Download Social Studies Curriculum Map Quarter 1 World History High School

Social Studies Curriculum Map
Quarter 1
World History
High School
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common
goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.
Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and
career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define
what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the
major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample
questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend
less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more
time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional
practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery
of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and
needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore
expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision
of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages
each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to
rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking,
reading, writing, and communicating.
Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:
(1) Regular practice with complex text and vocabulary.
(2) Reading, writing, and speaking grounded in evidence from texts.
(3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.
Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This
requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at
the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this
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Social Studies Curriculum Map
Quarter 1
World History
High School
document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken
from the text/passage.
“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State
Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history,
social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their
disciplines in order to harness the power of the Common Core to improve student learning across the board.”
Source: TNCore
http://www.tncurriculumcenter.org/social_studies
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map,
you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile
material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task
Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
Key
ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework
(MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)
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World History
High School
Framework Contents:
Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger
themes/units to better develop students conceptual understanding and development of mastery of standards over time.)
WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited
language development and/or non-standard English
Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.
Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”
Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might
be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order
thinking.
TN State Recommended Readings/Texts/Passages – Readings recommended by the State.
State Standards - Tennessee State Social Studies Standards.
Big Ideas, Guiding Questions – Suggestions for lesson focus.
Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that
appear across content domains.
Lesson Activities – Suggestions for use in planning lessons w/ literacy connections. (Coded in green)
Resources – Links to additional resources & Daily Lesson Plan sample
Note:
What is a DBQ/TDQ?
Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of
authentic assessment and a way for students to interact with historical records and information.
DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather
information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.
Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of
thinking as they develop life skills.
*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such
as Google Chrome or Mozilla Firefox.
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World History
High School
Quarter 1
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers
with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the
corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are
appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing
assessments.
WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs
and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given
links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying
existing assessments.
WIDA Examples
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: 9-12 Reading
World Histories
Entering:
Match people or places with
periods in world history
through illustrations,
words/phrases, and timelines
Example: 9-12 Writing
Historical figures and times
Entering: Label significant
individuals or historical times
in politics, economics, or
society using illustrations or
photographs and models.
Beginning:
Identify features of periods in
world history from phrases or
sentences and timelines
Developing:
Classify features of periods in
world history from descriptive
sentences and timelines (e.g.,
before or after French
Revolution)
Expanding:
Compare and contrast
features of periods in world
history based on paragraphs
and timelines
Bridging:
Interpret features of
periods in world
history from grade
level text
Beginning: Outline
contributions of significant
individuals or historical times
in politics, economics, or
society using illustrations or
photographs and models.
Developing: Outline
contributions of significant
individuals or historical times
in politics, economics, or
society using illustrations or
photographs and models
Expanding: Discuss how
significant individuals or
historical times have
impacted politics, economics,
or society using illustrations
or photographs
Bridging: Explain and
evaluate contributions
of significant
individuals or
historical times in
politics, economics, or
society
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World History
High School
Common Core State Standards: Focus on Vocabulary
Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning
strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be
integrated into tasks and reinforced over time and across contexts.
Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build)
Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print.
(Ex: composed, apply, establish)
Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas. Tier 3 words are central to building knowledge and conceptual understanding within the various
academic domains and are integral to content. (Ex: reformation, legislation, medieval, and Socialism)
Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately,
per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.
Teaching Vocabulary for Mastery…
Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.
Provide a student-friendly definition of the word.
Suggest synonyms or antonyms for the word.
Put the new word into a context or connect it to a known concept, morpheme, or root.
Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).
Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written
word on the wall.
7. Use the new words in context of the lesson.
8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.
9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.
10. Expect pairs of students to construct semantic word maps for new vocabulary.
11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.
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2.
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4.
5.
6.
References
McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.
