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World History 1-2 & World History 1-2 Honors Curriculum and Scope and Sequence First Quarter STATE GOAL 14: Understand the political systems with an emphasis on the United States. STATE GOAL 15: Understand economic systems with an emphasis on the United States. STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations. STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. 1st Quarter World History Academic Vocabulary Buddhism Culture Judaism Republic Christianity Fertile Crescent/Cradle of Civilization Monotheism Civilization Hinduism Philosophy Creation Islam Polytheism State Standard Objectives Action Plan 1A: Apply word analysis and vocabulary skills to comprehend selections. The student will be able to: • Demonstrate an understanding of critical vocabulary. Marzano’s six-step process for teaching academic vocabulary. 14A: Understand and explain basic principles of the United States government. The student will be able to: • Analyze the government of Athens, Sparta, and Rome and understand their relationship to the United States government. • Identify the ideas the western world has inherited from the ancient culture of Greece and Rome. Resources Building Academic Vocabulary: Teacher’s Manual by Marzano and Identify and define key terms Pickering from Egyptian, Sumerians, Greek, and Roman civilizations. Writing Assignment: What effects have ancient governments had on the development of the United States government? Page 1 BOE Approved 6-17-09 Complete a chart using the terms and concepts found in American government that have their roots in ancient Greek and Roman government. 14B: Understand the structures and functions of the political systems of Illinois, the United States and other nations. 14C: Understand election processes and responsibilities of citizens. The student will be able to: • Describe the political systems of ancient civilizations (Greece, Rome, Mesopotamia, and Egypt). The student will be able to: • Evaluate the responsibilities of citizens in ancient civilizations. • Analyze how leaders were chosen in ancient civilizations. Internet Complete political diagram comparing the governments of ancient civilizations. Discuss the roles and responsibilities of citizens in ancient civilizations and the United States. Provide notes over ancient civilizations’ political systems with the use of PowerPoint. Identify important leaders and define terms related to political systems of ancient civilizations. Writing Activity: Compare the ancient Athenians with the ancient Spartans with an emphasis on government and the responsibilities of citizens. 14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. The student will be able to: • Summarize the contributions made by ancient political and military leaders to other nations’ civilizations. • Explain how world religions have influenced the political climate throughout the world. List inventions, ideas, and concepts made by ancient leaders. Complete a world map. Label the location of the major religions on the map. Writing Assignment: Summarize how Islam has influenced American foreign policy. Page 2 BOE Approved 6-17-09 14F: Understand the development of United States political ideas and traditions. 15A: Understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. The student will be able to: • Trace American government to Greek democracy and the Roman Republic. The student will be able to: • Explain how geographic factors play a role in the development of trade and commerce. • Compare the feudal system with modern capitalism. Define key terms related to ancient economic systems. Define feudalism and capitalism. Provide notes over ancient civilizations’ economic systems with the use of PowerPoint. List the characteristics of feudalism and capitalism and discuss the pros and cons of each. 15B: Understand The student will be able to: that scarcity • Trace the patterns of how scarcities influenced trade and the decisions necessitates choices made by producers and consumers. by consumers. • Explain how geographic limitations influence choices of consumers in ancient civilizations. 15C: Understand The student will be able to: that scarcity • Trade the patterns of how scarcities influenced trade and the decisions necessitates choices made by producers and consumers. by producers. 15D: Understand The student will be able to: trade as an • Identify the components of trade in a civilization. exchange of goods or services. 15E: Understand the impact of government policies and decisions on production and consumption in the economy. Compare and contrast the U.S. government with Greece/Rome. The student will be able to: • Identify government leaders and their economic policies. • Explain the role that government or leaders of ancient civilizations has on producers in their economies. Discuss what is necessary for survival. Writing Activity: Explain why most early civilizations developed along rivers/seas. Define key terminology (barter, trade, economics, etc.). Identify leaders from Rome and Greece and the effect their policies had on trade. Page 3 BOE Approved 6-17-09 16A: Apply the skills of historical analysis and interpretation. The student will be able to: • Analyze and then explain primary sources and documents relating to ancient civilizations and world religions. • Compare and contrast ancient civilizations and religions. • Interpret Plato’s Allegory of the Cave. Complete a comparative religions chart/matrix. Read and then analyze Plato’s Allegory of the Cave. Discuss the meaning of the reading. Provide notes over world religions with the use of PowerPoint. Excerpt from Plato’s Republic Read Primary Sources: • Malcolm X’ Autobiography: Journey to Mecca • Jesus’ Sermon on the Mount • The Five Pillars – Holy Koran Complete assignments covering primary sources. Read primary sources and complete assessments over each sources (Herodotus, Plato, Socrates, Caesar, Alexander the Great, and Homer). 