Download Quality Written Map Sample

Map Writing with Design in Mind Exercise
Map Type: World History Curriculum Map
Course: 7th Social Studies
UNIT NAME: Era of Global Wars
Teacher Name(s): A. DeBerry, India Martin
Duration (Month / Week – Week): 3rd Nine Weeks
Content
Noun Phrase:
Descriptor
Skills
Measurable Verb-target-descriptor
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
A. Impact of
WWI
-Economic
causes
-Political
causes
-Major events
-Major leaders:
Kaiser Wilhelm
II, Woodrow
Wilson
A1. Draw and label European maps in
1914 & present to represent the
changes WWI had on the geography
of Europe.
A2. Analyze in writing changes in
Europe’s political geography and
hypothesize on the causes of these
changes.
A3. Define in writing the term
‘militarism’ and explain the role it plays
in escalating the chances of war.
A4. Construct a list in writing how and
why military alliances formed before
WWI and how they escalated the
chances for war.
A5. Explain how nationalism
contributed to the outbreak of WWI in
journalistic style writing and
illustrating.
A6. Explain in writing how imperialism
contributed to the outbreak of WWI.
A7. Explain in writing how and why
Archduke Ferdinand’s assassination
triggered WWI.
A1.
Comparison
lists of
old/present
Europe;
teacher
evaluate
A1. Teacher
made
assessment
A1-17. Journal
responses;
teacher
evaluated
A1-17. Daily
reflections;
teacher
evaluated
A1. Label maps of Europe from two different
time periods.
A1. KWL chart on WWI
A3. Short reading on Fleet Acts with
comprehension questions.
A3. Military game with analyzing sheet.
A4. Country profiles and determine who are
friends/enemies (alliances)
A4. Pro & Con list of alliances.
A5. label and color map of Balkan region to
examine nationalism.
A6. Read about 3 conflicts in Africa and how
imperialism played a part.
A7. Assassination reading, conflict scenarios to
highlight ‘trigger’ point.
A8. Act out a play highlighting the Schlieffen
plan.
A8. Analyze ‘Babes on Bayonets’ political
cartoon.
A9. Research famous battles of the war to make
some generalizations
A9-10. Examine trenches, read letters from
those in a trench, watch trench battle scene
from movie ‘Gallipoli’ last 6 min.
RESOURCES:
-InspireEd
material
-video clips
from web
-maps from
web
-images taken
from web
Standar
ds
A1-17
7.G.2.1
7.H.2.1
7.H.2.2
7.H.1.3
7.H.1.2
UNIT NAME: Era of Global Wars
Content
Noun Phrase:
Descriptor
Skills
Measurable Verb-target-descriptor
A8. Construct a graphic organizer to
explain the strengths and weaknesses
of the Schlieffen Plan.
A9. Research battles of WWI and
brainstorm generalizations about the
battles.
A10. Explain in writing the nature and
horrors of trench warfare.
A11. Construct a chart that lists
advantages/disadvantages, and
impact that each new weapon had on
the war.
A12. Explain in writing why Russia
pulled out and the consequences of
those actions.
A13. Explain in writing why the US
entered WWI
A14. Construct a chart that lists the
intended audience, message of the
image, and desired action/feeling of
that audience for several propaganda
images of the WWI era.
A15. Explain in writing how the US
entrance into the war brought an allied
victory in WWI.
A16. Simulate the peace treaty
making process.
A17. Explain in writing the major
points of the Treaty of Versailles and
predict the likelihood of its success in
creating lasting peace.
Duration (Month / Week – Week): 3rd Nine Weeks
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
A11. complete chart on the new weapons of the
war using information sheet given, also rank
them to encourage dialogue on these weapons
changed how we fight.
A12. Examine Treaty of Brest-Litovsk and make
notations as to what that means for Russia.
A13. Read about the ‘Lusitania’ and Zimmerman
Note and how that spurred us to enter the war.
