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Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 1
Instructional
Window and
Testing Dates
1st quarter
Content Standards with Tier Suggested Curricular
Resources If unavailable check Moodle.
Contact your Dept Chair for
Moodle codes.
Resources for Struggling Readers
and EL Students If unavailable, check Moodle.
Literacy Standards for Social Science: W.H.
2 Days
___________
Unit 1
The Democratic
Tradition
14 Days
Ch. 1; sect. 1-4
Ch. 2; sec 3
2 Days
Orientation, setting expectations,
and classroom organization.
Introduction to standards.
____________________________
________
10.1 – Students relate the moral
and ethical principals in ancient
Greek and Roman philosophy,
in Judaism, and in Christianity
to the development of Western
political thought.
10.1.1 – Tier 1: Analyze the
similarities and differences in
Judeo-Christian and Greco-Roman
views of law, reason and faith, and
duties of the individual.
10.1.2 – Tier 1: Trace the
development of the Western
political ideas of the rule of law
and illegitimacy of tyranny, using
selections from Plato’s Republic
and Aristotle’s Politics.
10.1.3 – Tier 1: Consider the
influence of the U.S. Constitution
on political systems in the
contemporary world.
Review and reteach: Unit 1
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 1; Pgs. 2-5, 7, 8, 14-16,
25, 34, 35
R/N Study Guide
Pgs. 6-13, 20, 21
Color Transp.
1-4, 7 & 8, 13-16
Adapted R/N
Pgs. 6-13
Audio CD
The Gov’t of Athens
Augustus Becomes Emperor
Cicero
God’s Promise
Jesus and the Law
Gospel According to Matthew
The Declaration of Independence
N/T Transp.
49, 50a, 50b, 51, 52, 56
Some teachers have found the
following resources useful as
supplemental to the district
curriculum:
www.americanhistory.pppst.com
www.mrdonn.org
www.archives.gov/education/
lessons
(RCD) Unit 4: Telling It Like it Is
Priority Standards R1.1, L2, W7, W8
(W.H.) RH 1 and 2: Cite specific textual evidence to
support analysis of primary and secondary sources,
attending to such features as the data and origin of the
information.. Determine the content ideas or information
of a primary or secondary source, provide an accurate
summary of how key events or ideas develop over the
course of the tesxt.
WHST 2 Write informative/explanatory texts, including
the narration of historical events (see a-f).
WHST 7 Conduct short as well as more sustained research
projects to answer a question(including a self-generated
question) or solve a problem, narrow or broaden the
inquiry when appropriate, synthesize multiple sources
on the subject, demonstrating understanding
understanding of the subject under investigation.
WHST 8 Gather relevant information from multiple
authoritative print and digital sources (primary and
secondary), using advances searches effectively:
assess the usefulness of each source in answering the
research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation. CA
WHST 9 Draw evidence from informational texts to
Support analysis, reflection, and research.
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 2
Instructional
Window and
Testing Dates
1st quarter
Content Standards with Tier Suggested Curricular
Resources If unavailable check Moodle.
Contact your Dept Chair for
Moodle codes.
Resources for Struggling Readers
and EL Students If unavailable, check Moodle.
Literacy Standard for Common CoreW.H.
Unit 2
Comparing
Revolutions
14 Days
Ch. 1; sect. 5
Ch. 3
Ch. 4; sect. 3
2 Days
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.
10.2.1 – Tier 1: Compare the major
ideas of philosophers and their effect
on the democratic revolutions in
England, the United States, France,
and Latin America (e.g., John Locke,
Charles-Louis Montesquieu, Jean-
Jacques Rousseau, Simon Bolivar,
Thomas Jefferson, James Madison).
10.2.2 – Tier 1: List the principles of
the Magna Carta, the English Bill of
Rights (1689), the American
Declaration of Independence (1776),
the French Declaration of the Rights
of Man and the Citizen (1789), and
the U.S. Bill of Rights (1791).