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Social Studies Curriculum Map
World History
High School
Quarter 1
World History & Geography – Topics & Big Ideas
Time
1st Quarter
Time
2nd Quarter
Weeks 1-3
The Enlightenment and the Founding of the
United States (1750-1797)
Big Ideas: The Enlightenment Period
Weeks 1-3.5
Unification and Imperialism (1800-1914)
Big Ideas: Building assess in other places.
Weeks 4-6
The Age of Revolution (1750-1850)
Big Idea: 100 years of change the cause ways
of life to change.
Weeks 3.5-7
World War I (1914-1919)
Big Idea: Did public perception affect America’s
decision to enter World War One?
Weeks 7-9
The Industrial Revolution (1750-1914)
Big Idea: New Products are everywhere.
The role of the woman is changing.
Weeks 7-9
Interwar Changes (1919-1939)
Big Idea: What changes come up during the
interwar?
Time
3rd Quarter
Time
4th Quarter
Weeks 1-5
World Wars (1914-1945)
Big Idea: America’ part in the Wars
Weeks 1-8
Contemporary World Since 1989
Big Idea: New to the world.
Weeks 6-9
The Cold War (1945-1989)
Big Ideas: America against the world vs. World
police
Week 9
Review
* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.
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World History
High School
Quarter 1
Topic: The Enlightenment and the Founding of the United States (1750-1797)
Weeks: 1-3
Textbook Reference: McGraw Hill: Tennessee World History and Geography – Modern Times
TN State recommended Primary Documents and Supporting Readings :
Excerpts from Mary Wollstonecraft’s “Vindication of the Rights of Women”, (1300L) http://www.bartleby.com/144/
Excerpts from Montesquieu’s “Spirit of the Law” , (Not Rated Lexile) http://legacy.fordham.edu/halsall/mod/montesquieu-spirit.asp
Excerpts from Immanuel Kant’s “Critique of Pure Reason” ,(1500L) http://files.libertyfund.org/files/1442/0330_Bk.pdf
Excerpts from John Locke’s Second Treatise of Government, (1690L) http://www.earlymoderntexts.com/assets/pdfs/locke1689a.pdf
Excerpts from Jean Jacques Rousseau’s “The Social Contract” , (1370L) http://www.earlymoderntexts.com/assets/pdfs/rousseau1762.pdf
TN State Social Studies Standards
W.1 Compare the ma or ideas of
philosophers and their effects on the
democratic revolutions in ngland, the
nited States, rance, and Latin America
including John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau,
Simon Bolivar, Toussaint L’Ouverture, and
Thomas Jefferson. (C, H, P)
W.2 Analyze the principles of the Magna
Carta (1215), English Bill of Rights (1689),
the American Declaration of
Independenc0e (1776), and the French
Declaration of the Rights of Man and the
Big Ideas, Questions & Vocabulary
Suggested DBQs, Activities & Resources
Content Vocabulary (Tier 3)
Philosophe, separation of powers, social contract, federal
system, laissez-faire, Federal system
W.1 Create a graphic organizer that identifies, explains and compare the
major ideas of philosophers and their effects on the democratic
revolutions in England, the United States, France, and Latin America
including John Locke, Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Simon Bolivar, Toussaint L’Ouverture, and Thomas Jefferson.
*Use Vocabulary Strategies found on page 5*
Literacy RH.9-10.2, WHST.9-10.2.A
Examine art and documents from the American Revolutionary period to
locate enlightenment influences.
http://www.tpsnva.org/teach/l_p/035/lesson.pdf
Academic Vocabulary (Tier 2): Arbitrary, Amendment,
Guarantee
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 134-139, 145. Print.
W.2 What were the principles of the American Declaration
of Independence and why did intellectuals believe the
formation of the United States carried out Enlightenment
thought?
W.2 Class read the Declaration of Independence to identify the principles
and the relationship to Enlightenment ideas. Literacy.RH.9-10.1 Analyze
the principles of the Magna Carta (1215), English Bill of Rights (1689), the
American Declaration of Independenc0e (1776), and the French
Declaration of the Rights of Man and the Citizen (1789) citing textual
The Enlightenment Period
W.1 What role did philosophies play in the Enlightenment?