16B: Understand the development of significant political events. 16C: Understand the development of economic systems. The student will be able to: • Predict how political events were influenced by geographic, social, economic, and religious conditions of ancient civilizations. • Predict how the fall of Rome will lead to the Dark Ages in Western Europe. The student will be able to: • Predict how economic events were influenced by geographic, social, political, and religious conditions of ancient civilizations. Discuss world religions, leaders, and events as a class. Discuss political, economic, and social changes in Rome. Choose an event (ex. Fall of Rome) and research how political, social, geographic, and religious conditions led to this event. Discuss with the class. Page 4 BOE Approved 6-17-09 16D: Understand Illinois, United States and world social history. The student will be able to: • Trace how geographic, political, economic, and religious conditions shaped the social environment of ancient civilizations. 17A: Locate, describe and explain places regions and features on the Earth. The student will be able to: • Locate geographical locations, religious centers, continents, and bodies of water on a map. • Locate Egyptian, Sumerian, Greek, and Roman civilizations on a map. • Locate each country in the world. Caste System Activity: Students are divided into castes and act out their roles. Map Activity: Label maps of Greece, Rome, and Egypt with important geographic features and places. Map Activity: Complete a map of the world religions in order to visualize where each dominant religion is practiced throughout the world. Video clips highlighting components of each religion. Complete a map of ancient civilizations. Notes over geographical features and the significance of geography. Complete map quiz on Ilike2learn.com Internet www.ilike2learn.com Map quiz 17B: Analyze and explain characteristics and interactions of the Earth’s physical systems. 17C: Understand relationships between geographic factors and society. The student will be able to: • Explain how physical systems influenced the development of early civilizations. • Describe how physical systems influenced ancient people’s way of life. The student will be able to: • Explain how geographic factors shaped and maintained early civilizations. • Compare and contrast stories from religion, mythology, and literature and interpret how they were affected by their geography. Writing Assignment: Write reasons early civilizations were influenced by geographic features. View The Power of Myth. Make a group presentation to the class. Video: The Power of Myth Page 5 BOE Approved 6-17-09 17D: Understand the historical significance of geography. 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. The student will be able to: • Explain why and how civilizations were influenced by their geography. Map Activity: Students will be given a map with various graphic features and will come up with what they think is the best place for a civilization and then defend their choice to the class. The student will be able to: Complete a diagram or chart • Compare and contrast the ancient cultures of the Greeks, Romans, comparing accomplishments Egyptians, and Sumerians. and/or economies and/or • Explain the role that religions play in the development of culture. governments of ancient • Compare the religious and mythological beliefs of early civilizations. civilizations. Watch the Power of Myth and complete an assessment on the film and Joseph Campbell. Notes over the Greek, Roman, Sumerian, and Egyptian cultures. Video: The Power of Myth Writing Assignment: Describe how the ancient Greeks influenced Ancient Roman civilization. 18B: Understand the roles and interactions of individuals and groups in society. 18C: Understand how social systems form and develop over time. The student will be able to: • Evaluate and describe how social interaction shaped and changed ancient cultures. The student will be able to: • Summarize how geography, politics, religion, economics, and technology lead to the development and evolution of ancient Greek, Roman, Sumerian, and Egyptian societies. • Trace the development of the caste system in India. List inventions, languages, and practices that were spread through social interactions. Writing/discussion: How did the Sumerian’s differ from the ancient Egyptians? Students will divide into groups after researching the caste system and will behave like one of the five castes. They will then write a summary of their experiences. Page 6 BOE Approved 6-17-09 World History 1-2 & World History 1-2 Honors Curriculum and Scope and Sequence Second Quarter STATE GOAL 14: Understand the political systems with an emphasis on the United States. STATE GOAL 15: Understand economic systems with an emphasis on the United States. STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations. STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. 