A14. Gallery walk of propaganda posters of
WWI.
A15. Read selection on how US helped the
allies win and dialogue.
A16. Work cooperatively to create a peace
treaty that is fair, equitable, and will last.
A16. Examine political cartoon ‘The Crime of the
Ages’ to discuss peace treaty.
A17. Examine and discuss Treaty of Versailles
and watch short video clip on topic.
A18. Give students ‘kid version’ of 14pts, read
and discuss pros/cons of this document.
Standar
ds
UNIT NAME: Era of Global Wars
Content
Noun Phrase:
Descriptor
Skills
Measurable Verb-target-descriptor
Duration (Month / Week – Week): 3rd Nine Weeks
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
Standar
ds
A18. Explain in writing Wilson’s
Fourteen Points and why the
European powers disagreed with him.
B. Interwar
Years
-League of
Nations
-Causes and
impact of
worldwide
depression in
the 1930’s
-Examine
events related
to the rise,
aggression,
and human
costs of
dictatorial
regimes in the
Soviet Union,
Germany, Italy,
and Japan.
-Identify major
leaders: Stalin,
Hitler,
Mussolini,
Hirohito
-Holocaust
B1. Describe in writing the costs and
possible outcomes of WWI.
B2. Construct a chart illustrating the
ripple effects in the United States after
WWI
B3. Describe in writing the viewpoints
of the Great Britain’s after WWI.
B5. Create a graphic organizer to
describe in writing the postwar mood
in France and the defensive measures
they took.
B6. Construct a graphic organizer
explaining the rise of nationalism
among European colonies.
B7. Analyze photos in writing of the
Soviet Union during the Stalin years.
B8. Describe the causes and effects of
industrial expansion in Japan.
B9. Describe in writing the
characteristics of fascism.
B10. Identify in writing problems & the
appeal citizens of Italy had with
Mussolini.
B11. Label a timeline in writing to
explain how and why Hitler and the
Nazis gained power in Germany in the
1930’s.
B1-14. Teacher B1. Categorize ‘cost’ cards of the war: personal,
made
political, psychological, and economic.
assessments;
B2. Read 3 newspaper articles and describe
teacher
what happened, how?why? and the effects of
evaluated
that on the US, aka ‘Great Depression’.
B1-14. Daily
B4. Read scenarios from Great Britain after the
reflections;
war and formulate viewpoints of each of them to
rubric given at
provide a visual of Great Britain.
beg. of the yr.
B5. Act out a play examining the DeGaulle plan
B1-14.
and Maginot’s line plan as possible military
Cooperative
strategies for France to prepare for possible
learning
attack. Compare pros/cons of each one.
activities;
B6. Compare and contrast The Salt March
rubrics given
(India’s Ghandi) to the Aba Women’s Riot in
B1-14. Journal
Nigeria. Compare Ghandi to MLK; Malcolm X
prompts;
B7. Examine photos of Russians during Stalin’s
rubrics given at reign to formulate ideas of life there. Discuss
beg. of year.
idea of symbols (hammer and sickle for Russia)
and how they are used.
B8. Read 3 stories on Japan postwar-gov’t
perspective, victim of Japan’s attacks (China),
and citizen of Japan who benefitted from
Japan’s expansion.
B9. Guided notes on fascism
B10. Examine notes and highlight problems
Italians faced under Mussolini; his appeal too.
B11. Chronology of events to examine how
B.
7.H.2.1
7.E.1.1
7.C&G.1.
1
UNIT NAME: Era of Global Wars
Content
Noun Phrase:
Descriptor
Skills
Measurable Verb-target-descriptor
RESOURCES:
-InspireEd
material
-video clips
from web
-maps from
web
-images taken
from web
B12. Explain in writing the abuses
suffered by the Jews under Hitler and
the Nazis.
B13. Explain in writing how the Nazis
used ghettos to assemble and later kill
Jews.
