Download World History #2109310 10th grade

World History #2109310
10th grade
World History 9-12 Course – The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This
course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of
North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship
between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.
The End Product: The unit end product is a standards-based, culminating task that tries to bring a major theme(s) of the unit together, as much as possible through
writing. The end product is advised to be given to students at the end of each unit. Students should be introduced to the end product at the very beginning of the unit.
This way the students will know why they are performing certain tasks throughout the unit and what they are working towards. The end product is a DOK 3 or 4 question
or problem that students will have to address, using text resources, and information from the unit, and will almost always result in a written product that can be graded
using the FSA rubric below. The end product should not take the place of a written exam, but should be an assessment of student’s higher-thinking, content knowledge,
and literacy skills. It should assess both content standards and literacy standards.
Please utilize the resources and links below throughout the course to optimize student understanding and growth in the classroom:
Recurring Standards: The Recurring standards are those that are not specific to a certain unit, but should be used throughout the entire course. The historical inquiry and
analysis standards compose these standards. SS.912.A.1.1-SS.912.A.1.7; Example: SS.912.A.1.2- Utilize a variety of primary and secondary sources to identify author,
historical significance, audience, and authenticity to understand a historical period.
FSA Rubric Argumentation/FSA Rubric Informative or Explanatory: The FSA rubric is the state rubric used to evaluate all argumentative and informative writing and
what will be used in social studies courses for evaluation of DBQs as well as end products.
Recursive Standards (MAFS, LAFS, and SL standards): The recursive standards are comprised of the Language Arts Florida Standards, the Mathematic Florida
Standards, and the Speaking and Listening Florida Standards. They should be addressed throughout the course. They are listed in CPALMS under the course standards
and are important to cover, enabling our students to be competent in literacy, math, and speaking and listening skills.
PLC process page: The PLC process is a valuable process that elicits the four important steps of all good PLCs. This page provides the sequence for using the curriculum
documents as you plan for aligned instruction, assess your students, and evaluate their data.
Test Item Specs: The test item specifications will be able to provide all the tested standards, as well as specifics to what is included in certain standards (Example:
SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries. Remarks/Examples: Examples may include, but
are not limited to, Boss Tweed, Tammany Hall, George Washington Plunkitt, Washington Gladden, Thomas Nast).
Webb’s DOK link: This page goes into detail about the four different levels of Webb’s DOK, as well as examples for each level and how we can bring our level of
questioning and student-driven questions to a higher level. Please refer back to these examples throughout the course.
LDC Templates and LDC Modules: The Literacy Design Collaborative provides templates for writing tasks for students as well as already created modules in social
studies that include tasks and end product ideas for students throughout the course.
National History Day: This website provides information on this year’s upcoming National History Day competition, as well as resources and classroom connections for
teachers.
Stanford, Reading like a Historian: This website provides great curriculum for History Lessons, utilizing impactful primary and secondary sources and asking students to
“Think Like Historians.”