How did these beliefs impact the democratic revolution
that formed countries such as the United States of
America?
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World History
High School
Quarter 1
Citizen (1789) citing textual evidence. (H,
P)
evidence.
Literacy RH.9-10.2, WHST.9-10.2.A
Create advertisements promoting the new governing document for 1770’s
American colonists using phrases, hooks, and images relevant to the time
period.
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 145-147, 152. Print.
Literacy RH.9-10.2
Topic: Age of Revolution 1750-1850
Weeks: 4-6
Textbook: McGraw Hill: Tennessee World History & Geography – Modern Times
TN State recommended Primary Documents and Supporting Readings:
The Magna Carta, 1215 (1880L) http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Annotation737.pdf
The English Bill of Rights,1689 (1050L) http://userpages.umbc.edu/~bouton/HIST342/EnglishBillOfRights1689.htm
The American Declaration of Independence,(980L)
http://www.umbc.edu/che/tahlessons/pdf/Freedom_for_All__The_Contradictions_of_Slavery_and_Freedom_in_the_Maryland_Constitution_RS_02.pdf
“The rench Declaration of the Rights of Man and the Citizen” , 1785 (1090L)
http://www.bpi.edu/ourpages/auto/2012/11/26/59506857/DoRMaC%20_%20W%20QAR%20Reading%20GO.pdf
TN State Social Studies Standards
W.1 Compare the ma or ideas of
philosophers and their effects on the
democratic revolutions in ngland, the
nited States, rance, and Latin America
including John Locke, Charles-Louis
Big Ideas, Questions & Vocabulary
100 years of change the cause ways of life to change.
W.1 What role did philosophies play in the Enlightenment?
How did these beliefs impact democratic revolutions?
Suggested Activities & Resources
W.1 Review Enlightenment theories of Locke, Hobbes, Montesquieu,
Voltaire, and Rousseau. Compare the major ideas of philosophers and
their effects on the democratic revolutions in England, the United States,
France, and Latin America including John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Toussaint
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World History
High School
Quarter 1
Montesquieu, Jean-Jacques Rousseau,
Simon Bolivar, Toussaint L’Ouverture, and
Thomas Jefferson. (C, H, P)
L’Ouverture, and Thomas Jefferson.
Literacy RH.9-10.2
Students will demonstrate knowledge of beliefs by constructing a model
government based on the Enlightenment ideas in which they find the most
important for the vitality of a governed civilization.
Literacy WHST.9-10.2.D
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 134-139, 145. Print.
W.2 Analyze the principles of the Magna
Carta (1215), the English Bill of Rights
(1689), the American Declaration of
Independence (1776), and the French
Declaration of the Rights of Man and the
Citizen (1789) citing textual evidence. (H,
P)
W.2 How do the principles in governing documents reflect
the discontents of their respective political revolutions?
Content Vocabulary (Tier 3)
Unalienable, grievance, Auspices, sovereignty, Arbitrary
Academic Vocabulary (Tier 2): Amendment, Guarantee
See pg. 5 for Vocabulary Instructions
W.2 Compare and contrast the Declaration of Independence (US, 1776)
and The Declaration of the Rights of Man and the Citizen (France, 1789).
This can also be used a short writing assignment. Literacy.RH.9-10.6,
WHST.9-10.2.B
Create debate points about the differences between the initial governing
documents of revolutionized America and France, and which government
seems better for the varied social groups: citizens, middle class citizens
and business owners, and political leaders.
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 145-147, 152 & 158. Print. Literacy RH.9-10.2,
WHST.9-10.2.D,E
W.3 Conduct a short research project
summarizing the important causes and
events of the French Revolution including
Enlightenment political thought,
comparison to the American Revolution,
economic troubles, rising middle class,
government corruption and incompetence,
Estates General, storming of the Bastille,
execution of Louis XVI, the Terror, and the
rise and fall of Napoleon. (C, E, H, P)
W.3 How did the structure of social classes in France and
other causes lead to discontent?