2nd Quarter World History Academic Vocabulary Age of Exploration Renaissance Democracy Dictatorship Humanism State Standard Objectives Action Plan 1A: Apply word analysis and vocabulary skills to comprehend selections. The student will be able to: • Demonstrate an understanding of critical vocabulary. Marzano’s six-step process for Building Academic teaching academic Vocabulary: vocabulary. Teacher’s Manual by Marzano and Vocabulary Activity: Using Pickering Marzano’s six steps draw ideas expressed by Machiavelli in the “Prince.” Resources Terms: Define key terms and individuals from the Renaissance, Age of Discovery, Reformation, and medieval times. Page 7 BOE Approved 6-17-09 14B: Understand the structures and functions of the political systems of Illinois, the United States and other nations. The student will be able to: • Describe feudalism. • Explain absolute monarchs. • Explain the impact the Pope and Catholic Church had on the political structure of the medieval times. Writing Assignment: Describe how feudalism differs from democracy. Fill out a diagram and label important features of feudalism and a medieval town. Provide notes over feudalism, absolute monarchs, and the Middle Ages with the use of PowerPoint. Project: Each class will create a medieval town. 14C: Understand election processes and responsibilities of citizens. The student will be able to: • Compare and contrast the roles and responsibilities of citizens from 500-1700 to today’s citizens. Discuss the roles and responsibilities of citizens during the Middle Ages. Project: Feudalism – students are given M&M candy and act out the role of king, serf, knights, and nobles based on the amount of candy they possess. 14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. The student will be able to: • Analyze the impact of individuals on the feudal system. • Explain the role the Catholic Church played in the political systems of the times. • Explain how Renaissance writers influenced the political structure. • Explain the Reformation’s influence on politics and the Catholic Church. 14F: Understand the development of United States political ideas and traditions. The student will be able to: • Explain the impact the Middle Ages had on the ideas that can be found in the United States Constitution. Define important leaders and terms related to political systems of the medieval times and Middle Ages. Discussion: How did the corruption of the Catholic Church during the Middle Ages affect the politics and people of that time? Read passages from Machiavelli and discuss the impact of his writings on the politics of the time. Page 8 BOE Approved 6-17-09 Discussion: What influence do you think kings and Reformation had on the foundations of the United States government? 15A: Understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. The student will be able to: • Explain the economic system (manor, guilds) of medieval times. • Analyze the effects the Age of Discovery had on the economic systems around the world. • Trace how the consumer and producer roles changed from the Middle Ages through the Age of Discovery. • Compare the feudal system to the rule of Rome during its empire. 15B: Understand The student will be able to: that scarcity • Trace how the scarcity of resources led to the Age of Exploration. necessitates choices by consumers. 15C: Understand The student will be able to: that scarcity • Explain why the serfs were bound to the manor during medieval times. necessitates choices by producers. 15D: Understand The student will be able to: trade as an • Understand how goods were exchanged during the medieval times. exchange of goods • Understand how the Age of Discovery impacted trade throughout the or services. world. • Understand how trade and travel during the Crusades led to the end of the feudal system. 16A: Apply the skills of historical analysis and interpretation. The student will be able to: • Analyze paintings and artists from the Renaissance. • Analyze Renaissance writers works (e.g. Machiavelli, Shakespeare) • Compare and contrast the beliefs of Humanism with those of the Medieval Church. In groups, students will judge the strengths and weaknesses of the feudal system as compared to the Roman Empire. Textbooks and internet Create a chart/Venn diagram to judge the pros and cones of the feudal system/Roman Empire. Writing Activity: Write why the scarcity of resources led to the Age of Discovery. Computer Activity: Research the life of a serf on a medieval manor. Take notes on the Crusades and the development of towns. Notes and textbooks Writing Assignment: Opinion writing assignment – Was the Age of Discovery good or bad for the world? (How did it affect the Europeans and the natives?) Page 9 BOE Approved 6-17-09 Matching Activity: Match the artist to their artwork from the Renaissance. Read from the works of Erasmus and Thomas More. Write a short compare and contrast essay. Excerpts Humanist thinking Drawing Activity: Students will create their own drawing with characteristics from the Renaissance. Read excerpts from Primary Sources: • Machiavelli – The Prince • Shakespeare – Julius Caesar, Romeo and Juliet, etc. • Martin Luther – 95 Theses Writing Assignment: Is it more impressive being a painter or sculptor? Discussion: Who was the greatest Renaissance artist? Writing Assignment: How does art/music impact your daily life? 16B: Understand the development of