B14. Explain in writing how some
people helped save the lives of the
Jews.
C. Impact of
WWII
-Economic and
political causes
-Major events
-Major leaders:
Roosevelt,
Truman,
Eisenhower,
MacArthur,
Churchill,
Stalin, Hitler.
Hirohito
-Pearl Harbor
-Manhattan
Project
-League of
Nations
C1. Explain in writing and orally the
causes of WWII
C2. Determine in writing the new
techniques of warfare during WWII.
C3. Identify in a drawing and in a
writing how the early German victories
affected Great Britain and its war
effort.
C4. Explain in writing why the Soviet
Union chose to side with Hitler; and
Hitler’s double cross of Stalin.
C5. Describe with an illustrating
timeline the attack at Pearl Harbor and
explain how it changed the world.
C6. Describe orally and in writing
some of America’s contributions to the
Allied war effort during WWII.
C7. Distinguish in writing the turning
points of the war in Europe and the
Pacific.
Duration (Month / Week – Week): 3rd Nine Weeks
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
Standar
ds
Hitler gained power in Germany.
B12. Complete an analysis of Anti-Semitism in
Germany.
B13-14. Read and discuss Anne Frank and her
experiences. Discuss/brainstorm ways people
helped save the lives of the Jews.
C. Teacher
C1. Examine casualties chart of WWI vs. WWII,
made
compare discuss what those stats tell us.
assessments;
C2. Categorize ‘situation cards’ of WWII and
teacher
have students categorize them according to
evaluated.
causes (political, economic, social, etc.)
C. Daily
C2. Play a game to understand the new
reflections;
techniques of warfare during WWII.
rubric given
C3. Use a map to shade the countries that fell to
C. Cooperative the Germans and discuss and write how that
learning
affected Great Britain.
activities; rubric C4. Project both the Allies deal and Hitler’s deal
given & teacher that was given to Stalin. Brainstorm pros/cons
evaluated
of each deal.
C4. Analyze photos of ‘Operation Barbarossa’
and the students should explain the problems
the Germans faced and how those problems
helped the Soviets.
C5. Listen to Roosevelt’s speech ‘A Date that
will live in Infamy’. Discuss
C5. Using internet, primary sources, and
photos/videos students should create an
C.
7.H.2.1-3
7.E.1.1
7.C&G.1.
1-4,
7.H.1-3
UNIT NAME: Era of Global Wars
Content
Noun Phrase:
Descriptor
RESOURCES:
-InspireEd
materials
-World History
Text
-American
History text
-web for video
clips and
sound bites.
Skills
Measurable Verb-target-descriptor
C8. Generate in writing how island
hopping and use of the atomic bomb
bought an end to WWII.
C9. Determine in a graphic organizer
why the United Nations was created
after WWII.
Duration (Month / Week – Week): 3rd Nine Weeks
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
illustrated timeline. Gallery walks with
completed timelines.
C6. Rotation activity with centers to rotate to
different topics on US involvement in WWII
(Navajo Code Talkers, Tuskegee Airmen,
Merchant Marines, Army Nurse Corps, etc.)
C7. Read and discuss a brief excerpt on the
Battle of Midway, D-day information with
photos/video
C8. Project quotes from Truman and discuss his
reasoning for using the bomb.
C8. Watch a video clip about the ‘Manhattan
Project’; oral reading of the events leading up to
and the dropping of the atomic bombs on
Japan.
C9. List as many issues/problems one can think
of that contributed to either the world wars and
then list your idea. Compare problems and
determine which dept. within the League of
Nations would be in charge of handling the each
issue.
