Social Studies Curriculum

World History

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Curriculum Guide for History 9-1 and 9-2: World History

Note to the reader:  The following is a preview of the broad concepts that must be covered in the world history course during the school year. Because World History is, by its nature, a complex, diverse, content packed curriculum there is no singular means to teach it. To help new teachers with the complexities of teaching such an intricate curricula we have included several documents to guide a teacher’s approach to World History. For the more experienced teacher we hope that these guides will be inspirations for new approaches to teaching and that they will use this for creating other guides such as a thematic, or a chronological guide. The pacing guide that is included in this document is in large part an example taken from the National History Standards. It is an example of a regional pacing guide.  See links below to the pertinent standards.

Pacing notes for each unit are approximate guides to help teachers create a “doable” year based on core curriculum.  “Partial” weeks, testing, and other variables need to be taken into account.

Grade Level Expectations (www.asdk12.org/depts/reading/pages/GLEs/GLEindex.htm)

Alaska State Content Standards (www.eed.state.ak.us/standards/pdf/standards.pdf)

National History Standards
http://nchs.ucla.edu/standards/thinking5-12.html  (historical thinking)
http://nchs.ucla.edu/standards/us-standards5-12.html (historical eras)

Included in this guide are three documents:
World History Overview Grid, World History Content Grid, and Skills Expectations

World History Overview Grid:
This document is thematically based. Each strand listed has corresponding Enduring Understandings, Essential Questions and Standards. Teachers are to formulate their lessons using this guide in tandem with the other included documents.

World History Content Grid:
This document is regionally based. Included in the table is a brief summary of each unit as it relates to the region. Each region is expanded with the strands as well as specific content and knowledge. Any of the overview Enduring Understandings and Essential Questions may be applied to the regions. Teachers are to use this grid in formulating their lesson plans (chronologically, thematically, or regionally) and student assessments.

Skills-Assessment Expectations:
This document is to be used by teachers in designing their lessons and assessments of student understanding, skills and historical thinking.

Next: World History Thematic Overview »