What were the turning points in the French Revolution?
Academic Vocabulary (Tier 2): consumer exclusion
See pg. 5 for Vocabulary Instructions
W.3 Examine French social classes and determine roots of discontent.
With a partner, conduct a short research project summarizing the
important causes and events of the French Revolution including
Enlightenment political thought, comparison to the American Revolution,
economic troubles, rising middle class, government corruption and
incompetence, Estates General, storming of the Bastille, execution of
Louis XVI, the Terror, and the rise and fall of Napoleon. Teams may use
their choice of Graphic organizers to record findings.
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 145, 152-155. Print.
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Quarter 1
Literacy RH.9-10.2, WHST.9-10.2.F
W.4 Draw evidence from informational
texts to explain how the ideology of the
French Revolution led France to evolve
from a constitutional monarchy to
democratic despotism to the Napoleonic
Empire. (C, H, P)
W.4 In what ways did the end of the old order move the
revolution towards a more radical phase?
Why did the French Revolution become more radical?
How did the constant transition within the French
government influence its effectiveness?
Content Vocabulary (Tier 3)
lector, coup d’etat, sans-culottes, estate, taille,
bourgeoisie
W.4 Using the text reference below to explain how the ideology of the
French Revolution led France to evolve from a constitutional monarchy to
democratic despotism to the Napoleonic Empire.
Students may use graphic organizers or complete as a short writing
assignment.
http://misserinslack.weebly.com/uploads/4/0/5/1/40514053/erinslackunitpl
an.pdf
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 154-162. Print.
Literacy.RH.9-10.6, WHST.9-10.2.B
Academic Vocabulary (Tier 2): radical, establish, regime
See pg. 5 for Vocabulary Instructions
W.5 Describe how nationalism spread
across Europe with Napoleon then was
repressed for a generation under the
Congress of Vienna and Concert of
Europe until the Revolutions of 1848. (C,
H, P)
W.5 What is nationalism and how did it impact the political
landscape of Europe in the late 19th Century?
Content Vocabulary (Tier 3)
Nationalism
Connection to the Language Standards
Latin Affixes
-ism – a belief doctrine or theory
Examples from the unit: nationalism, capitalism,
socialism, Romanticism
W.5 Assess how nationalism spread across Europe with Napoleon then
was repressed for a generation under the Congress of Vienna and
Concert of Europe until the Revolutions of 1848. This can be completed
in a graphic form that explains how nationalism is fostered in unstable
political arenas.
https://scholar.vt.edu/access/content/user/tbsexton/NCSS%20Materials/St
andard%20_6/European%20Nationalism%20Unit%20Plan.pdf
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 164-171, 182. Print.
Literacy.RH.9-10.6, WHST.9-10.2.B
Language Standards
L. 6.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
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High School
Quarter 1
L.6.4.b Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the meaning of a
word (e.g., belligerent, bellicose, rebel).
Connection to Language Standards
Greek & Latin Roots and Affixes
www.cognatarium.com
Topic: Industrial Revolution 1750-1914
Weeks: 7 – 9
Textbook: McGraw Hill: Tennessee World History & Geography – Modern Times
TN State recommended Primary Documents and Supporting Readings:
Excerpts from the abolitionist writings and speeches of William Wilberforce (1360L) http://www.trumanlibrary.org/educ/ThemeBook_Finalpgs6284.pdf
John Stuart Mill’s “On Liberty” (1500L) http://bev.berkeley.edu/What%20is%20political%20Economy%202012/Mill%20On%20Liberty.pdf
Charles Darwin’s “Origin of Species” (1450L) http://professorpaul.com/inspiration/literature/darwin_origin_of_species.pdf
Louis Blanc’s “Organization of Work” (Not Rated Lexile) https://legacy.fordham.edu/halsall/mod/1840blanc.asp
Karl Marx’s and rederick ngel’s, “Communist Manifesto” (1360L) http://www.paulrittman.com/CommunistManifestoExcerpts.pdf
Adam Smith’s “Wealth of Nations” (1500L) http://www.historyteacher.net/APEuroCourse/Readings-Open/doc-ASmith-WealthOfNations.pdf
Thomas Malthus’ “ ssays on Principle of Population” (Not Rated Lexile) http://pages.uwc.edu/keith.montgomery/Demotrans/malthus_excerpts.htm
TN State Social Studies Standards
W.6 Describe the growth of population,
Big Ideas, Questions & Vocabulary
W.6 How did change in population impact the growth of
Suggested Activities & Resources
W.6 Review the main components of the agricultural revolution as it
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Social Studies Curriculum Map
rural to urban migration, and growth of
cities. (C,E,G)
cities and urban migration?