10.2.3 – Tier 2: Understand the
unique character of the American
Revolution, its spread to other parts
of the world, and its continuing
significance to other nations.
10.2.4 – Tier 1: Explain how the
ideology of the French Revolution led
France to develop from constitutional
monarchy to democratic despotism to
the Napoleonic empire.
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 1; Pgs. 6, 42-47, 53-55,
64, 73
R/N Guide
Pgs. 16-19, 22-30, 35, 36
Color Transp.
17-22, 27, 28
Adapted R/N
Pgs. 14, 15, 22-30
35, 36
Audio CD
The King’s Court
Parisian Women…
Engine of Terror
Enter Napoleon Bonaparte
A Revolution is Born
N/T Transp.
53, 57-60, 63
(RCD)Unit 2: Telling a Good Story
Priority Standard L.2, L3a,W3 . W4
(W.H.) RH 2 (see above) Analyze in detail a series of
events described in a text; determine whether
earlier events caused later ones or simply preceded
them.
No corresponding standard for W3.
WHST Produce clear and coherent writing in which the
development, organization and style are
appropriate to task, purpose and audience.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 3
10.2.5 – Tier 2: Discuss how
nationalism spread across Europe
with Napoleon but was repressed for
a generation under the Congress of
Vienna and Concert of Europe until
the Revolutions of 1848.
Review and reteach: Unit 2
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 4
Instructional
Window and
Testing Dates
Content Standards with Tier Suggested Curricular
Resources If unavailable check Moodle.
Contact your Dept Chair for
Moodle codes.
Resources for Struggling
Readers and EL Students If unavailable, check Moodle.
Literacy Standard for Common CoreW.H.
Unit 3
The Industrial
Revolution
Ch. 5
15 Days
1 Day
1 Day
10.3 – Students analyze the
effects of the Industrial
Revolution in England, France,
Germany, Japan, and the
United States.
10.3.1 – Tier 1: Analyze why
England was the first country to
industrialize.
10.3.2 – Tier 2: Examine how
scientific and technological
changes and new forms of energy
brought about massive social,
economic, and cultural change
(e.g., the inventions and
discoveries of James Watt, Eli
Whitney, Henry Bessemer, Louis
Pasteur, Thomas Edison).
10.3.3 – Tier 2: Describe the
growth of population, rural to
urban migration, and growth of
cities associated with the
industrial economy.
10.3.4 – Tier 2: Trace the
evolution of work and labor,
including the demise of the slave
trade and the effects of
immigration, mining and
manufacturing, division of labor,
and the union movement.
10.3.5 – Tier 2: Understand the
connections among natural
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 2; Pgs. 2- 7, 13, 14
R/N Guide
Pgs. 37-45
Color Transp.
29-34
Adapted R/N
37-45
Audio CD
From Hand Power to Steam…
Riding the Railway
Stench and Sickness
The Struggle of the Working…
N/T Transp.
64-67
(RCD) Unit 6:Creating an argument; Arguing Like a Pro
Priority Standards:RL 1a, 2a, W1
(W.H.) WHST 1 and 2 Write arguments focused on
discipline specific content (see a-e) and write informative
texts, including narration of historical event (see a-f).
WHST 9 Draw evidence from informational texts to
Support analysis, reflection, and research.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 5
resources, entrepreneurship, labor,
and capital in an industrial
economy.
10.3.6 – Tier 1: Analyze the
emergence of capitalism as a
dominant economic pattern and
the responses to it, including
Utopianism, Social Democracy,
Socialism, and Communism.
Review and reteach: Unit 3
standards
Quarter Assessment: review
and reteach standards as needed
Access Illuminate for District
assessment, answer key, and
results.
1st Quarter
Assessment
Quarter 1 Assessment Standards
1.1 – 1.3, 2.1 – 2.5, 3.1
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 6
Instructional
Window and
Testing Dates
Content Standards with Tier Suggested Curricular
Resources If unavailable check
Moodle. Contact your Dept
Chair for Moodle codes.