significant political events. The student will be able to: • List the steps that led up to the Reformation. • List the conditions that allowed for the absolute monarchs to rule. • Explain the impact the Age of Exploration had on politics at home and abroad. Create a diagram outlining the events that led to the Reformation. Project: Create a Henry VII family tree. Page 10 BOE Approved 6-17-09 16D: Understand Illinois, United States and world social history. The student will be able to: • Trace how geographic, political, economic, and religious conditions shaped the social environment from 500-1700. • Explain the impact of Renaissance art on the world’s social history. • Identify the hidden meaning in many Renaissance works of art as a social protest to their times. • Compare and contrast the artist’s focus during the medieval times and Renaissance. • Explain the impact feudalism had on social classes in history. • Summarize how exploration led to cultural exchange. • Describe the effects the Black Death had on medieval times. • Identify the ways the Catholic Church influenced medieval social history. Internet Activity: Compare two paintings from medieval times to two Renaissance paintings. Analyze three Renaissance paintings for their hidden meanings. Writing Assignment: Compare and contrast Renaissance art with Medieval art. List the pros and cons of feudalism and capitalism. Discuss how Christopher Columbus’ “discovery” of America led to social change. Discussion: Should Columbus Day be celebrated in the United States? Write a letter to the president stating your position. List the impact the Black Death had on Europeans. Summarize the effects of the Black Death. 17A: Locate, describe and explain places regions and features on the Earth. The student will be able to: • Locate geographical locations, religious centers, continents, and bodies of water on a map. • Trace the routes of European explorers on a map. Diagram/Map Activity: How the Black Death spread from Asia to the rest of the world. Trace/outline/draw the routes of Magellan, Dias, Columbus, Da Gama, Balboa, Cortes, Sir Francis Drake, etc. Black Plague: http://www.eyewit ness history.com/plague .htm Page 11 BOE Approved 6-17-09 17B: Analyze and explain characteristics and interactions of the Earth’s physical systems. 17C: Understand relationships between geographic factors and society. The student will be able to: • Explain how European explorers used technology to overcome earth’s physical systems. • Describe how physical systems limited the people’s way of life. 17D: Understand the historical significance of geography. The student will be able to: • Explain why and how civilizations were influenced by their geography. Discussion: What benefit does trade have on societies? • Understand how geographic features benefited and limited societies What are the positive and (e.g. trade, protection, agriculture). negative aspects of trade? 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. The student will be able to: • Compare and contrast the cultures of the Middle Ages to the Renaissance. • Explain the role that the Catholic Church and the Reformation played in the development of culture. • Compare and contrast the natives’ culture to the European explorers. • Analyze the Protestant and Catholic churches. The student will be able to: • Explain how geographic factors shaped people’s way of life. • Understand how exploration led to cultural exchange. Discuss the importance of technology and exploration. Writing Assignment: What were the positive and negative effects of cultural exchange during the age of exploration? List the major differences in the beliefs of the Catholic Church and the Protestants. Compare European/Native culture. Create a T-Chart: • Language • Food • Technology • Symbols • Religion Writing Assignment: Summarize how the choices made by the Catholic Church led to the Reformation. Listen to music of the Baroque era and explain how it reflects the politics of the Age of Absolutism. Page 12 BOE Approved 6-17-09 Explain how the architecture of the Baroque era also reflects the Age of Absolutism. 18B: Understand the roles and interactions of individuals and groups in society. The student will be able to: • List the roles of each of the following groups played during medieval times (serfs, knights, kings, Pope). • Explain how Renaissance artists and writers reflected the change in thinking of the times. • List the roles each of the following individuals played in the Reformation (Martin Luther, John Calvin, Henry VIII, etc.). • Describe the effect that explorers had on the natives. Project: Feudalism – students are given M&M candy and act out the role of king, serf, knights, and nobles based on the amount of candy they possess. Writing Assignment: Were the natives of the New World better off after the arrival of the Europeans? Matching Assignment: Match leaders, artists, reformers, and explorers to their accomplishments. Watch the movie The Mission and write a two page essay that judges the actions of the Church and the Jesuit priests who were working with the Guarani Indians. Computer Assignment: Research key figures of the Reformation and why they wanted to break from the Catholic Church. T-Chart: Compare the Catholic and Protestant churches. Page 13 BOE Approved 6-17-09 18C: Understand how social systems form and develop over time. The student will be able to: • Trace the role of the monarchs from the Middle Ages through the Age of Absolutism. • Understand the effects of the Reformation. • Understand how the Reformation impacted the Catholic Church. Writing Assignment: How did the abuses of power by the Catholic Church lead to the Reformation? Cause and Effect Diagram: How did actions taken by the Catholic Church cause the Reformation? Page 14 BOE Approved 6-17-09 World History 1-2 & World History 1-2 Honors Curriculum and Scope and Sequence Third Quarter STATE GOAL 14: Understand the political systems with an emphasis on the United States. STATE GOAL 15: Understand economic systems with an emphasis on the United States. STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations. STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. 