Each semester is broken into four, four-week units, primarily covering one skill area while progressing through World History.  Click on the links below to follow the course assignments and classroom instructional videos.  The school year starts on August 12th and content will be added as the course progresses.






Weeks 19-23

 Day 40-50

Change Over Time Essay

Industrial Revolution to Imperialism



Weeks 24-27

 Day 51-60

Comparative/Analysis Essays

Russian Revolution to World War I



Weeks 28-31

 Day 61-70

Objective Test, Public Speaking and DBQ

Interwar Period to Cold War




Weeks 32-35

 Day 71-78

Research Skills and Comparative Analysis/COT Essay

Regional Challenges of Today




Unit 5

Weeks 19-22

Comparative Analysis Essay, Industrial Revolution, Imperialism, Meiji Restoration, Fall of Qing Dynasty


Day 40

January 13


  • Review of major eras of human interaction - hunter/gatherer, Neolithic Revolution, Industrial Revolution
  • Introduction to Industrial Revolution
  • Create a City - Day 1


  • Finish 1700 town creation - 10 items by Wednesday
  • Read and take notes on Chapter 31 video - Why did Industrial Revolution Happen in Britain? (First Video from Chapter 31)

Evolving into the Industrial Revolution

Introduction to Industrial City Map

Day 41

January 15


  • Have you reached your peak?
  • The Industrial Revolution Map Creation - Turning an English Village into a English City


  • Adjust English town map if necessary
  • Read and take notes on Chapter 31 video - Why did Industrial Revolution Happen in Britain? (First Video from Chapter 31)

Day 42

January 17



  • Discuss reflection sheet with parents and have them sign

Day 43

January 21


  • Complete Industrializing Map
  • Finalize list of 10 resources needed to industrialize


  • Prepare for group discussion - Why is it unlikely that North Korea will industrialize?

Day 44

January 23


  • Discussion - Why is it unlikely that North Korea will industrialize?
  • Letter from the United Nations
  • What is our Driving Question?
  • Establish Contract for Behavior Expectations
  • Assessment will be based on demonstration of the SAS Desired Student Learning Outcomes (DSLOs)
  • Discuss what information and skills you will need to acquire to achieve your goals


  • Finalize and sign contract
  • Figure out the 7 Cs of DSLOs
  • Research Case Study #2 - Japan (Our World's Story - Chapter 34; Patterns - Chapter 28 - Section 2; Stearns - Chapter 27 - Japan....Determine how you will take notes...how should information be categorized

Why Didn't Korea Industrialize? - Discussion

Invitation from the United Nations

Identifying Needed Skills and Content

Day 45

January 27


  • Synthesize DSLOs into language appropriate for a high school student audience
  • Ensure understanding of four major questions being explored
  • To what extent did Japan case study satisfy four major questions?


  • Record in DSLO Assessment Rubric specific evidence for why your group members should be a 1, 2 or a 4; only make reference to extreme behaviors that makes someone stand out in either direction as fully exemplifying or not exemplifying the behavior
  • Research Case Study #3 - China (Our World's Story - Chapter 33; Patterns - Chapter 28 - Section 1; Stearns - Chapter 27 - Japan....Pay close attention to analysis of China vs. Japan; Why China Missed the Industrial Revolution

Introduction to DSLOs

Students Adjusted DSLOs for High School Student Audience

Day 46

January 29


  • Historically, why did some countries industrialize and others didn't?  Discuss resources (human, natural, capital) and systems using the Case Studies from England, China and Japan.
    • Be able to tell the story of how Japan and Britain industrialized, yet China didn't.  What were the five major components/turning points?
  • What is the format of a panel discussion?  Look at Senate and UN panel videos.
  • What criteria would you use to define an industrialized/non-industrialized nation?
  • What country (look closely at region - remember this will be a "pilot") might you choose to industrialize?  Narrow choices down to 5


  • Provide specific evidence for DSLO behavior
  • What were the impacts of European industrialization and imperialism?  Read and take notes from Our World's Story on Chapter 31 - Man and His Machines (only pages 309-315) and all of Chapter 32 - Europe Takes Over the World.

Day 47

February 4


  • Complete homework/book survey
  • Core Knowledge Quiz
  • Review letter from United Nations to ensure you understand project expectations
  • Formulate plan for completing project - Tuesday in class, Thursday in class - homework between now and Monday's presentation


  • Complete assigned homework from group
  • Add to DSLO reflections




Day 48

February 6


  • Ensure your group is ready to present testimony at Monday/Wednesday's UN hearing
  • Ensure your group is prepared to engage effectively through questioning at UN hearing
  • Read and understand DSLO assessment


  • Complete assigned homework from group
  • Add to DSLO reflections
  • Monday - In-Class Completion of reflection of group mates

Day 49

February 9


  • United Nations Testimony
  • Review components of DSLOs
  • Components of a Continuity and Change Over Time Essay
  • Assess members (including yourself) of your group - Period 3, Period 4, Period 1


  • Finish Assessing Members of Your Group using Google Form Above
  • Prepare for your presentations and questions
  • Consider facts you will incorporate in your Continuity and Change Over Time Essay

Day 50

February 11


  • United Nations Testimony
  • Continuity and Change Over Time Essay


  • Enjoy Interim Semester - Pay attention to Developing Nations - how does their world differ from yours?