Resources for Struggling
Readers and EL Students If unavailable, check Moodle.
Literacy Standard for Common CoreW.H.
Unit 3
(continued from 1st
Quarter)
The Industrial
Revolution
Ch. 6
14 Days
1 Day
10.3 – Students analyze the effects of the
Industrial Revolution in England, France,
Germany, Japan, and the United States.
10.3.1 – Tier 1: Analyze why England was
the first country to industrialize.
10.3.2 – Tier 2: Examine how scientific and
technological changes and new forms of
energy brought about massive social,
economic, and cultural change (e.g., the
inventions and discoveries of James Watt, Eli
Whitney, Henry Bessemer, Louis Pasteur,
Thomas Edison).
10.3.3 – Tier 2: Describe the growth of
population, rural to urban migration, and
growth of cities associated with the industrial
economy.
10.3.6 – Tier 1: Analyze the emergence of
capitalism as a dominant economic pattern
and the responses to it, including Utopianism,
Social Democracy, Socialism, and
Communism.
10.3.7 – Tier 2: Describe the emergence of
Romanticism in art and literature (e.g., the
poetry of William Blake and William
Wordsworth), social criticism (e.g., the novels
of Charles Dickens), and the move away from
Classicism in Europe.
Review and reteach: Unit 3 standards
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 2; Pgs. 21-26, 32,
33
R/N Guide
Pgs. 46-53
Color Transp.
35-40
Adapted R/N
Pgs. 46-53
Audio CD
The Steelmaking Process
London Fog
Votes for Women
Sunset, Ludwig van Beethoven
N/T Transp.
68-71
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 7
Instructional
Window and
Testing Dates
Content Standards with
Tier
Suggested Curricular
Resources If unavailable check
Moodle. Contact your Dept
Chair for Moodle codes.
Resources for Struggling Readers
and EL Students If unavailable, check Moodle.
Literacy Standards for Common Core-W.H.
Unit 4
Imperialism
Ch. 9 and 10
7 Days
REVIEW
1 DAY
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.
10.4.1 – Tier 1: Describe
the rise of industrial
economies and their link to
imperialism and colonialism
(e.g., the role played by
national security and
strategic advantage; moral
issues raised by the search
for national hegemony,
Social Darwinism, and the
missionary impulse; material
issues such as land,
resources, and the
technology).
10.4.2 – Tier 2: Discuss the
locations of the colonial rule
of such nations as England,
France, Germany, Italy,
Japan, the Netherlands,
Russia, Spain, Portugal, and
the United States.
10.4.3 – Tier 1: Explain
imperialism from the
perspective of the colonizers
and the colonized and the
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 2; Pgs. 82, 84-88,
94-96, 103-108, 114-116
R/N Guide
Pgs. 72-89
Color Transp.
9, 53-65
Adapted R/N
Pgs. 72-89, 101-110
Audio CD
The White Man’s Burden
Resisting Imperialism
The Egyptian Campaign
Critical of British Rule
Trading Opium for Tea
Changes for Japan
A Patriot’s Dilemns
O Canada!
La Reforma
N/T Transp.
81-89
(RCD) Unit 3: Finding the Facts
Priority Standards: RI8, L4c, W1a,
SL2 Integrate multiple sources of information presented in
diverse media formats (e.g. visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
This corresponds to the use of supplemental written and visual
materials.
(W.H.) RH 8 Assess the extent to which the reasoning and
evidence in a text support the author’s claims. RH4 Determine the
meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects
of history/social science.
WHST 1 Write arguments focused on discipline specific content
(see a).
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 8
varied immediate and long-
term responses by the people
under colonial rule.
10.4.4 – Tier 2: Describe
the independence struggles
of the colonized regions of
the world, including the role
of leaders, such as Sun Yat-
sen in China, and the role of
ideology and religion.