3rd Quarter World History Academic Vocabulary Absolute Monarchy Enlightenment Propaganda Allies Evolution/Charles Darwin Revolution Communism Imperialism Romanticism Dictatorship Nationalism State Standard Objectives Action Plan Resources 1A: Apply word analysis and vocabulary skills to comprehend selections. The student will be able to: • Demonstrate an understanding of critical vocabulary. Marzano’s six-step process for teaching academic vocabulary. Building Academic Vocabulary: Teacher’s Manual by Marzano and Pickering 14A: Understand and explain basic principles of the United States government. The student will be able to: • Identify Enlightenment philosophers and explain their impact on the United States government. • Explain the roles and responsibilities of each branch of the United States government as the United States developed. Design a chart of the Enlightened philosophers showing their contributions to governments. Drawing: Create a chart showing checks and balances in the U.S. government. Page 15 BOE Approved 6-17-09 14B: Understand the structures and functions of the political systems of Illinois, the United States and other nations. The student will be able to: • Analyze the impact the Enlightenment had on political systems throughout the world. • Explain the shift from a monarchy to a representative government during the French Revolution. • Describe the role of the League of Nations after World War I. • Identify the political philosophies in the early novels. 14C: Understand election processes and responsibilities of citizens. The student will be able to: • Explain how leaders are elected. • Contrast monarchs to representative governments. • Describe the role citizens play in the election of their leaders. Writing Assignment: Compare and contrast different political systems. Read excerpts from Gulliver’s Travels, Robinson Crusoe, and Candide. Identify the political philosophies from the excerpts. • Gulliver’s Travels • Robinson Crusoe • Candide Writing Assignment: Students will write about how the election process works in the U.S. Matrix: Showing citizens and their relationship to electoral process and government’s role for relating to the citizens. 14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. The student will be able to: • Explain how ideas that developed during the Enlightenment influenced the American and French Revolutions. • Identify political and social leaders during each era (Enlightenment, French and American Revolution, World War I). • Explain the creation and role of the League of Nations. • Trace the creation of new nations at the conclusion of World War I. • Analyze the role of individuals and special interest groups in Europe leading up to World War I. 14E: Understand United States foreign policy as it relates to other nations and The student will be able to: • Explain America’s foreign policy during the American and French Revolution, Imperialism, and World War I. Identify political and social leaders of the Enlightenment, Revolutions and WWI. Project: Create a project comparing the French and American Revolutions. Page 16 BOE Approved 6-17-09 international issues. 14F: Understand the development of United States political ideas and traditions. The student will be able to: • Explain how the Enlightenment influenced the development of the United States government. • Describe America’s political role during Imperialism. Create a chart showing the Enlightenment Thinkers and where their idea fits in the U.S. Constitution. Writing Assignment: Compare the United States’ role before and after the era Imperialism. 15A: Understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. The student will be able to: • Compare and contrast capitalism and socialism. • Explain basic economic concepts (supply and demand, competition). • Summarize how the Industrial Revolution caused a shift in the production, distribution and consumption of goods. 15B: Understand The student will be able to: that scarcity • Explain how war affected the choices made by consumers. necessitates choices by consumers. 15C: Understand The student will be able to: that scarcity • Describe how war affects the production and consumption of goods. necessitates choices by producers. 15E: Understand the impact of government policies and decisions on production and consumption in the economy. The student will be able to: • Evaluate how war affects the economy for producers and consumers. Student drawings/cartoon explaining socialism and capitalism. Discussion: How will war effect consumers? Why and how could consumers help during war time? Compare and contrast companies in the world pre production to war with production of goods during wartime. Matrix: Relationships and roles of citizens in different economic structures. Read articles/summaries of Adam Smith “Wealth of Nations,” and Karl Marx on Page 17 BOE Approved 6-17-09 socialism. Writing Assignment: How did the average citizen’s life change during and after the Industrial Revolution? Student discussion/predictions of the impact of war on economic conditions. 