Standar
ds
Duration (Month / Week – Week): 3rd Nine Weeks
UNIT NAME: Era of Global Wars
Content
Noun Phrase:
Descriptor
Skills
Measurable Verb-target-descriptor
Assessments
Defined Noun
(Evaluation___
__)
Activities/
Strategies
Standar
ds
Don’t forget intra-alignment coding…
Map Writing with Design in Mind Exercise
Map Type: World History: Curriculum Map
Course: 7th Social Studies
UNIT NAME: Era of Global Wars
Enduring Understandings (Big Ideas)
A. WWI
B. Interwar Years
C. WWII
Teacher Name(s): A. DeBerry, India Martin
Duration (Month / Week – Week): 3rd Nine Weeks
Stage 1 – Desired Results
Essential Question(s) / Supporting Question(s):
A. What story do maps tell?
A. How and why do maps change?
A. How do maps reflect history and politics?
A. How can war escalate?
A. Are countries better off with/without forming alliances?
A. How can a countries location cause conflict?
A. Is war inevitable when differences arise?
A. Is war ever justified?
A. What can be learned from Germany’s military strategy?
A. Is conflict inevitable?...desireable?
A. Is trench warfare the most effective? Why/why not?
A. How have the weapons from the past sped up the pace of
innovation?
A. What can Russia learn about their involvement and surrender
in the war?
A. How is the US involvement in WWI similar to other conflicts
we’ve been caught up in?
A. How is propaganda used today?
A. How can 1 move (wrong/right) change an entire situation?
A. How difficult is it to come to a peace agreement?
A. Why is diplomacy important?
A. Are treaties beneficial?
B. How did WWI impact the world?
B. How do traumatic events in our lives shape us for our future?
B. What impact does scarcity have on the production, distribution,
and consumption of goods and services?
B. Can one individual or one event make a difference?
B. How does the past shape the future?
B. Is it okay to justify something no matter what?
B. How can abuse of power be avoided?
C. Does war stimulate or depress a nations/world’s economy?
C. Do politics lead a nation into conflict? Can conflict be good
for a nation?
C. What were the causes of WWII?
Content (Students will know...)
Noun Phrase: Descriptor
A. Impact of WWI
-Economic causes
-Political causes
-Major events
-Major leaders: Kaiser Wilhelm II, Woodrow Wilson
B. Interwar Years
-League of Nations
-Causes and impact of worldwide depression in the 1930’s
-Examine events related to the rise, aggression, and human
costs of dictatorial regimes in the Soviet Union, Germany,
Italy, and Japan.
-Identify major leaders: Stalin, Hitler, Mussolini, Hirohito
-Holocaust
C. Impact of WWII
-Economic and political causes
Skills (Students will be able to do)
Measurable Verb-target-descriptor
A1. Draw and label European maps in 1914 & present to
represent the changes WWI had on the geography of Europe.
A2. Analyze in writing changes in Europe’s political geography
and hypothesize on the causes of these changes.
A3. Define in writing the term ‘militarism’ and explain the role it
plays in escalating the chances of war.
A4. Construct a list in writing how and why military alliances
formed before WWI and how they escalated the chances for war.
A5. Explain how nationalism contributed to the outbreak of WWI
in journalistic style writing and illustrating.
A6. Explain in writing how imperialism contributed to the
outbreak of WWI.
A7. Explain in writing how and why Archduke Ferdinand’s
assassination triggered WWI.
A8. Construct a graphic organizer to explain the strengths and
weaknesses of the Schlieffen Plan.
A9. Research battles of WWI and brainstorm generalizations
-Major events
-Major leaders: Roosevelt, Truman, Eisenhower,
MacArthur, Churchill, Stalin, Hitler. Hirohito
-Pearl Harbor
-Manhattan Project
-League of Nations
about the battles.
A10. Explain in writing the nature and horrors of trench warfare.
A11. Construct a chart that lists advantages/disadvantages, and
impact that each new weapon had on the war.
A12. Explain in writing why Russia pulled out and the
consequences of those actions.
A13. Explain in writing why the US entered WWI
A14. Construct a chart that lists the intended audience, message
of the image, and desired action/feeling of that audience for
several propaganda images of the WWI era.