Content Vocabulary (Tier 3)
Capital, Entrepreneur, Cottage industry, Puddling,
Industrial capitalism, socialism
Academic Vocabulary (Tier 2): labor, derived, economy,
manufacturing
See pg. 5 for Vocabulary Instructions
W.7 Explain the connections among
natural resources, entrepreneurship, labor,
and capital in an industrial economy
including the reasons why the Industrial
Revolution began in England. (E, G, H)
World History
High School
Quarter 1
W.7 What factors led to the spread of industrialization in
Europe and North America?
relates to population, rural to urban migration, and the growth of cities.
Create a poster displaying simulations, images and short writing about the
impact of the agricultural revolution.
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 176-178, 10. 8 Print.
Literacy.RH.9-10.6
W.7 Locate on a map major ports and geographical features that led to
the rise of industry in England and Great Britain.
Write a short, informative piece that explains the connections among
natural resources, entrepreneurship, labor, and capital in an industrial
economy including the reasons why the Industrial Revolution began in
England on capital, resources, labor, and its contribution to the Industrial
Revolution.
Literacy RH.9-10.2, WHST.9-10.4
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 178-181. Print.
W.8 Write an informative piece analyzing
the emergence of capitalism as a dominant
economic pattern and the responses to it,
including Utopianism, Social Democracy,
Socialism and Communism, Adam Smith,
Robert Owen, and Karl Marx. (C, E, H, P)
W.8 How did the Industrial Revolution give rise to
capitalism?
What were the responses to capitalism as a dominant
economic pattern?
W.8 Students will participate in a jigsaw activity reviewing primary and
secondary documents on the topics of: capitalism, utopianism, social
democracy, socialism, and communism. While reviewing documents,
students should record: information on the emergence of capitalism as a
dominant economic pattern and the responses to it, including Utopianism,
Social Democracy, Socialism and Communism, Adam Smith, Robert
Owen, and Karl Marx. economic idea, components relating society,
proposed leadership, and personal opinion. Literacy.RH.9-10.9, WHST.910.4
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 178-181. Print.
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Social Studies Curriculum Map
W.9 Evaluate multiple sources presented
in diverse media or other formats
describing the emergence of Romanticism
in art and literature including the poetry of
William Blake and William Wordsworth,
social criticism including the novels of
Charles Dickens, and the move away from
Classicism in Europe. (C)
World History
High School
Quarter 1
W.9 How did the idea of Romanticism differ from those of
the Classism and the Enlightenment?
Content Vocabulary (Tier 3)
Romanticism, Secularization, Natural Selection
Academic Vocabulary (Tier 2): individuality, approach,
movement, literature
See pg. 5 for Vocabulary Instructions
W.9 As a class, evaluate multiple sources presented in diverse media or
other formats describing the emergence of Romanticism in art and
literature including the poetry of William Blake and William Wordsworth,
social criticism including the novels of Charles Dickens, and the move
away from Classicism in Europe review poems by William Blake, and
locate components of romanticism.
Also, have students review art to locate components of romanticism.
