CURRICULUM MAP / COURSE PACING GUIDE
Course
World History
Unit Name of Unit
(or Learning Segment)
Focus Areas
Big ideas / brief description of unit
1 History: A Shared Idea
This unit will provide students
with an introduction to
World History. Additionally,
Students will begin to learn
how to use critical thinking
skills in relation to the
regional perceptions of
shared themes. It will also
serve as a refresher of the
world prior to 1200 CE,
briefly looking at the first
civilization, mass migration,
and the creation of the
modern world.
Instructor
Ms. Elizabeth Vaughan
Concepts
i.e. themes you will revisit in this course;
see “Unpacking Document” from
NCDPI for examples
● Historical Perspectives,
Societal Development,
Identity
School Semester/Year
Terry Sanford Highschool Fall 2023
CONTENT Objectives SKILLS Objectives Prioritized
see NC Standards for History, see NC Standards: INQUIRY Pacing
Economics, Civics & Government,
# of days
Geography, and Behavioral Sciences
Key NCS Objective: Key NCS: Inquiry 6
● WH.H.1.1Distinguish ● I.1.1 Compelling
key turning points in Questions
world history in terms
of multiple causes and Other NCS: Inquiry
outcomes ● I.1.2. Supporting
Questions
Other NCS Objectives: ● I.I.5 Communicating
● WH.B.2.3 Explain Ideas
the impact of global ● I.1.6 Taking
interaction on the Informed Action
development of
national, tribal, and
ethnic identities, now
and in the past.
● WH.H.1.2 Explain
the impact the
experiences and
achievements of
individuals and groups
from various
indigenous, racial,
ethnic, tribal, political,
ASU Dept. of History· History Education Program· 2021-2022

2 Shared Ideals:
Religion/Beliefs/Culture
Students will examine the
role of religion and shared
beliefs in the development of
nations and conflict.
Discussions will center
around the religious
persecution involved
throughout various
genocides, as well as religions
role in the the Reformation
period and several types of
religious phobia. Throughout
the unit students should be
able to determine the role a
region’s shared ideals played
in internal and external
conflicts.
3 Social Migration
and religious
backgrounds have had
on historical events
and current global
issues.
● Identity, Cultural Key NCS Objective: Key NCS: Inquiry 8
Ideology, Shared Beliefs ● WH.B.2.1Explain ● I.1.5
how shared values and Communicating
beliefs of a culture Ideas
impact national, tribal,
and group identity, Other NCS: Inquiry
now and in the past. ● I.1.1 Compelling
Questions
Other NCS Objectives: ● I.1.4 Developing
● WH.B.2.3 Explain Claims and Using
the impact of global Evidence
interaction on the
development of
national, tribal, and
ethnic identities, now
and in the past.
● WH.B.2.2 Explain
how competing
religious, secular,
racial, ethnic, and
tribal group identities
have impacted
societies, now and in
the past.
● Movement, Cultural Key NCS Objective: Key NCS: Inquiry 9
Diffusion, Society
ASU Dept. of History· History Education Program· 2021-2022
 This unit focuses around the ● WH.G.1.1 Explain ● I.1.2 Supporting
role of cultural diffusion and the reasons for and Questions
in the establishment of effects of immigration,
Assimilation, Pan-Africanism, forced migration, Other NCS: Inquiry
and Detribalization slavery, and settlement ● I.1.4 Developing
worldwide. Students will also on empires, societies, Claims and Using
look at migrations as a result and indigenous Evidence
of persecution, need for populations around ● I.1.3 Gathering and
resources, or involuntary the world, now and in Evaluating Sources
movement, in relation to how the past. ● I.1.5
it has affected its people’s Communicating
perspectives. Migration will Other NCS Objectives: Ideas
be looked at in a variety of ● WH.B.2.3 Explain
regions spanning the globe, the impact of global
following the movements, and interaction on the
allowing for students to development of
analyze the cause and effect, national, tribal, and
and cultural reaction of these ethnic identities, now
events. and in the past.
● WH.G.2.1
Deconstruct the
relationship between
geopolitics and
demographic shifts in
terms of intentional
and unintentional
consequences, now
and in the past.