16A: Apply the skills of historical analysis and interpretation. The student will be able to: • Analyze war time propaganda. • Evaluate the successes of the French Revolution, American Revolution, World War I, and Industrial Revolution. • Compare the French and American Revolutions. • Evaluate Wilson’s 14 Points and the League of Nations. • Analyze the impact the scientific revolution had on the world. • Judge the effectiveness of propaganda used during World War I. Draw a propaganda cartoon. Compare different types of propaganda materials. Create a timeline of the French and American Revolution events. Matching: Match the imperialist nation to the lands taken over. Writing Assignment: Was imperialism good or bad for the world? Making Predictions: Given a list of circumstances from French, American and Industrial Revolutions and WWI, the students will predict the outcomes. Page 18 BOE Approved 6-17-09 16B: Understand the development of significant political events. The student will be able to: • Describe the events that led to the French and American Revolutions. • Evaluate the impact Imperialism had on the world both past and present. • Explain the impact that World War I had on European nations. • List the causes that lead to World War I. 16C: Understand the development of economic systems. The student will be able to: • Predict how economic events were influenced by geographic, social and political conditions of the French, American, and Industrial Revolutions. 16D: Understand Illinois, United States and world social history. The student will be able to: • Trace how geographic, political, economic, and religious conditions shaped the social environment from 1700-1919. • Describe the living conditions for people living in each era. • Explain the impact capitalism and socialism had on social classes in history. • Summarize how imperialism led to cultural exchange. • Describe the global effects of World War I. • Summarize the scientific revolutions impact on learning and peoples’ lives. 17A: Locate, describe and explain places regions and features on the Earth. The student will be able to: • Locate geographical features, continents, and bodies of water on a map. Create a diagram displaying the causes of the French and American Revolutions and WWI. Map of the world before Imperialism compared to after. Create a diagram displaying the events that led to the French, American, and Industrial Revolutions. Debate: Research and then debate the ideas of capitalism and socialism and their impact on social classes in history. Create a diagram showing the effects of World War I had on each continent. Map Activity: Pre-World War I and Post World War I. Internet: www.ilike2learn.com Map Activity: World map filled in by students of lands taken over during Imperialism. Map activities based on the activities covered. Page 19 BOE Approved 6-17-09 (Imperialism, World War I) Locate the areas that nations gained during Imperialism. Locate the Balkans which led to the start of WWI on a map. Continue the work of locating all countries on all continents. 17D: Understand the historical significance of geography. The student will be able to: • Explain how and why civilizations were influenced by their geography. Making Predictions: Give students a map. Based on • Understand how geographic features benefited and limited societies the resources around a (e.g. trade, protection, agriculture, war). certain area, students will predict what a civilization would look like living in that area. 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. The student will be able to: • Explain the impact imperialism had on the development of culture. • Compare and contrast the natives’ culture to that of Imperialist nations. • Analyze the impact of Imperialism on native cultures. • Trace how the Enlightenment led to the Age of Revolution. • Identify changes in society that are reflected in the Dada movement and Surrealism. Identify key figures in the French and American Revolutions and WWI. Project: Create trading cards of important figures of selected area of study (revolutions, WWI, Imperialism). View PowerPoint on Dadaism and Surrealism. 18B: Understand the roles and interactions of individuals and groups in society. The student will be able to: • List the roles each of the following groups played during this era (patriots, loyalists, Three Estates, monarchs, dictators, presidents, workers, business owners, soldiers). • List the roles each of the following individuals played in the French Discussion: How were social systems effected by the events covered (revolutions, WWI) Page 20 BOE Approved 6-17-09 • • • • • 18C: Understand how social systems form and develop over time. Revolution (Marie Antoinette, Robespierre, Louis XVI, etc.). List the roles of each of the following individuals played in World War I (Woodrow Wilson, Archduke Franz Ferdinand, Kaiser Wilhelm II. etc.) List the roles of each of the following individuals played in the American Revolution (George Washington, Thomas Jefferson, Benjamin Franklin, John Adams, etc.) List the