10.5.5 – Tier 1: Discuss
human rights violations and
genocide, including the
Ottoman government’s
actions against Armenian
Citizens.
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 9
Instructional
Window and
Testing Dates
Content Standards with Tier Suggested Curricular
Resources If unavailable check
Moodle. Contact your Dept
Chair for Moodle codes.
Resources for Struggling Readers
and EL Students If unavailable, check Moodle.
Literacy Standards for Common
Core-W.H.
Unit 5 (moved to
Pacing Guide Part
II)
World War I,
Part 1
Ch. 11; sect. 1, 2,
and 5
9 Days
1 Day
10.5 – Students analyze the causes and
course of the First World War.
10.5.1 – Tier 1: Analyze the arguments
for entering into war presented by
leaders from all sides of the Great War
and the role of political and economic
rivalries, ethnic and ideological
conflicts, domestic discontent and
disorder, and propaganda and
nationalism in mobilizing civilian
population in support of “total war”.
10.5.2 – Tier 1: Examine the principal
theaters of battle, major turning points,
and the importance of geographic factors
in military decisions and outcomes (e.g.,
topography, waterways, distance,
climate).
10.5.4 – Tier 1: Understand the nature
of the war and its human costs (military
and civilian) on all sides of the conflict,
including how colonial peoples
contributed to the war effort.
10.5.5 – Tier 1: Discuss human rights
violations and genocide, including the
Ottoman government’s actions against
Armenian citizens.
10.7 – Students analyze the rise of
totalitarian governments after the
First World War.
10.7.1 – Tier 2: Understand the causes
Skills Handbook
Pgs. 1-4
All-in-One TR
Unit 3; Pgs. 2, 3, 7, 8,
14-16
R/N Guide
Pgs. 90-93, 99, 100
Color Transp.
67-69, 71
Adapted R/N
Pgs. 90-93, 99, 100
Audio CD The Spark
A Soldier on the Western…
Voices From the Front
N/T Transp.
90, 91a, 91b, 94
(RCD )Unit 1: Analyze People and Plot
Priority Standards: RL 2,3
L5,5a,5b
(W.H.) RH 2 Determine the central ideas
or information of a primary or secondary
source: provide an accurate summary
of how key events or ideas develop over
the course of the text. RH 3 Analyze in
detail a series of events described in a
text; determine whether earlier events
caused later ones or simply preceded
them.
WHST 5 Develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 10
and consequences of the Russian
Revolution, including Lenin’s use of
totalitarian means to seize and maintain
control (e.g., the Gulag).
10.7.2 – Tier 2: Trace Stalin’s rise to
power in the Soviet Union and the
connection between economic policies,
political policies, the absence of a free
press, and systematic violations of
human rights (e.g., the Terror Famine in
Ukraine).
Review and reteach: Units 4 & 5
standards
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 11
Instructional
Window and
Testing Dates
Content Standards with Tier Suggested Curricular Resources If unavailable check Moodle. Contact
your Dept Chair for Moodle codes.
Resources for Struggling
Readers and EL Students If unavailable, check Moodle.
Unit 6
(duplicated in
Pacing Guide Part
II).
World War I,
Part 2
Ch. 11; sect. 3
7 Days
3 Days
10.5 – Students analyze the causes and course of the
First World War.
10.5.1 – Tier 1: Analyze the arguments for entering into
war presented by leaders from all sides of the Great War
and the role of political and economic rivalries, ethnic
and ideological conflicts, domestic discontent and
disorder, and propaganda and nationalism in mobilizing
the civilian population in support of “total war.”
10.5.2 – Tier 1: Examine the principal theaters of battle,
major turning points, and the importance of geographic
factors in military decisions and outcomes (e.g.,
topography, waterways, distance, climate).