4 Imperialism and its Effects ● Interdependence, Key NCS Objective: Key NCS: Inquiry 11
This unit is focused on the Power, Historical ● WH.E.1.1- Explain
progression of imperialism Issues how a desire for

ASU Dept. of History· History Education Program· 2021-2022

worldwide, as well as its role resources has ● I.1.4 Developing
in the progresive impacted the global Claims and Using
establishment of globalization interactions and Evidence
and colonization. Students economic
will learn about the interdependence of Other NCS: Inquiry
establishment of imperialism, empires, societies, ● I.1.6 Taking
as well as the motives behind and/or nations, now Informed Action
several nation’s goals of global and in the past. ● I.1.5
colonization, particularly Communicating
looking at economic interests. Other NCS Objectives: Ideas
Discussusions will be held ● WH.H.1.4 - ● I.1.1 Compelling
over the short and long term Distinguish the Questions
consequences of imperialism, challenges indigenous
including its role in numerous peoples and ethnic and
cultural genocides, such as tribal groups around
the Rwandan Geniocide. the world have
Following the completion of experienced as a
this unit students would be result of colonization,
able to discuss Imperialism's imperialism, and
role in the shaping of the assimilation, now and
modern day world. in the past.
● WH.E.1.2- Explain
the influence of
economic
interdependence on
the development,
interactions, and
transformation of
empires, societies,
nations, and regions,
now and in the past.

ASU Dept. of History· History Education Program· 2021-2022

5 The -ism’s and Power
Imbalance
This unit will be looking at a
few of the various “ism’s' '
seen throughout history
(Totalitarianism, Isolationism,
Facism, and Communism) in
relation to the establishment
of a power imbalance within
nations. It will examine the
way the -ism concepts have
impacted their individual and
collective societies and
created conflict. Students will
learn not only how these
concepts gained power, but
also how the imbalance of
power was maintained and
used to limit freedoms.
During these sections, major
wars such as World War One
and Two will be discussed due
to many having a form of
power imbalance as well as
one of these concepts, behind
the central conflict.
6 Revolutions
This unit will go over the
societal structure behind
revolutions and movements
of change. It will cover the
● Power, Government, Key NCS Objective: Key NCS: Inquiry 10
Societal Development ● WH.C&G.1.1- ● I.1.4 Developing
Compare ways in Claims and Using
which individuals, Evidence
groups, and
governments have Other NCS: Inquiry
gained and ● I.1.5
maintained power. Communicating
Ideas
Other NCS Objectives: ● I.1.1 Compelling
● WH.C&G.1.2- Questions
Distinguish ways in ● I.1.3 Gathering and
which religious and Evaluating Sources
secular leaders and
political systems have
used power to sustain,
expand, or restrict
freedom and equality
● WH.B.2.3 - Explain
the impact of global
interaction on the
development of
national, tribal, and
ethnic identities, now
and in the past.
● Freedom, Power, Key NCS Objective: Key NCS: Inquiry 12
Equality ● WH.C&G.1.3 - ● I.1.1 Compelling
Compare various Questions
revolutions, rebellions,
and movements in Other NCS: Inquiry
ASU Dept. of History· History Education Program· 2021-2022
 unique causes, as well as the
short and long term effects of
the movement in relation to
its impact on the region's
culture, identity, and goals.
The events being covered will
span from the Hatian
Revolution to uprisings in
Tibet and Maji Maji. Through
revolutions covering the
globe, students will be able to
learn about a variety of
different cultural perspectives,
and perceptions of events.
7 Industrialization and
Innovation
Innovation and the
transformation of society as a
result of technological
advances will be discussed
within this unit. Discussions
will be centered around
technologies' role in the
establishment of the modern
day world, as well as its hand
in the creation of individual
societal cultures.
terms of motive, ● I.1.2 Supporting
consequence, and Questions
lasting impact on the ● I.1.3 Gathering and
freedom and equality Evaluating Sources
of individuals and ● I.1.4 Developing
groups in society. Claims and Using
Evidence
Other NCS Objectives:
● WH.H.1.1-
Distinguish key turning
points in world history
in terms of multiple
causes and outcomes.
● WH.B.2.1- Explain
how shared values and
beliefs of a culture
impact national, tribal,
and group identity,
now and in the past.
● Movement, Economic Key NCS Objective: Key NCS: Inquiry 8
Relationships, Human - ● WH.G.1.2- ● I.1.4 Developing
Environment Distinguish the Claims and Using
Interaction relationship between Evidence
movement,
technology, and Other NCS: Inquiry
innovation in terms of ● I.1.6 Taking
cultural diffusion on Informed Action
societies around the ● I.1.5
world, now and in the Communicating
past. Ideas
● I.1.1 Compelling
Other NCS Objectives: Questions
ASU Dept. of History· History Education Program· 2021-2022
 Advancements will include ● WH.E.1.1- Explain
progression in industry, how a desire for
communication, and resources has
transportation. Additionally, impacted the global
Students will also be asked to interactions and
look at the negative impacts economic
of advancement, instead of interdependence of
strictly the positive. empires, societies,
and/or nations, now
and in the past.
● WH.G.2.2-
Differentiate
technological
innovation and
human-environment
interaction in terms of
intentional and
unintentional
consequences, now
and in the past.
8 Social Justice ● Equality, Movement, Key NCS Objective: Key NCS: Inquiry 11
This unit will dive into Historical Issues ● WH.C&G.1.3 ● I.1.6 Taking
modern and historic Compare various Informed Action
moments of justice revolutions, rebellions,
worldwide, looking at the and movements in Other NCS: Inquiry
progression of humanity's terms of motive, ● I.1.4 Developing
shared fight for equality. It will consequence, and Claims and Using
cover events related to group lasting impact on the Evidence
and individual justice, and the freedom and equality ● I.1.3 Gathering and
growth of equality for of individuals and Evaluating Sources
regional minorities. This unit groups in society ● I.1.1 Compelling
will also discuss a few of the Questions