2015 Florida Statutes: These are the 2015 Florida Statutes for required education in social studies courses. For each grade level, teach only those statutes applicable to
your discipline. *Exception is Holocaust Education, which needs to be taught at every grade level K-12*
Timeline
Units
Quarter I and II
Unit I
The Pre-Modern World
(c. up to 1400)
(suggested time: 5 weeks)
Unit II
The Rise of Western Civilization
(c. 1400 – 1 750)
(suggested time: 3 weeks)
Unit III
The Global Age
(c. 1400 – 1750)
(suggested time: 4 weeks)
Unit IV
The Age of Revolutions
(c. 1400 – 1850)
(suggested time: 4 weeks)
Cluster of
Standards
and Focus
Topics
SS.9.12.W.2.1-22, SS.9.12.W.3.1-8
Focus Topics: Western Europe, Byzantium,
Japan, and the Islamic World
SS.9.12.W.4.1-10
Focus Topics: Renaissance, Reformation,
and Scientific Revolution
SS.9.12.W.3.9-19, SS.9.12.W.4.11-15
Focus Topics: Sub-Saharan Africa, PreColumbian Americas, and Exploration
SS.9.12.W.5.1-7
Focus Topics: Absolutism, Enlightenment,
and the Atlantic Revolutions
Recursive
Standards
LAFS.910.WHST.1.1, LAFS.910.WHST.1.2,
LAFS.910.RH.1.2
LAFS.910.WHST.1.1, LAFS.910.RH.1.2
LAFS.910.WHST.1.2, LAFS.910.WHST.3.9,
LAFS.910.RH.2.5
LAFS.910.WHST.1.2, LAFS.910.WHST.3.9,
LAFS.910.RH.2.6
Suggested
Speaking
and
Listening
Tasks
Suggested
Texts
 Philosophical Chairs: The Crusades
 Philosophical Chairs: Protestant
Reformation
 Presentation on Renaissance artist
 History of Mankind: New World and
discussion
 Four Corner Debate: The Columbian
Exchange was beneficial to the World
 Debate: Hobbes and Locke
 History Channel: French Revolution
Documentary and discussion
 Prentice Hall World History: Chapters
7,8,9,10,12
 Pope Urban II’s Recruitment Speech of
the Fist Crusade
 Excerpts from Koran, Sharia, and/or the
Hadith
 Excerpts from Justinian’s Code
 Code of Chivalry
 Tale of Geniji
 Prentice Hall World History: Chapter 13
 Martin Luther’s Letter to the Archbishop
of Mainz (regarding the sale of
indulgences)
 Luther’s 95 Theses
 The World In 1500 – The West as a
Backwater by Dinesh D’Souza
 Prentice Hall World History: Chapters
16,17,18
 Simon Bolivar’s Jamaica Letter
 Rebirth of Reason (web resource)
 Declaration of Independence
 Declaration of the Rights of Man
 Declaration of the Rights of Women by
Olympe De Gouge
 Toussaint L’Ouverture’s Letter to the
French Government (Directory)
DBQ
Suggestions
 Black Death: How different were
Christian and Muslim Responses
 Samurai and the Knights
 Why did Islam Spread so Quickly?
 What is the Primary Reason to study the
Byzantine?
 What was the important consequences
of the Printing Press?
 How did the Renaissance change man’s
view of man?
 Prentice Hall World History: Chapters
6,11,14,15
 Columbus’s First Impressions of
American Peoples
 Account of the Devastation of the Indies
by Bartholomew De Las Casas
 A Slave’s Memoir by Olaudah Equiano
(on the Middle Passage)
 King Afonso’s Letter to the Portuguese
(protesting slave raiding)
 Exploration of North America (History
Channel)
 What factors drove the Sugar Trade?
Blueprints
Link to Unit 1
Unit End
Products
 Informative Essay/Thesis comparing and
contrasting European and Japanese
Feudalism
 Argumentative Essay on Islamic
contributions
Link to Unit 2
 Argumentative Essay on significant
societal changes (Renaissance,
Reformation, and/or Scientific
Revolution).
Link to Unit 3
 Informative Essay comparing North
American goals for colonization
 Three Exploration Political Cartoons and
Explanations
 Age of Exploration Newspaper
 The Enlightenment Philosophers: What
was their main idea?
 The Reign of Terror: Was it justified?
Link to Unit 4
 Informative Essay: On Enlightenment
Ideas of Hobbes and Locke
 French Revolution Storybook
Timeline
Units
Quarter III and IV
Unit V
The Industrial Age
(c. 1750 – 1914)
(suggested time: 3 weeks)
Cluster of
Standards
Recursive
Standards
Suggested
Speaking and
Listening
Tasks
Suggested
Texts
DBQ
Suggestions
Blueprints
Unit End
Products
SS.9.12.W.6.1-7
Focus Topics: Industrialization,
Imperialism, and Nationalism
Unit VI
The Global Wars
(c. 1914 – 1945)
(suggested time: 5 weeks)
Unit VII
The Cold War
(c. 1945 – 1991)
(suggested time: 4 weeks)
Unit VIII
The Post-Cold War World
(c. 1991 – present)
(suggested time: 4 weeks)
SS.9.12.W.7.11, SS.9.12.W.8.1-10
Focus Topics: The Cold War, and
Decolonization
SS.9.12.W.9.1-7
Focus Topic: Globalization and
Contemporary Global Issues
LAFS.910.WHST.2.4, LAFS.910.RH.2.6
SS.9.12.W.7.1-11
Focus Topics: World War I, the Great
Depression, the Rise of Totalitarianism, and
World War II
LAFS.910.WHST.2.4, LAFS.910.RH.2.6
LAFS.910.WHST.3.7, LAFS.910.RH.3.9
LAFS.910.WHST.3.7, LAFS.910.RH.2.6
 4-Corner Debate: The Industrial
Revolution was beneficial to society.