A15. Explain in writing how the US entrance into the war brought
an allied victory in WWI.
A16. Simulate the peace treaty making process.
A17. Explain in writing the major points of the Treaty of
Versailles and predict the likelihood of its success in creating
lasting peace.
A18. Explain in writing Wilson’s Fourteen Points and why the
European powers disagreed with him.
B1. Describe in writing the costs and possible outcomes of WWI.
B2. Construct a chart illustrating the ripple effects in the United
States after WWI
B3. Describe in writing the viewpoints of the Great Britain’s after
WWI.
B5. Create a graphic organizer to describe in writing the postwar
mood in France and the defensive measures they took.
B6. Construct a graphic organizer explaining the rise of
nationalism among European colonies.
B7. Analyze photos in writing of the Soviet Union during the
Stalin years.
B8. Describe the causes and effects of industrial expansion in
Japan.
B9. Describe in writing the characteristics of fascism.
B10. Identify in writing problems & the appeal citizens of Italy
had with Mussolini.
B11. Label a timeline in writing to explain how and why Hitler
and the Nazis gained power in Germany in the 1930’s.
B12. Explain in writing the abuses suffered by the Jews under
Hitler and the Nazis.
B13. Explain in writing how the Nazis used ghettos to assemble
and later kill Jews.
B14. Explain in writing how some people helped save the lives of
the Jews.
C1. Explain in writing and orally the causes of WWII
C2. Determine in writing the new techniques of warfare during
WWII.
C3. Identify in a drawing and in a writing how the early German
victories affected Great Britain and its war effort.
C4. Explain in writing why the Soviet Union chose to side with
Hitler; and Hitler’s double cross of Stalin.
C5. Describe with an illustrating timeline the attack at Pearl
Harbor and explain how it changed the world.
C6. Describe orally and in writing some of America’s
contributions to the Allied war effort during WWII.
C7. Distinguish in writing the turning points of the war in Europe
and the Pacific.
C8. Generate in writing how island hopping and use of the atomic
bomb bought an end to WWII.
C9. Determine in a graphic organizer why the United Nations was
created after WWII.
Standards: Standards
A1-17 7.G.2.1, 7.H.2.1, 7.H.2.2, 7.H.1.3, 7.H.1.2
B. 7.H.2.1, 7.E.1.1, 7.C&G.1.1
C. 7.H.2.1-3, 7.E.1.1, 7.C&G.1.1-4, 7.H.1-3
Stage 2 – Acceptable Evidence
Assessment Evidence Performance Task(s)
Assessment Evidence (Other Evidence)
Defined Noun (Evaluation: _______)
Defined Noun (Evaluation: _______)
Teacher made tests (mc, short answer), exit tickets,
Interactive notebook reflections, cooperative learning
research assignments, trading card assignment
assignments, oral discussion; rubrics given as needed.
(enrichment opportunity); rubrics given as needed
Stage 3 – Plan Learning Experiences and Instruction
Activities/Strategies
Resources
A1. Label maps of Europe from two different time periods.
A. -textbook maps of Europe
A1. KWL chart on WWI
-internet map of Europe in 1914
A3. Short reading on Fleet Acts with comprehension
-InspireEd military game
questions.
-InspireEd material
A3. Military game with analyzing sheet.
-video clips from web
A4. Country profiles and determine who are
-maps from web
friends/enemies (alliances)
-images taken from web
A4. Pro & Con list of alliances.
B.-InspireEd material
A5. label and color map of Balkan region to examine
-video clips from web
nationalism.
-maps from web
A6. Read about 3 conflicts in Africa and how imperialism
-images taken from web
played a part.
C. -InspireEd materials
A7. Assassination reading, conflict scenarios to highlight
-World History Text
‘trigger’ point.
-American History text
A8. Act out a play highlighting the Schlieffen plan.
-web for video clips and sound bites.
A8. Analyze ‘Babes on Bayonets’ political cartoon.