ASU Dept. of History· History Education Program· 2021-2022

 issues that have led to the
initial need for social justice
reforms, such as xenophobia,
entocentrism, and cultural
biases. Students will be
prepared to think critically
about past events, and relate
them to modern day issues as
a way to break down
pre-existing biases, and
produce informed opinions.
9 Humans vs. The Environment
Students will have the
opportunity to examine the
connection the environment
has played in the migration of
nations, international trade
routes, and distribution of
Other NCS Objectives:
● WH.H.1.3 Explain
how ethnocentrism,
stereotypes,
xenophobia, and
racism impact human
rights and social
justice of various
groups, tribes, and
nations around the
world, now and in the
past.
● WH.H.1.2 Explain
the impact the
experiences and
achievements of
individuals and groups
from various
indigenous, racial,
ethnic, tribal, political,
and religious
backgrounds have had
on historical events
and current global
issues.
● Interdependence, Key NCS Objective: Key NCS: Inquiry 8
Human-Environment ● WH.E.1.1 Explain ● I.1.6 Taking
Interaction, how a desire for Informed Action
Technological Ideas resources has
impacted the global Other NCS: Inquiry
interactions and
economic
ASU Dept. of History· History Education Program· 2021-2022
global resources. Conversions interdependence of ● I.1.4 Developing
will include the environment's empires, societies, Claims and Using
economic role in the and/or nations, now Evidence
establishment of Banana and in the past. ● I.1.3 Gathering and
Republics, the Silk Road, and Evaluating Sources
Global Trade Alliances. Other NCS Objectives:
Additionally, students will be ● WH.G.2.2
introduced to both the Differentiate
intentional and unintentional technological
damages to the environment innovation and
that have occurred overtime. human-environment
The goal of this unit is to have interaction in terms of
students end the class intentional and
through critically thinking unintentional
about aspects that can shape consequences, now
historic events, outside of and in the past
humans and technology. ● WH.B.1.2 Explain
the impact of scientific
and technological
innovations on societal
change around the
world, both now and
in the past.
Flex Time 2
Final Exam Review 3
Final Exam Administration 1
Loss of Instructional Days 1
Total 90

ASU Dept. of History· History Education Program· 2021-2022