roles of women during World War I. Identify important figures of the scientific revolution. Identify the impact of Sigmund Freud’s psychoanalysis and the development of Carl Juna and Joseph Campbell in the relation to the theory of the collected unconscious. The student will be able to: • Understand the effects of the French, American, and Industrial Revolution and World War I on social systems. • Understand how Imperialism created new social systems in conquered lands. Matrix: Roles and relationships of individuals on events (revolutions, WWI) Read excerpt of the Power of Myth and take notes on Freud’s theories. Technology: Research important figures from area studied. Reading Assignment: Read and answer questions after reading passages from “White Man’s Burden.” Page 21 BOE Approved 6-17-09 World History 1-2 & World History 1-2 Honors Curriculum and Scope and Sequence Fourth Quarter STATE GOAL 14: Understand the political systems with an emphasis on the United States. STATE GOAL 15: Understand economic systems with an emphasis on the United States. STATE GOAL 16: Understand events trends, individuals and movements shaping the history of Illinois, the United States and other nations. STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. STATE GOAL 18: Understand social systems, with an emphasis on the United States. 4th Quarter World History Academic Vocabulary Cold War Isolationism Dictatorship Socialism Genocide Terrorism Globalization State Standard Objectives Action Plan 1A: Apply word analysis and vocabulary skills to comprehend selections. The student will be able to: • Demonstrate an understanding of critical vocabulary. Marzano’s six-step process for Building Academic teaching academic Vocabulary: vocabulary. Teacher’s Manual by Marzano and Pickering Resources 14B: Understand the structures and functions of the political systems of Illinois, the United States and other nations. The student will be able to: • Explain the political effects of the Cold War (communism versus democracy). • Describe the role of the United Nations in global politics. Matrix: Role of citizens and governments. Define and discuss communism and capitalism. Chart: Compare and contrast communism and democracy. Page 22 BOE Approved 6-17-09 14C: Understand election processes and responsibilities of citizens. The student will be able to: • Explain how leaders are elected. • Described the role citizens play in the election of their leaders. Group Work: Identify citizens’ rights and roles in communism and democracy. Discuss various election processes in the world. 14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. The student will be able to: • Identify political and social leaders (Hitler, Mussolini, Stalin, Lenin, F.D.R., Churchill, Mao Zedong). • Explain the creation and role of the United Nations. • Trace the creation of new nations at the conclusion of World War II. • Analyze the role of individuals and special interest groups in Europe leading up to World War II. • Describe Hitler’s rise to power and the effects of the Holocaust. 14E: Understand United States foreign policy as it relates to other nations and international issues. 14F: Understand the development of United States political ideas and traditions. The student will be able to: • Explain America’s foreign policy during post World War I, World War II, Cold War, and the modern era. • Judge the significance of Israel becoming an independent nation with the support of America. 15A: Understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. The student will be able to: • Compare and contrast communism and capitalism. • Summarize how World War II caused a shift in the production, distribution and consumption of goods. The student will be able to: • Summarize the development of the United States as a world power. Matching Assignment: Important figures of each era. Writing Assignment: Could someone like Hitler rise again? Read excerpt from Sadat’s visit to Jerusalem. Discuss U.S. foreign policy from the end of WWI to today. Create a flow chart of economic policies. Explain basic economic concepts (supply and demand, competition, depression, stock market, global economy). Discuss different economic policies. Page 23 BOE Approved 6-17-09 Writing Assignment: The effects that war has on consumerism and production. 15B: Understand The student will be able to: that scarcity • Explain how war affected the choices made by consumers. necessitates choices • Describe how a global economy affects choices made by consumers. by consumers. • Analyze how the Great Depression affected choices by consumers on a global scale. Discuss globalization and the effects on producers and consumers. Conduct a debate on socialism vs. capitalism. Depression Shopping List activity. Compare prices from the depression to today. 15C: Understand The student will be able to: that scarcity • Describe how war affects the production and consumption of goods. necessitates choices • Describe how a global economy affects choices made by producers. by producers. 15D: Understand The student will be able to: trade as an • Summarize trade in a global economy. exchange of goods • Evaluate the impact of “sweatshops” on countries where they are used. or services. 15E: Understand the impact of government policies and decisions on production and consumption in the economy. 