Using the compiled information, compare enlightenment and romanticism
within short paragraphs. Students will then debate which ideas were the
most influential on society. Literacy.RH.9-10.2, WHST.9-10.4
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 196-199. Print.
W.9 As a class, review poems by William Blake, and locate components
of romanticism.
Also, have students review art to locate components of romanticism.
Using the compiled information, compare enlightenment and romanticism
within short paragraphs. Students will then debate which ideas were the
most influential on society. McGraw Hill. World History and Geography
Modern Times. Ohio: Columbus, 2015. 196-199. Print.
Literacy RH.9-10.2
W.10 Explain how scientific and
technological changes and new forms of
energy brought about massive social,
economic, and cultural demographic
changes including the inventions and
discoveries of James Watt, Eli Whitney,
Henry Bessemer, Louis Pasteur, and
Thomas Edison. (C, E, G, H)
W.10 What scientific and technological changes brought
about massive social and economic impacts?
What specific inventions during the Industrial Revolution
changed the lives of many?
W.10 Explain how scientific and technological changes and new forms of
energy brought about massive social, economic, and cultural
demographic changes including the inventions and discoveries of James
Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison.
Student should help write a complete list of inventors, inventions, social
impact, and economic impact. Next, pose a class debate on which
invention or breakthrough was the most impactful. (James Watt, Eli
Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison)
Literacy RH.9-10.1, WHST.9-10.2.F
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 178-181, 198. Print.
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World History
High School
Quarter 1
Literacy RH.9-10.1,2
W.11 Analyze the evolution of work and
labor including the work of William
Wilberforce and the demise of the slave
trade, problems caused by harsh working
conditions, and the effect of immigration,
mining and manufacturing, division of
labor, the union movement, and the impact
of social and political reform. (E, H, P)
W.11 How did the Industrial Revolution cause problems
as it relates to slavery across the world and working
conditions in England?
Content Vocabulary (Tier 3)
Puddling, locomotive, industrial capitalism
Academic Vocabulary (Tier 2): transportation, derived,
reinvest , slavery, impact, social, conditions
See pg. 5 for Vocabulary Instructions
W.12 Participate effectively in collaborative
discussions explaining the vast increases
in productivity and wealth, growth of a
middle class, and general rise in the
standard of living and life span. (C, E)
W.12 Explain the increase in productivity, wealth, and
general standard of living.
How did class divisions in Europe impact society during
the 19th century?
W.11 Have groups to analyze abolitionist speeches of William Wilberforce
as a class, and form discussion groups based on Wilberforce’s reasoning
for the end of the slave trade. Within discussion groups, compare and
contrast the abolitionist sentiments of Wilberforce and Frederick Douglass
of the United States. Literacy.RH.9-10.6
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 178-181. Print.
Literacy RH.9-10.1, WHST.9-10.2.F
W.12 Create discussion groups on the disparities between the social
classes, rise in standard of living and life span, and the experience of
women in industrial Europe (Be sure to note differences in perspectives of
elite and working class). Students will note discussion points using a
graphic organizer. This can also be used as a short writing assignment.
Literacy WHST.9-10.2B
McGraw Hill. World History and Geography Modern Times. Ohio:
Columbus, 2015. 208-212. Print.
