosophical, and cultural foundations of the Italian Renaissance;
86			b) sequencing events related to the rise of Italian city-states and their political development including Machiavelli’s theory of governing; and
87			c) analyzing the contributions of artists and philosophers of the Italian Renaissance including Leonardo da Vinci, Michelangelo, and Petrarch.
88	Americas
89	11	WHI.12	The student will apply history and social science skills to understand the Mesoamerican and Andean civilizations	5	10
90			a) describing the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies;
91			b explaining how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish;
92			c) describing the artistic and oral traditions and architecture in the three civilizations;
93			d) describing the Mesoamerican achievements in astronomy and mathematics including the development of the calendar and the effects of the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems; and
94			e) examining the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
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