A9. Research famous battles of the war to make some
generalizations
A9-10. Examine trenches, read letters from those in a
trench, watch trench battle scene from movie ‘Gallipoli’ last
6 min.
A11. complete chart on the new weapons of the war using
information sheet given; also rank them to encourage
dialogue on these weapons changed how we fight.
A12. Examine Treaty of Brest-Litovsk and make notations
as to what that means for Russia.
A13. Read about the ‘Lusitania’ and Zimmerman Note and
how that spurred us to enter the war.
A14. Gallery walks of propaganda posters of WWI.
A15. Read selection on how US helped the allies win and
dialogue.
A16. Work cooperatively to create a peace treaty that is fair,
equitable, and will last.
A16. Examine political cartoon ‘The Crime of the Ages’ to
discuss peace treaty.
A17. Examine and discuss Treaty of Versailles and watch
short video clip on topic.
A18. Give students ‘kid version’ of 14pts, read and discuss
pros/cons of this document.
B1. Categorize ‘cost’ cards of the war: personal, political,
psychological, and economic.
B2. Read 3 newspaper articles and describe what
happened, how?why? and the effects of that on the US, aka
‘Great Depression’.
B4. Read scenarios from Great Britain after the war and
formulate viewpoints of each of them to provide a visual of
Great Britain.
B5. Act out a play examining the DeGaulle plan and
Maginot’s line plan as possible military strategies for France
to prepare for possible attack. Compare pros/cons of each
one.
B6. Compare and contrast The Salt March (India’s Ghandi)
to the Aba Women’s Riot in Nigeria. Compare Ghandi to
MLK; Malcolm X
B7. Examine photos of Russians during Stalin’s reign to
formulate ideas of life there. Discuss idea of symbols
(hammer and sickle for Russia) and how they are used.
B8. Read 3 stories on Japan postwar-gov’t perspective,
victim of Japan’s attacks (China), and citizen of Japan who
benefitted from Japan’s expansion.
B9. Guided notes on fascism
B10. Examine notes and highlight problems Italians faced
under Mussolini; his appeal too.
B11. Chronology of events to examine how Hitler gained
power in Germany.
B12. Complete an analysis of Anti-Semitism in Germany.
B13-14. Read and discuss Anne Frank and her
experiences. Discuss/brainstorm ways people helped save
the lives of the Jews.
C1. Examine casualties chart of WWI vs. WWII, compare
discuss what those stats tell us.
C2. Categorize ‘situation cards’ of WWII and have students
categorize them according to causes (political, economic,
social, etc.)
C2. Play a game to understand the new techniques of
warfare during WWII.
C3. Use a map to shade the countries that fell to the
Germans and discuss and write how that affected Great
Britain.
C4. Project both the Allies deal and Hitler’s deal that was
given to Stalin. Brainstorm pros/cons of each deal.
C4. Analyze photos of ‘Operation Barbarossa’ and the
students should explain the problems the Germans faced
and how those problems helped the Soviets.
C5. Listen to Roosevelt’s speech ‘A Date that will live in
Infamy’. Discuss
C5. Using internet, primary sources, and photos/videos
students should create an illustrated timeline. Gallery walks
with completed timelines.
C6. Rotation activity with centers to rotate to different topics
on US involvement in WWII (Navajo Code Talkers,
Tuskegee Airmen, Merchant Marines, Army Nurse Corps,
etc.)
C7. Read and discuss a brief excerpt on the Battle of
Midway, D-day information with photos/video
C8. Project quotes from Truman and discuss his reasoning
for using the bomb.
C8. Watch a video clip about the ‘Manhattan Project’; oral
reading of the events leading up to and the dropping of the
atomic bombs on Japan.
C9. List as many issues/problems one can think of that
contributed to either the world wars and then list your idea.
Compare problems and determine which dept. within the
League of Nations would be in charge of handling the each
issue.
Don’t forget intra-alignment coding…