Additional Resources
Enlightenment and U.S. Founding
 Additional Information: https://www.learner.org/courses/amerhistory/pdf/Enlightenment_LOne.pdf
 Civic Thread of the Enlightenment: https://www.icivics.org/teachers/lesson-plans/enlightenment-mini-lesson
 Philosophers: http://civics.sites.unc.edu/files/2012/05/Enlightenment.pdf
 Influence of Enlightenment on the Beginning of America: http://www.tpsnva.org/teach/l_p/035/
 Civic Implications of John Locke: https://www.icivics.org/teachers/lesson-plans/john-locke-mini-lesson
 John Locke and Government: http://www.eastconn.org/tah/1112SM3_JohnLockeSecondTreatiselesson.pdf
 US Founding Documents: http://www.billofrightsinstitute.org/founding-documents/
 US Founding Documents: https://www.congress.gov/founding-documents
 US Founding Documents: https://www.archives.gov/historical-docs/
Age of Revolution
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Quarter 1
World History
High School
Additional Resources
Politics of Revolution: http://www-tc.pbs.org/marieantoinette/files/plan1.pdf
French and American Revolution Compared: http://www.jamesmadison.gov/lessons/American-and-French-Revolutions.pdf
American Revolution and Impact: http://www.discoveryeducation.com/teachers/free-lesson-plans/revolution-the-call-to-battle.cfm
Galileo: http://www.discoveryeducation.com/teachers/free-lesson-plans/galileos-dialogue.cfm
Free Enlightenment PowerPoints: http://worldhistory.mrdonn.org/powerpoints/age-of-reason.html
Free French Revolution PowerPoints: http://wars.mrdonn.org/frenchrev.html
Causes of the French Revolution: http://www.learnnc.org/lp/pages/3432?ref=search
Marie Antoinette: http://www.pbs.org/marieantoinette/educators/politics.html
History Online, French Revolution Documentary Transcript: http://www.history.com/images/media/interactives/frenchrevSG.pdf
French Revolution Videos (*must create account): http://www.watchknowlearn.org/Category.aspx?CategoryID=4391
French Revolution Video: http://www.pbslearningmedia.org/resource/5be1f553-5fc1-455a-9e15-266b96ddf360/the-french-revolution-crash-course-world-history-29/
Industrial Revolution
 Technology and Consumers of the Industrial Revolution: http://edsitement.neh.gov/lesson-plan/was-there-industrial-revolution-new-workplace-new-technology-new-consumers
 Industrial Revolution Lesson: http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Industrial_Revolution.pdf
 Impact of Industrial Revolution: https://hti.osu.edu/history-lesson-plans/european-history/industrial-revolution
 Impact of Industrial Revolution: http://www.monroefordham.org/docs/lessonplan3_the%20industrial%20revolution.pdf
 Industrial Revolution Videos: http://www.watchknowlearn.org/Category.aspx?CategoryID=2561
 Significance of Industrialism: https://historymethods.wikispaces.com/file/view/The+Industrial+Revolution+Source+Pack.pdf
 William Wilberforce Poems: http://www.poemhunter.com/william-wilberforce-lord/
 William Wilberforce and Slavery: https://www.tes.com/article.aspx?storycode=6344681
 Industrial Revolution, Developments, and Impact:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwi8vtvpgbHMAhXBOyYKHTN5AekQFggMAY&url=http%3A%2F%2Fwww1.umassd.edu%2Fir%2Fpapers%2F2000%2Fpoppe2.doc&usg=AFQjCNGEYiCSt9OTmTVSD95iIqr5xoVHGg&bvm=bv.120853415,d.eWE&cad=rja
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Social Studies Curriculum Map
Quarter 1
World History
High School
These sites can be used to enhance your lesson plans!

Ever Fi (Economics, Financial Literacy & African American History)
www.everfi.com/login
 Read Works (Informational Passages/Articles including Paired
Texts)
http://www.readworks.org/
 Newsela (Informational topics)
https://newsela.com/
 Britannica www.school.eb.com Username: shelby Password:
county
 To Log on to ImageQuest
Go to: quest.eb.com Username – shelby
Password - county
 The World Almanac Online (for middle and high)
http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29
Access Credentials: for middle and high
Username: shelbycty-2nd
Password: digital
 Engage New York (Sample Units & Plans)
https://www.engageny.org/resource/new-york-state-k-12-social-studiesframework
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Achieve The Core http://achievethecore.org/
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
 Teacher Tube (Uses your SCS Log-in)
 Textbook - McGraw Hill: http://connected.mcgraw-hill.com
(for SCS teachers only- call 1 (800) 437-3715 for Log-in)
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