10.5.3 – Tier 1: Explain how the Russian Revolution and
the entry of the US affected the course and outcome of
the war.
10.6.1 – Tier 1: Analyze the aims and negotiating roles
of world leaders, the terms and influence of the Treaty of
Versailles and Woodrow Wilson’s Fourteen Points, and
the causes and effects of United State’s rejection of the
League of Nations on world politics.
Semester Assessment: review and reteach standards
as needed
Access Illuminate for District assessment, answer key,
and results.
Skills Handbook
No resources
All-in-One TR
Unit 3; Pg. 4
R/N Guide
Pgs. 94-96
Color Transp.
66, 70
Adapted R/N
Pgs. 94-96
Audio CD
An American War Song
N/T Transp.
92
1st Semester
Assessment
Semester 1 Assessment Standards
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, & 6.1
For Essential Vocabulary, see attached Instructional Guide Vocabulary.
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 12
Quarter 1
Ch. 1-Sect.s 1-5
Content Vocabulary People and Places Key Concepts
-City-State -Sparta -Civil liberty
-Monarchy -Athens -Equality
-Magna Carta -Pericles -Ethics
-Tribune -Socrates -Natural Rights/Law
-Legislature -Plato -Revolution
-Jury -Aristotle -Judeo-Christian Tradition
-Consul -Carthage -Tolerance
-Dictator -Julius Caesar -Tyranny
-Veto -Augustus Caesar -Feudalism
-Republic -Jerusalem -Absolute Monarchy
-Covenant -Abraham -Limited Monarchy
-Sabbath -Moses -Common Law
-Prophet -Jesus -Democracy
-Ethics -Paul -Monotheism
-Diaspora -William the Conqueror
-Messiah -Henry II
-Apostle -Oliver Cromwell
-Clergy -Justinian
-Habeas Corpus
World History, First Semester
Instructional Guide Vocabulary
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 13
Ch. 2-Sect.s 1- 3 Content Vocabulary People and Places Key Concepts
-Social Contract -Thomas Hobbes -Enlightenment
-philosophe -John Locke -Market Economy
-Laissez Faire -Baron De Montesquieu -Popular Sovereignty
-Censorship -Voltaire -Natural Law
-Salons -Diderot
-Baroque -Rosseau
-Rococo -Adam Smith
-Enlightened Despot -Fredrick the Great
-Stamp Act -Catherine the Great
-Treaty of Paris -Joseph II
-Federal Republic -George III
-Natural Right -George Washington
-Thomas Jefferson
-Yorktown, Virginia
-James Madison
-Benjamin Franklin
Ch. 3-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Ancient Regime -Concert of Europe -Louis XVI -Nationalism
-Estate -Congress of Vienn -Jacques Necker -Legitimacy
-Bourgeoisie -Abdicate -Marquis de Lafayette -Republic
-Deficit Spending -Scorched-Earth Policy -Olympe de Gourges -Deficit Spending
-Estates-General -Guerilla Warfare -Marie Antoinette
-Cahier -Continental System -Robespierre
-Tennis Court Oath -Annex -Napoleon
-Storming of the Bastille -Napoleonic Code -Marseilles
-Faction -Plebiscite -Jacobins
-émigré -Guillotine
-Sans-culotte -Reign of Terror
-Suppressed -Suffrage
-Oppressed
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 14
Ch. 4-Sect.s 1-3
Content Vocabulary People and Places Key Concepts
-Universal Manhood - Louis Phillipe -Ideology
-Radicals -Napoleon III -Recession
-Peninsalare -Louis Kossuth -Autonomy
-Creole -Simón Bolívar -Suggerage
-Mestizo -Toussaint L’ Overture
-Mulatto -Father Miguel Hidalgo
-Father Jose Morelos
-Jose de San Martín
-Dom Pedro
Ch. 5-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Anesthetic -James Watt -Captialism