 Socratic Seminar: Atomic bomb?
 4-Corner Debate: Causes of World War I
 Philosophical Chairs: Most significant
breakthrough in the 20th century?
 Philosophical Chairs: Is globalization a
force for good?
 Prentice Hall World History: Chapters
19,20,21,22,23,24,25
 Excerpt of the Communist Manifesto by
Karl Marx
 President Fillmore’s Letter to the
Tokugawa Shogun
 Lin Zexu’s Letter to Queen Victoria
(regarding the 0pium trade)
 The White’s Man Burden by Rudyard
Kipling
 Qianlong’s Letter to King George III
(restricting trade in China)
 Michael Sadler’s Parliament Investigation
on Working Conditions in Textile
Factories
 Female Mill Workers in England and
Japan: How similar were their
experiences?
 APWH 2009 DBQ: Africa’s reactions to
European Imperialism
 Prentice Hall World History: Chapters
26,27,28,29
 Dulce et Decorum Est by Wilfred Owen
 Vladimir Lenin’s Socialism and War
 Georges Clemenceau’s Speech at the
Paris Peace Conference
 Excerpts Adolf Hitler’s Mein Kampf
 Joseph Stalin’s First Five Years Plan
 Heinrich Himmler’s Poznan Speech
 President Truman’s Speech Announcing
the Use of the Atomic Bomb in Hiroshima
 Hiroshima: Maiden Tale (survivor’s
testimony)
 Philosophical Chairs: How dominant
were the United States and Soviet Union
during the Cold War?
 Philosophical Chairs: Has nationalism
done good or bad?
 Prentice Hall World History: Chapters
30,31,32,33
 Iron Curtain Speech by Winston Churchill
 Vietnamese Declaration of Independence
by Ho Chi Minh
 I Speak of Freedom by Kwame Nkrumah
 Excerpts from Indian Home Rule by
Mohandas Gandhi
 Muhammad Ali Jinnah’s Need for
Pakistan
 We are at War by African National
Congress (by Nelson Mandela)
 PM Jawaharlal Nehru’s Speech
 What were the Underlying causes of
World War I?
 APWH 2015 DBQ: Responses to the
spread of influenza
 Gandhi, King, and Mandela: What made
non-violence work
 How did Colonialism affect Kenya?
 APWH 2012 DBQ
Link to Unit 5
Link to Unit 6
Link to Unit 7
Link to Unit 8
 Informative Essay comparing and
contrasting nationalism in different areas
(Japan, Italy, Germany, etc.).
 Argumentative essay on atomic bomb
decision.
 Research paper on one of four Cold War
Unit prompts
 Research paper and presentation on one
of the Unit prompts
 Argumentative Essay on causes and
effects of Industrialization/Imperialism
 Narrative of an Industrial worker
 Prentice Hall World History: Chapters
31,32,33
 What’s Your Consumption Factor? by
Jared Diamond
 Hungry Planet: What Families Around the
World Eat
 Excerpt Ritzer’s Globalization of Nothing
 Santa’s Real Workshop: the town in
China that makes the world’s Christmas
decorations (article)
 Excerpt or clip from An Inconvenient
Truth; Excerpts from China’s One Child
Policy
 APWH 2011 DBQ: Causes and
Consequences of the Green Revolution