16A: Apply the skills of historical analysis and interpretation. The student will be able to: • Evaluate how war affects the economy for producers and consumers. • Analyze the effectiveness of the Marshall Plan. The student will be able to: • Analyze war time propaganda. • Evaluate Adolf Hitler’s rise to power in Germany. • Analyze America’s decision to enter World War II and Vietnam War. • Analyze the decision by Truman to use the atomic bomb against Japan. Reading articles on Depression Era. Compare and contrast jobs created by underdeveloped countries and the low wage jobs brought in by the developed world. Internet Discussion on the impact and effectiveness of the Marshall Plan. Did it work? Create propaganda posters. Conduct a class debate on the use of the atomic bomb against Japan. Excerpt from Hiroshima Page 24 BOE Approved 6-17-09 Writing Assignment: Create a propaganda speech for something today. 16B: Understand the development of significant political events. The student will be able to: • List the causes that lead to World War II, Cold War, and Vietnam. • Describe the events that led to the Cold War and globalization. • Explain the impact that World War II had on European nations. • Evaluate the impact globalization had on the world. Internet Group Work: Should the United States have entered WWII, Vietnam, Korea, and Gulf War. Discussion of globalization. Writing Assignment: Predict the effects of globalization in the next 10 years. 16C: Understand the development of economic systems. The student will be able to: • Trace the development of global markets in society following World War II. • Compare and contrast the growing economic development in China and India. 16D: Understand Illinois, United States and world social history. The student will be able to: • Trace how geographic, political, economic, and religious conditions shaped the social environment from 1919-present. • Describe the living conditions for people living in each era. • Explain the impact communism had on social classes. • Summarize how globalization led to cultural exchange. • Describe the global effects of World War II, Cold War, and Vietnam. • Describe the development of apartheid in South Africa and how it eventually ended. 16E: Understand Illinois, United States and world environmental history. The student will be able to: • Trace how modernization has led to global warming. • Predict the effects global warming will have on the environment. Create a Venn diagram comparing the development of China to India. Debate: Is globalization good or bad for the world? Watch scenes from Cry Freedom. Take notes on apartheid in South Africa. Movie: Cry Freedom Notes Excerpt: Kaffir Boy Discuss global warming and the effects on the environment. Research: Global warming and how to slow the effects, the causes of global warming. Page 25 BOE Approved 6-17-09 17A: Locate, describe and explain places regions and features on the Earth. The student will be able to: • Locate geographical features, countries, continents, and bodies of water on a map. 17B: Analyze and explain characteristics and interactions of the Earth’s physical systems. The student will be able to: • Explain how geography affected strategies during war. 17C: Understand relationships between geographic factors and society 17D: Understand the historical significance of geography. 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. The student will be able to: • Explain how geographical factors shaped people’s way of life. • Analyze America’s role in global warming. Map Activity: Post WWII, Vietnam, Globalization, Cold War. Map Activity: Maps of war, geography and people’s lives. The student will be able to: • Explain why and how civilizations were influenced by their geography. • Understand how geographic features benefited and limited societies (e.g. trade, protection, agriculture, war). The student will be able to: • Explain the impact globalization had on the development of culture. • Describe how the Holocaust has affected the Jewish community. • Analyze music and literature that speaks to modern political, cultural, and social issues of the day. • Describe the role of human rights organizations in the world today. Discuss trade and geographic features. Analyze America’s decision not to sign the Kyoto Treaty. Internet Writing Assignment: Evaluate the impact of geography on a society. Identify leaders of each era (WWII, Cold War, Vietnam, modern world) Read excerpts from Things Fall Apart, Kite Runner, and Three Cups of Tea. Listen to Death of Emmet Till, Strange Fruit, and Old Man River. Research organizations such as Tostan and Amnesty International. Describe the role of human rights. • Things Fall Apart • Kite Runner • Three Cups of Tea • Death of Emmet Till • Strange Fruit • Old Man River Page 26 BOE Approved 6-17-09 18B: Understand the roles and interactions of individuals and groups in society. 18C: Understand how social systems form and develop over time. The student will be able to: • Identify significant individuals in the post World War II era. • Describe significant individuals in the post World War II era. • List the roles of women during World War II. Discuss wars’ impacts on the people of nations at war. The student will be able to: • Understand the effects of the world wars and their impact on social systems. • Analyze the Cold War and impact on social systems. • Understand how globalization created new social systems. Matrix: What effects globalization will have on the nations and people of the world? Page 27 BOE Approved 6-17-09