-Smelt -Eli Whitney -Urbanization
-Capital -Liverpool -Utilitarianism
-Enterprise -Manchester -Socialism
-Entrepreneur -Thomas Malthus -Communism
-Labor Union -Jeremy Bentham -Social Democracy
-Means of Production -Robert Owen
-Proletariat -Karl Marx
- Enclosure Movement
-Putting out system
-Turnpike
-Tenement
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 15
Quarter 2
Ch. 6-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Dynamo -Henry Bessemer -Alfred Nobel -Pollution
-Interchangeable Parts - Vincent van Gogh -Claude Monet -Romanticism
-Assembly Line -Michael Faraday -Louis Daguerre -Social Darwinism
-Stock -Charles Dickens -Robert Koch -Social Reform
-Corporation -Oroville, Wilbur Wright -Thomas Edison -Racism
-Cartel -Guglielmo Marconi -Victor Hugo -Women’s Suffrage
-Germ Theory -Louis Pasteur -Lord Byron -Romanticism
-Mutual Aid Society -William Wadsworth -William Blake -Impressionism
-Temperance Movement -Florence Nightingale -John Dalton -Realism
-Standard of living -Ludwig van Beethoven -Sojourner Truth -Social Gospel
-Urban renewal -Elizabeth Cady Stanton -Joseph Lister
-Cult of Domesticity - Gustave Courbet
Ch. 9-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Protectorate -Indemnity -Usman dan Fodio -Muhammad Ali -Imperialism
-Sphere of Influence -Extraterritoriality -Shaka -Mahdi -Paternalistic
-Boer War -Boxer Uprising -David Livingstone -Genocide
-Elite -Open Door Policy -Henry Stanley -Social Structure
-Pasha -Sino-Japanese War -King Leopold II -Traditional Society
-Sultan -Taiping Rebellion -Samori Touré -Balance of Trade
-Concession -Trade Surplus -Yaa Asantewaa -Colonialism
-Sati -Trade Deficit -Nehanda -Cultural Diffusion
-Sepoy -Balance of Trade -Menelik II -Ethnocentrism
-Viceroy -Muhammad Ahmad -Non-violence
-Deforestation -Ram Mohun Roy -Resource Distribution
-Purdah -Guang Xu
-Opium War -Sun Yixian
Stockton Unified School District
2016 – 2017 Instructional Guide for World History
Traditional Schedule, Semester 1
SUSD World History, 1st Semester: Tier 1 standards are the most heavily tested standards; Tier 2 standards are next most tested. Tier 3 are the least tested. Page 16
Ch. 10-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Meiji Restoration -Panama Canal -Matthew Perry -Modernization
-Diet -Monroe Doctrine -Tokyo -Regionalism
-Zaibatsu -Peonage -French Indochina
-Homogenous Society -La Reforma -Mongkut
-Russo-Japanese War -Caudillo -Liliuokalani
-Spanish-American War -Penal Colony -Benito Juarez
-Confederation -Indigenous -Maori
-Dominion -Métis
Ch. 11-Sect.s 1-4
Content Vocabulary People and Places Key Concepts
-Entente -Commissar -Alsace and Lorraine -Militarism
-Ultimatum -Proletariat -Dardanelles -Alliances
-Mobilize -Mandate -T.E. Lawrence -Disarmament
-Neutrality -Radicals -Cheka -Internationalism
-Stalemate -Reparations -Soviet Union -Isolationism
-Zeppelin -Pandemic -Woodrow Wilson -Mass Communications
-U-boat -Otto von Bismarck -Self-Determination
-Convoy -Gavrilo Princip -Collective Security
-Total War -Kaiser William II -Total War
-Conscription -Tsar Nicholas II -Propaganda
-Contraband -Vladimir Lenin -14 Points
-Lusitania -Joseph Stalin
-Propaganda
-Atrocity
-Fourteen Points
-Armistice
-Unrestricted Submarine Warfare
Chapter 12 is missing